Filling the World Around You with Empathy – The Course 2 Final Project

Photo by Clay Banks on Unsplash

Here is our COETAIL Cohort#12 Course#2 Final Project! “Our” and not mine as we were able to apply what we have been reading, learning, writing, and reflecting about these past six weeks: becoming contributors and collaborators. We gathered to work together and bring our own insight to a common project, encouraged by our extra- supportive COETAIL coach Joel!
The members of our team are SimonaJulija, Mooney,  Luis Carlos, and myself, Christel. We have different nationalities and live in different parts of the world, two of us in their own country, while others moved far away. We came together with a common goal that we had to define: create a collection of helpful resources on #kindness and #empathy for other teachers around the world to use. As our team consists of 5 participants, we came up with the title Hi 5! Resources.
Empathy, the ability to understand and share other people’s feelings is so important and even more needed during these troubled times of the coronavirus pandemic and its aftermath, but also one important component of the COETAIL program.

The project relates to the following ISTE standard for Educators: 
3.a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community.

How did you find your group for this project?

I wasn’t sure how to approach other participants; I only knew a little about them through their short introduction and read some of their blog posts… As I was running late in the program, I didn’t feel confident to contact them ; at some point, Joel suggested I could contact Luis. After exchanging some emails, getting to know each other, and sharing our work experiences, we felt we could come up with a common project. Some other people then contacted us as they were also looking to collaborate, and we moved on to another type of project.

How did the collaboration aspect of this project go?

I think it needed some adjustments at the start because of structural challenges, but everyone was willing to make it work and we developed a real sense of community, helping, supporting, and encouraging each other! I loved it!

What challenges did you face? How did you overcome them?

The main challenge was to identify something we could all contribute to equally: our profiles and areas of expertise are indeed quite different. Once we found an “umbrella” project (we each could create a specific piece, that will be part of common theme and goal), things fell in place easily. Secondly, we were at a different stage of the course, some of us needed to catch up with the last blog posts, while others were on track.
We also needed to find the best way to communicate: first, it was via email, however, we had our final group composition, it was clear that Twitter Chat would be more efficient and easier to follow. I regret we couldn’t set a video call but we live in different zone times with the following countries: Lithuania, Panama, Russia, South Korea, and Belgium…
What I have truly enjoyed is getting to know my team members! Of course, I only know them from our online written interactions, and a small picture, but we were together on the same boat, working towards the same goal, helping and encouraging each other. That was such a great feeling that I am looking forward to continue working on the COETAIL program next school year, getting to know my four new colleagues better, and meeting the others too!

How was this collaborative planning experience different from or similar to other planning experiences?

This was quite different as I usually collaborate with my library team (our Head Librarian, the library-assistant, and myself), or with classroom teachers to develop collaboration projects. It was the first time I collaborated remotely with people I never met and it was really interesting and enriching.

Why did you choose this option? These standards?

I wanted to work on something I will be able to use next school year, and as we developed this project, I immediately saw the potential for me creating a unit on Empathy for my current grade 7 Personal Learning group students that I co-teach with a colleague.

How does this experience relate to what you learned in Course 2?

This final project of COETAIL Course#2 relates to basically all the units we worked on: it gave me the feeling to be taken by the hand (interesting course content provided in such an organized way), encouraged (our coach), inspired to do our first steps with the hand nearby (writing our blog posts), to finally walk the first toddler steps (the final project). I am not ready to run yet, but I now enjoy the world around me from a standing position. I feel I am becoming a COETAIL-er <3

If you facilitated this experience, how did the learners respond to it? What feedback did you collect to inform future experiences?

It hasn’t been the case yet, but I am planning to use it at the beginning of next school year with the group of Middle Schoolers that I co-teach for Personal Learning; they are now in grade 7, and will be in grade 8 exactly like the students who created the video below! After being on Distance Learning for a few months, working together on being empathic to each other, caring, and supportive will be a great asset I think.

Empathy Can Change the World: spread it!

This video was dreamed up, scripted, and acted out by some amazing 8th-grade students from Kalispell Middle School. The vision was to create a thought-provoking short film that instills a challenge to the viewer to look at their own life, their own relationships, and their own sphere of influence, and see where a little empathy could help change the world around them.

Empowering Students!

Photo by Gustavo Fring from Pexels

As explained in my previous post Think! Media Literacy and the quest for truth, “[…] nowadays students need to also become media educated with the guidance of their classroom teachers and librarians” adding that “Perseverance and commitment are needed, as media literacy is an essential skill in the digital age.”

Media literacy is concerned with developing an informed and critical understanding of the nature of the mass media, the techniques used by them, and the impact of those techniques. […] Media literacy also aims to provide students with the ability to create media products.” 

Confronting the Challenges of Participatory Culture (Henry Jenkins – MacArthur Foundation)

And because there is not much point in creating media products without having an audience, we should guide our students to become contributors: they are not attending school to pass time and absorb course content waiting to get old enough to play a role in the society. This traditional model is gone! Everyone, regardless of its age, has the ability to make a positive impact on local and global communities, and creating connections, as Scott McLeod reminds us with examples of amazing children and teenagers whose contributions, often through social media, had a positive impact on other people’s lives and/or showed their ability to be engaged citizens!

Extracurricular empowerment: Scott McLeod at TEDxDesMoines – September 2013

I am lucky enough to be working at the International School of Brussels, a school with a great reputation and vision, constantly seeking improvement, placing the student empowerment at the core of its mission. Willing to adapt to a fast-changing world, our school provides regular Professional Development days on campus, inviting some leading experts in the field of education, combined with mini-session offered by colleagues sharing their expertise. I thought I would mention a few from the past recent years, as Scott McLeod is one of the experts brought to us: it will help to understand where we stand as a school in terms of student empowerment and participatory culture.

In September 2015, our PD training’s focus was technology with In The Zone – Learning Innovation in Practice at ISB: “We all – students, faculty & staff – live, teach, learn, and work in a world packed with technological innovation. So much of it untapped in its potential to transform what we wish to achieve. Scott MacLeod is a leading expert who works with schools, in the US and globally, inviting us to think about how technology can transform the teaching and learning landscape. He also brings a focus to the idea of building a personal digital footprint that reflects positively on who we are. Scott will work with students – 10th grade – and faculty on both these areas of his expertise.  Scott is joining us for a few days to work with a number of stakeholders, faculty, students, and parents. He is a core part of the “In the Zone” day organized in the Middle School“.
In March 2017, ISB hosted the Learning by Design conference: A call to re-imagine the way schools facilitate learning. The conference included workshops, seminars, Learning Labs and opportunities for networking, and involved some of our students. Founder of the Constructing Modern Knowledge summer institute for educators, Gary Stager was one of the learning facilitators.
The second Brussels LbD conference took place in February 2019, looking at the following: “Re-imagining school requires a commitment to changing culture, courageously challenging old assumptions and a willingness to play with and test new ideas – even if they fail.” One of the many learning facilitators was Ewan McIntosh, founder of NoTosh, which makes accessible the creative process required to innovate.

As an example, here is one of the initiatives that the Middle School implemented a few years ago a program for grade 7 to 9 students: it offers choice modules built in their regular schedules. Its objectives are to give students a chance to explore and develop new or pre-existing skills and create the conditions for them to develop and/or deepen a passion for a particular topic or skill. Whenever possible, faculty and staff leading these workshops are encouraged to involve the students in the planning process and trajectory of the module over the 9 sessions to make it more student-centered.  

Examples of past Personal Learning Modules: Collaging with Friends / Jewelry Design Makerspace / Blogging Like a Pro / Booklovers Club / Italian & Cooking / The Art of Gaming / Dance Workshops / Crocheting with Calmness / Let’s Chat! / Engineering – Design Creativity / Entrepreneurship / C’est bon, c’est belge / Gardening, the Life-Cycle / Life Through a Lens / Psych Experiments Through the Ages / Electric Guitar and Bass Rockers / Take Action / Captivating your Audience / Middle School Madness / Sports in Popular Culture / The Great Outdoors / Yoga / Share Your Ideas: Podcasting and Vlogging / Let’s Go to the Caribbean! / African Hand Drumming.

The modules are run by faculty and staff who are willing to share their skills and passions, usually outside their regular role in the school: for example, a math teacher running a Djembe drums initiation, a library assistant, a silversmith by training, leading the Jewelry Design module… Meeting twice a week for periods of 9 weeks, students hold a showcase of a Celebration of Learning at the end.

An acceptable use policy (AUP), is a set of rules applied by the owner, creator or administrator of a network, website, or service, that restrict the ways in which the network, website or system may be used and sets guidelines as to how it should be used.

In Rethinking AUPs, McLeod is asking if “in all of our efforts to teach students safe, appropriate, and responsible technology use, are we forgetting the more important job of teaching our students empowered use?” In a rather long list of blog posts and other resources, he supports that rather being a document stipulating constraints and practices the purpose of such policies should be enabling optimal empowerment of individuals within a school, to meet personal, organizational, educational, and societal goals.

At my school, the Acceptable Use Policy is part of the Student Handbook in the Middle School; in the 2019-20 copy, it is referred to as the Technology Handbook, and rather than rules, it refers to “agreement” and “principles”.

Student Technology Agreement
All technology decisions at ISB are guided by the following principles:

  • Appropriate technology use is an essential component of optimal learning environments.
  • Technology creates new teaching and learning opportunities that improve student understanding.  It contributes to an environment in which teaching and learning are learner-centered, collaborative, engaging.
  • Technology provides the means for equitable learning opportunities. Technology allows teachers to meet the diverse learning needs of students by adapting to individual goals and learning styles.

It is very interesting too, I think, to notice the Resources For Parents listed at the end of the document: they are first-hand partners in the implementation of a participatory culture and they also need to support the empowerment of students at home.


Elizabeth Gilbert, “The Kids Are All Right.

Yalda T. Uhls, “Parents, Chill. Technology Isn’t Destroying Teens’ Brains.”UCLA Newsroom, December 2, 2015.

Yalda T. Uhls, Media Moms and Digital Dads: A Fact Not Fear Approach to Parenting in the Digital Age.

Amanda Third, Damien Spry, Kathryn Locke, Enhancing Parent’s Knowledge and Practice of Online Safety.

Elizabeth Perle, 5 Myths about Teens and Technology Every Parent Should Know.

Gwenn Schurgin O’Keeffe, Kathleen Clarke-Pearson. The Impact of Social Media on Children, Adolescents and Families.

Danah Boyd, It’s Complicated: The Social Lives of Networked Teens.

Common Sense Media, Social Media, Social Life: How Kids View Their Digital Lives.

American Academy of Pediatrics, Talking to Kids and Teens About Social Media.

American Academy of Pediatrics, Talking to Kids and Teens About Social Media and Sexting.

Scott McLeod, “Extracurricular Empowerment”, TED Talk.