Self-assessment in the online classroom
India is going through a process of educational change, which the pandemic has accelerated. For Gargi Sarkar changes in assessment should be embraced, not resisted.
India is going through a process of educational change, which the pandemic has accelerated. For Gargi Sarkar changes in assessment should be embraced, not resisted.
Alexis Anderson and Himani Sood from the I & S department at Oberoi International School-JVLR Campus describe how they have been using social media to support historical inquiries.
A new book by Helen Lewis and Russell Grigg explores the way that animals can affect children’s learning and wellbeing.
Understanding exponential growth has never been more important. Professor Marcus Du Sautoy explains the mathematics behind the spreading of a virus.
Discovering CLT was a eureka moment for Steve Garnett – so important he felt compelled to write a new book for teachers. Here he shares 4 key ideas.
In the second of two articles Ger Graus argues passionately for changes to the curriculum which will excite the imagination and raise aspirations.
Having considered ‘Why’ the Common Ground Collaborative (CGC) set out to create a new paradigm for teaching and learning, Kevin Bartlett and his colleagues ask ‘What is Learning?’
Teacher, journalist and trainer, Jackie Beere reviews the ‘must-have’ skills as defined by the World Economic Forum in 2020 and how we can teach them.
Statistics show that ‘Dropping out of uni’ is getting worse, not better. David Craggs thinks that schools have a major role to play in addressing the issue.
Stephen Walshe argues that children, even children as young as 5 years of age, can be introduced to a vocabulary that helps them access their thinking.
Jason Lasky looks at the elements of his work as an IB Drama teacher that have become central to his personal repertoire, and which help students to ‘let go’.
Mark Beverley, Director of the Institute of Teaching and Learning at Sevenoaks School explains why he thinks schools should rethink the idea of creativity.
Ross Corker, Secondary Learning and Teaching Advisor at Bangkok Patana School explains their approach to ‘flipped learning’ with secondary students.
Sally Flint revisits a classic dilemma – just how relevant is Shakespeare to a modern audience?
Emily Melynn Alexander considers how lack of sleep can impact on the lives of teens and young adults: can they study effectively without it?
In the second of a series of articles on Language: The Key to Learning, Orla Redmond builds on her tips for creating a communication-rich classroom and examines ways to develop vocabulary.
Tony Dickenson believes the relationship between teacher and student is evolving. Today, a more holistic approach, centred on inquiry requires a “collective approach,” with teacher and student exploring these concepts side by side.
If your brain hurts as you read this article about thinking, teaching and learning, Ian Gilbert has done his job. Go on – have a go, but you’ll have to think for yourself – he won’t give you the answers.
Blending on-line and in-class learning has clear advantages for international schools. But how can it be sustained in practice? Catherine Brandt and Neil Hardy-Johnson report from Dubai.
When working to develop a new concept school in Bali, Indonesia, maths teacher, Stephen Powell-Peterson wanted to introduce a truly functional flipped classroom. His goal? To enable students to learn theoretical information independently in class or at home and then apply what they learn during lessons. Now at Lucaya International School in the Bahamas, he reflects on where this idea has taken him.
According to Elly Tobin. the needs of learners in international schools have changed dramatically over recent years and at Consilium we have seen a shift from school populations being largely English speaking expats to host national students with limited inital English proficiency seeking an international education through the medium of English.
Susan Hamilton, Executive Director at educational youth opera organisation ‘Performability’, thinks it’s high time the curriculum was broadened, and talks about the company’s ground breaking, immersive creative projects in schools – both in the UK and overseas.
For Shimmi Sharma, discovering Skype in the Classroom opened up a range of experiences for her students, resulting in a sustained impact on their learning.
For Nick Chaddock, a student’s ‘soft skills’ are just as important as academic achievement as they prepare for their future. He also thinks that the Duke of Edinburgh’s International Award has had a profound impact on both.
Jules Fitzgerald argues that access to a good, all-round musical education gives children significant advantages in their cognitive and social development. He identifies 5 areas of development in which a music education can make a difference.
Proofreading is generally considered the last part of the editing process during which students check for errors in grammar, punctuation and spelling. Chris Jay believes it can be so much more.
Language curricula in international education place increasing significance on student ability to produce and analyse a range of text types. The Language Acquisition and Language B Courses of the International Baccalaureate Middle Years and Diploma Programmes are good examples of this trend.
Chris Jay reports how the “Field-Tenor-Mode” analytical approach can build understanding of English texts.
Educational technology is central to the construction of a modern program of learning, argues Matt Harris. To be properly implemented and sustained over time it must have the committed support of a transformational leadership team.
Dr. Richard Lofthouse reports on a new digital outreach initiative from Oxford University. Launched originally with a UK audience in mind, Oxplore asks “big questions” that are relevant to students around the world.
The digital revolution has brought many benefits, but librarian Uma Shankar Singh argues it can also pose a significant threat to cultural diversity in an international school.
A consequence of the ever-increasing popularity of international schools is the growth in the number of children learning in a language other than their first. This can open opportunities for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue is vital to enhance learning.
Giving students the opportunity to think for themselves in an unforgiving environment leads to the best kind of learning as David Gregory explains. What’s good for Outdoor Ed is also good for the classroom.
Despite widespread concerns over declining library usage, the impact of instant access technology and budgetary constraints, Uma Shankar Singh believes libraries are of vital importance and are set to remain exciting and innovative areas in school.
Grace Kelly firmly believes that Franklin’s maxim, “Tell me and I forget, teach me and I may remember, involve me and I will learn” holds true when investigating the benefits of collaborative learning.
ITM talks to Dr. Ger Graus OBE, Director of Education at the London KidZania. His recent research has implications not only for schools in the UK, but also for international schools.
Sportsman and journalist Matthew Syed makes an important contribution to the Nature v Nurture debate: Andy Homden considers his analysis has implications for teaching.
Andy Homden suggests that unless students acquire the habit of academic independence, they will neither fulfill their potential nor be ready for the expectations of higher education and the world of employment. But – they have to be shown how.
In our efforts to define the needs of 21st Century learners, Andy Homden thinks it is worth revisiting a question we all discussed when we were trainee teachers: what really is worth learning?
Meet some inspirational scientists on line
If you want to encourage your students to take up science at a higher level, BBC Radio 4’s Life Scientific might just provide the inspiration. Presented by Professor Jim Al-Khalili, it is a rich resource for teachers and students of science in Grades 10, 11 and 12 (UK Years 11, 12 & 13). Teachers of ToK (Theory of Knowledge) will also find the series extremely useful. Professor Al-Khalili interviews some of the world’s leading scientists. How did they choose their branch of science? Did it choose them? What influenced them at school? Did family members encourage them? What difficulties did they overcome?