Teaching for Global Readiness Sub-Scale Means


In the last two weeks, how often have you: Never Once in 2 weeks Once a week 2-3 Times a week Daily
1. Reflected on your own assumptions and biases?
2. Used texts written by authors from diverse countries?
3. Guided students to examine their cultural identity?
4. Integrated global learning with the existing curriculum?
5. Assessed students' global learning?
6. Provided a space that allows learners to take risks?
7. Provided a space that allows students a voice?
8. Attempted to break down students' stereotypes?

In the last two weeks, how often have you asked students to: Never Once in 2 weeks Once a week 2-3 Times a week Daily
1. Engage in discussions about international current events?
2. Analyze the reliability of a source?
3. Analyze the agenda behind media messages?
4. Construct claims based on primary sources?
5. Use inquiry-based lessons about the world (e.g., research projects, exploratory learning, discovery learning)?
6. Utilize technology (e.g., Skype, email) for virtual interviews (with experts, community members, etc.)?
7. Utilize asynchronous technology (e.g., email, blogs) for international collaboration?
8. Utilize synchronous technology (e.g., Skype, Google Hangout, FaceTime) for international collaboration?

During a typical semester, I: Strong Disagree Disagree Neigher Agree nor Disagree Agree Strongly Agree
1. I built a repertoire of resources related to global education.
2. I take inventory of the cultures (languages, countries, etc.) represented by my students.
3. I cultivate a classroom environment that values diversity.
4. I cultivate a classroom environment that promotes equality.
5. I bring in speakers from different backgrounds so that students can listen to different perspectives.



My results:
Situated -
Integrated -
Critical -
Intercultural -