Multicultural literacy refers to the abilities needed to expose cultural bias as well as the capacity

to consider diverse points of view in order to achieve a more compassionate viewpoint. Since
we live in a multicultural society, it is important for students to be diversely literate. Students
must be able to understand the viewpoints of people from other backgrounds in order to develop
into conscientious individuals who respect the views of others. On the other hand, Global
literacy is a knowledge of the world's structure and interconnections. These students are aware
of and appreciative of the various traditions, practices, structures, and relationships that exist
across the globe. Students who are globally literate have the ability to make a meaningful
difference in the community.

Global Competence framework

-The global competence is classified into 4 domains. The idea of global competence
articulates the knowledge and skills need in the 21st century. In order to achieve it the students
must have these skills. First Investigate the world, global competent students are aware, curious
and interested in learning about the world and how it works. Second, Recognize perspective,
other’s and their own. Ability to recognize s their own stand and viewpoint and also empathy to
other’s perspective. Third, Communicate Ideas effectively with diverse audiences. Students
should be able to express their ideas effectively, share thoughts and create geographic,
linguistic, ideological and cultural barriers. And last, Take action. We have our own role to play
and as a students, our objective is to bring change and make difference in the world.

What are the dimension of multiculturalism? Explain each.

Content Integration - examines how teachers use illustrations and material from other
communities and groups to explain core ideas, beliefs, generalizations, and hypotheses in their
subject field or discipline.

The knowledge construct process - describes instructional exercises that help students
consider, examine, and assess how researchers' and textbook authors' tacit cultural
expectations, frames of reference, viewpoints, and prejudices affect how information is built.

Prejudice reduction - aims to assist students in forming constructive, democratic ethnic

attitudes. It also enables students to comprehend how the meaning of education, as well as the
views and values of dominant social classes, affect ethnic identity.

An equity pedagogy – An equity pedagogy exists as teachers adapt their instruction to help
students from a variety of ethnic, educational, social, and linguistic backgrounds attain
academic success. Like for example, when dealing with American Indian and Native Alaskan
students, this involves using a number of teaching methods and techniques that are compatible
with the diversity of learning styles across diverse cultural and ethnic communities, such as
being challenging yet highly customized.

An empowering school culture and social structure. This component entails reorganizing the
school's community and administration such that students from various religious, cultural, social,
and linguistic classes are treated equally. The culture and social structure of the school was
examined and changed by members of the school staff. Significant factors that are analyzed
and reformed include grouping and marking methods, athletic attendance, success differences
between classes, differing rates of inclusion in gifted and special education systems within
groups, and the relationship of staff and students across ethnic and racial lines.

4. How can global competence and global understanding be assessed in the classroom?

Consider the Inter-Intra personal skills - As students, we are often trained to place a
premium on information. Although awareness is one aspect of global competence, it is just
one part of the picture. As a result, we must understand individual factors such as cognitive
and intrapersonal abilities in addition to knowledge tests. How are we assisting our students
in developing abilities to engage professionally with people that are different from them, for
example? We need to review our evaluations to see if there are any other ways to test
individual and real-world talents and behaviors other than observation and well-developed
rubrics. Classroom assessment techniques (CATs) are often used in the classroom to help
teachers better understand what students are learning and what problems they may still
have. The use of CATs in the classroom is a vital way to incorporate global skill testing into
a formative assessment method. Document Authentic Evidence, Assignments may be used
by teachers to record authentic and clear proof of students' skill development. Direct proof is
characterized as data gathered during the learning process by activities such as
assignments, thoughts, and observations to track changes in students' awareness, abilities,
attitudes, and behaviors. Step Back, Zoom Out: Exercise reflection regularly. Reflection is
regarded as an important tool for focusing on the process of competence growth and, as a
result, shifting from a results-oriented to a process-oriented mindset, which is essential for
achieving global competence. It's all too tempting to get wrapped up in the day's subject
and covering the content in the lesson plan.

How can you integrate multicultural and global literacies in the lesson using appropriate
delivery strategies, assessment tools and instructional materials?

In delib