Cultivating Connections

We identify and nurture connections to make learning personal and relevant. What this looks like in the classroom:

  • Personalizing learning to center students' strengths, needs, and interests
  • Emphasizing connections across issues and subjects
  • Exploring and nurturing connections across identities
  • Constructing meaningful opportunities for collaboration

Promoting Active, Interdisciplinary Learning

We build global competence through active learning experiences across disciplines. What this looks like in the classroom:

  • Cultivating a learning environment where students can be curious, challenge assumptions, and seek multiple perspectives.
  • Engaging students in learning that deepens their understanding of the world, builds critical and creative thinking skills, and provides exposure to multiple perspectives.
  • Creating scaffolds that help students develop their own questions, lead their own research, and work independently and collaboratively.

Fostering Knowledge-to-Action

We support students to take informed action in their communities and world.What this looks like in the classroom:

  • Providing opportunities to research global and local challenges and potential solutions, facilitating action-focused learning.
  • Illustrating the connections between global issues and local communities.
  • Making explicit the connections between understanding and action.

Reflecting & Adapting

We engage in ongoing reflection and adapt to emergent needs.What this looks like in the classroom:

  • Establishing structured time to reflect on lessons and make changes in real-time to respond to learning opportunities and needs.
  • Intentionally reflecting on student learning to understand what is happening in the classroom.

Is global competence measured in schools around the world?

Reveal Answer
Yes. In 2018, the OECD’s Programme for International Student Assessment (PISA) — the largest benchmark for measuring student performance around the world — added global competence to its student assessment.

Back to Question

Teachers feel the pressure and the stress of needing to cover state content, to cover math, to cover English Language Arts standards; it’s also good to remember we’re preparing students not only to be academically successful, we’re preparing them to be successful humans in the future. I think everything we’re doing with World Savvy is right in line with that. I’m confident that the stuff we’re doing in class is going to lead to my students being better able to be positive members of the community in the future.”

 

Andrew Dahm, World Savvy teacher

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Cultivating Connections

At the FAIR School in Minneapolis, a World Savvy partner school, economics teachers planned a unit exploring food security and food deserts. Students examined the interconnected nature of this global and local challenge — learning about how supply and demand are integral within food market pricing, how housing policy impacts food distribution, and how food security is integral to human health. Read More
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Promoting Active, Interdisciplinary Learning

Seventh graders at Montgomery Middle STEAM Magnet in San Diego engaged in interdisciplinary learning around species extinction by researching what causes species to go extinct, creating a piece of artwork depicting the species, and crafting a public service announcement video using new technologies. By approaching a complex challenge through multiple disciplines, students built their capacities to be systems thinkers and strong advocates for the issues they're most passionate about. Read More
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Fostering Knowledge-to-Action

When students at Clara Barton Open School learned that on any given night around 10,000 people experience homelessness in Minnesota, they set out to find a way to help. They designed and created Homeless Emergency Lifeline Packs (H.E.L.P. kits), their own version of a little free library with living essentials instead of books that could be distributed outside of local businesses and were awarded 1st prize at World Savvy's Pitchfest to make their idea a reality. Read More
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Reflecting & Adapting

When the leadership team at Windward School wanted to explore how well teaching and learning for Global Competence was embedded throughout the school, they turned to World Savvy to perform a situational assessment. We helped them reveal strengths and challenge areas through surveys, interviews and focus groups of key stakeholders throughout the school community. Learn More
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Change begins with you. Let’s work together. Set up a free 15-minute consultation to see how World Savvy can help to transform your school.

Global Issues in a Local Context: The Sustainable Development Goals (SDGs) in the Classroom

Homelessness

A team of sixth graders at Clara Barton Open Middle School in Minneapolis, MN, explored SDGs #1 (No Poverty), 3 (Good Health + Well Being) and 5 (Gender Equality) by researching Period Poverty in the US and abroad. They developed a Knowledge-to-Action project to localize a solution, which included developing a curriculum and personal care kits that could be distributed through various community centers and schools in their community. Read more about Knowledge-to-Action projects at Clara Barton Open School.

Food Deserts

Students at Metro Schools College Prep in Minneapolis, which serves a predominantly newcomer population, explored SDG #2 (Zero Hunger) in their Language Arts class. They read Michael Pollen’s “Omnivore’s Dilemma”, and leveraged World Savvy’s case study on Food Deserts, to explore this global issue close to home. They developed knowledge to action plans outlining local action and positive change. All World Savvy resources and case studies are linked to the SDGs, and allow local connections in the classroom. Learn more about our resources.

Local Food and Food Trucks

One group of 7th graders at Montgomery Middle School in San Diego, CA explored SDG #3 (Good Health and well being) to understand and address their concerns about access to healthy food in their community. They localized their response with a Knowledge-to-Action plan that sought to provide consistent access to organic produce. They found a food truck that wasn’t being used two days a week, partnered with the owners and local farmers, and created a business plan to sell produce out of the truck. Read more about our partnership with Montgomery Middle School.

East Tennessee Sustainable Communities

Middle and high school students across East Tennessee came together to participate in a daylong Design Challenge exploring the question: “How can we, as young people, take action on local environmental issues?” They dove into SDG # 11 (Sustainable Communities) and #13 (Climate Action) and then zeroed in on ways to tackle this issue in their community. Their prototypes included a boat designed to collect microplastics in the Tennessee River, an app to identify the closest places to drop recyclables, and a recycling plan and sorting station for their own middle school. Check out the local TV coverage of their amazing work!

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