KITCHEN BACKSPLASH IDEAS SOUTH AFRICA

good evening ladies and gentlemen. my name is caitlin haugen. i am an education program specialist with the world wise schools program here at peace corps headquarters in washington, d.c. thank you so much for joining us for our training this evening. our, uh, the second module of our global competence training for educators titled "how learners see the

world." as you can see, you are welcome to join the conversation at any time by entering in your questions or comments at our chat box that you will see over on the right hand side of your screen. or you can also tweet them to us at #worldwisetalks, or you can email them to us, and i'll show you that email address in just a moment. thank you again

for joining us this evening. again this is the second of our four-part module of our global competence training that is being presented by the world wide schools program. as i said, feel free to join the conversation at twitter #worldwisetalks, at our email address or via the chat. and you can also see this information in the chat bar. so when i

change this slide, don't worry. that information will be there for you in case you want to join us this evening and join the conversation. the world wise schools program at peace corps was started in 1989. and we connect current educators with currently serving and returned peace corps volunteers who have served in over 140 countries since

1961. if you are interested in participating in any of our programs please visit us at www.peacecorps.gov/ educators. (misspeaks: backsplash) (laughs) oh my goodness! i feel, l like maybe i want to go to the beach, backslash, excuse me, educators, and i will show that you url all at the end of our presentation tonight. in addition to connecting educators with returned

and current peace corps volunteers, which is an excellent intercultural communication resource, or intercultural resource for their classrooms. we also provide programs, lesson plans, and other resources like this. to talk just a little bit more about our training, um, this global competence training is a training

for k-20 educators. um, and we also, we use the word "educator," we define it very loosely. educator to us means an after-school program leader, home school, or any other education professional who believes that they will benefit from any of our global competence, uh, webinars that we're presenting this year. there are four

modules. they are designed to stand alone, or you can complete all four of them. and if you're interested in a certificate or continuing education units, we're happy to provide documentation about that. and you can do them live, or you can watch them on your own time and complete the work a little bit later. uh, i recommend looking at the global competence training

of our educator resource page to learn it a little bit more. and we can share that link with you in the chat as well. there are also, there are three components to every one of the modules of the webinar. again, this is just if you're interested in getting the continuing education units. there's a reading typically. the webinar component,

again live or recorded, and, then, typically an assignment that is submitted to our email address, that i'm now putting back up on the screen which is wwsinfo@peacecorps.gov. and this training is really designed to be more of a global competence 101. if you didn't have a chance to watch the first, uh, module webinar of our series, that's fine. again,

it's at our, available at our website, and you're happy, you're welcome to go and view that at any time. and we're happy to see that there are some folks who are joining us for the training this evening. hello everyone. and it's really great to see you. the objectives of this evening's webinar are to identify the fundamentals of culture. last time we

talked about global competence and what global competence means. now we're thinking - and that and focusing more on global competence development for educators - now we're going to flip the coin and think about the learners who might, we might be working with. and again, i also use the word learner very flexibly. if you're talking about a

learner, it might be someone that you're tutoring. it might be a girl scout troop that you're working with, or maybe they professional, other professionals that you're working with. perhaps you're an administrator. and also it, we want to articulate how learners' views may differ from your own, and how that impacts learning, and

describe how global competence can help better prepare learners. all right. so let's get right into the meat of the matter. again, if there are any questions, please feel free to add them to the chat. so the very first objective, as i mentioned, is talking about dimensions of human behavior. so there are three major dimensions of human behavior. the first

one is universal. and these are the ways in which all people in all groups, all parts of the world, are the same. a good example of that is that we all must eat at some interval in order to sustain our lives. we need sustenance in order to live. so we all have to do this, and we have to eat. however, if we look at the next dimension: culture. culture refers

to behaviors of a particular group or people. so again, if we go back to the meal example, some people might say, "oh, everybody should have three meals a day." well, in every culture not everyone has three meals a day. they might have two meals. and also, the large meal might come in the middle of the day, or it might come at the end of the day. again, culture

is more about how certain people behave. it's not a universal thing that applies to all people. and that's really what i'll be focusing on mostly this evening, is thinking about culture, and how it appears and manifests itself in the people around us. and then thinking about how as educators, that impacts the way we interact with our learners. and the last

component is personal. and that's ways in which we are all different from each other. so, for example, going again back to the meal, i don't particularly care for cooked spinach or canned spinach, but that's a personal preference. that doesn't mean that all americans who were born in colorado, like me, dislike canned spinach. that's just a personal

way in which i'm different. and that's the way that makes the world really interesting. and understanding the difference to these three dimensions of human behavior is really going to help us get to the root of understanding of those around us, and also helping us to avoid stereotypes, which is one of the main goals of this global competence

training, overall, is that we want to avoid stereotyping people, so that we can learn to better understand each, and also better meet the needs of our learners. so let's look a little bit more specifically. now, it's what is culture? now, if you are watching this webinar recorded, go ahead and just take a moment and pause right after this

question. is - what are some of the common features of culture? when you hear the word "culture," what do you think of? now for those of you who are joining us live, please feel free to type that answer to the question into the chat. um, i say the word "culture", what do you think? and i'm going to pause here a moment and give you a moment just to think about that.

and also, our, uh, viewers, again, who are watching this recorded, please go ahead and just pause and maybe jot this down for a moment. okay, so i say "culture." what are some things that you think of? i haven't heard from anyone in our chat yet, but, i'll but please feel free to pipe in at any, at any moment. and i realize that some

people are not comfortable using the chat. again, that's a cultural thing. so, that's fine if you would rather not. also feel free to tweet those or to email them to us. so one thing is, um, facial expressions. this is actually a common feature of culture. in some cultures people like to smile, and other cultures smiling may not be culturally

appropriate in all contexts, for example. religious beliefs are another feature of culture. importance of time. i, in certain cultures, it's very important that you show up on time, and other cultures, time is a little bit more fluid. being on time, or the importance of being on time may vary or a vary very differently from different cultures. ah, jeremy has commented,

and he says, also said, identity. excellent jeremy. and also fashion. very good. thank you so much. another one is art, or literature, work ethic, holiday customs. this is one often people will cite as holidays or holiday celebrations. that is definitely a very prominent feature of culture. child-raising beliefs, concepts of leadership, styles of dress. so jeremy

and i are on the same page here. fashion is a little bit more fashionable way to say it though. and la..., um, lastly is notions of modesty. in some places wearing a bikini might be appropriate at the beach, in other places, uh, a different type of attire would be more appropriate. so these are all items that i took directly from the reading, this, today's reading, which is,

"culture matters," which was assigned reading. so these i just took verbatim, almost exactly from that book. so when we think about culture, a common way to describe culture and what it means is this notion of the iceberg, or often called the iceberg theory of culture, which has been attributed to several different, several different scholars,

and actually, anthropologists. many of them sort of argue, many different fields of thought, different anthropology, and cross-cultural communication sort of argue about who came up with this theory first. but this is a pretty commonly, this is a pretty common theory when it comes to describing culture. so let's take a look,

a closer look at this iceberg, keeping in mind these 10 things are really 12 because jeremy's also provided two other options in our chat there about what culture actually means. so let's take this iceberg, take a close look at this beautiful picture of an iceberg. and we have two major sections. one is the part that we see at the top. so if we're

driving along in a boat and we see this iceberg, this is the part of the iceberg that we're going to see. this is the observable part. but there's also a part of the iceberg that is not at all observable. it's below the surface, or below the water. but i want you to just take a moment and think about the relationship between this observable and

non-observable part of culture. so let's take one of the examples that i had given before, style of dress, which jeremy has also called fashion. so fashion are the things that we wear every day. so is that an observable or non-observable part of culture? think about that for a moment. and we have style of dress. i mean, we can see what people are

wearing every day. that's definitely an observable part of any culture that you might visit or experience. next one is work ethic. think about whether you might see that in the observable or non-observable parts of a culture. so most theorists would argue that work ethic goes below. there are some aspects of

things that might be observable. people showing up, or some people might assign certain observable behavior to work ethic. showing up on time, for example, or showing up early. where actually, in some cultures time might be more fluid, and so it is not actually an observable thing. how hard people are observed or expected to work is actually a non-observable thing.

so what i've done is just assigned, or assigned all of the ten items that i had shared on the previous slide. and we're looking at where they fall in terms of the observable versus non-observable parts of culture. and as you can see, facial expressions are things that we can see every day. holiday customs, you know, you can look and see people putting

up christmas decorations, or you can hear a call to prayer at a certain time every day, if your visiting specific cultures or countries. but, um... so one thing to keep in mind is, even though those aspects of culture are, that are falling below the surface, are unobservable, they are

actually equally as important, and actually might have a larger impact on the culture. and that's what makes culture really tricky. so when you're seeing that part about below of water, it's a much bigger piece of the iceberg. but it's actually things that we don't see every day. so often people will assign those observable features as the

cultural characteristics that they believe will help them to understand someone else's culture. but, um, but it's not necessarily the part that is impacting culture the most. so we say that above the water is sort of the easy things that we can observe, where below the water, it's not so. so, one thing to keep in mind, and you'll see this in the the

text that i've asked you to read, is that there's a very good and insightful quote that says, "surface behaviors are influenced by beneath the surface values and assumptions." so, for example, notions of modesty would certainly impact styles of dress. so we might see people dressed in a certain way and wonder, "oh gosh! why? i wonder why that person's dressed that

way?" and that probably has to do with that larger underlying piece of these notions of modesty. oh and i see that we have another person who has chatted in. if anyone else is joining who wants to share where they're joining from. i see that we have someone joining from north carolina. very nice to have you tonight, uh, gemara. we're really happy to see you.

again, think through this, and think about other aspects of culture that really do impact the way that we see other cultures and people from those cultures, and how people might be interpreting our culture. so now we have to think about how do we, how do we understand culture then? oh, uh, a little bit more about understanding

culture. okay. so we understand that the iceberg is there, and that there are these things that we can see, and these things that we can't really see. they impact, they impact culture. but, where, what is this? where does this concept of culture come from? how do we better understand it? well, there are several characteristics that, um, that really do

characterize culture and help us to understand it. culture is learned. culture is not something you are born with, actually. a lot of people believe that it's just sort of there. you're born with it, but it's not. it's a social thing. and you are learned it, you learn it from your environment. it is also shared. if it's just one person who has a set of

beliefs or morals or values, or lives their way a certain life, that's not technically considered as a culture. there are subcultures within cultures. so, for example, a culture within an office or an organization is likely a subculture. but a very small group of people does not technically make a full culture. it has to involve beliefs, values,

and norms. it can't just be those top tip of the iceberg things. it has to be the bottom half of the iceberg and non -observable things as well, like the values and the norms and the beliefs. the things we see every day, and the things that are under the surface that are all part of the picture, but are not necessarily obvious to the eye. it also

affects behavior. um, and it involves large groups of people as i was saying before. we do have smaller subcultures, but you can't just have one person who says, "i have my own culture." then that's technically not considered culture. so this is the basic overview of culture. and actually the reading that i've done did a very nice job of providing a very

clear overview of culture and this idea of the iceberg theory of culture. so please go back and refer to that. but let's explore this a little bit more. there were a couple of activities in the chapter that i hope you were able to, i hope that you were able to, um, complete. but herein lies a challenge. and we're going to really move this a lot more

specifically towards educators now, and towards learners. so culture impacts the way we see the world, and the way we interact with others. think about that for a minute. so we've grown up. we've learned this culture from our environment. it impacts our beliefs and norms. so that's going to, that's going to impact how i see

the world and interact with others. because i have certain norms and beliefs and things that i think are normal behavior. because i was... learned to think those things. and we often do not understand how our culture impacts our perceptions because we perceive our culture as 'normal' or 'status quo.' but someone who comes from a different

culture would not necessarily share that belief system, and they believe that their culture is status quo. so when i do something that appears different or strange or outside their, that doesn't quite fall within their understanding of culture based on their iceberg, then they're going to see it as a little bit, what they will they will perceive, what

i'm doing as different or strange. when to me, it's actually quite normal. and this is where the real problem comes in, is we make stereotypes based on our own perceptions. and they're based on assumptions. so let's go to an example of, and, please, um, i'm also going to ask you to share examples. but if you know of any examples of this, of an example of how we

might interpret something in one way and something somebody from a different culture might interpret something another way. please feel free to share that within the chat. so, for example, um i know that my, in my house, my family always told me that burping out loud was rude. and they, you know my mom, or my parents what i say, "don't don't ever,

don't ever burp, especially at the dinner table." well you can imagine how surprised i was when i visited another culture and burping at the dinner table was perfectly fine. and actually in some cases, in some cultures, is considered to be a sign of appreciating a meal, not rude. so, to me, i think, "oh my gosh! this person is being at this table. that's so

rude." but that's just mine, and so i'm stereotyping that person as rude. while actually, based on their cultural norms, that's perfectly normal behavior. okay. so why does this matter? why does it matter that people from different cultures interpret things differently? well i'm just going to share a resource here that i absolutely love. it's called mappingthenation.net.

i highly recommend that you look at this resource. this is a map of the united states that i have, um all the graphics that i'm sharing from mapping the nation this evening are from the larger u.s. map. but i highly recommend that you go on. and what you can do is, you can click on individual states, and it will bring, um, it will show you the

statistics for these different variables down to the county level. so, again, i'm showing the u.s. map because we have people joining from around the country. so i want, i don't want to focus in on one research. but i highly recommend you take a look on your at this, on your own. look at your own state in your own county. and get an idea of some of the

metrics for this. so why does this matter? and again, when i share this resource with educators this does not surprise them typically. but the percentage of population that is foreign-born between 2007 and 2011, you can see that not everyone shares this, that not everyone comes from the same country. and typically cultural, culture varies often,

will often vary by geographic region. so in some states, you can see those dark blue states, will see as high as 27 percent of their population are coming from, or born in another country, and are then moving to that state. so it's a fact of life. our learners are living in a more diverse place. and they will, that will continue

to, and it will continue to grow more diverse. um, a second statistic that i think also illustrates this point is a percentage of our population that speaks a language other than english. and you can see in some states as high as 43 percent. so not only are they coming from other places, but they're also speaking other languages at home,

which will typically indicate that a student comes from a different cultural background. so again, we are in a more diverse place. our students are living in a more diverse world. and our classrooms are growing increasingly more diverse. so, as educators, this culture piece plays into our daily classroom practices. it's something we simply, um, can't ignore.

and if you're an educator, feel free to share any insight that you have about this or any of the (stammers) diversity, maybe, that you have experienced. i know when i was a teacher one year, i always had a huge amount of religious diversity in my classes. and often holidays would be a little bit tricky in my classroom. not because, and we typically did not celebrate

holidays for that reason. or we would, we might, maybe, would do them from a more educational standpoint. but it would often, for example, around christmas time, my students who celebrated christmas would talk about the gifts that they would be getting, and they would be getting quite a few. and students who didn't celebrate christmas would feel, and i

taught younger students, but they would feel a little bit, sort of, left out. and kind of, you know. they'd go home and ask their parents, "why don't we celebrate christmas?" because it was to them, they were being exposed to that, to that different culture, and that they hadn't been exposed to in the past. because they were quite young and they were starting

english, were starting school that year. all right. so let's do an activity. so let's think about culture. how it comes out in the classroom, and also, some of the assumptions we make about about culture. and i have taken this word for word from page 8 of "cultural matters", which i again asked you to read. so let's read through this scenario. and then, as

you are reading it, what beliefs or assumptions are communicated by this observer? so teachers frequent use of corporal punishment discourages students from actively participating in the classroom. students are expected to sit rigidly in their seats and to speak only when spoken to. conditioned in this way, it's not surprising that they don't feel

free to speak out in the classroom. their shyness, however, should not be mistaken for lack of interest. and if you're watching this recorded, please feel free to pause and just jot this down. so i'll give our viewers just a moment to think about, what are some of the assumptions that are here embedded within this statement, or this observation. so i'll

give you a, just a moment to think about that. and feel free again to email, tweet, or chat that in. so one observation that we've gotten, i think via email, is, one of the assumptions is that, um, sitting rigidly in your seat is a negative thing. while in some cultures, certainly, sitting upright and rigidly in your seat might be considered

a positive thing. it might indicate that a student is paying attention or listening actively. so again, students expecting to sit up in their seats may not necessarily be a negative thing, but it's definitely being framed very negatively here. another assumption that's embedded here is that students don't feel free to speak out in the

classroom. and it may be that speaking out freely in a classroom is not an accepted cultural norm. perhaps raising your hand or not speaking at all and listening to the teacher, because the teacher is the authority, is the norm within this cultural context. um, again, this, this observer is painting this a little bit negatively. but some of the

observed behaviors may not necessarily be negative. and i think often too, corporal punishment, especially, i mean in a lot of countries, it's actually illegal now. and it may be, i think, typically in the united states, it's, it's in some, in some school districts it is still legal. but often people will paint that as a negative thing as well. and certainly

this observer has painted corporal punishment as a negative behavior. so take a little bit of time to think that through. and there are a lot of other assumptions that are embedded there. and i also recommend that you take a look at chapter 9, excuse me, page 8 of the "culture matters" book which is following the page where i found this quote.. and

think about other assumptions that are embedded within this statement. so this is certainly, within an educational context, this is someone who's observing a teacher and student behavior. there are a lot of cultural norms that are bound up in this behavior. and it's being painted as a negative thing. where

sometimes some of the observed behaviors that we're seeing are not necessarily negative. okay. so the example i used was from an educational context, but we have to think through culture. and how does this impact educators? so i'm going to put this in context. and these two examples are, i was, i served as a peace corps volunteer in both uganda and

thailand. and these were actually, um, some, and i was also a classroom teacher in the united states, and these were actually direct observations from my own classroom experience. so i have the situation. i have the educator view. in this case the educator was me. and we have the learner view. so the first situation was the learner does not make

eye contact. so i'm speaking to the learner. and the learner is not answering me directly, or without looking at me directly, looking down at the floor. the student is looking at the floor and answering me. and i think this learner, this student is not respecting me. doesn't the student, doesn't even have enough respect to look me in the eye as i'm asking

questions. and i'm getting a little bit bent out of shape about this. so after some time i learned from, this was, uh, this was actually common practice when i was in thailand as a volunteer, i eventually started to speak to my thai teachers. and again, i made it this assumption based on my culture. because in my culture, making eye contact is how you show respect,

especially with a young student. but my thai teachers explained to me that a learner shows respect by not looking at you. typically young thai students don't look their educators in the eye because educators are considered some of the most highly respected members of their communities. and looking an educator, or adult, an older person in the eye is

actually a sign of disrespect. so again, i made the assumption based on, so my stereotype or assumption is the student is rude, because my learned culture was to assume that eye contact was a sign of showing respect. where in that cultural context i was actually quite wrong. or i wasn't wrong, i was interpreting it through my cultural lens.

but i just had to learn how the student interpreted through his cultural lens, so i could understand where he was coming from. i can't...it's very difficult to sort of abandon your own cultural beliefs. nor do you need to. it's just about understanding where your cultural beliefs come from, and how you can better work with your learners by understanding where they

come from. and actually, the assumption should really be, no one necessarily is wrong. you just have to understand where you're coming from. so this was a common situation that i would, started to encounter when i was a new teacher in a classroom. i would have a meeting with a parent, and the parent would nod and agree, "oh yes. absolutely."

and it would often be about discipline, and they would be on the same page. and then i, the the...they would just not do what we... we would have a behavior chart that would need to go home. and the parent would not do what we had agreed to do. they would agree. they would say it was a great idea, but then they wouldn't do it. or they would actually work contrary. i

thought, "oh my gosh. these parents don't respect me." but through time and understanding the culture, which was different from my own, where my parents were coming, the parents were coming from, and these kids, i came to understand that parents show respect by agreeing with me. so they would agree, and they would smile, and they would nod and say "yes" because

it was so disrespectful to disagree. and so i often had to learn how to have these difficult conversations, and usually it was around behavior. because, of course, they would always agree. but we would have to come to, we had to learn how to communicate with each other. and i would also have to learn the varying ways of saying "no" or or understand

when a parent said, "oh yes. i agree with you." there were sort of different layers to that. and understanding how to actually make sure that a parent really did agree with some kind of disciplinary technique, or other, um, homework decision, or something that we would be making, by by just always agreeing with me, that does not necessarily mean that they

were on board. so think through, um, in your own context, of examples of things that you have seen a student, or even a parent, doing where you thought you made one assumption about something, but then later learned that that assumption was based on culture, and wasn't necessarily correct. so again, pause here for a moment and just think

it through. when is a time that you might have interpreted a student's culture differently, or maybe wish you had done something a little bit different, because you didn't understand where the student was coming from based on your own cultural lenses. and again, feel free to share those in the chat if you feel comfortable.

one thing i will say as you're thinking about this. i would like to give a quick shout-out to the peace corps media library. if you just search on any search engine "peace corps media library". we have a whole library of images that are available to educators to use. and we have these beautiful pictures of, from volunteers and peace corps staff from all over the whole world from,

since 1961 that you can use to enrich your classroom. as you can see, i've used quite a few of them here on this powerpoint presentation just to add a little pizzazz and to show some different examples of people from different cultures around the world. as i said, our volunteers have served all over the

world. so we have a lot of really great photos if you ever want to use them. okay. so how are we supposed to meet learners' needs then? we understand they have, they see the world through this lens. this lens is very different from our own. and this can really impact this. um, oh my goodness. so, gamarra has just piped up here on the chat, and she was commenting

that there are a 165 countries and 187 languages represented in her school. she says she likes to use scenarios, like during cultural awareness trainings, to make teachers aware of the differences, oh, such as the culture quiz. thank you for that resource. i really appreciate that. i am not familiar with that culture quiz. that, an

example. if you could just give us...? uh, share, well you've shared the the title of the quiz. and it says the culture quiz by haynes. so i would recommend teachers might look at that in the search engine. i will be doing that myself as soon as i'm done with this webinar, because i'm not familiar with that resource. but that's really great, and you actually have more

countries represented than we do at, within our peace corps community. so that's pretty incredible, and i can only imagine how, with all of those different cultural and linguistic influences, how that must really impact your teachers. and i don't know. i would imagine. i don't want to make any assumptions. but it would be, it could be

really interesting to try to just figure out how do we meet these students needs. i, gamarra, i'd really be interested in hearing from you about how some of the strategies that you have used to meet the really unique needs of your very diverse learners. so one resource that i do recommend, and you can find a lot, a lot of different articles and resources

on culturally responsive teaching. it is not covered in the culture matters book. culture matters really is designed for people who are going to work in different cultures. so i added this bit on culturally responsive teaching. and i will make this, the video of this webinar will be available at our website. i will also make the powerpoint available in

case you're interested in going back and referring to this slide. and again, gamarra has also referred to this culture quiz. and that might be another resource thinking about how are we going to meet these students needs. but culturally responsive teaching refers to thinking about this concept of culture, and how our cultures differ often from our

students' culture. and how we can be more responsive to that within our teaching practice. so, culturally responsive, uh, teaching includes having responsive educational materials. thinking about finding diverse authors, non-western versions of different stories. you can often find, for example, for younger learners, and again, i'm coming from that

viewpoint because i used to teach early childhood, you know, telling the cinderella story from five different cultures, and comparing how the story is told differently, and how culture might play into that. and educators are not knowledgeable about different aspects of multicultural education. and i would also add global competence as well. we do have

multi-culturally supportive learning environments. trying to be a little bit more culturally responsive in our assessments. thinking through how culture might play into the way we assess students. and thinking about how we make them, might make them more responsive. or think about where students are coming from, their culture. and think how culture

might play in when trying to prepare them for those assessments. ongoing family and community involvement. again, i gave the example of, uh, parents. and i did really have to amp up my parent support. when i was having a difficult time trying to understand where my parents were coming from based on my own cultural norms. ethically and culturally responsive

curriculum, there are infinite resources available. and our fourth webinar in our series is going to focus heavily on different resources that are available to educators to help them develop their own global competence, and also to provide them support in their learning environments. um. oh excellent. carolina. uh, carolina navigators is a the name of the

person who just googled in the name of the quiz, culture quiz by judy haynes. thank you very much for that. because i, again, am not familiar with this resource, and i'm always thrilled. i have a huge collection of resources that i am interested in sharing. we will share that more in the fourth module that i... it sounds like there are two educators on

our webinar this evening who are both using that same resource. so it must be a resource that you find to be particularly relevant. so i'm really pleased that you've shared that today. so again, thinking back to this list of culturally responsive teaching, integrating cultural responsiveness, and also personnel knowledge. so professional

development, and also thinking of hiring teachers who got that, who might have intercultural, or cross cultural, or multicultural experience, who might be able to bring that into the classroom, and also, potentially, train other staff. teaching tends, and i don't want again, want to stereotype. that does tend to be a fairly localized profession. most

research has shown that educators travel about 50 miles to study to be teachers, and go back to within fifty, what they typically fall within about 50 miles of where they were born, grew up, and learned to be teachers, and then often will return to that same area. but again, the, then their students are very diverse. and also, recent reports from several

different organizations have indicated that educators do not feel prepared to meet the needs of diverse learners because they do tend to be fairly localized. and again, i do know that there are a lot of colleges of education and in-service programs that are helping teachers to be better prepared. but for the most part, there is some work that

needs to be done there in terms of making teachers a little bit, um, a little bit better prepared to be able to respond culturally to theirs, to their students' different cultural backgrounds. and again, culturally responsive teaching is just one theoretical look at that. and these are some strategies. but again, i would recommend looking to other

strategies and joining us for our fourth webinar, where we will be sharing those resources. this is really just thinking about where students are coming from. last week was focused on educators. next week is going to be focused on, our next webinar, excuse me, which will be in february, will be on bridging between teachers and learners. this is more just

thinking about, okay, students, and where are they coming from. so we spent that, our last webinar, the first module in this series, which again, you can find at our website and see the recorded webinar there, was focused heavily or exclusively on defining global competence. but i did want to add this slide just to, again, and because this is a global competence

training, but this definition of global competence, or this, um, this graphic illustrates one conception of global competence that is very widely shared among policy member, policymakers, many different school districts, and also many federal government agencies that work in the area of global education for teachers, or in the global education

sphere generally. so, um, there are four major characteristics of globally competent students, are that they investigate the world, they recognize perspectives, they communicate ideas, and they take action. and again, looking at that green piece of the pie up there, recognizing perspectives is a huge piece of global competence. and i often will,

and you can see the four boxes, share a little bit more in depth. and if you, if you go, again, back to our first module and the readings there, the report that showed, that describes this in detail, and actually goes through it from a curricular perspective is there as well. so i won't spend too much time. but i always encourage teachers to flip that

coin and say, this also should be our educators. our educators should also be able to investigate the world, recognize perspective, communicate ideas, um, and to, and you can see the diverse audiences piece in there, and take action. and that really has to start with culture and understanding where students are coming from. and i'm wearing a pair of

rose-colored glasses. my student is wearing a pair of mint green-colored glasses. we see the world in a different hue and it doesn't mean that either one of us is right or wrong. but we are seeing it really differently. and if i'm going to be reaching my students in a meaningful, effective way where they can be the best learners they can be, having that global competence is really

important. and again, next week we're talking about the bridge between, you know, thinking about your own global competence, thinking about where students are coming from. and then next week we'll talk about bridging that gap. or next, i keep saying week. it's actually not for about six more weeks. i guess i'm hoping it's next week because i love these

webinars. and i want to give a little pitch here for why does this matter again? why is it important for us to be globally competent as educators? and i showed mappingthenation.net before to make the case for diversity, which i think is a really easy sell. almost every teacher understands the diversity because they're seeing it every day and

every year in their classroom. every year their classrooms are changing. i do like to show that map. in some cases i have to, i have my naysayers out there. but again, most educators who are in the classroom doing the real work, they get that. but i want to just also give this a different perspective about why it's really important for us to be globally

competent as educators, and also impart those skills to our students. so our students are not only coming from, often coming from a different cultural perspective, but they're going out into a world, and into a marketplace where these, um, where these are uh, really important skills for them to have. so when we go back to mapping the nation, i took a look.

there are several different business indicators on the map. but employees at companies that are importing and exporting goods. now you can see it's, you know, broken down by color. but there are, in some states, up to two million employees that are working at companies that are working at importing and exporting. that means they are are working with other

other countries in some capacity. and they are going to be required to have these global competence skills. so in addition to living and working and studying and learning in a very diverse environment, they're also going out into a workforce that values people who have global competence. so really the onus is on us as educators to be able to prepare

them effectively for this world. and just another pit, a bit for making the case is, um when we look at total jobs related to services exports. and then we're going to get really specific and look at telecommunication, computers, and information services. and when i used to have to make the case for global competence on a daily basis, and usually

make the case pretty hard with different policy makers, and often with deans of schools of education, i would show them these very high need areas, and especially with high-level school administrators. and they tend to like to focus on things like stem. and i would say, "if you want to prepare kids to go work in the stem field, you need, they

need to be globally competent." because when you look at jobs that are related to services exports that are in those high-demand fields, that are those areas where we are often focusing on preparing our students. they're going to be working in this, in situations where they have to be able to communicate

effectively with people from other cultures. so again, it doesn't just, we don't just say, "oh we focus on, on tech. we don't do this global ed thing." and i would say, "well then you're actually doing your students a disservice." so we as educators. this is the world that they are live in. this is the world and the way they see it. we have to help, to

understand that to get them to be effect, the most effective learners they can be in our classrooms. but not only that, but we have to prepare them for the world they're about to go in. again, go back to mappingthenation.net. you'll see lots of fascinating statistics about why we need to prepare kids to work in a multicultural, global, intercultural

workforce. i see that gamarra has sent, that, that, uh, she sent a link to an email. so again, she said that the resource is eye-opening for teachers. and i am, um, i think, i'm not sure if you could clarify, but that the culture quiz is the resource that she's referring to. but gamarra, please correct me if i'm wrong on that. and then it says that, she says

that it's been, includes an explanation of the behaviors described in the scenario. so that's fantastic. that's wonderful. thank you so much, and we'll be sure to share this resource on the page, and actually, and maybe in some of our email communications as well. and i will probably also be tweeting the link out. if you want to, i'm at @caitlinhaugen if

you want to. i can type that into the chat here in a moment. so let's move to q&a. and i did actually just pose that question about, you said that you had sent a link to the resource. and i'm assuming that you had meant the culture quiz. but please feel free to correct me if i'm wrong. i'm also going to type into the chat my own twitter handle. so i, feel

free to follow me from my personal twitter handle. and i will also be tweeting out the link to this fantastic culture quiz that i just learned about. and i feel like i should have known before this evening and love learning about new resources. so, any questions from our audience? um... i think i just saw a question coming in.

ah, yes. someone had asked the question, "can you please tell us where to find the resources for the global competence course?" and that is, i will actually be sharing a link to a url. actually you know what i'll do is, i'll just move that slide. if you go to www.peacecorps.gov/educators. and if you go to that page and just search "global competence",

there's a search bar there. then the, all of the global competence trainings will pop up. but also, if you are interested, please feel free, if you haven't been receiving any of our emails about the course, email this e-mail address, and we'll be happy to send out all of the links to all of the different... and feel free to email any time with any

questions. so we have another, more input from the chat. it's the person who is identified as carolina navigators says, "i'm the program manager of carolina navigators at the university of north carolina at chapel hill. we provide free global ed resources to k-14 educators in, in north carolina." excellent. thank you so much for sharing that. if you have a

link, please feel free to include that in your chat. and also, i am curious to know if you are a title vi center. if, for those educators out there who are not familiar, and, again just as, as an additional plug. our fourth webinar is going to focus on resources. we've been working a lot. well, the department of education - correction - has been working on building

a database of global competence resources available to educators all around the united states. so title vi is a grant program from the department of education that gives large grants to universities to develop, um, centers, and are often centers that are focused either on language study, or focused on a geographic area, or maybe focused on a

cultural group. and they are in, as a part of their grant, mandated to provide k-12 resources. they are a fantastic. it's government funded. usually their professional development is very inexpensive and often free. so i really, i highly recommend looking at the title vi centers. and you can find them on the department of education website. oh, and

we have a pcv be joining us. mario, i'm thrilled to have you with us. thanks for joining us. we have mario from ecuador, and he's from north carolina. we have a huge north carolina chat. we have a lot of people in our chat from north carolina. so we have to give a shout out to north carolina for being, uh, for being verbal on our chat. thank you

very much. i appreciate that you wanted to introduce yourself. we, and we really thank you so much for your service, and, um, and thank you for joining us this evening. if you want to pipe up on anything about culture and how that has impacted your ability to be a good peace corps volunteer, we'd love to hear from you, mario. and i do know that, um, we..

i work in... world wise schools is housed in the office of third goal. the office of third goal and returned volunteer services does provide career resources to returned peace corps volunteers. and our employers are always talking about how much they love to hire returned volunteers because they have great, they have great cross-cultural and intercultural skills

that they learn in peace corps. so global competence, intercultural competence is a huge need in our marketplace. and employers from non-profit, public, private sector are just chomping at the bit to get people with these skills. so if your students don't have the opportunity to have international experience, study abroad, peace corps, then, really, it's up

to us as as educators to make sure that they're prepared for this. that they can get some of this global competence through our classroom teaching. gamarra has piped up and said she loves the cultural kits from carolina navigators. again, i'm so happy that, that you shared that, the link. and it is a title vi center as i had suspected.

there are quite a few of them. i don't, i don't know all of them by heart. i wish i did because they have great resources. and it's a program of the center for global initiatives, which i am familiar with. and i'm not sure of our educators. so please do to take a look at their programming. and so gamarra has said that there are cultural kits from

carolina navigators. so she makes sure that her teachers know about it and order them in time for the lessons. okay so this is, i'm assuming they're free. and you can order them and they're shipped to you? please feel, please elaborate on that a little bit. and there are a fair number of organizations, often local, that will provide cultural kits to teachers. and so

she has elaborated on that. and they have added extra kits recently, so. oh! very neat. kazakhstan, columbia, india and african-american history. excellent. so any resources that we can get. i know as a teacher we're always looking for free things and extra and resources to help support us in our classroom. we live in sort of a bubble. and if you don't have

experience with a specific culture, it's very difficult to, often, sometimes, to really teach about that culture accurately. and, and, also, it's also just a lot of work to do all that research. so if you've got that great resource, that's excellent. i also want to give a little plug for our speakers match program. if you go to our website,

to www.peacecorps.gov/educators, you can go to the speakers match section. and you can put in a request for, to have a returned peace corps volunteer who lives in your local area come speak to your students. it's wildly popular with educators, after-school program leaders, homeschoolers, uh, girl and boy scout troop leaders, after-school

programs. i think i said that already. and boys and girls clubs love it. and so you can also use that. anything that we can do to help support you in this larger global ed world, so you're not alone and helping to develop these skills with your students. okay, so the culture kits are shipped to north carolina teachers only. but there are

free online resources, which, again, is really common for title vi centers. um, ooh, and they have youtube and pinterest. and the resources are all created by unc students with international expertise. that's wonderful. i'm really happy to hear that you are leveraging the experience of your students as a title vi center. that's fabulous because,

again, we don't need to do this alone. um, if there any other questions, uh, please feel free. i really appreciate it. mario, so thrilled you could join us. thank you again for your service. it's 12 degrees right now in dc. i hope it's warmer in north carolina and in ecuador. and jeremy, i imagine you, because i, i know jeremy is probably joining from california. those

are our, the folks who have joined us in the chat. and i'm imagining that just about anywhere south has to be warmer, or west, in california, than it is right now in dc. thank you again. i'm so thrilled at the folks who were able to join us this evening, and to share your resources. please email us and give us, send us links. and we're happy to share those

resources. i also will be happy to connect any educators, again, with our last webinar. you can learn a lot more about what the department of education is doing to make a hub for all of these resources, so that teachers can have... it can be a little bit hard to navigate. i mean, search engines are a beautiful thing. but sometimes, especially in terms

of quality control, we're not always, i'm not always... it's a little bit difficult to navigate at all. if there aren't any further questions, again feel free to reach out to us anytime. if you're watching this recorded, the same stands for you. please feel free to email us if you're interested in the certificate. please do the assignment

that was included in in the description. oh my gosh! mario says is 85 right now in ecuador. i'm very sad to hear that. we're, we're not used to really freezing cold weather here in dc. we're kind of, we're kind of soft because it doesn't get cold often. but i really wish it was 85 here today too. so you're very lucky mario. thank you again for joining us.

thank you all. have a wonderful evening. i hope to see you in future webinars. we'll be communicating. if you want to join our email list, our educator list, there's a link on our page, on our educator page. you can join our email list, and you'll find out all the updates about our courses. and also, if you've registered for a past course or expressed an interest

in a course, we'll also send some updates, upcoming about future modules that are coming up and future webinars. thank you again for joining us. have a good evening. happy new year everyone. enjoy 2017. and, okay, i'm very... i'm not. so in north carolina it was 20, 23 degrees. i just learned from carolina navigator. so we're not the only ones who are suffering. i

hope you all are suffering less the next time we see you in february, though it might be just as bad. but our last webinar will be in april, and hopefully we'll be having a little bit of spring weather, and also doing great things to develop our students' global competence. thank you on behalf of myself and the world wise schools program here at peace

corps. have a wonderful evening. see you soon. bye.

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