Tag Archives: Global Online Academy

Matthew Piercy

Listening to Learn with a Bold New Commitment to Clarity

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“Uncle Matt? Hi! Can you talk?”

Teaching runs deep in my family. My mom and aunt were teachers, and when I followed in their footsteps, they couldn’t have been prouder. So, when my niece recently joined the ranks, it filled me with satisfaction. Just the other day, she shared a video of her classroom. Newer to the profession her excitement and uncertainty are palpable.  

She followed up by calling me because she wanted to discuss something that had caught her off guard. During a back-to-school professional development session, the faculty delved into the topic of late work—a conversation that quickly heated up, with a strong focus on “policies.” This word, heavy with implications of compliance and authority, contrasted with my niece’s more collaborative approach, grounded in mutual respect and agreements with her students. After our call ended, I couldn’t shake the feeling that this was just one of many critical discussions that hopefully we are having before students arrive. Otherwise, it is likely to be overshadowed by more pressing issues which likely could be headed off with these early conversations and agreements. I share my niece’s idealism and agree that it is vital for teachers, administrators, and parents to unite and have a shared vision, working together for the best interests of students. Otherwise, an already complex world becomes even more difficult to navigate. 

Open Dialogue, One Key to Student Well-Being

Writing this is not meant to be limiting. It really isn’t about my niece’s school or even late work policies and protocols. Rather, it is about the critical nature of sharing a unified vision and mission, understanding how important it is that we are in alignment and that we are as consistent as possible with expectations and follow through. This is what allows students a bit of space to relax. A space which is increasingly more and more needed in our world today. When we all are on the same page, our cohesion fosters student growth, reinforces core values, and helps students achieve beyond their school goals.  Hopefully there is then a transfer into all areas of their lives, now and in the future. 

A recent reputable education journal (I won’t say which one, nor will I share the title) featured a piece where a teacher professed how she hard and fast, simply would not allow AI this year. Such conversations on whether or not we allow students to use AI, largely should be mute. I say this, because simply we cannot (nor should we try) stop the use of AI. This is not pessimism speaking, but rather reality. And if we cannot stop it, there is even more impetus to educate on how to responsibly use it.

Consistency as a Compass

The more my niece talked, the more she seemed to be drilling deeper down in dismay about her school’s inconsistency and scattered beliefs about late work. I assured her that schools across the globe; public and independent are in a similar situation.  When I asked her for some cold and hard data, I was grateful for her  passing along a Google Sheet where teachers responded to the prompt, “Please add your late work policy for your classroom to this document by tomorrow morning.”  

My niece was right. There was a wide degree of difference. I decided to use ChatGPT 4.0 to analyze the data and here is what was generated:

Strict No Acceptance:
Some policies state that late work will not be accepted at all unless prior arrangements have been made, emphasizing the importance of meeting deadlines without exceptions.

Harsh Penalties:
Several policies impose significant grade deductions, such as a 10% penalty per day or up to 50% off for work submitted late, which can be severe for students who miss deadlines.

High Flexibility:
On the other end, some policies allow late work to be submitted at any time, with minimal or no penalties, or even full credit up until a certain cutoff (like the end of the quarter).

In Eurasia Review Mir Hassan and Malik Kumail write, “ In an era of constant change, consistency remains the compass that guides students on their educational journey, laying the groundwork for a successful and fulfilling life.” These faculty responses depicted that there was little consistency. Maybe a bit of vision was lacking too. Some teachers possibly could see the forest through the trees whereas, others only saw the trees. This left me wondering, with such a mixed bag of visions and practices, how confusing might this be for students? 

“Here I can. There I can’t. Tomorrow is okay but not in two days. 10% in his class and 50% in hers.” 

I decided to speak to a colleague at another school and enquired about how their school treats late work. She shared, “Not all faculty could agree. However, since the decision was made, they all agree on the importance of being consistent.” Her school subtracts 5% per day after the due date, but not more than 35%.

Discourse Across Difference

Maybe one of the questions we should be considering is, “How might we provide greater clarity of expectations to and for students?” To do so, means we begin conversations like my niece was having. This undoubtedly requires listening but also flexibility. Something may have to give. And that something might just be us! 

Global Online Academy’s (GOA) mission is to reimagine learning to enable students to thrive in a globally networked society. Recently, they announced several new courses will be offered. One is titled, “Discourse Across Difference.” How valuable might this be! For my niece’s school but for all of us? The course description reads, “Our increasingly interconnected, globally networked society presents us with complex social, political, and ethical dilemmas. This course equips students with strategies for engaging such issues through constructive dialogue focused on building understanding across differences…” How much better off might we be if we begin to have more of these conversations and eagerly begin to listen to learn?

I continue to reflect on my conversation with my niece. What is most clear, is that these conversations are more than what they appear. Ultimately, how we have them, can similarly occur in our classrooms. This is the learning environment our students need. As educators, we have a responsibility to cultivate clarity and consistency in our expectations. This begins with the discussions we have among ourselves. If we’re willing to listen and adapt, to see beyond our classrooms and consider the broader impact of our decisions, maybe we can create more supportive and cohesive experiences for our students. 

The Need for Courage and Openness in a BANI World

In the post-Cold War era and the 1980s, the VUCA model (Volatility, Uncertainty, Complexity, Ambiguity) appeared. Few would disagree how the world seemingly become even more VUCA-filled. Yet, WU Executive Academy imparts how post-COVID-19, VUCA has evolved to BANI (Brittle, Anxious, Non-linear, Incomprehensible). Barbara Stöttinger, the dean of WU Executive Academy is not pessimistic. “BANI can be answered by the skills that we call ‘pioneers’ qualities…’ Successful leaders must face their own emotions and anxieties to prevail.” Courage and openness towards new things are two necessary traits. 

Could we, as educators, take a page from my niece’s book? Being courageous and open enough to start these essential conversations. And then to reflect on them. Ones that call for less “my way” and more curiosity, flexibility, and collaboration. Our students’ best interests depend on it. 

Matthew Piercy

From Yesterday to Tomorrow: Embracing Education’s Changing Landscape

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The emergence of innovative teaching methodologies continues to reshape the way we prepare the leaders of tomorrow. Though numerous events and ways of learning are unfolding, a sound seemingly rings out. One that is ubiquitous, a symphonic and synchronous echo full of hope, reminding me of the value of holding fast to what it might mean to be progressive. Global Online Academy, more flexible scheduling, Hunter and Gatherer Education, and Khan Academy all naturally command my focus.

Fostering Independence: The Teacher’s Path to Becoming Unnecessary

This semester I am teaching two courses for Global Online Academy, an “institution” predating COVID-19 by nearly a decade. With a mission “to reimagine learning to empower students and educators to thrive in a globally networked society,” GOA is about reimagining learning. Currently, enrollment is at its highest, welcoming 14,000 students these past weeks. Students often are curious about the frequency of Zooms. For some there are memories, possibly not so positive, of 2020 when many schools just transferred classrooms to online, expecting students to be glued to their screens in a more traditional lecture approach. What students however quickly learn through experience and the bi-weekly Zoom usually is what is reflected upon as bringing so much connection and joy. Students from across the globe meet, are offered differing perspectives, and both provide and receive valuable feedback. Sometimes I am present and can help guide the session. Other times, students simply record the Zoom and share it with me. I have found that when I intentionally get out of students’ way, some of the deepest learning occurs. This is progressive. Educational theorist Thomas Carruthers was on to something when he shared how a teacher is “one who makes himself progressively unnecessary”. 

The Four-Day School Week: A Bold Step Towards Greater Flexibility

Similar to GOA’s reimagining learning, businesses are beginning to entertain envisioning a different look to the work week. One which increases flexibility in new and different ways. A March 10, 2023 article in the World Economic Forum attests to the success of a pilot project where a 4-day work week was tried. Of the 61 UK companies taking part, ninety percent kept the shortened week going even after the trial period ended. Furthermore, 30 percent committed to a permanent 4-day workweek change. Similar results were found in the “world’s biggest trial of the four-day workweek.”  

Might schools be so bold?

Over 2,000 schools in 26 states have already made the switch to a four-day school week. Usually, the choice is either fiscally related or moral boosting for teachers and students alike. Researchers share how no statistically significant detriment evidence is found of four-day school week achievement impacts. Though it still may be too early to tell, the bigger “reveal” that behooves us to understand is that learning is not something that just happens in places we call schools. Case in point, hunter and gatherer education.

Reconnecting with Our Roots: The Role of Balance and Play

In the past two generations, we have witnessed a winnowing of children’s outdoor playtime. Screen time is one factor, as is a move towards greater urbanization and also adults structuring children’s play life. Oddly enough there sometimes is an almost overt convincing regarding the importance of children spending time outdoors. Are we so separated from nature? Annie Murphy Paul’s profound book, “The Extended Mind,” alludes to how humans are wired to thrive outdoors and that it is more than just enjoyment. Paul states that being in natural, outdoor environments helps to relieve stress and balances our equilibrium, which in turn makes our thinking more effective. Makes sense. We spent thousands of years outdoors and but a bit more than a century locked up in schools and workplaces!

Peter Gray, an American psychology researcher and scholar, makes a case for how childhood was better in the days of hunting and gathering. Gray purports that we should design learning environments around such values as autonomy and sharing. Furthermore, play has a very important role in that it is preparation for learning and life. “Gray has long appreciated how spontaneous, unsupervised play aids self-directed learning and self-assurance in children.” Dr Nikhil Chaudhary shares in an article in Science Daily how “Hunter-gatherer childhoods may offer clues to improving education and wellbeing in developed countries.” Around the globe, emphasis is not only being placed on improving learning but also on student well-being. Looking back to our origins, we have a lot to learn from hunter-gatherer societies. One such fact is how rare instructive teaching is. Instead, Chaudhary cites how children from around the age of two, spend large portions of the day in mixed-age (2-16) ‘playgroups’ without adult supervision. Play and exploration are integral, as children they learn from one another, acquiring skills and knowledge collaboratively. Strangely, I can see a resemblance to the Zooms my students have without me “in the room.” Yet, even more critical is the need to highlight the role of the unconventional. One analogous approach could be the respected paragon of outdoor wear, Patagonia. How Patagonia does business is anything but “usual.”  Patagonia prioritizes balance between work and play and the company values flexibility. A testament to this is their, “Let My People Go Surfing” flexitime policy which allows employees to “catch a good swell, go bouldering for an afternoon, pursue an education, or get home in time to greet the kids when they come down from the school bus”. A far cry from a world caught up in traffic, tests, and stress. A read of Cal Newport’s, “What Hunter-Gatherers Can Teach Us About the Frustrations of Modern Work,” alludes to lessons about improving jobs (and schools) today.

Redefining Mastery: Exploring Alternative Paths to Success

Last, evidence is increasingly abundant for how alternative pathways are becoming less and less “the alternative.” Just ask Salman Khan, founder of Khan Academy, an organization incorporated as a 501c(3) nonprofit back in 2008, a signature year in technology as Google Chrome entered the browser business. His mission? To accelerate learning for students of all ages. Khan’s free courses, test prep, and tutoring are now being utilized by more than 152 million users. Moreover, a recent precedent was set by the prestigious Caltech. Some students have not had access to required courses such as calculus, physics, and chemistry. In response to possible admission barriers, one alternative path is to take Khan Academy‘s free, online classes and score 90% or higher on a certification test. Permitting an alternative to prove mastery of the material is equitable and also a testament that quality education need not be constricted by tradition. 

Countless Promising Opportunities on the Horizon

The future has arrived. Many moves are being made. Global Online Academy, is an example of connection but also the possibility of learning with anyone, anywhere, and at any time. New structures such as the 4-day school week are being piloted, often in places where we might least expect progressiveness. We too are reminded of the millennia spent as hunters and gatherers. Might this inform the role of greater balance and play? And finally, the likes of Khan Academy illustrate a gaining of momentum for alternative pathways. Steve Jobs concluded his commencement speech at Stanford University in 2005 with the advice, “Stay Hungry. Stay Foolish.” And so might we, stay hungry and foolish, as the anticipation builds. Numerous are the promising opportunities that lie ahead.

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Matthew Piercy

Why to Listen Like a Bird Watcher

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What if we approached each day like a bird watcher? Poised, observant, and listening attentively. Such a sagacious approach might translate into a clear differentiation between a “digitally” connected world and what it means to truly be connected. Amidst the increasing prevalence of decomposing communities and growing isolation, it might do humanity well, or even just ourselves. Pause is necessary, as is examining the choices we make. Computers and cell phones, not unlike firearms, cannot and should not entirely shoulder the blame. Rather, it behooves us to closely examine whether we are using the technology, or if it is “using” us.  

Countless bowed heads stare at 5-inch screens, drowning humanity in ubiquitous distraction. A relatively recent “dependence” now is considered “normal.” An addictive habit arguably acts as interference in our ability to relate one human to another. Though not entirely true because one must consider how tech is utilized. Still, vying for our attention is very real. One recent report cites how our brain consumes 11 million bits of information every second.  Trapped in such a hurricane, might we return to center? Where possibly at the eye of such a storm is suspended madness; poise and high regard for the art of conversation.

A world of opportunity circulates all around us. If only we will look up in stillness. Like a bird watcher.

If only we will listen.

Like a bird watcher.

Listening is Difficult

One of the beauties about listening is that is free, and yet so rare. An equalizer of sorts, as listening, cannot be correlated with socio-economics, race, or politics. Though there are listening “skills,” to listen is more a question of willingness than technique. Seth Godin maintains that listening is difficult. “The hardest step in better listening is the first one: do it on purpose. Make the effort to actually be good at it.”

Five years ago I likely would have scoffed at the idea of relationships being forged in an online setting. Students would share how they had “friends” online that they gamed with, talked/chatted with, etc. An inkling of intrigue often led to my asking an array of questions, a desire to understand this “phenomenon” better. Yet, I always grew a little more than disbelieving. The start of a COVID school year online, however, offered my own experience and a window into what it was like to develop relationships online. At the time there was a disagreement about whether or not students should be required to show their faces. Forced as it was, sometimes coaching students to appear on screen was required. All the while, it was interesting to consider how much we might value seeing a person if we are speaking with them. Did it have something to do with visual cues provided to indicate whether students were truly listening?

A Sense of Belonging is Embedded in Re-Imagining Learning 

Fast forward a few years as I dove deeper into the “waters” of what it might be like to develop relationships in an online setting. One big difference was that students elected to enroll in the online course. Of equal importance was that Global Online Academy (GOA) was not “just another” online educational platform. Behind GOA was a vision for a new educational system eager to adapt to students, rather than asking students to adapt to educational systems in decay. Their mission is to reimagine learning to empower students and educators to thrive in a globally networked society. A component of this reimagining learning includes teacher competency to build collaborative communities. Students should not feel isolated but instead, invited into communities that are built on trust, care, collaboration, and high expectations. A place where students feel connected but also empowered. More equitable systems and structures are embedded in such a design, in an effort to create a more socially just world. Learning to listen is a cornerstone and one strategy employed throughout GOA courses are routine opportunities for students and teachers to connect via Zoom meetings. Never under the auspices of a lectured approach, synchronous time is regarded as “gold.” Student and teacher locations span the globe, and such collaboration allows for new perspectives, as conversations are infused with differing cultural and life experiences. Wellsprings waiting to be tapped, however wholly hinged on a willingness to listen. 

Video Use as a Medium to Build Relationships

A routine assignment employed in the GOA course I facilitated was video reflection at the end of a module. The power of these 2-dimensional recordings can not nor should be underestimated. After the second video, I felt like I knew some students better than I sometimes knew students in an in-person setting after a year. Why? A degree of the power could come down to a distilled approach, the essence being conveyed. But also a greater degree of willingness to be vulnerable as students just looked at the camera and talked. Without the worry of what the listener might be thinking or might say. 

Surely we all have found ourselves at one time or another, thinking about what we are going to say in a conversation and not really listening. Wanting to take OUR turn. However, in this case, it’s a talking head approach. Linear, from A to M (or maybe Z!), with no stops or interjections of the listening. 

To truly experience relationship building requires an honest willingness to listen to students talk for, 5-minutes at a time. Simon Sinek asserts the need for change so the focus is on input and not the customary output. Maybe a bit of an investor mentality is what is required. To listen to a 5-minute video is not much. However, multiplied by twenty students, suddenly requires nearly two hours. And how often do we just listen for two hours? 

Understanding that conversations, like relationships, are not one-way, meant I often responded in video form. This too takes time but has the potential to pay huge dividends. To build relationships but also provide the necessary quality of feedback students can learn from. Often congratulatory but also balanced and encouraging growth. For example feedback on the important role of feedback, “Abigail I understand how you do not want to come off as critiquing someone and I appreciate this. However, you have so much to offer and what might help is if you are intentional about separating the individual from the work/art/assignment. We each have our perspective and I’ve seen how you can offer truly valuable feedback.”

This video exchange approach spurs the conditions ripe for developing a community and a sense of belonging. These relationships developed out of conversations follow a different rhythm, however, are incredibly rich. Possible because we truly are listening to each other. How many students have a chance to share with a teacher for five uninterrupted minutes? And how many receive five minutes of personal and specific feedback?    

This is special. A reimagining of methods of learning which truly create belonging and empowerment. Methods aligned with the acumen of Brene Brown, “We have to listen to understand in the same way we want to be understood.”

A Difference Between Hearing and Listening

I wonder sometimes if certain students listen just so they can speak. The beginning of each school year requires a bit of time to develop a community unwilling to tolerate speakers interrupting each other. This is similar in Zoom and yet the presence of lag seemingly builds in a tendency to be more patient and wait for your turn to speak. To listen with true intent requires slowing down.  Simone Buitendijk, Vice-Chancellor at the University of Leeds shares, “We need to practice the art of talking with intent and, more importantly, the art of listening with intent.” Adding earnest in our lives, as we trade an ounce of narcism for a pound of that which extends beyond ourselves. This does not mean abandoning the likes of Instagram, nor must we be hard-pressed to develop listening habits overnight. Instead, a growing consciousness of the power of being present is required. As well, equal parts intentionality and habit, as we move beyond mere hearing. In Dr. Kristen Fuller’s “The Difference Between Hearing and Listening,” she emphasizes how “Listening requires empathy, curiosity, and motivation.” 

Tis’ the Season to Give the Gift of Our Time and Attention

One might hear the morning bird song out the window.

Then, make a conscious choice to slow down, remove distractions (yes, that cell phone!), and listen. 

If only we will listen.

Like a bird watcher.

To truly listen to the birds may just result in a calming of the nervous system, as well as a greater sense of connection. Such a choice need not cease with the birds. Think what might result when we begin to listen with intention to each other! The choice is ours. 

Why not slow down, be present and give the gift of our time and attention?

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