Julie Lindsay and Vicki Davis have outlined a detailed approach to creating global classrooms. Davis mentions, “I don’t think you can have a world-class education without the world” (Future of Education, 2007). This perfectly sums up the importance of “flattening” our classrooms in order to open our students up to the world outside of the local school district. My favorite part of the concept is the gradual way in which the two suggest easing into global communication. Transitioning from intra-connection within the classroom to inter-connection within the school, and then ultimately ending up with varying degrees of global connections, allows teachers to ease the “flattening” process (Future of Education, 2007). Following these steps can help create global learners.
After reflecting upon Lindsay and Davis’ ideas about “flattening classrooms” and Gardner’s notes on respectful and ethical minds, I have thought of a way to plan a lesson to help foster collaboration and develop students’ respectful and ethical minds. Currently, the connections that occur in my class are primarily intra-connection interactions. It would be a large leap to try to make global connections at this point, but I believe I could transition my students into making inter-connections. As part of my seniors’ final reflection activities, I usually have them create videos of advice to incoming freshmen. In order to promote more connection within the whole school, I could have my seniors interview students from every grade level to show how their thoughts, fears, interests, etc. change over time. This would allow the seniors to collaborate with many different students with whom they typically would not interact. I believe that this could help promote respectful and ethical minds for all involved. Gardner (2007) notes, “In overcoming hatred, rivalry, the burdens of history, it is crucial to search for common ground” (p. 125). Common ground can be found by listening to others’ feelings and imagining yourself in their position. Having seniors interview other students in the school will help them to find common ground with these individuals and reflect upon their own journey through the four years of high school. Establishing this common ground could help the upperclassmen empathize more with the underclassmen because they will remember how, once, they were in the same position. The underclassmen will also be thankful that the seniors are willing to hear their opinions. Similarly, Gardner (2007) notes that ethics is “embodied in tolerance, respect, and other examples of personal morality” (p. 129-130). The common ground created through the interviews could help my students become more respectful and understanding of individuals (in this case, underclassmen) who are not as experienced or confident in their positions. It may even inspire them to reach out and provide guidance or assistance to those in need.
As our world becomes increasingly interconnected, it is important that our students have the skills that will help them succeed. Positive collaboration goes hand-in-hand with maintaining a respectful and ethical mind. Fostering these transferable skills in the classroom will help students succeed in multiple contexts as they transition into the global world .
References
Future of Education. (2014). Julie Lindsay & Vicki Davis on "flattening classrooms." [Video file]. Retrieved from https://www.youtube.com/watch?v=RVZuwIhjQvA
Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.
No comments:
Post a Comment