Transforming learning through global collaboration
As a participant in the Flat Classroom Certified Teacher Course, we all have the opportunity to live projects through the eyes of students. The satisfying meaning making with people from all over the world is sometimes overshadowed with the challenges that we encounter to
As a professional, I often get caught up in between the read and the respond, because there is a great deal of action that has to happen for that respond to be the end of the conversation.
Let me clarify. I work in my school's International Center. I get an email from a school in India, for example, they are interested in connecting with our school. They are vague in their request of general partnership. Before I can give a definitive answer, I have to find out more about the school, and then sell some possibilities to teachers who could make a relationship happen. Is there interest? Is the school a good match?
Sometimes this process is daunting so the email sits in my in box for a couple of days (weeks!?). Instead, I need to resolve to work towards being comfortable with unfinished responses.
Thank you for your interest, I will investigate this possibility with our faculty and be back to you by [this date].
Then I have to put that date on my calendar.
Similarly, when we are working with our groups on these projects, we should also be comfortable with the unfinished response.
Hey! How should we go about this project?
Hi There, So crazy at work today. I can't get to this till this weekend. I will send more info then.
It is much easier to let the read (and focusing on) communications sit in our inboxes without responding.
Back to the concept of formative feedback. Students generally strive to do what we want them to do. And if they are not being told, explicitly, that they are not on the right path, or not working up to expectations, some of them will stay in this path of inaction, or least resistance. Even if they know that they are not living up to their end of the bargin. The challenge is to value autonomy while also holding people accountable. I really struggle with this as a teacher and tend to lean to far to the autonomy side. But, if you move in there with some formative feedback meant to spark action, it is so effective.
Hey, this is looking like C work.
I hate invoking grades, but sometimes that works pretty well if only because it is a scale with which they have some familiarity and comfort.
I am working on my FC-15 challenges and am trying to push through #9 where I assess my colleagues and myself on the work on our Flat Classroom Project. I am going to move forward with the challenge and call it formative assessment, which may serve the dual purpose of finishing the challenge (for me) and moving the work of our group forward (for the group).