Technology and student assessment
Formal assessment at 16+ really is starting change. Dr. Sarah Watson wonders how much further this can go and what we have to think about.
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Secondary
Quicker and more reliable? Surely not . . .
Does ‘çomparative judgement’ provide a more reliable – and quicker way to mark written work? Daisy Christodoulou certainly thinks so.
A framework for teaching the world’s most important subject
You’d have thought governments would be rushing to get the issue of sustainability into the mainstream curriculum. Apparently not. Stephen Scoffham and Steve Rawlinson are looking to fill the gap.
The Wild Wisdom challenge for students aged 10 – 14
Raising awareness of critical environmental issues has never been more important – but it can also be fun, as Charlotte Bouchier reports.
Is it all about trauma and mistakes?
Drew Thomas who teaches IB History at NLCS on Jeju Island questions the narrowness of popular history courses offered by most international schools.
Why is long term memory important for learning?
IB teacher and Head of Physics at Sevenoaks School, James Tate looks at tablets, long term memory and problem solving.
Improving listening skills in Modern Languages and beyond
Head of IB French at Sevenoaks School, Dr Fabienne Cheung, thinks it’s time to challenge traditional approaches to teaching listening skills in Modern Languages.
Hearing student voices for the climate crisis
Pete Milne is a man on a mission – to help young people understand the climate crisis and show schools how they can take action quickly and effectively.
The road to real inclusion, taking one step at a time
According to April Remfrey, international schools need guidance, support and clear standards to follow in order to become more inclusive.
Cognitive Load Theory (CLT) and classroom practice
For IB Geography teacher, Elen Harris, understanding CLT can enhance effective student learning, especially when introducing and developing a new topic, concept or idea.
Experimenting with the Harkness Method
Isla Phillips describes how she uses the Harkness method of discussion for developing student-lead interaction in Years 7 to 10.
Recognising student learning
Concerned that conventional assessment undermines rather than meets student needs, Conrad Hughes suggests a different approach to the recognition of learning. Other Heads obviously agree.
Allowing a poetry opt-out is wrong
Just when poetry was becoming really interesting both to teach and even more important to study, it has fallen victim to post-covid curricuum cuts. Jill Pritchard laments the move.
Measuring the social and emotional skills of 10 and 15 year olds
A recent study by the OECD strikingly confirms the importance of holistic education. Andreas Schleicher looks at the outcomes of their 2018-20 global Survey of Social and Emotional Skills.
Teachers’ leadership styles and student performance
Do ‘inclusive’ leadership styles in teachers motivate students? A study by Paul Parham and Gloria Moss at Sevenoaks School suggests there is a significant correlation.
Charley Openshaw, IB teacher and Head of Art at Sevenoaks School recommends the virtues of careful observation and drawing as useful techniques for wider learning.
Fake News vs School Libraries
Julian McDougall places school libraries and an effective programme of media literacy in the front line to confront and counter ‘fake news’.
The purpose of education in the 2020s
For Kirsty Knowles, there are two crucial purposes in education. 1. Bringing sustainability to the centre of the curriculum and 2. Supporting them in taking action as a result.
Forward looking learning
Just how do you undertake a comprehensive review of a well-established and popular international curriculum like the IPC and IMYC? Gregory Biggs looks at the dynamic process being used by Fieldwork Education.
Instrumental music teacher Julia Kiggell suggests that understanding connections between dyslexia and mastering a musical instrument can help transform a student’s learning.
Interdisciplinary projects using 3D printing
Uma Shankar Singh looks at the huge potential for using a 3-D printer to stimulate interdisciplinary project work.
New thoughts about an old debate
Chris Taylor wonders if the ‘skills / knowledge’ divide is really so deep and, if not, what are the implications for learning and teaching?
The power of good assessment data
If data from objective testing like MAP are to be useful, students have to take it seriously. Kawai Liu and Sharon Ma look at how Shanghai SMIC Private School helped their students understand the way testing supports them.
The problem with paper-based examinations
Ian Grove-Stephensen makes a strong case for abandoning paper-based summative assessments as soon as possible.
Supporting Year 13 / Grade 12 in uncertain times
Careers and Universities Counsellor, Paul Yap, looks at how graduating students can ‘win the wait’ imposed on them as they plan for the future during lockdown.
The use of Meta-thinking and Self-regulation in remote learning
Using the principles of High Performance Learning, Neil Thomas suggests five ways in which teachers can encourage self-directed learning during periods of online learning.
The only stupid question is the one never asked
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
Embracing the complex
Effective language teaching in a multi-cultural international school is a complex undertaking. By embracing this complexity, the International School of Paris aims to ‘go beyond bilingual’ as Primary Principal, Jason Taylor, reports.
Essential elements of a modern curriculum
Brendan Law identifies four key elements that should feature in a modern curriculum, but everything must unleash a child’s curiosity.
Developing conceptual understanding in mathematics
Alex Cull, director at Mangahigh, shares her experience of developing children’s conceptual understanding of mathematical skills before, during and after Covid.
Whole class feedback
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
The first thing I invested in was the school library
Former Head Teacher of the Year, and President of the School Library Association, Richard Gerver, explains why libraries are more important than ever.
Creating deeper learning experiences
Farida Danmeri looks at the link between constructionism and ‘making’, analysing how one enhances the other for effective learning.
. . . and why it matters
Kyra Kellawan and Andreu Gual i Falco ask schools to challenge attitudes that both undermine student aspiration and lead to an unbalanced workforce.
The foundation we forget to teach
Whatever you teach, argues Richard Evans, helping students know themselves is equally important. Acquiring emotional literacy transforms lives – yours and theirs.
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.
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.
Animal power
A new book by Helen Lewis and Russell Grigg explores the way that animals can affect children’s learning and wellbeing.
Understanding exponential growth
Understanding exponential growth has never been more important. Professor Marcus Du Sautoy explains the mathematics behind the spreading of a virus.
Cognitive Load Theory (CLT) and effective teaching
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.
Becoming me
In the second of two articles Ger Graus argues passionately for changes to the curriculum which will excite the imagination and raise aspirations.
How the CGC Cracked the Learning Code
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?’
Teaching the 2020 World Economic Forum skills
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.
The Common Ground Collaborative (CGC)
After such a rich and successful international career in education, most people would be reflecting on a job well done. Not Kevin Bartlett. With a nod to Simon Sinek, he starts with ‘Why?’ he and a group of other like-minded educators founded the CGC.
Developing good habits for the next stage of learning
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.
Get them thinking about thinking
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.
Educating in the Dark
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’.
Challenging convention
Mark Beverley, Director of the Institute of Teaching and Learning at Sevenoaks School explains why he thinks schools should rethink the idea of creativity.
Flipping across the curriculum
Ross Corker, Secondary Learning and Teaching Advisor at Bangkok Patana School explains their approach to ‘flipped learning’ with secondary students.
Why teach Shakespeare?
Sally Flint revisits a classic dilemma – just how relevant is Shakespeare to a modern audience?