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Wednesday, 22 February 2017


Learning By Doing
There is no better way to learn about the interconnectedness of our world than by experiencing it. We want our students to stay curious—curious about what they like, what they want to make and do, and why they want to do it. At Mont’Kiara International School (M’KIS), our social studies curriculum capitalizes on this curiosity through project-based learning (PBL) units. Teachers encourage hands-on learning where students study meaningful content, have voice and choice in their learning, and apply their 21st-century skills as they gain knowledge and an understanding of difficult concepts. These projects happen to come in many forms throughout our school. In Grade 2, our first PBL project is in the Goods and Services Unit. Read on...

By Marc-Frédéric Ott and Benjamin Smith
Sigrid B. Ott was an early pioneer of international education following World War II. To honor her commitment to education and her longevity, Leysin American School held a series of events to celebrate and coincide with her 100th birthday. ..more
By TIE Staff
The Academy of International School Heads (AISH) held their annual OASIS Day meeting today at the French American School of San Francisco. Oasis Day is a day of learning and professional development for heads of international schools around the world. ..more
By Clement Huang
The Duke of Edinburgh’s International Award at Canadian International School of Hong Kong is an internationally recognized youth program that encourages students to challenge themselves both physically and mentally. ..more
Dubai: Most of the highest fee hikes in the next academic year (2017-18) are expected to come from UK schools in Dubai as they constitute the majority ..more
Dubai: Dubai’s private schools can hike fees ranging from 2.4 per cent to 4.8 per cent next academic year (2017-18), depending on their inspection rat ..more
Cambridge International Examinations has entered into a partnership with Putera Sampoerna Foundation to deliver professional development for teachers ..more
Teachers Julie and Manuel ­Moreno consider themselves and their children global citizens after spending nearly two decades working in Vietnam, Mexico, ..more
OK, it's obvious. Schools are full of living people, so they are living organisms. Sure, superficially, but most of the time we don't treat them that ..more
Ask any parent, teacher, student, they'll all confirm one simple truth: all children are different. Despite that simple, undisputed truth we treat chi ..more
Growing up a working class youngster in the agricultural East of England, the height of my annual ambition was to secure a Summer job at one of the lo ..more
We've all heard the expression, whenever we sense our community may not be quite with us on a particular educational direction. I must admit my reacti ..more
Following the recent Leadership Conference of the Association of International Schools in Africa (AISA), where we focused on the power of principles i ..more
By Sue Easton
Different schools approach the teacher leader role in different ways. At the TTC, we have been trying to support these current models through our Teacher Leader Institutes. We believe that all teacher leaders need basic training in organizational structures, communication, change processes, and facilitation. ..more
By Sue Easton
Have you ever been to a workshop where you learned new skills but no one at your school was aware of your true professional growth? A recent Teacher Leader Institute (TLI) addressed this and other concerns by piloting the use of micro-credentials. ..more
By John Mikton
Information is power. This year, the pollsters, news agencies, and pundits got caught out with two big votes, and so many predictions seemed off. Our landscape of information has entered a level of Orwellian curation, and what is news, fact, or reality seems dictated by emotion and perspectives constructed from our own curated news feeds. ..more
By Martin Walsh
Over the last five years, web-based classes—especially massive open online courses (MOOCs)—have begun to change the way students interact with the education process. It is clear that MOOCs are having an impact on higher education and are evolving to meet the needs of students and institutions. But how do they factor into the college application process? ..more
By Martin Walsh
Every winter students and parents approach me with the same questions: “What is the most effective use of my summer?” “Which programs do the colleges favor?” “How do I choose a summer program?” ..more
By Martin Walsh, TIE Columnist
As a counselor and former Assistant Dean, I am frequently asked for formulas to make application-writing faster, better, and less painful. I am not certain I have a formula, but I do have an approach that seems to get results. ..more
By Gordon Eldridge, TIE Columnist
There is a great deal of evidence to suggest that the process of argumentation can lead to deeper understanding. It is not necessarily the case, however, that all students are ready to engage in this kind of argumentation. ..more
By Gordon Eldridge, TIE Columnist
Researchers such as Wiley and Voss have found that having students write arguments can be a very effective learning strategy. Sampson and Clark, however, found that over and above the benefits accruing to students who write arguments, students who also engage in collaborative argumentation display further learning benefits. ..more
By Gordon Eldridge, TIE Columnist
There is a large body of research indicating that if we can help our students achieve such connected understanding, they are both more likely to retain information and more likely to be able to transfer their understanding to new contexts. Concept mapping can help. ..more
By Kim Marshall, TIE columnist
“Despite the tremendous political capital, money, and time that educators, state officials, and policymakers have spent on reforming teacher-evaluation systems,” say the authors of a National Council on Teacher Quality white paper, “states have been running in place with no evidence of real change with regard to the distribution of final evaluation ratings.” ..more
By Kim Marshall, TIE columnist
Teachers may conclude that to have true leadership power, they need to leave the classroom and become administrators. Killion and her colleagues make the case for a more-ambitious definition of teacher leadership that has real impact on teaching and learning without leaving the classroom. ..more
By Kim Marshall, TIE columnist
Summarizing an Education Update article by Alexandria Neason, Kim Marshall reviews the research on the impact of homework, which is decidedly mixed. “We still can’t prove it’s effective,” said education professor Cathy Vatterott. “The research is flawed and idiosyncratic.” ..more
By Mark Sunderman
Amanda and I had until very recently been living and working overseas—first in Brazil, then in Egypt, and most recently, Nepal. We had planned to be living overseas indefinitely, but sometimes the unexpected happens. ..more
By Cynthia Nagrath, TIE Staff Writer
Last week, educational leaders from international schools traveled from all corners of the globe to attend the 51st annual conference of AAIE – The Association for the Advancement of International Education. ..more
By Cynthia Nagrath, TIE Staff Writer
It’s not just learning and networking that takes place at AAIE – there’s a lot of giving going on at this conference too. For the past seven years attendees have given generously to the Children of Haiti Project also known by its acronym, COHP. ..more