When I saw that Kim Cofino’s presentation was 40 minutes long, I was not thrilled. When I saw that the instructions included “grabbing a pen and pad for notes,” I was equally dismayed. When I finally sat down to watch the video, though, I remembered that I need to embrace these learning opportunities. Cofino’s analogies were interesting and on-point, and I actually enjoyed taking notes on it and making connections. (Also, it was fun to see the pictures of these vibrant cities and students!)
One of the topics included the idea that learning should be “always on,” just like cities in the Far East. She notes that learning shouldn’t stop just because the bell rings. Isn’t that what the internet is for? Doesn’t it keep us connected at any and all hours of the day? I tell my students that because I maintain a part time status, they can and should email me with questions and concerns – and they do! In this way I feel like I am always on, and on in a way that really works for both of us; instead of a phone call or visit, they send me a message and check back for my response, which I make sure is as prompt as possible. I certainly don’t think teachers need to be available around the clock, but I like how this works for me personally. In addition, students can access online resources at any hour and look up help if they need it. Talk about always on.
A discussion that has come up a few times in our school involves students being allowed to email their assignments. I do allow this, though I tell students that I need to receive their work before class starts in order for them to receive credit. Some of my colleagues do not like this, stating that it allows students to be “lazy” and not take responsibility for handing in their work. I feel that with more and more online classes, students will be not only encouraged but expected to turn in assignments online, and I think Cofino would agree. I think this makes my class flexible and adaptable, giving students the chance to use technology to their advantage.
Another point she discusses is districts having the ability to change quickly and respond to current needs, trends, and interests in education and with students. I believe that private schools have an advantage over public schools here, as teachers are given many freedoms that public schools simply cannot provide. My curriculum is not set in stone, nor am I bound by standards to spend an inordinate amount of time on any one topic. Allowing for Individual Learning Plans, which my school already implements, compliments this idea, so I can encourage a student to take my lead on his or her own level and then pursue his own interest (actually, this incorporates authentic assessment, which Cofino also mentioned in this segment).
The many interviews with “Third Culture Kids” was interesting, and they are certainly getting an amazing educational experience that not everyone can get. I recognize the value and am encouraged by this, but I think I too suffer from being overwhelmed with the possibilities. Can I get my students excited about working collaboratively with a group in, say, Asia? Probably. Then I fight with them on writing and self-editing literary analyses and wonder if much hard work will be worth it (on my end). This is certainly something I could try, especially since I’m going to be teaching American Born Chinese, a graphic novel that looks at stereotypes, immigrants, and family histories, among other themes, but as it’s my first time teaching it, this may be a project for next time (in two years). Still, as I write this my mind flutters with ideas, including connecting with teens in Asia and getting their views of stereotypes of Americans. Could be interesting, right? This could certainly be a way to “communication skills, collaboration, global perspectives, tolerance, appreciation & empathy, and authentic experiences to deepen understandings.”
Sigh. So many ideas; so few hours in a day…
