Republic of the Philippines

Zamboanga Peninsula Polytechnic State University

Region IX, Zamboanga Peninsula
GREGORIO CAMPUS
Email:[email protected]/ Contact # :0967-2641-822

College Student
Bachelor in Elementary Education

GRADE LEVEL 2ND YEAR QUARTER 2ND SEM

LEARNING AREA MULTICULTURAL
GLOBAL
LITERACY

I.OBJECTIVES At the end of the lesson the college student

are expected to do the following at least 85%
level of accuracy:
A. Define multicultural and Global literacy
B. Discuss the multicultural and global literacy
C. Present effective ways on how to integrate
multiculturalism and global literacy in the
class using appropriate delivery strategies
and instructional materials

II. SUBJECT MULTICULTURAL AND GLOBAL LITERACY

MATTER/CONTENT
CONTENT The learner will understand the importance of
STANDARD multicultural and global literacy
PERFORMANCE Give the importance of multicultural and
STANDARD global literacy in venn diagram
LEARNING
COMPETENCY
CODE
MATERIALS Instructional Material
REFERENCES Book (PED) 11

III.LEARNING PROCEDURES
Teacher’s activity Student’s activity
A. Preliminary activities (5 minutes)

• Prayer Please all stand, let’s put ourselves in the

presence of God.
Please lead the prayer (Godwin Recto)
Father god.
Come be with us today.
Fill our heart with joy.
Fill our mind with learning.
Fill our classroom with peace.
Fill our lesson with fun.
Fill our friendships with kindness.
Fill our school with love.
Amen.

• Greetings
Good Morning class ! Good Morning Teacher
• Preparation
Before you seat kindly arrange your chairs Yes ma’am
and pick-up pieces of paper.
• Checking of attendance
Who is absent today? None ma’am
B.Review
C.Motivation
Class , try to imagine that we are in a farm.
We teachers and you students are working in
farm that serves a fresh fruits. We teachers
are the farm owner, and you students are the
farm workers.

At the end of this activity , who’s group got

the highest number of fruits in their incentive
chart , will rewarded.

Now, are you ready class! Yes ma’am

So lets start
D. Presentation of the lesson

Since you are now ready may I present to

you the objectives for today lesson ;
a. Define the multicultural and global
literacy
b. Discuss the multicultural and
global literacy
c. Present effective ways on how to
integrate multiculturalism and
global literacy in the class using
appropriate delivery strategies and
instructional materials

Incentive chart
I have hear an incentive chart. This serves
yours scoring bord ( by group) . each fruit
represent the number of points you can earn
in every activities.

So now , I will group you in to three groups. in ( Students start grouping )

this groupings you will use the word
APPLE ,ORANGE, MANGO. The apple group ( students will group according to their fruit)
stay in the first row, the orange in the second
row ,and the mango in the third row. As soon
as you reach your group you may take your
sit and list the name of your group member
the first one to pass their name in front will be (students going to their group )
given extra point. At the count of five , go to
your group silently. ( 1,2,3,4,5)
E. Lesson proper
I. Activity

A. Fruity pick(5 minutes)

Okey ! Listen carefully to the direction and
mechanics of the game:
Direction: fill the basket with fresh fruits.
Mechanics :
-each group will be given time to pick a fruit
-Theirs an empty basket and they mass fill
the basket with fruits by answering the
questions.
-each fruits has a question inside it must be
answer during the activity.
-A phrase of answer is equivalent to one
fruits.
-As soon as I will the go signal you may start.
-The first group will finish the activity will be
the winner.
-Only 5 minutes are given to all group to ( yes ma’am)
finish the activity.

Are you ready ?

You may start now

2 minutes left
Times up
Go to your respective areas now, and we will (Answer vary)
count your fruits for us to know your points.

Very good to the group who got the highest

number of fruit.

TOPIC: Multicultural literacy

-Multicultural literacy consist of the skills and
ability to identify the creator knowledge and
their interest ( banks 1996) to reveal the
assumption of knowledge from diverse ethnic
and cultural perspective, and to use
knowledge to guide action.

Multicultural literacy then, brings attention to

diversity, equity and social cultural awareness
by addressing difficult issues like
discrimination and oppression toward other
ethnicities.

According to education for multicultural

literacy should helps student to develop the
21st century skills and attitudes that are
needed to become active citizens who will
work toward achieving social justice within
communities.

TOPIC: Global literacy

-global literacy aims to address of
globalization racism diversity and social
justice. It requires awareness and action
consistent with broad understanding of
humanity, the planet, the impact of human
decision and both. It also aims to empower
student with knowledge and take action to
make a positive impact in the world and to
their local community.

According to Ontario ministry of education a

global citizen should posses the following
characteristics:
1. Respect for human regardless of
gender, religion or political
perspective.
2. Respect for diversity
3. Promote a sustainable pattern of
living consumption, production
4. Appreciate natural world demonstrate
respect on the right of all living.

TOPIC : Interconnecting multicultural

Global.

-In every classroom it contain of student in

differences races, religion and cultural
groups. Student must embrace behavior
cultural values, patterns of practice and
communication.

Therefore teacher should teach students that

other cultures exist and that, this deserve to
be acknowledged and respected.

TOPIC: Global competence

-The desire participate in interconnected
complex and desire societies has become a
pressing need. Recognizing the roles of
school In preparing the youth to participate in
the word, the OECDS program for
international students assessments ( PISA)
develop a framework to explain, foster and
assess student global competence. This
design serve as a tool for policymakers
leaders and teachers in fostering global
competence among students world wide.

A. Fruity race ( 5 minutes)

-With the same group, choose a
representative who can lead the group and
must coming front to get the fruit character.
-The representative will assign their group
member using number 1,2,3, and so on.
-whenever I call the number that each of you
assign
-you are going to race the fruit character and
answer my question.
-who can answer the question will be given 5
points.

TOPIC: Promoting global competence in

School
-School play a crucial role in helping young
people to develop global competence. They
can provide opportunities to critically examine
global developments that are significant to
both the world and to their own lives. They
can teach student how critically, effectively
and responsibly use digital information and
social platforms.

-The need for global competence.

The following are the reasons why global
competence is necessary :
1. To live harmoniously in multicultural
communities. Education for global
competence can promote cultural
awareness and purposeful interaction
in increasingly diverse societies
( Brubacker and latin,1999;
kymlicka,1995, Sen, 2007).
2. To thrive in a changing market.
Education for global competence can
boost employability through effective
communication and appropriate
behavior within diverse teams using
technology in accessing and
connecting to the word ( British
council, 2013).
3. To use media platforms effectively and
responsibly. Radical transformations
 in digital technologies have shaped
young peoples outlook the world, their
interactions with others and their
perception of themselves.
4. To support the sustainable
development goals. Education for
global competence can help form new
generations who care about global
issues and engage in social,political,
economic and environmental
discussion.

TOPIC: Dimensions of global competence

-implication to education
Education for global competence is founded
on the ideas of different models of global
education, such as intercultural education,
global citizenship education and education for
democratic citizenship( UNESCO 2014 A;
Council of Europe 2016 ) despite differences
in focus and scope this model shares a
common goal of promoting students
understanding of the world and empower
them express their views and participate in
the society.

Dimension1: Examine issues of local ,global

and cultural significance this dimension refers
to globally competent peoples practices of
effectively utilizing knowledge about the world
and critical reasoning informing their on
opinion about a global issues. People, who
acquire a mature level of development in this
dimension, use higher -order thinking skills,
such as selecting and weighing arguments
about global development.
Dimension 2:
Understand and appreciate the perspective
and world views of others this dimension
highlights that globally competent people are
willing and capable of considering others
people perspective and behaviors from
multipole viewpoints to examine their own
assumptions.
Dimension 3: Engage in open, appropriate
and effective interaction across cultures this
dimension describes what globally competent
individual can do when they interact with
people from different cultures. They
understand the cultural norms interactive
styles and degrees of formality of intercultural
contexts adapt their behavior and
communication manner through respectful
dialog even with marginalized groups.
Dimension 4:Take action for collective well
being and sustainable development this
dimension focuses on young people role as
active and responsible member of society
and refer to individual readiness to respond
to a given local, global or intercultural issue
or situation it recognizes that young people
have multiple realms to influence ranging
from personal and local to digital and global.
C. Fruity Letters Struggle (5 minutes)
In this activity you have to arrange the
jumbled letters to form words that essential to
the topic. Write the word on the paper given.
The first group to finish will gain an additional
5 points in your incentive chart you have 5
minutes to answer the activity.

1. URRICCULUM-
2. SEASMNSSTE-
3. LBAGOL OPTNECMEEC-
4. UTRSCULE-
5. ALGBLO MNNSIDESED-

TOPIC: The assessment strategy for

global Competence.
-The PISA 2018 assessment of global
competence contributes development.
1.A cognitive test exclusively focused on the
construct of “global understanding”
2.A set of questionnaire hens collecting self -
reported information on student awareness
on global issues and cultures, skills and
attitude.

TOPIC: Curriculum for global competence:

knowledge, skills, attitudes and values
-School can provide opportunities for student
to explore complex global issues that they
encounter through media and their own
experience.
-The curriculum should focus a four domain:
1.Culture and intercultural relation;
2.Socio-economic development and
interdependence ;
3:Environtmental sustainability ;
4:Global institutions, conflicts, and human
rights.

•TOPIC: Skill to understand the world and

to take action
-Effective education for global competence
give students the opportunity mobilize and
use their knowledge, attitude, skills and
values together while sharing ideas on global
issues in and outside of school or interacting
with people from different cultural
background.

•TOPIC: Knowledge about the world and

other cultures
-Global competence is supported by the
knowledge of global issues that affect lives
locally and around the globe, as well as
intercultural knowledge or knowledge about
similarities differences and relation among
cultures.

-This can be done through the following

strategies:
- Perspective taking refers to the cognitive
and social skills of understanding how other
people think and feel.
-Adaptabilty refers to the ability to adapt
systems thinking behavior to the prevailing
cultural environment, or to situated and
context that can present new demands or
challenges

-TOPIC: Openness, respect for diversity

and global- mindedness
-Globally competent behavior requires an
attitude of openness towards people from
other cultural differences and or attitude of
global-mindedness.
-Openness towards people from other
cultural backgrounds involves sensitivity
towards curiosity about and willingness to
engage with other people and other
perspective in the world.
-Respect consist of a positive regards for
someone based on judgement instinct worth.
It assures the dignity of human being and
their inalienable right to choose their own
affiliations, beliefs, opinion, or practices.
-Global-mindedness is defined as a world
view in which one serve him/herself
connected to the community and feels a
sense of responsibility for its members.

D.Pick me(10 minutes)

Lets have a group activity with the same
group earlier.
This activity entitled pick me which means,
you have to pick a question here in front and
Discuss it with you groups , after discussing
with you group choose a representative to
discuss it in front .
(Question: why it is important to understand
the perspective and world views of others
(Question: Why do we need to promote
global competence in school?
(Question: What is global competence?

TOPIC: Valuing the human dignity and

diversity

-Valuing human dignity and valuing cultural

diversity contribute to global competence
because they constitute critical filters through
which individuals process information about
other cultures and decide how to engage with
others and the world. Hence, people , who
cultivate these values, become more aware
of themselves and their surroundings and are
strongly motivated ton fight against exclusion,
ignorance, violence, oppression and war.
-Clapham (2006) introduced the four aspects
of valuing of core rights and dignity. To wit:
(1). The prohibition of all types of inhuman
treatment, humiliation or degradation by one
person over other ;(2) the assurance of the
possibility for individual choice and the
conditions for each individuals self-fulfillment
autonomy or self-realization ;(3) the
recognition that protection of group identity
and culture may be essential for the personal
dignity;(4) the creation of necessary condition
to have the essential needs satisfied.

TOPIC: Integrating global and intercultural

issues into the curriculum
-involves infusing lesson, activities ,and
discussion with content that expose student
to diverse perspectives, cultures, and global
challenges. This approach fosters cultural
competence , empathy , and a deeper
understanding of interconnected world. By
incorporating topic such as global citizenship,
cultural diversity, social justice, and
sustainability across various subjects,
educators can prepare students to thrive in a
multicultural society and contribute positively
to a globalized world.

TOPIC: Promoting global competence in

education involves various pedagogical
approaches aimed at developing students
knowledge ,skills , attitude necessary for
active engagement in an interconnected
world.
Here’s are the examples of pedagogies for
promoting global competence:
1. Global citizenship education(GCE)
focuses on fostering awareness of
global issues, understanding
interdepended, and promoting a
sense of responsibility towards global
challenges. It encourages critical
thinking, empathy, and active
citizenship.
2. Experiential learning- providing
opportunities for student to engage in
real-world experiences, such as
service-learning projects, internships
or study abroad programs, helps them
develop a deeper understanding and
cultures.
3. Project-based learning (PBL); PBL
involves students working on projects
that address real-world problems,
often collaboratively and across
cultures.it promotes critical thinking,
communication, and problem solving
skills while fostering global
awareness.
4. Intercultural competence training: this
approach focuses on developing
students ability to interact effectively
and respectfully with people from
different cultural backgrounds.
Activities may include role-playing,
cultural immersion experiences, and
reflective discussions.
5. Multicultural education: incorporating
diverse perspectives, histories, and
cultural traditions into the curriculum
helps students appreciate cultural
diversity and develop respect for
different ways of understanding
across cultures.
6. Technology -enhanced learning:
leveraging technology such as online
collaboration tools and virtual
exchanges, and social media
platforms can facilitate global
communication and collaboration
 allowing students to connect with
peers worldwide and explore global
issues together.
7. Global learning networks: engaging
students in global learning networks
connects them with peers, experts,
and resources from around the world,
enriching their learning experiences
and promoting cross-cultural
understanding.
8. Critical pedagogy promoting global
competence in education involves
various pedagogical approaches
aimed at developing students
knowledge, skills, and attitudes
necessary for active engagement in
interconnected world.

TOPIC: Attitudes and values toward global

competence
-encompass openness, curiosity, empathy,
respect for diversity and commitment to
understanding and addressing global issues.
Emphasizing these values in education
encourages students to develop a mindset
that values cultural diversity, embrace
complexity, seeks understanding through
dialogue, and take action to promote social
justice and sustainability on a global scale.
By fostering these attitudes and values,
educators can empower to become
responsible global citizens who are equipped
to navigate and positively to an
interconnected world.

D.Fruit hoping ( 10 minutes)

-With the same group
-each group has a representative to go in
front and get the box
-inside of the box contains a fruit and all
you need to do is to arrange the word to
form a question.
Question 1.why do you need to promote
global competence in education?
-you have 5 minutes to arrange the fruits
and 3 minutes to explain in the
class ,choose a representative to explain
in front.
Criteria:
Teamwork-10
Content-10
Total:20

II. Analysis

Class let me ask you a question.

Among the four activities which among the (answer vary)
activity you find interested?

What have you learn from the activities?

Okey very good.

III. Abstraction
 What is multicultural literacy -Multicultural literacy consist of the skills and
ability identify creators knowledge and their
interest.
Why it is important understand the lobal - Because global literacy aims to address of
literacy? globalization racism diversity and social
justice.
IV. Application
Direction: In a one sheet of paper give the
importance of multicultural and global (the student will answer the activity)
literacy. Write them on a venn diagram.

E. Evaluation ( 5 minutes)
Direction: Write the letter of the correct
answer on the space provided.

A.Promoting global competence in school

B. Understand and appreciate the
perspective and world views of others
C. take action for collective well-being and
sustainable development
D.Engage in open appropriate and effective
interactions across cultures
E.Global competence
F.Examine issues of local, global and cultural
significance
1.This dimension describes what
globally competent individuals can do when
they interact with people from different
cultures.
2.It is refers to globally competent
peoples practice of effectively utilizing
knowledge about the world.
3.It is the schools play a crucial
role in helping young people to develop
global competence.
4.Its focuses on young people ‘s
role as active and responsible members of
society.
5.This dimension highlights that
globally competent people are willing and
capable of considering other people’s
perspective and behaviors

II.Write TRUE if the statement correct and

FALSE If the statement is wrong.

________ 1. Global competence refers to

the ability to adopt systems thinking and
behavior’s to the prevailing cultural
environment.
________ 2. School can provide
opportunities for students to explore complex
global issues that they encounter through
media and their own experience.
_________ 3. Effective education for global
competence gives students the opportunity to
mobilize and use their knowledge attitudes
skills and values.
__________ 4. Multicultural literacy consist
of the skills and ability to identify the creators
knowledge and their interest
_________ 5.The desire participate in
interconnected complex and diverse societies
has a become a pressing need.
F. Assignment
Read in advance about the module 6 we will
discuss it on next meeting
Good bye teachers!
Thank you, and good bye class !

Prepared by:
Araneta , Cyril
Bagih , Rohanna
Benito, Maelyn
Gonzales, Ma. Farina Giusefe
BEED-IIB