Global learning is a student-centered activity in which learners of different cultures use technology to improve their global perspectives while remaining in their home countries. This article examines the use of global learning with gifted students to develop the knowledge. attitudes, and skills necessary for world citizenship. We describe a pedagogical approach that is based on a set of conditions for global learning, associated learner attributes, and processes developed in global learning leading to acquisition of world citizen characteristics. Six processes and nine attributes are identified as essential for global learning. Two examples are presented of how this approach can be used to integrate global learning into the curriculumone at a university level and another in a middle-school setting.Ours is a world of 24-hour news cycles, global markets. and high-speed Internet. We need to look no further than our morning paper to see that our future, and the future of our cbildren. is inextricably linked to the complex challenges of the global community. And for our children to be prepared to take their place in that world and rise to those challenges, they must first understand it. {Paige, 2002) Globalization in its broadest sense provides all peoples of the world with major challenges-chiefly related to trade, technology, and the environment-and poses significant i triplications for how best to prepare future world citizens to meet these challenges (

a promising approach for identifying aboriginal students lia Abstrac Recent], research was conducted effective approach foidentification of gifted silt tributeo the improvement of current articularly urban Aboriginal mversi a served as a ask which was designed to describe a more en s. Thepurpose of the research was to con tras used in the identification of gifted minors Oren. The five year study of Dr. Mary M. Frasier at est model for the research . arts the dings from the urban Abort co were uncle o was to gam urban Aboriginal c min of rasier's work ification to raster s ac Historical erspective The continen been inhabited b least 40,000 years. I no there were hundreds o living throughout Australia wi population of about 300,000. These group were culturally different, led van lifestyles and spoke over 500 different guages. There was never su could be called 'The Abori However there were some across the large number of grou s operated within a hunting-gathering economy and shared similar beliefs about the creation and nature of the world or the Dreamtime (Harker & McConnochie, 1985). ata collection activities of the researchproje members,including parents of gifted fe wide survey of Aboriginal tea h r i . on concerning how giftedness was perceived ers. This information was then utilised to ion of Australian gifted Aboriginal gu lch would heighten its cultural relevance e hunting an gathering way of life dependent on cooperation and a sense ofgroup identity Freedom of choice and behaviour as an organisational structure in estern societies was not possie in Aboriginal society which relied rdependence and coopn o members. The Aboriginal society continues to be based on laws associated with the Dreamtime and recognises as most knowledgeable and irnporose persons who best know "these gious mechanisms available maintain them, and the strategies ► le Intervention wherever possible to improve the chances of favourable outcomes" (Harker & McConnochie, 1985, p 45). The land is the representation of both the Dreamtime and the force upon est *

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

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