Teaching and learning about issues in global education involve:

• Exploring issues - students develop awareness and understanding of an issue.
• Responding to issues - students are exposed to a range of perspectives on an issue and develop ways to respond to issues on a personal level.
• Taking action - students explore and implement possible practical responses to an issue.

There are many teaching and learning strategies which can be utilised in incorporating a global perspective into the classroom. The classroom arrangement, the inclusiveness of your classroom, resources used, topics chosen and the teaching strategies themselves can reflect the type of learning activities that occur.

Open your workbook.

Read about classroom arrangements and the inclusiveness of your classroom. Evaluate your school/classroom (or one visited on teaching rounds) and describe how well it is arranged to teach the principles of global education.

List the changes that need to be made so that your classroom you evaluate will promote interdependence and be inclusive in its teaching and learning experiences?

Read about the importance of teaching and learning strategies in global education.

The following strategies provide you with some great starting points for teaching and learning. As presented, these activities are mostly suitable for primary students, yet all of these can be adapted for any teaching topic at many year levels.

• Buddy cards
• Concept map
• Cooperative small group work
• Development compass rose
• Ranking
• Simulation

Choose from concept map, development compass rose, simulation or the ranking activity and describe how you might adapt it to produce an activity based on poverty. Identify the year level of the planned activity and how you would adapt it to suit the age of the students.

Question 4

Another activity is titled Images of poverty. Read through this activity and study the photograph used. What questions would you like to ask the person/people in the photograph?  Which images might help break down some stereotypes? Why? Do you think these photographs would be useful in helping students define what poverty is? To promote further discussion, when showing these images to students you may wish to include images showing poverty in Australia.

Question 5

Trial the activity titled Ho hum, interesting fact, that's a problem! with your class or a class visited on teaching rounds. Use the workbook to describe your response to teaching this lesson.

Ensure that students include positive outcomes and solutions in their statements.