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Includes agenda items such as introductions, classroom implementation, cross-country collaboration, and Q&A. Presents comparative implementation models (supplemental/blended/fidelity) and a skills-based lesson concept, featuring an AI-generated lesson plan on “Understanding Cultures & Communities” with an introductory prompt, cultural immersion stations, guided discussions, and a reflective creative task.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-global-perspectives-63-from-micro-to-macro-conference-agenda/642746/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-global-perspectives-63-from-micro-to-macro-conference-agenda/642746.png","ImageObject",300,407,{"name":92,"@type":93},"River Wang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main agenda sessions covered in the conference?","Question",{"text":112,"@type":113},"The agenda includes introductions, implementing a Global Perspectives classroom, collaborating across a country for a broader outlook, and a Q&A discussion with all participants.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the macro-models (Supplemental, Blended, Fidelity) differ?",{"text":117,"@type":113},"The supplemental approach offers monthly or quarterly provision with high flexibility; the blended approach integrates the course “in addition to” a core pathway with moderate flexibility; fidelity focuses on a dedicated Global Perspective class or special area that demands the most commitment.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning activities are included in the skills-based lesson on cultures and communities?",{"text":121,"@type":113},"Students review the meaning of “global perspective,” use a world map to identify places, rotate through cultural immersion stations, discuss common threads and unique traits, then complete a reflection and creative task such as a collage or short written reflection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642746,1792789794,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Global  \nFrom  \nRoberta Lima, Zinta  \nJune 2025  \nCambridge  \nFuture  \nConference,  \npreparing  \nWilliams & Kassidy Kaye  \nSchools June 2025  \n-ready: learners to thrive  \nPerspectives Micro to Macro  \nAgenda  \n\n| Duration | Item | Speaker(s) |\n| --- | --- | --- |\n| 5 Mins | Introductions | Roberta Lima, Zinta Williams, & Kassidy Kaye |\n| 25:00 Mins | Implementing a Global Perspectives Classroom | Zinita Williams & Kassidy Kaye |\n| 20:00 Mins | Providing a Broader Outlook-Collaborating Across a Country | Roberta Lima |\n| 10:00 Mins | Q & A-Discussion | All |\n|  |  |  |\n|  |  |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nMacro-models of implementation  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nGlobal Perspectives implementation models  \n“By choosing to study Cambridge Global Perspectives, you’re choosing to give yourself the best opportunity to succeed in your other subjects…”  \n\n| Supplemental |  | Blended |  | Fidelity |\n| --- | --- | --- | --- | --- |\n| What does this model look like in |  | What does this model look like in |  | What does this model look like in |\n| practice? |  | practice? |  | practice? |\n| Monthly or quarterly offering | | Done “in addition to” usually in a | | Dedicated Global Perspective |\n| Flexibility is most valued Least confined and possibly lowest “fidelity” |  | core course |  | class or special area |\n|  |  | Moderate flexibility but may be |  | Allows for focused skills-based |\n|  |  | “pushed aside” |  | coursework and Challenges |\n|  |  |  |  | Requires the most commitment |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nMeeting the aims of the course . Ensuring learners success  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nA Skills-Based Approach  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nAn AI generated lesson  \nGlobal Perspectives: Understanding Cultures & Communities**  \nObjective: Students will explore different global cultures, traditions, and perspectives to foster understanding, empathy, and appreciation for diversity.  \nLesson Plan: The World Through Different Lenses**  \nIntroduction (10 mins)** Take 5 minutes to review and • -Begin with a question: *“What does ‘global perspective’mean to you?”* mark the SKILLS that are  \n• -Show a world map and have students identify places they have heard of or would like to visit.  \n• -Discuss why understanding different cultures is important in today's interconnected world. developed in this lesson  \nActivity: Cultural Immersion Stations (20 mins)**  \n• -Set up stations featuring different countries. Each station includes:  \n• -Traditional clothing or artifacts (pictures or physical items if available) .  \n• -A sample phrase from the local language.  \n• -A brief story or folklore from the region.  \n• -A quick fact about daily life (e.g. , schooling, family traditions) .  \n• -Students rotate through stations and take notes on what they learn.  \nDiscussion: Common Threads & Unique Traits (15 mins)**  \n• -As a class, discuss patterns they noticed (e.g. , family values, celebrations, ways of greeting) .  \n• -Compare and contrast traditions, pointing out similarities between cultures.  \n• -Highlight how globalization affects cultural exchange, such as food trends, music, and social media.  \nReflection & Creative Task (15 mins)**  \n• -Students create a visual collage representing a culture of their choice OR write a short reflection on what surprised them the most.  \n• -Encourage them to think about how they can be respectful and inclusive in a diverse world. Cambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nAre students apply","cbCailgawTlKOyas","https://ap.wps.com/l/cbCailgawTlKOyas","pdf",4782800,39,"English","# Agenda\n## Implementing a Global Perspectives Classroom\n## Providing a Broader Outlook-Collaborating Across a Country\n## Q & A - Discussion\n# Macro-models of implementation\n## Global Perspectives implementation models\n## Supplemental, Blended, Fidelity comparisons\n# Skills-based lesson plan\n## Introduction\n## Cultural Immersion Stations\n## Discussion and Reflection & Creative Task","[{\"question\":\"What are the main agenda sessions covered in the conference?\",\"answer\":\"The agenda includes introductions, implementing a Global Perspectives classroom, collaborating across a country for a broader outlook, and a Q\\u0026A discussion with all participants.\"},{\"question\":\"How do the macro-models (Supplemental, Blended, Fidelity) differ?\",\"answer\":\"The supplemental approach offers monthly or quarterly provision with high flexibility; the blended approach integrates the course “in addition to” a core pathway with moderate flexibility; fidelity focuses on a dedicated Global Perspective class or special area that demands the most commitment.\"},{\"question\":\"What learning activities are included in the skills-based lesson on cultures and communities?\",\"answer\":\"Students review the meaning of “global perspective,” use a world map to identify places, rotate through cultural immersion stations, discuss common threads and unique traits, then complete a reflection and creative task such as a collage or short written reflection.\"}]","Cambridge Global Perspectives 6.3 - From Micro to Macro - Conference Agenda | PDF",1792722781,98]