Global Learning in IBE dilutes into two categories: Skills and Understandings. And, these Global Understandings and Skills are the start of an Identity Based Education (IBE) curriculum.

Global Understandings 

Global Skills 

  • Diversity

  • Equity

  • Inclusion

  • Etc.

  • Acceptance

  • Empathy

  • Inclusion

  • Etc.

Yet, as educators begin by identifying which Global Skills and Understandings they want to address with their students, they will find there are a variety of places to consult Global Skills and Understandings. IBE uses Teaching Tolerance’s Social Justice Standards to identify what areas of social justice offer a catalyst in for instruction. You can find a copy of these standards in the standards section of IBE curriculum. Educators must ask: Do they want their students to leave the classroom more empathetic and with an understanding of diversity? Or would they rather have their students discuss equity and inequality? In IBE, identifying the desired Global Learning Objectives prior to instruction informs all other components, meaning that later items like standards, assessments, etc. come as a result of this choice. 

So, if an educator wanted to use IBE to teach Global Skills and Understandings like diversity, self-awareness, self-reflection, and empathy, they would begin planning their IBE unit from a basis involving understandings and skills such as seen in the following example below: 

This first step of Global Learning, while essential to the entire system, is merely the first step. Following this, an educator would consult a variety of standards sets that can be used in IBE to determine how best to get these ideal educational paths into a pragmatic classroom practice.