Frank Thompson, who teaches ESL at a busy language centre in Thailand has found one (free) online resource particularly effective for generating engagement in learning. Here’s what he has to say about kahoot!
According to Leah Davies, good communication depends as much as on actively receiving messages (listening; reading) as on giving messages (talking; writing). Good teachers and schools get both parts of the formula right – and work hard to keep improving.
Much has recently been written highlighting the importance of a child’s mother tongue (or “home language”). Susan Stewart, of the International School of London (Surrey), describes the advantages of putting home languages at the centre of a school’s curriculum.
Planning for post-secondary education for students with various disabilities raises complex questions about how to best prepare for next steps, but so much is possible. Stephanie Martin dispels three common myths.
Inspired by the most famous eyes in the world of art, Matthew Savage explores how data, when used effectively, can have a transformative effect on every child.
According to Moya O’Brien, a school really flourishes when it practises “positive psychology”. Here she explains the connection and examines an organic approach to the development of wellbeing in schools. Academic success follows.
For further ideas about “positive psychology” see the downloadable PDF at the end of the article.
Gifted children represent both a challenge and a resource for schools. Leah Davies discusses why programs to meet their educational needs are required.
Jane Barron investigates the impact of international mobility on learning and what can be done to support students through the challenges of transition from country to country
Autism Spectrum Disorder is complex and wide-ranging; Moya O’Brien explains significant aspects of ASD and, in an accompanying PDF, provides guidance for the identification and support of ASD students.
Having devoted more than twenty years to promoting greater understanding of autism and providing support for families of children with autism, Dr Robert Naseef recognizes that international schools are becoming more inclusive but highlights the need for more teacher and support staff training.
An increasing number of international English-medium K-12 schools are embracing the opportunities and challenges of inclusion says a recent survey conducted by ISC Research and Next Frontier Inclusion. Anne Keeling reports
In recent years there has been an increased awareness of Auditory Processing Disorder (or difficulty), the hearing or listening problem caused by the brain not processing sounds in the normal way. What is “APD” and why is it important to diagnose the condition correctly? What can teachers do to support children affected by APD.
Catherine Routley offers some expert advice.