GL-CM Unit Planning Template
Kay Gibson & Marjorie Landwehr-Brown
October, 2008; revised 2009, 2011, 2014, 2019
The Unit Planning Template contains a section for each of the four components of the model with relevant guiding questions in each of the sections. Curriculum planners should remember the GL-CM may be developed in any order, and revisited for additions and changes as the unit is created.
<TITLE OF UNIT>
Initially, you will need to select the global learning curriculum to be included in your unit.
Next identify your global learning partner and together, develop an overview of the class demographics, partner demographics, major learning outcomes for each partner, learning strategies (activities), and assessment(s).
NOTE: The overview should be completed once partners have been determined and plans have been developed collaboratively between the teacher facilitators.
FRAMEWORKS
What are the anticipated learner goals and outcomes of the global learning experience?
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What standards are addressed?
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21ST CENTURY CONTENT
What is the major 21st century knowledge to be learned in the global learning curriculum unit? Consider the Frameworks (standards and learner outcomes) that have been identified for this unit.
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What are the major 21st century skills that will be developed in the global learning curriculum unit?
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What are the major 21st century attitudes and values that will be developed in the global learning curriculum unit?
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DESIGN CONSIDERATIONS
What degree of cultural contrast is found in the local classroom?
How will global learning partners be found?
What degree of cultural contrast exists between the partners?
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To what degree, will the students be involved in the design of your unit?
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How will the intercultural teams be structured?
How will the students prepare for the global learning dialogue, individually and as a group? (e.g. practicing working collaboratively as a team, understanding such concepts as higher order thinking skills, participating in culturally sensitive activities, learning to use media resources)
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What technologies are available for global learning?
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What global learning project(s) is to be achieved? (Is it substantive, authentic and only achievable when the intercultural teams collaborate?)
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How will the global learning curriculum unit be differentiated for diverse learners in terms of ability and culture?
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What further considerations need to be contemplated specifically for this unit (e. g. time zone differences, languages spoken by partners, school calendar)?
STUDENT ASSESSMENT & UNIT EVALUATION
How will student achievement be assessed?
What criteria will be used to assess the student global learning outcomes?
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What instruments (student reflection, rubric, marking guide, Likert scale, content test, etc.) will be used to structure the assessment of learning outcomes?
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What criteria will be used to evaluate the global learning curriculum unit?
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How can the unit plan be improved? (e. g. student success, appropriateness of teaching strategies and resources, effectiveness of technology, and the authenticity of the project)
What global citizen competencies did the global learning unit help students to develop?
Knowledge –
Skills –
Attitudes –