Teacher Education Goes Global
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Jennifer Fisette Module
Course Name: Physical Education
Module Title: Integrating Global Learning Perspectives within Physical Education, Physical Activity, & Sport
Module Description: This module will be beneficial for faculty who want to find different pedagogical methods for students to reflect upon their own social identities and educate them about cultural competency and global perspectives, particularly in relation to their own identities and experiences. Furthermore, this module will help faculty educate students how to search for and read scholarly articles. Through the cultural and global content covered in class, as well as knowledge learned from the scholarly articles, students will be able to compare and contrast global perspectives about a specific topic of interest. In this course, it is related to physical education, fitness, and sport, but the pedagogical methods can be applied to all content/academic areas in higher education.
Global Learning Outcomes Addressed: Knowledge: Understands his/her culture in global and comparative context (recognizes that his/her culture is one of many diverse cultures & that alternative perceptions & behaviors may be based in cultural differences)||Knowledge: Demonstrates knowledge of other cultures (beliefs, values, perspectives, practices, and products).||Skill: Uses knowledge, diverse culture frames of reference, and alternative perspectives to think critically and solve problems||Skill: Interprets issues & situations from more than one culture.
Time Required: There are four phases to the module, all of which were integrated throughout the entire course. A minimum of four 75-minute classes specifically addressed global learning content and outcomes. In addition, students were required to spend a significant amount of time outside of class completing their assignments. I did provide one 75-minute class period during the last month of the semester to work on their culminating group project.
Resources: Wuest, D., & Fisette, J. L. (2012). Foundations of Physical Education, Exercise Science, and Sport (17th Ed.). McGraw-Hill: NY.

Jane Elliot Experiment Part I: http://www.youtube.com/watch?v=JCjDxAwfXV0 Jane Elliot Experiment Part II: http://www.youtube.com/watch?v=0UbNp15zDtE&feature=related

http://libguides.library.kent.edu/pep15010

Locke, L., Silverman, S., and Spirduso. (2004). Reading and Understanding Research. Thousand Oaks: Sage.

Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. Asia Society. New York, NY.

Global Education: Using Technology to Bring the World to Your Students.
Module: View Module
Comment
Of course sports and physical activity would be different based on certain sociopolitical constructs in various places around the world . . . but your module brings these ideas to the forefront in ways not commonly considered. This also gives me ideas to consider in relation to ways sports and physical activity are portrayed in children's literature-- international and global literature as well as literature written in the U.S. Thank you for providing me another way to look critically at children's literature. -Brenda Dales

Comment
What a wonderful, in-depth module! I love the video and the interesting questions you asked the students to answer, as well as the individual/group global research project, which allows students to really get into similarities and differences, but also on the roots behind those differences. Your module attacks the issue of cultural bias through several different and thought-provoking assignments, all successful at increasing awareness of the importance of culture and identity. I will definitely incorporate portions of your module into my classes.

Comment
This is a very detailed module. I particularly liked the emphasis on creating rubrics. I am not the best at creating rubrics, so I definitely appreciate the work involved.