Building Global Competence through Evidence-Based Principles
We partner comprehensively with schools and districts to integrate global competence in K-12 teaching, learning, and culture. This is a dynamic process that isn’t a one-size-fits-all program model, so our partnerships demand responsiveness. To ensure sustained impact, we anchor this work in four overarching principles:
Cultivating ConnectionsWe 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
Promote Active Learning Through InquiryWe 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-ActionWe 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 & AdaptingWe 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.
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
Our Principles in Action
World Savvy’s educational approach comes to life in the work we do every day, with students and teachers across the country. Here are a few ways in which these principles are illuminated in the classroom: