TEACH
Global Competency
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Artifact 1: Global Citizenship Course
This course came out of all the things I learned in the Fulbright program. Our state offers an International Skills Diploma Seal so all the Fulbright information fit perfectly with the goals of that Seal. The course will be taught in English, and will include student-designed service learning that counts towards their Seal requirements. HERE is the rough draft of the course plan. Artifact 2: SDG integration to existing curriculum During my Fulbright experience, I constantly struggled with how to integrate the things I learned into my French courses. I teach novices who do not have French language proficiency to communicate about global issues like they can in English. So, I used AI to help me figure out how to integrate the SDGs into the curriculum I already have. HERE is what resulted from that process. Artifact 3: Global Citizen vs. Tourist My colleague and I run an international travel club at school. As part of the preparation for that trip, we host monthly meetings to get travelers ready for what to expect. Our meeting topics include packing, money, electronics, safety, and currency. Because of what I learned in Fulbright, I realized we had missed a critical component of travel: building global competence instead of being a tourist. Using AI, we reframed our meeting agendas to center our meetings on the idea of being a global citizen instead of just logistical preparations. HERE is how we structured the shift. |
Spotlight Challenge |
Louvre Heist
The incredible Louvre Heist of 2025 happened while I was in the Fulbright Program. Some of my students mentioned it to me in the hall or before class (which is when we can speak in English), so I knew there was interest in the topic, and in the Fulbright program, we had recently learned about using news articles in class, so I thought it was a perfect time to bring in some real-time news to my classroom. As always, the learning goal in my class was to use French at the level appropriate for their course. I started by showing my students a picture of the Mona Lisa, which they recognized. I then showed them a picture of the entrance of the Louvre (the iconic pyramid and the ancient museum building juxtaposition) and asked if they knew where this was; they did not recognize it. I explained that this was the Louvre museum, then gave them a brief explanation that it used to be a place but now it's a famous museum. Then I pulled up a video from Google News to share the latest details about it. They all dropped their jaws seeing the ladder and knowing the thieves escaped via scooter. I then showed them the trailer for the first season of the Netflix Show Lupin and said this is almost just like a movie. I learned which of my students watch/read the news. I had 3-4 throughout the day ask me about it, which isn't a huge percentage of students. Second, I learned that they are familiar with some super-iconic images like the Mona Lisa, but not French cultural landmarks like the Louvre. As an adult who has traveled a lot, I take for granted that the images that I think are easily recognizable are not the case for my students, which has led me to think about what I can do to incorporate activities in my class that give students exposure to these types of images/landmarks. What went well was that my students were more engaged that usual lessons (this is huge!), and that it gave me good practice in modifying a resource to fit their level. What I would suggest, however, is finding ways to modify the task while using the unaltered resource. This is still something I'm working on in my pedagogy. One tool that could be helpful in adjusting reading levels, however, is Diffit. It's a great tool that can take a resource like a news article and adapt the language down to much easier levels, and then it creates a bunch of activities to match the reading. |
Digital Teaching Tools |
ePals : ePals connects classrooms across the globe, allowing students to communicate with peers in other countries through authentic exchanges. In the language classroom, these partnerships provide opportunities for students to use the target language for real communication rather than completing isolated classroom activities. Beyond language development, ePals encourages students to compare cultural perspectives, ask thoughtful questions, and develop global awareness through ongoing relationships with partner classrooms.
Google Earth :Google Earth allows students to virtually explore places they may never have the opportunity to visit in person. In a language classroom, students can investigate neighborhoods, landmarks, museums, and cultural sites while discussing their observations in the target language. I particularly enjoy using Voyager stories and Street View to help students build cultural context before reading authentic texts or engaging in discussions about life in different parts of the world. Padlet : Padlet offers a simple collaborative space where students can share ideas, images, videos, articles, and reflections. It works particularly well for global inquiry projects because students can contribute resources from multiple perspectives and engage in asynchronous discussions in the target language. I often see Padlet as a digital bulletin board that encourages collaboration while giving every student a voice, regardless of their language proficiency level. Google Arts & Culture : Google Arts & Culture gives students access to museums, historical sites, artwork, cultural traditions, and stories from around the world. I appreciate how easily it can be integrated into inquiry activities where students compare cultural practices, investigate historical events, or explore artistic traditions in countries where the target language is spoken. Virtual exhibits also provide opportunities for students to interpret authentic cultural products without leaving the classroom. Flippity : Flippity is a free tool that transforms Google Sheets into a variety of interactive learning activities, including flashcards, quiz games, randomizers, matching activities, timelines, and scavenger hunts. In the language classroom, I have found it to be an easy way to increase student engagement while reinforcing vocabulary, grammar, and cultural content. Because every activity is fully customizable, teachers can move beyond simple language practice by incorporating authentic images, current events, cultural products, or global themes into review activities. I appreciate that Flippity is simple to learn, requires very little setup, and provides a flexible way to create interactive experiences that support communication and global learning. |
Local Community Resources |
The Georgia Aquarium: The aquarium provides opportunities for students to explore global issues through the lens of marine conservation, biodiversity, and sustainability. Exhibits and educational programs highlight the interconnectedness of ocean ecosystems and the ways that local actions affect environments around the world. I would leverage the Aquarium as part of a unit on the Sustainable Development Goals, particularly SDG 14 (Life Below Water), by asking students to investigate global conservation challenges and compare environmental policies across different countries. Students could also examine how international collaboration is essential for protecting migratory species and marine habitats.
The Carter Center : The Carter Center's work in global health, democracy, conflict resolution, and human rights offers students authentic examples of how one organization based in Georgia addresses international challenges. Students could explore topics such as election monitoring, disease eradication, or peacebuilding while considering how local organizations can have a worldwide impact. I would use the Carter Center to help students understand that global citizenship does not always require traveling abroad; meaningful global engagement can begin within one's own community. National Center for Civil and Human Rights : The National Center for Civil and Human Rights provides a powerful opportunity to connect local history with global movements for justice and human rights. Through exhibits that explore both the American Civil Rights Movement and contemporary human rights issues around the world, students can examine how struggles for equity are interconnected across cultures and nations. I would incorporate a visit or virtual resources into a unit comparing human rights movements in different countries, encouraging students to identify both common themes and unique cultural contexts. Georgia Department of Economic Development : The Georgia Department of Economic Development provides an excellent way for students to see how global connections shape Georgia's economy. Through its international trade resources, foreign investment data, and information about the hundreds of international companies that operate in Georgia, students can explore how languages, culture, and global competence directly impact careers in business, manufacturing, logistics, agriculture, and technology. Georgia's international partnerships and trade relationships demonstrate that global engagement is not something that happens "somewhere else"...it is happening in communities across our state every day. I would use the Department's resources to have students investigate an international company with operations in Georgia, such as Kia, Porsche, Mercedes-Benz, Kubota, SK Battery, or Siemens, and examine how language skills and intercultural competence contribute to the company's success. Students could also explore Georgia's major trading partners and consider how international relationships create opportunities for both businesses and individuals. This type of inquiry helps students recognize that developing global competence is not only valuable for travel or cultural understanding, but also an essential workforce skill for the 21st century. |
