Julia Shimf

Professor Denise Comer

Duke University
English Composition I: Achieving Expertise
30 June 2014

Global classroom: from fast-food education to customized learning

Shortly after Russia hosted the winter Olympics in Sochi, when Americans and Europeans
impose sanctions against Russia, I started pondering over the following idea: much of todays
economic crisis and political discord is due to peoples inability to live in a global society. But what
does it mean to be a Global Citizen? At those worrying months for Russia, Moscow hosted a few
educational events and as a professional counselor on international schools, I was very excited to
meet a real expert on global education Mr. Drew Alexander.
Drew Noble Alexander, the Headmaster of Leman Manhattan Preparatory School (New York,
USA), has more than 30 years of education experience. Prior to Leman Manhattan School, Mr.
Alexander served as Director of the Anglo-American School of Moscow, High School Principal at
Cairo American College in Egypt and College Counselor at Singapore American School. Drew also
writes on global education in his Huffington Post column. In the post Beyond Borders: What it
means to be a global citizen Alexander claims: Global citizenship is a way of living that is
entrepreneurial and tech-savvy, involves taking risks and encourages critical thinking and connecting
the dots (Alexander). As headmaster of a globally-minded school, Drew Alexander demonstrates his
expertise in international education. But his argument has a potential limit: global minds do not
always think alike. In another Huff Post article The Power of Personalized Learning Alexander
makes up for his claim by proposing a paradox: A highly personal, yet collaborative, approach to
education is what defines a true international education (Alexander). Yes, through interaction with
peers from all over the world children are encouraged to think deeply about the globe. But is it

possible to unlock their full potential, if learning preferences, emotional and academic experiences
are different?
Accodring to highly respected international educators William Powell and Ochan KusumaPowell, every student presents us with a different learning puzzle that we must solve in order to give
them the best opportunity (Powell, p. 24). By that the Powells explain a seismic shift in education
today from the one-size-fits-all learning model to personalized learning. But personalized doesnt
mean just small class sizes. It implies thorough instructional planning in which parents, students
and teachers play equally important and active roles. In the book How to teach now (2011) W.
Powell and O. Kusuma-Powell offer their recommendations on how teachers can create individual
growth plans for each learner: To help you [teachers] know your students, we recommend
developing student learning profiles to capture five important dimension of learning identity:
biological traits, cultural and societal factors, emotional and social influences, academic performance,
learning preferences (Powell, p. 31). How can this tool be integrated into teaching practice?
Realizing the difference between Western and Eastern cultures (cultural factors) help
understand why Asian students are less opened to speaking up in discussions than their European
peers are. Teacher awareness of how successful a student at learning (academic status) and how
popular he or she is in a class can help increase self-esteem. When teachers investigate a childs
academic performance, they should examine the relationship between the student ability and the
student readiness. Carol Ann Tomlinson in her book Integrating Differentiated Instruction and
Understanding by Design (2006) argues that student readiness is something that can change and be
influenced by skilled instruction, while ability implies inner talents. (Tomlinson, p. 74) Learning
preferences seem the most time-consuming factor. The Powells suggest: Each modality preference
may present challenges to learning, but each also offers opportunities for personalizing and ought to
be considered during instructional planning. (Powell, 36) For example, visual learners may have
difficulty with listening to lectures without pictures, but they may enjoy reading, mind maps and
visual organizers. Auditory learners, in contrast, are likely to prefer debates and storytelling.

The most effective schools already incorporate student analysis into their instructional
planning. Drew Alexander, the headmaster of Leman Manhattan Preparatory School, shares his
unique approach to personalized learning: At the beginning of each school year, students as young
as kindergartners collaborate with teachers and parents to create their own personalized plans. The
plan focus on the students strengths, documents areas of growth and identifies social passions. The
most critical component of the plans is the enrichment goals targets set by the students that directly
impact their levels of engagement, drive, self-respect and purpose (Alexander). If the personalized
learning mode can be adopted by teachers in a private school, can it be integrated into US education
system?
Creativity expert, educationalist and popular speaker at TED presentations, Sir Ken Robinson
believes that much of the present system in the US fosters conformity and standardization. In his
most-viewed talk Changing education paradigms Robinson emphasizes that education is an
organic system, not a mechanical one. To engage and succeed, education should foster diversity by
offering a broad curriculum and encourage individualization of the learning process (Robinson).
Most international schools in the US and around the globe offer IB Program (International
Baccalaureate). The reason for that is not just high percentage of IB students enrolled at topuniversities. According to IB Organization, non-profit educational foundation, IB assesses more
than examination techniques. Diploma Programme assessments focus on what students have learned
and their abilities, rather than what they havent learned or cant do. (IB Org) The creative, action,
service (CAS) requirement in the IB Program is closely related to Ken Robinsons idea of awakening
creativity and experiential learning. Drew Alexander also speaks for IB experience: Via an
international curriculum, students become aware of how the world works (Alexander).
Lets assume that IB curriculum can prepare a child for a more interconnected world, but does
it equip children to realize their potential within it? Besides, different schools have different
approaches to teaching IB courses. Today educators of each level (from school tutors to international
advisors) ought to develop a strategy that puts less emphasis on standardized testing and gives more

responsibility to individual schools and teachers. For that purpose high quality teacher training is
essential. But in the global classroom teachers need to develop flexibility of thought in order to
suspend negative judgments about students (are they lazy or their behavior is influenced by previous
experience?). Teacher emotional intelligence is the first potential limit of personalized learning
model, because it is hard to be monitored by school administration. Secondly, personal connection
with students can be frown upon. Finally, allowing students to choose their preferred learning styles
can sometimes get out of hand. Teachers need to make sure that students grades and behaviors
improve and a students preferred learning style doesnt interfere with anyone elses learning.
Another question about personalized learning is how to keep the balance between test scores and
intellectual curiosity? High performance can get students into top universities, but critical thinking
and good study habits will make them successful in life.
The case study of personalized learning defines a few potential uses for education experts.
Firstly, deep understanding of what modes and approaches a school uses can help international
counselors effectively consult families on applying. Secondly, the use of personalized learning
challenges teachers creatively so they would get together and elaborate on multiple access points to
the curriculum. Finally, on a larger scale, personalized learning within a global classroom can help
our society to shift from elite college mindset to life-long education mindset.

Works cited:
Powell, William; Kusuma-Powell, Ochan. How to Teach Now: Five Keys to Personalized Learning
in the Global Classroom. Association for Supervision & Curriculum Development. June 23, 2011.
Tomlinson, Carol Ann. Integrating Differentiated Instruction and Understanding by Design:
Connecting Content and Kids. Association for Supervision & Curriculum Development. 1st Edition.
2006.
Other sources:
Alexander, Drew Noble. Beyond Borders: What It Means to Be a Global Citizen. Huffington Post,
December 20, 2013.
http://www.huffingtonpost.com/drew-noble-alexander/beyond-borders-what-it-me_b_4473695.html
Alexander, Drew Noble. The Power of Personalized Learning. Huffington Post, February 14, 2014.
http://www.huffingtonpost.com/drew-noble-alexander/the-power-of-personalized_b_4782277.html
IB Organization. 10 Reasons, Why The IB Diploma Programme Is Ideal Preparation For University.
May 2012.
http://www.ibo.org/ibworld/may2012/documents/10reasons.pdf
Video:
Robinson, Ken. Changing Education Paradigms. RSA Animate. October, 2010.
http://www.thersa.org/events/video/archive/sir-ken-robinson