In Module 6, I learned how to sort and utilize different types of assessments. It's not that I don't use different types of assessments, but Module 6 helped me organize how to think about them and improve my instructional design. I am also considering revising some parts of the assignment weighting system that I employ.

For example, for the online courses (which is pretty much what I teach now), I utilize weekly discussions with a stiff rubric as a formative assessment (that I now know to call it). The discussion requires an initial post mid-week answering the Discussion questions. There are typically three or four questions. the last questions requires the student to give their opinion about the issues in the discussion. To complete the assignment, the student must make a second post, responding to another student's ideas. these are formative assessments in that they are giving the student practice in reading and analyzing the material, then additional practice in writing their ideas about it, and finally practice in communicating those ideas to their peers.

In American II, one such discussion requires students to describe three of the big safety net programs of the Great Depression: Social Security, FDIC, and Unemployment benefits. Then, they post which program would have the most impact on their family or lifestyle if it were to fail. Judging by the level of enthusiasm displayed, this is one of the most popular assessments.

These discussions are very clearly formative. While I do use exams and quizzes throughout, there is one seriously Summative Assessment for each course: the Final Essay. Design is based on my experience rating the Document Based Question (DBQ) for AP US History. The student picks a topic from a list of topics, each of which has required resources such as newspaper articles or videos. The student then writes an essay about that topic using those resources. The Final Essay is due in the LMS by midnight on the very last night of the course. I grade this fast and furious. Even though the skill sets are remarkably similar to the ones in the weekly Discussions, this is a Final Exam, i.e. Summative Assessment. If you can't do this after 16 weeks, you have a big problem, one that will be reflected in your essay grade.

My problem is weighting the assignments. I have not come to a final decision about that and, frankly, Module 6 didn't go that far. 

I learned through this the importance of summative and formative assessments and how both can be utilized in a project. The rubric helped understand how to grade these global competency skills.

As an Orthopedic Technology instructor, I have found it beneficial to incorporate global perspectives into my instruction. I have included discussions on differences in healthcare access, orthopedic treatment practices, and the availability of specialized medical services in different countries. By connecting these topics to our classroom discussions and hands-on learning activities, students gain a better understanding of how poverty, education, and access to healthcare can impact orthopedic patient care around the world. This approach helps students develop a broader perspective while preparing them to care for patients from diverse backgrounds.

I have two assignments in my American II online course that can flex to increase student awareness of the UN goals outlined in Module 5. One assignment requires the students to pick a term research project and conclude by creating a Power Point to communicate their findings to their classmates. My thoughts for possible term project topics are - so far - comparing US and Canada world educational rankings and researching the reasons for the substantial differences; or comparing US and Canada criminal justice systems and again, discussing the differences.

The second possible assignment is their Final Essay and I think the second possible topic, criminal justice, is better for that. The Final Essay is not a research project. The student chooses from a list of topic choices, each of which has a list of required resources. the criminal justice topic has more complicated resources, which I would provide.

I plan to incorporate some of the Sustainable Development Goals in my classroom such as:

Responsible consumption and production

Decent work and Economic Growth

These align with my Graphic Design courses.

This module was more difficult for me. I still don't quite understand the wording to internationalize my course objectives and course description. The Global competence I am incorporating is communicating ideas. I am adding it by saying that we are investigating how other cultures and countries interpret graphic design.

I learned to utilize the toolkit to help to get to know my students backgrounds and use that knowledge to build upon their global perspectives.

Very interesting concepts about the learning process! I think the Columbia material is a step beyond the typical instructional design course work that still dominates the field.

I think the student questionnaire is intrusive and would only serve a purpose when interviewing Grad students or applicants for an internship. Remember that students pay, they don't get paid, and don't activate childhood fantasies that they have to be somebody to qualify for a learning experience.

I am already utilizing some techniques to connect student background with course material, but it is not actually reflected in the course goals. So I am modifying them slightly for this assignment. 

The world is global now.  Students need to understand different ways of doing things based on different cultures, not just the way US based companies operate.  It's important.  Most of our manufacturing is done oversees due to cost.  Technology has broken down barriers, but also made things more risky due to the world being connected.  

I am planning to have my students investigate the world more to learn about Graphic Design in other cultures. It is important for us to keep an open mind and understand that other cultures may view our designs a certain way.

Although I primarily teach American and Indiana history, I grapple with ways to place the material in national and international contexts as appropriate. For online courses, this frequently involves difficult to manage map displays.

I agree completely with the importance of developing student competencies within the four Domains, but the devil is in the details. Often tools are not readily available and more and more often, the available material no longer meets accessibility requirements.

Hopefully this course will provide some experience.

I really liked the information about cultural competencies being vital to our workforce.  A small thing to us like shaking hands out of order could make negotiations more difficult right off the bat, and you wouldn't even know that anything had happened.  Something to really consider!

I appreciate that Digital Promise has taken the time to develop the crosswalk for the many career clusters. I am looking forward to digging into the resources they have available. 

Something that stuck out to me in this module is that students need a general outline - if you will - for how to develop global competencies. I try to include activities that requires them to research different areas of the world over a variety of topics, but have always wondered how to help them learn more. Especially since there is so much to learn about different countries and cultures. What struck me was the simple perspective to this, that maybe I need to spend more time and focus on developing a structure of steps that gives students a direct way to look into the aspects of a culture different from theirs before leaving and working in that environment, or a general list of cue phrases, or ways to identify there may be a difference in the middle of a conversation and how to be brave enough to ask for more clarification. Just a thought, but definitely something I am going to think about, and look at ways to have them practice and apply it. 

Introducing global perspectives into healthcare education will broaden students’ understanding of how culture influences healthcare delivery around the world. Through interaction with international PT/PTA students and educators, students can explore differences in healthcare systems, professional education, financial resources, cultural acceptance and inclusivity, and expectations for clinical practice and job performance.

Exposure to these differences encourages students to look beyond the healthcare system they already know and recognize that there may be multiple approaches to addressing similar healthcare challenges. By seeing and hearing the experiences of students and professionals from other cultures, students can develop greater cultural awareness, adaptability, empathy, and openness to change.

It will help prepare students to become more culturally responsive healthcare professionals who understand that effective patient care requires not only clinical knowledge, but also an appreciation for the diverse cultural, social, educational, and economic factors that influence health and healthcare across the world.

I'm looking forward to the class and finding new ways to help my students navigate the global workforce!

I learned about the four domains of Global Competency and how importantly they aligned with my field of Graphic Design.

New to this, I am excited to see how I can incorporate this into my classroom. 

Throughout this module on engaging diverse students, I learned the importance of recognizing and valuing the unique backgrounds and experiences that each student brings to the classroom. I discovered strategies for building an inclusive environment that promotes collaboration and respect among students from various cultural, linguistic, and socioeconomic backgrounds.

To apply this knowledge, I plan to incorporate differentiated teaching methods tailored to the diverse needs and learning styles of my students. This will involve using culturally relevant materials, fostering open discussions about diversity, and implementing cooperative learning activities.

In this module, I have learned the importance of integrating global competence and social justice into Career and Technical Education (CTE) programs to better prepare students for an increasingly international workforce. As an agriculture teacher, this knowledge is particularly relevant because agriculture is a global industry that relies on diverse cultural perspectives, international trade, and sustainable practices. 

By applying the Global Social Justice Framework, I plan to incorporate lessons that highlight the global impact of agriculture, such as food security, sustainable farming practices, and ethical considerations in agribusiness. Additionally, I will strive to understand and integrate my students’ diverse experiences into my teaching, ensuring that all students feel represented and empowered in their learning. Through hands-on projects, discussions on global agricultural issues, and exposure to different farming techniques from around the world, I can help students develop both technical skills and a broader understanding of their role in the global agricultural community. 

Ultimately, this module has reinforced my commitment to fostering an inclusive, globally aware classroom where students are equipped with the knowledge and skills needed to thrive in the evolving agricultural industry.

One of the most important things I’ve learned about engaging diverse students is that inclusivity, cultural relevance, and differentiation are key to fostering a positive and effective learning environment. Students come from different backgrounds, abilities, and learning styles, so creating a space where everyone feels valued and supported is essential.