Larkin LeSueur explains how the Humble Independent School District in Texas has used the ‘Goldilocks Principle’ to encourage students to choose courses in Computer Science and Career Technical Education (CTE).
Tony Dickenson teacher, lifelong learner and writer reflects on gender and equity. How should we be encouraging boys to understand the obstacles that girls face every day?
Clare Ives makes a persuasive case for using the concept of equity to lay the foundations of a school’s culture and to guide a range of school interventions.
Darcie Flansburg offers advice for transitioning from traditional high-school grading to less subjective, standards-based assessment.
Both programmes have their merits – but which of these two well-regarded programmes best equip students with future skills? Alessandro Capozzi pauses for thought.
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.
Does ‘çomparative judgement’ provide a more reliable – and quicker way to mark written work? Daisy Christodoulou certainly thinks so.
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.
Raising awareness of critical environmental issues has never been more important – but it can also be fun, as Charlotte Bouchier reports.
Drew Thomas who teaches IB History at NLCS on Jeju Island questions the narrowness of popular history courses offered by most international schools.
IB teacher and Head of Physics at Sevenoaks School, James Tate looks at tablets, long term memory and problem solving.
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.
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.
According to April Remfrey, international schools need guidance, support and clear standards to follow in order to become more inclusive.
For IB Geography teacher, Elen Harris, understanding CLT can enhance effective student learning, especially when introducing and developing a new topic, concept or idea.
Isla Phillips describes how she uses the Harkness method of discussion for developing student-lead interaction in Years 7 to 10.
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.
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.
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.
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.
Julian McDougall places school libraries and an effective programme of media literacy in the front line to confront and counter ‘fake news’.
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.
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.
Chris Taylor wonders if the ‘skills / knowledge’ divide is really so deep and, if not, what are the implications for learning and teaching?
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.
Ian Grove-Stephensen makes a strong case for abandoning paper-based summative assessments as soon as possible.
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.
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.
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
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.
Brendan Law identifies four key elements that should feature in a modern curriculum, but everything must unleash a child’s curiosity.
Alex Cull, director at Mangahigh, shares her experience of developing children’s conceptual understanding of mathematical skills before, during and after Covid.
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
Former Head Teacher of the Year, and President of the School Library Association, Richard Gerver, explains why libraries are more important than ever.
Farida Danmeri looks at the link between constructionism and ‘making’, analysing how one enhances the other for effective learning.
Kyra Kellawan and Andreu Gual i Falco ask schools to challenge attitudes that both undermine student aspiration and lead to an unbalanced workforce.
Whatever you teach, argues Richard Evans, helping students know themselves is equally important. Acquiring emotional literacy transforms lives – yours and theirs.
Feature Image: Courtesy of Brian D’Cruz Hypno Plus https://www.briandcruzhypnoplus.com/
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.