Detailed Lesson Plan in Prof Ed 3

Pre-Service Teacher: Jana U. Noueihed

Subject Teacher: Melodina Dela Cruz

I. Objectives

 Cognitive Domain: Analyze and evaluate diverse global perspectives and issues,
demonstrating critical thinking skills in understanding the interconnections between local
and global contexts.
 Affective Domain: Develop an appreciation for cultural diversity and global citizenship,
fostering empathy and respect for individuals from different backgrounds and
experiences.
 Psychomotor Domain: Engage in collaborative projects that involve the application of
global literacy skills, such as conducting research, creating presentations, and
participating in community service initiatives that address global challenges.

II. Subject Matter

Topic: Global Literacy

References: slideshare.com

Materials: PowerPoint, Pictures, Marker & Blackboard

Values Integrated: Culturalism

II. Lesson Proper

Teacher's Activity Student's Activity

A. Preliminary Activities

‘Stand up everybody and be ready to Pray. ‘ Our Father who art in heaven,hallowed be thy
name.Thy kingdom come.Thy will be done

on earth, as it is in heaven.Give us this day

our daily bread,and forgive us our trespasses,

as we forgive those who trespass against us,

and lead us not into temptation,

but deliver us from evil.

“Good morning, Ma’am, Good morning

classmates”
 Greetings

“Good Morning Class”

“Before we start, please pick up the pieces of

paper and make sure that your chairs are
straight.”

“You may take your seat”.

 Checking Attendance “None Ma’am”

“Mayor, is there any absent from the class?”

“Very good, I’m so glad that everyone is

present today. Keep it up, class.

 Activity

Guess Me & Find Me!

“I have here a jumbled letters and you have to

guess a word after I read a definition. Do you
understand?
 G E D S L

C L B I O K I

U O O L A I T

L Y F B L E

T Q W L A L R

U Y U P B L A

R A R T I P C

E L A C O L Y

Word Guess:
o Literacy
o Culture
o Global
o Local
o Skill

Definitions:

 Literacy : The ability to read and

write effectively.
 Global: Relating to the entire
world.
 Local : Pertaining to a specific area
or community.
 Culture : Shared beliefs and
practices of a group.
 Skills: Acquired abilities to perform
tasks.

 Analysis

1. In what ways does literacy differ between

global and local contexts, and how do these
differences influence the development of
specific skills related to cultural understanding
and communication?

2. How can fostering local literacy initiatives

enhance global cultural awareness, and what
skills do individuals need to effectively bridge
the gap between local practices and global
literacy standards?
  Abstractions

“GLOBAL LITERACY"

GLOBAL LITERACY

> Global literacy aims to address issues of

globalization, racism, diversity an social
justice (Guo, 2014). It requires awareness and
action, consistent wit a broad understanding of
humanity, the planet, and the impact of a
human decision on both. It also aims to
empower students with knowledge and take
action to make a positive impact in the world
and their community (Guo, 2014).

> According to the Ontario Ministry of

Education (2015), a global citizen should
possess the following characteristics: (1)
respect for human regardless of race, gender,
religion pf political perspectives; (2) respect
for diversity and various perspectives; (3)
promote sustainable patterns of living,
consumption, and production; and (4)
appreciate the natural world and demonstrate
respect on the rights of all living things.

INTERCONNECTING
MULTICULTURAL AND GLOBAL
LITERACY

> Every classroom contains students of

different races, religions and cultural groups.
Guo (2014) averred that students embrace
diverse behaviors, cultural values, patterns of
practice, and communication, yet they all
share one commonality, which is their
educational opportunity.

> Therefore, teachers should teach their

students that other cultures exist and that these
deserve to be acknowledged and respected.
Integrating a variety of cultural context into
lessons and activities teaches students to view
the world from many angles, creates respect
for diversity and enables students to learn
exciting information. As classrooms become
increasingly more diverse, it is important for
educators to analyze and address diversity
issues and integrate multiculturism
information into the classroom curriculum
(Guo,

2014)

GLOBAL COMPETENCE

• Global competence is multidimensional

capacity. Therefore, globally competent
individual can analyze and rationalize loca
global and intercultural issues

understand and appreciate different

perspectives and worldviews,

interact

sustainabity and espective well-being (OCD

pubiieations ble action toward
“Yes ma’am!”
• Global competence refers to skills, values
and behaviors that prepare young people to
thrive in à diverse, interconnected and rapidly
changing world. It is the ability to become
engaged citizens and collaborative problem
solvers who are ready for the workforce.

PROMOTING GLOBAL COMPETENCE

IN SCHOOLS

>Schools play a crucial role in helping young

people to develop global competence. They
can provide opportunities to critically examine
global developments that are significant to
both the world and to their own lives.

They can teach students how to critically,

effectively and responsibly use digital
information and social media platforms.

> Schools can encourage intercultural

sensitivity and respect by allowing students to
engage in experiences that foster an
appreciation for diverse peoples, languages
and cultures (Bennett, 1993; Sinicrope, Norris
and Watanabe, 2017). Schools are also
positioned to enhance student's ability to
understand their place in the community and
the world and improve such ability to make
judgements and take action (Hanvey, 1975 in
PISA, 2018).

The Need for Global Competence

The following are the reasons why global

competence is necessary.

1. To live harmoniously in multicultural

communities. Education for global
competence can promote cultural awareness
and purposeful interaction in increasingly
diverse societies (Brubacker and Latin, 1998;
Kymlicka. 1995; 2007). People with diverse
cultures are able to live peacefully,

respect differences, find common sultutions,

resolve conflicts and learn to live together as
global citizens (Delors,et. al., 1996;
UNESCO, 2014b).

Thus, education can teach students the need to

address cultural biases and stereotypes.

2. Tan boost employabily through ee te

communication and appropriate

behavior within diverse teams using

technology in accessing and connecting to the
world (British Council, 2013).

3. To use date platforms effectively and

responsibly. Radical transformatio in digital
technologies have shaped young people's
outlook on the world their interaction with
others and their perception of themselves.
Online networks, social media and interactive
technologies give rise to new concepts of
learning, wherein young people exercise to
take their freedom on what and how they learn
(Zuckerman, 2014).

To support the sustainable development goals.

Education for global competence can help
form new generations who care about global
issues and engage in school, political,
economic and environmental discussions.

DEMINSIONS OF GLOBAL
COMPETENCE: IMPLICATIONS TO
EDUCATION

- Education for global competence is founded

on the ideas of different mode of global
education, such as intercultural education,
global citizenship education and education for
democratic citizenship (UNESCO, 2014)

Dimension 1: Examine issues of local,

global and cultural significance

- This dimension refers to globally competent

people's practices of effectively utilizing
knowledge about the world and critical
reasoning in forming their own opinion about
a global issue.

Dimension 2: Understand and appreciate

the perspectives and world views and

others

- This dimension highlights that globally

competent people are willing and capable of
considering other people's perspectives and
behaviors from multiple viewpoints to
examine their own assumptions.

Dimension 3: Engage and open,

appropriate and interactions across culture

- This dimension describe what globally

competent individuals can do when they
interact with people from different
cultures.Council of Europe, 2016).

- PISA proposes a new perspective on the

definition and assessment of global
competence that will help policy makers and
school leaders create learning resources and
curricula that integrate global competence as a
multifaceted cognitive, socio-emotional and
civic learning goal (Box Mansilla, 2016).

Dimension 4: Take action for collective

well-being and sustainable development

- This dimension focuses on young people's

role as active and responsible members of
society and refe to individual's readiness to
respond to a given local, or intercultural issue
or situation.

The assessment strategy for global

competence

The PISA 2018 assessment of global

competence contributes development, while
considering challenges and limitations.

Two components:

- A cognitive test exclusively focused on the

construct of "global understanding".

-A set of questionnaire items collecting self-

reported information on students' awareness.

Curriculum for global competence:

- Knowledge

- Skills

- Attitudes

- Values

Four knowledge domains:

1. Culture and intercultural relations;

2. Socio-economic development and

interdependence;

3. Environmental sustainability; and

4. Global institutions, conflict and human

rights.

Skills to understand the world and to take

action

• Global competence builds on specific

cognitive, communication and socio-
emotional skills.

Knowledge about the world and other

cultures

This knowledge helps people to challenge

misinformation and stereotypes about other
countries and people.

This can be done through the following

strategies (OECD, 2018):

• Perspective-taking refers to the cognitive

and social skills of understanding how other
people think and feel.

• Adaptability refers to the ability to adapt

systems thinking and behaviors to the
prevailing cultural environment, or to
situations and contexts that can present new
demands or challenges.

Opennes, respect for diversity and global-

mindedness

• Globally competent behavior requires an

attitude of openness towards people from
other cultural backgrounds, an attitude of
respect for cultural differences and an attitude
of global mindedness. Such attitude can be
fostered explicitly through participatory and
learner-centered teaching, as well as through a
curriculum characterized by fair practices and
an accommodating school climate for all
students.

> Opennes toward people from other cultural

backgrounds involves sensitivity tomer de
posies on the will (Gryam, 2008 Counti
oteurope, 2016a).

> Global-mindedness is defined as a

worldview, in which one sees him/herself
connected to the community and feels a sense
of responsibility for its members (Hansen,
2010).

Valuing human dignity and diversity

• Valuing human dignity and valuing cultural

diversity contribute to global competen
because they constitute critical filters through
which individuals process informatic about
other cultures and decide how to engage with
others and the world. Hence, people, who
cultivate these values, become more aware of
themselves and their surroundings, and are
strongly motivated to fight against exclusion,
ignorance, violence, oppression and war.

• Clapham (2006) introduced the four aspects

of valuing equality of core rights and dignity.
To wit; (1) the prohibitation of all types of
inhuman treatment, humiliation or degradation
by one person over another; (2) the assurance
of the possibility for individual choice and the
conditions for each individual's self-
fulfilment, autonomy or self-realization; (3)
the recognition that protection of group
identity and culture may be essential for that
of personal dignity; And (4) creation of
necessary conditions to have the essential
needs satisfied.

Global understanding

> Understanding is the ability to use

knowledge to find meaning and connection
between different pieces of information and
perspectives.

> The framework distinguishes four

interrelated cognitive processes that globally
competent students needs to use to understand
fully global or intercultural issues and
situations (OECD, 2018).

1. the capacity to evaluate information,

formulate arguments and explain complex
situations and problems by using and gaps in
information and managing conflicting
arguments

2. the capacity to analyze multiple perspective

and worldviews, positioning and connecting
their own and others' perspective on the world

3. The capacity to understand differences in

communication, recognizing the importance
of socially appropriate communication and
adapting it to the demands of diverse cultural
contexts

4. The capacity to evaluate actions and

consequences by identifying and comparing
different course of action and weighing
actions on the basis of consequences.

Thus, globally competent students should be

able to perform a wide variety tasks utilizing
different cognitive processes, such as:
reasoning with evidenc about an issue or
situation of local, global and intercultural
significance; evaluatina information on the
basis of its relevance and reliability:
synthesizing information to describe the main
ideas in an argumentative text or the salient
passages of a conversation; and combining
their background knowledge, new information
and critical reasoning to build multi-casual
explanations of global or intercultural issues
(OECD, 2018).

Integrating Global and Intercultural issues

in the Curriculum

> For global education to translate abstraction

into action, there is a need to integrate global
issues and topics into existing subjects (Klein,
2013;

UNESCO, 2014). In the practice, content

knowledge related to global competence is
integrate in the curriculum and taught in
developmentally appropriate ways ( Boix
Mansilla and Jackson, 2011; UNESCO,
2015).

> Therefore, Gaudelli (2006) affirmed that

teachers must have clear ideas on global and
intercultural issues that students may reflect
on. They also need to collaboratively research
topics and carefully design the curriculum
while giving students multiple opportunities to
learn those issues. Teacher may also engage in
professional learning communities and
facilitate peer learning.

countries.

Pedagogies for promoting global competence.

Various student-centered pedagogies can help
students develop critical thinking along global
issues, respectful communication, conflict
management skills, perspective taking and
adaptability.

• Group-based cooperative project work can

improve reasoning and collaborative skills. It
involves topic- or theme-based task suitable
for various levels and ages, in which goal and
content are negotiated and learners cam create
their own learning materials that they present
and evaluate together. Learners, participating
in cooperative tasks, attentive, honest and
empathic (Barret, et al., 2014).

> Class discussion is an interactive approach

that encourages proactive listening and
responding to ideas expressed by peers. By
exchanging views in the classroom, students
learn that there is no single right answer to a
problem, understand the reasons why others
hold different views and reflect on the origins
of their own beliefs (Ritchhart, et.al., 2011)
> Service learning is another tool that can
helps develop multiple global skills throu real-
world experience. This requires learners to
participate in organized activities that are
based on what has been learned in the
classroom and that benefit their communities.
After the activities, learners reflect critically
on their service experien to gain further
understanding of course content, and enhance
their sense of role in society with regard to
civic, social, economic and political issues
(Bringle and Clayton, 2012). Through service
learning, applied learning, but also "learn to
serve" (ringles el al., 2016).

Attitudes and values integration toward global

competence.

> Allocating teaching time to a specific

subject that deals with human right issues and
non-discrimination is an important initial step
in cultivating valu for global competence.

> Values and attributes are partly

communicated through the formal curriculum
and also through ways, in which teachers and
students interact, how discipline is encouraged
and the types of opinions and behavior that
are validated in the classroom environments'
influence on developing students values,
would help teachers become more aware of
the impact of their teaching on students (Gay,
2015).

 Application

Let’s apply what you have learned. Now I

have here a two reflection questions. I will be
asking random students to answer the
following question. Am I clear?

1. How does improving global literacy rates

contribute to the overall development and
empowerment of communities, particularly in
developing countries?

2. In what ways can individuals and

organizations play a role in promoting literacy
and addressing the barriers that prevent access
to education for marginalized populations?
  Evaluation

Use ½ sheet of paper. And answer the

following questions below.

1. Global literacy rates have consistently

increased over the past century.

2. More women than men are illiterate

worldwide.

3. Literacy is defined solely as the ability to

read and write in one's native language.

4. In some countries, the literacy rate is above

90%.

5. Access to technology has no impact on

global literacy rates.

6. Adult literacy programs have been shown

to be effective in improving literacy rates.

7. UNESCO is a key organization that tracks

global literacy statistics.

8. The majority of illiterate adults live in

developed countries.

9. Global literacy initiatives often focus on

both reading and writing skills.

10. Literacy only affects individual

opportunities and has no impact on economic
development.

Okay, I think everyone is finish. Kindly

exchange your papers with your seatmate.

Assignment:

In this assignment, you will work in groups of

3-5 to address a global challenge. Choose an
issue like climate change or poverty, and
conduct research using credible sources.

Create a presentation summarizing your

findings, including key statistics and proposed
solutions. Additionally, plan a community
service initiative that outlines its goals, target
audience, and implementation steps.

Present your research to the class and prepare

for questions. Afterward, each member will
write a brief reflection (1-2 paragraphs) on
their learning experience. Submit your
presentation and reflections by the due date.
Your work will be assessed on research
quality, presentation clarity, and reflection
depth. Collaboration is key, so ensure all
members contribute!

Please all stand for the closing prayer. Answers Keys:

1. True

2. True

3.False

4. True

5. False

6. True
“Good bye class and Thank you!” 7. True

8. False

9. True

10. False
St. Michael the Archangel, defend us in
battle; be our defense against the wickedness
and snares of the devil. May God rebuke him,
we humbly pray; and do you, O prince of the
heavenly host, by the power of God, thrust
into hell Satan and the other evil spirits who
prowl about the world for the ruin of souls.
Amen."

“Good bye Ma’am”