M2_2 Knowledge of global education

•    Global issues in school partnerships
•    Involving students in international projects

Short description of activity

Placemat activity
This activity serves as a starter or warming up for the section on global education. It provides the chance to reflect and discuss the term ‘global education’ as well as aspects of meaning and content.
Place mat is a cooperative learning strategy that allows learners to think about and share their ideas in groups. Each group member writes ideas in a space around the center of a large piece of paper. Afterwards, the group compares and shares what each member has written. A common solution is written in the center of the paper. The method encourages independent thinking as well as group sharing.


The facilitator gives a short introduction to the simulation and tells participants that in about 15 minutes they will have to take part in a talk show on the topic ‘What is global education?’
To prepare themselves for the show the participants go together in groups of four and sit around a table. Each group gets a poster serving as place mat.
The participants write their ideas about the topic in the designated spaces. After sharing their ideas, they write their common solution in the center of the paper.
Members of different groups take part in the simulation of a talk show. The facilitator acts as the host of the talk show introducing the topic and leading through the show: ‘Welcome to our famous daily talk show Live is live. Our topic for today … And we have really interesting guests …, tell me …’
Alternatively, the participants present results of group work (if talk show has not been done) and reflect on aspects of global learning.

The participants are then being acquainted with the essential components of global education
In order to have subject-bound projects teachers want socio-cultural knowledge. Usually they can rely on the themes and topics in their language textbooks, as they are based on the Common European Framework of Reference (see additional hand-out”From classroom activity to project work”). It should be pointed out that themes and topics based on students’ ideas needn’t be boring in students’ eyes.
In a chart the process from classroom discourse and/or activity to global projects on European and/or global level is explained.
Several mind maps show participants how a project topic can be integrated into the general curriculum of a school ( you can refer back to the class presented in slide 3)

The section is finished by a “World Café”, a format which needs to be explained in detail.

Main learning outcomes

•    Are aware of global issues and how they can influence school partnerships and be a focus for them.
•    Value the importance of learning for sustainability and have knowledge about global issues relevant to the school curricula.
•    Are able to develop meaningful cross-curricular projects and are able to embed them into projects focusing on global issues.


M2_1_1_Designing and implementing learning experiences (slides 22-37)
Place mat activity: Poster used as a place mat according to group number
Additional (if you want to do the talk show simulation):
Semi-circle of a couple of chairs facing the plenary, facilitator acting as host of the talk show starting off with beginning of show fading out end of show ” Life is live” [ link: OPUS http://www.bing.com/videos/search?q=youtubeOPus+life+is+live&view=detail&mid=F6D053D9576EB721ABF5F6D053D9576EB721ABF5]
M2_2_1_From classroom activity to project work
A role of paper table cloth cut into 4-5 pieces covering 2-3 tables, tape, various coloured markers (Edding 500)


If you want to do all the elements it would take about 4 hours , so facilitators decide what is additional/optional:

About 15 minutes for the place mat activity
(If followed by talk show “Life is live” add about 10 minutes.)
About 15 minutes ppt on global projects
About  60 minutes for World Café and reflection


The place mat activity will be most interesting if participants work in mixed national groups.
If there is an uneven number, just divide the paper into parts based on the number of members in the group, and leave a central square in the middle.

The talk show simulation is an activity that can be easily transferred into the classroom. The show itself as a product or outcome of a task cycle is a very motivating one for learners.
If you want to do it in the course (optional: depending on interest and time management), the facilitator should take the role of the host of the show. Start the show by fading in/out the song by Opus: ‘Live is life’. Then the host of the show welcomes his/her guests, introduces the topic and leads through the discussion, trying at the end to summarize and answer the question: What is global education? The show ends by fading in/out the ‘Life is live’ song.

After the World Café group work activity it is important to value the various outcome and products. It is a good idea to present the tablecloth- posters along the walls of the plenary room and have pictures taken. Reflection should take place on a whole group basis around the following questions:
“Is it a meaningful project- is it cross-curricular- and what are the global aspects?”

This project has been funded with support from the European Commission.

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