Carla Marschall is an experienced educator, curriculum developer, and pedagogical leader, who has worked in a variety of leadership roles in international schools in Switzerland, Germany, Hong Kong, and Singapore over the past ten years. She currently works as the Director of Teaching & Learning at UWC South East Asia, with the mission to make "education a force to unite people, nations and cultures for peace and a sustainable future." A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla is the co-author of Concept-Based Inquiry in Action (Corwin, 2018). Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London.

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Foreword
Preface
The Purpose of This Book
The Worldview and Beliefs That Frame This Book
An Invitation to the Reader
Acknowledgments
About the Authors
About the Illustrator
INTRODUCTION: THE IMPERATIVE
Global Competence: Transforming Learning to Action
Pedagogy for People, Planet, and Prosperity
Book Features and Structure
PART I: CREATING THE CONDITIONS FOR TRANSFORMATIVE EDUCATION
CHAPTER 1: THE WORLDWISE LEARNING FRAMEWORK
Learning in a Globalized World
Curriculum Design for Understanding and Action
The Learning Process: Inquiring Into People, the Planet, and Prosperity
CHAPTER 2: CREATING INCLUSIVE, DEMOCRATIC CLASSROOMS
The Democratic Classroom
Student-Centered Planning in the Democratic Classroom
The Worldwise Learning Planning Process
Strategies for Democratic Classrooms
CHAPTER 3: COMPLEX ISSUES KNOW NO DISCIPLINES
Understanding Issues Using Interdisciplinary Learning
The Role of Disciplinary Knowledge
A Fruitful Exploration of Interdisciplinary Learning
"Up and Out" Transfer
The Interdisciplinary Learning Continuum
Strategies for Interdisciplinary Learning
PART II: CONNECT: ENGAGING THE HEART, HEAD, AND HAND
CHAPTER 4: PERSPECTIVE-TAKING AND PERSPECTIVE-GETTING
Perspectives as Lenses for Understanding Complex Issues
When Perspective-Taking Is Not Appropriate
Looking Inward: Understanding the Self
Looking Outward: Understanding Others
Perspective-Getting: Seeking Out Diverse Perspectives
Strategies for Perspective-Taking and Perspective-Getting
CHAPTER 5: THE POWER OF STORY TO BUILD CONNECTION
Stories Are All Around Us
The Storytelling Brain
Storytelling as a Pedagogical Tool for Worldwise Learning
Stories as Mirrors, Windows, and Sliding Glass Doors
Beyond Words: Art, Map-Making, and Data Visualization
Strategies for Storytelling
PART III: UNDERSTAND: DEVELOPING "BIG PICTURE" THINKING
CHAPTER 6: SYSTEMS, SYSTEMS EVERYWHERE
Understanding Issues Using a Systems Approach
What Is a System, Really?
Developing Systems Thinkers
Strategies for Systems Thinking
CHAPTER 7: UP TO THE CONCEPTUAL LEVEL
Conceptual Thinking to Understand Complexity
Levels of Conceptual Thinking
Level 1: Concept Formation
Level 2: Generalizing
Level 3: Transferring Understanding
Clearing Roadblocks to Conceptual Thinking
Developing Conceptual Understanding Through Case Studies
Strategies for Conceptual Thinking
PART IV: ACT: PARTICIPATING AS GLOBAL CITIZENS
CHAPTER 8: CITIZENSHIP WITHIN AND BEYOND THE CLASSROOM
Big Ideas of Global Citizenship
What Global Citizenship Is Not
Big Idea #1: Global citizens develop global citizen identities.
Big Idea #2: Global citizens interrogate and draw connections between the structures, systems, and perspectives that underpin issues, including at different scales.
Big Idea #3: Global citizens engage in purposeful, informed action with others.
Strategies for Global Citizenship
CHAPTER 9: BEING A WORLDWISE EDUCATOR
Global Competence as an Ongoing Journey
Connect Phase for Worldwise Educators
Understand Phase for Worldwise Educators
Act Phase for Worldwise Educators
Strategies for Worldwise Educators
Appendix A: Sample Unit Planner: Pollinator Power!
Glossary
References
Index