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UNIT 6: Issues of Identity and Belonging in a Global Community and Implications for

Educating CLD Learners in Our Schools

Portfolio Activity

By: Maha S. Elbando

EDUC 5810-01 - AY2024-T3

Supervised by: Dr. Samantha Yahn

Abstract

Developing students' intrinsic motivation for learning with a global mindset involves

fostering curiosity, empathy, and a sense of interconnectedness with the world. The following

comprehensive approach addresses this prompt:

Promoting Global Awareness and Perspective:

To effectively develop students' intrinsic motivation for learning with a global mindset

while nurturing their creativity and respecting diversity, educators can adopt a comprehensive

approach. This approach includes promoting global awareness and perspective, encouraging

critical thinking and problem-solving, empowering student agency and action, assessing global

citizenship and personal creativity, and incorporating Education for Sustainable Development

(ESD) principles (Veenkamp, 2007; Dighe, 2000).

Promoting Global Awareness and Perspective involves integrating global issues,

perspectives, and cultures into the curriculum (Veenkamp, 2007). This can be achieved through

studying global literature, history, current events, and cross-cultural communication.

Additionally, utilizing technology to connect students with peers from around the world fosters

an understanding of diverse viewpoints (Dighe, 2000).

Integrating global issues, perspectives, and cultures into the curriculum involves studying

global literature, history, current events, and cross-cultural communication.

In addition, using technology to connect students with peers from around the world

through virtual exchanges, collaborative projects, and online discussions. This helps students

understand diverse viewpoints and appreciate diverse cultural contexts.

For example, in reading lessons, I select non-fiction global issues and enable discussions

around them. My students personalize topics and discuss them from their perspectives and create
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a connection to their lives. Moreover, in literature, my students study global literature to get

more acquainted with various cultures and more tolerant to diverse perspectives.

Encouraging Critical Thinking and Problem-Solving:

Encouraging Critical Thinking and Problem-Solving requires presenting real-world

problems that emphasize the interconnectedness of global issues (Veenkamp, 2007). Students

should be encouraged to ask questions, analyze information critically, and consider multiple

perspectives when addressing complex issues (Dighe, 2000).

In my classroom, I present real-world problems and challenges that require critical

thinking and collaboration for my students to solve. In addition, I emphasize the

interconnectedness of global issues and the importance of finding sustainable solutions.

In every stage of my lessons, I encourage my students to ask questions, analyze

information critically, and consider multiple perspectives when addressing complex issues.

Empowering Student Agency and Action:

It is important to provide opportunities for students to take initiative and have influence

in their local and global communities. This can involve service-learning projects, advocacy

campaigns, or participation in global initiatives related to sustainability, human rights, or social

justice.

Teachers must encourage students to reflect on their actions and the impact they have on

others and the world around them. Teachers must encourage them to develop a sense of agency

and responsibility for creating positive change.

According to (Robert Feirsen, and Seth Weitzman, November 22, 2023), New teachers

encounter challenges like first parent conferences and submitting grades. To support their

empowerment, school leaders and mentors should tackle issues alongside them. Effective
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professional development involves relevant activities such as role-playing and capitalizing on

teachers' strengths. Encouraging teacher self-efficacy fosters collaboration, decision-making, and

recognition, minimizing overwhelm and boosting agency. Psychological ownership supports

personalized development like Action Research, enhancing teachers' control over learning.

Empowering Student Agency and Action involves providing opportunities for students to

take initiative and have influence in their local and global communities (Veenkamp, 2007). This

can include engaging in service-learning projects, advocacy campaigns, or participating in global

initiatives related to sustainability and social justice (Dighe, 2000).

Assessment of Global Citizenship and Personal Creativity:

Assessment of Global Citizenship and Personal Creativity requires evaluating students'

understanding of global issues, cultural awareness, and ability to empathize with others

(Veenkamp, 2007). Creativity and innovation can be assessed through students' ability to

generate original ideas and express themselves authentically (Dighe, 2000).

In addition, it is essential to assess students' understanding of global issues, cultural

awareness, and ability to empathize with others through a variety of methods, including projects,

presentations, discussions, and written reflections.

For example, I evaluate my students' creativity and innovation by assessing their ability

to generate original ideas, express themselves authentically, and solve problems creatively. I

provide opportunities for my students to display their creative work in different formats, such as

artwork, performances, or multimedia presentations.

Incorporating Education for Sustainable Development (ESD):

Incorporating Education for Sustainable Development (ESD) principles into the

curriculum involves exploring topics such as environmental sustainability, social equity, and
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economic development (Veenkamp, 2007). Experiential learning activities, such as field trips

and firsthand projects, can engage students in real-world applications of sustainability concepts

(Dighe, 2000).

Teachers need to integrate principles of ESD into the curriculum by exploring topics such

as environmental sustainability, social equity, and economic development. Teachers must

encourage students to explore the interconnectedness of these issues and consider the long-term

consequences of their actions.

Use experiential learning activities, such as field trips, outdoor education, and firsthand

projects, to engage students in real-world applications of sustainability concepts. When I led an

environment group, I encouraged my students to conduct environmental experiential activities

that raised their environmental awareness and led them to obtain global awareness such as

recycling, field trips to factories and water companies, and environmental awareness campaigns.

I encourage them to think critically about the impact of human activities on the

environment and society and explore solutions for creating a more sustainable future through

discussions and group projects.

By implementing these strategies, teachers can develop students' intrinsic motivation for

learning with a global mindset while nurturing their creativity and respecting diversity. This

approach fosters a sense of connection to the local community and empowers students to become

active and responsible global citizens.

By implementing these strategies, educators can develop students' intrinsic motivation for

learning with a global mindset while nurturing their personal creativity and respecting diversity

(Veenkamp, 2007; Dighe, 2000). This approach fosters a sense of connection to the local

community and empowers students to become active and responsible global citizens.
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References

Bauböck, R. (2006). Citizenship and migration – concepts and controversies. In Bauböck

R. (Ed.), Migration and Citizenship: Legal Status, Rights and Political Participation (pp. 15-32).

Amsterdam: Amsterdam University Press. Retrieved from

http://www.jstor.org/stable/j.ctt46mvkf.6.

Dighe, A. 2000. “Diversity in Education in an Era of Globalization.” in Learning

Societies: A Reflective and Generative Framework. Edited by M. Jain. Udaipur,

Robert Feirsen, Seth Weitzman. (November 22, 2023). Helping New Teachers Develop a

Sense of Agency. https://www.edutopia.org/article/boosting-new-teachers-sense-agency/

Shikshantar: The People’s Institute for Rethinking Education and Development.

Retrieved from http://www.learndev.org/dl/VS3-00q-Diversity.PDF.

Veenkamp, T. (2007). People Flow revisited: Constructive management of changing

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Ten Innovative Approaches to the Challenges of Migration in the 21st Century (pp. 37-46).

Amsterdam: Amsterdam University Press. Retrieved from

http://www.jstor.org/stable/j.ctt46msqg.7.