Entries by ECIS

Creating a STEAM programme in your international school

Amanda Rose Serrano Lincoln Community School How can we as elementary teachers and generalists meet the challenges in our 21st century to help provide students with the skills they need in an ever-changing world? This is the central question that I have explored for the last few years at Lincoln Community School (LCS) in Ghana […]

Making Math Real in the IB

Hannah Starbuck In 2019, the International Baccalaureate rewrote their math curriculum, transitioning from three different levels of classes to two. The “newest” class of the two is called Applications and Interpretations, where students consistently look at how math is applied in a real world setting. They are frequently asked to interpret the significance of the […]

Times are changing, let’s run with it and move forward again

Juliette van Eerdewijk, Chair of ECIS Leadership Special Interest Group Head of School, International Primary School Khuzam   The world of education has rarely experienced a more dramatic push into the unknown as during the last two years, in which educators have been trying to educate the future generation during a pandemic. Educational systems were […]

Greater wellness through purposeful and consistent action

Mike Kuczala It appears not a day goes by that doesn’t present another headline, article, social media post, or blog describing the tremendous stress and daily pressures of being in the classroom. These are often accompanied by the astonishing numbers of teachers who are leaving the profession. LinkedIn recently reported that, in November 2021, K-12 […]

Changes in maths pedagogy: Making maths accessible for all

Karen Morrison and Lisa Greenstein   According to Oxford University Press’ 2021 survey of maths educators, a massive 84% of teachers say they have changed how they teach maths in the last year or more. This situation has been exacerbated by the impact of the global pandemic, but maths pedagogy is continually shifting as learner […]

Newsletter 101: A self-directed course for English Learners

Hatty Fryer Smith, Bilge Kalkavan, and Paul Magnuson   Veteran teacher, Hatty Fryer, is part of a group of teachers in an experimental program focusing first and foremost on transferable skills, e.g. collaboration and self-motivation. She creates room for students to practice these transferable skills by helping them create a school newsletter. The non-native English-speaking […]

LAST but not least: The adaptive work of the teacher

Jonathan Butcher (Primary School PYP Principal, Berlin Brandenburg International School) In dialogue with Anne van Dam and Fiona Zinn   The adaptive work of the teacher is much to be admired. The acronym LAST – Looking ‘closely’ At Student Thinking, is the prerequisite to: conferring with a child, directing them to take their next steps, […]

Whole-School Physical Activity Programmes: A Culture of Well-Being

Dr. Aaron Beighle Physical Educator, Professor, Author University of Kentucky   School-based physical activity programmes offer a great foundation for building a culture of well-being. Much has been written about the importance of a wellness in schools, including its role in addressing physical, mental, emotional, and environmental health (WHO & UNESCO, 2021). Similarly, the evidence […]

A Partnership Approach: Empowering Collective Efficacy through Data, Collaboration, and Alignment

Montessa Muñoz, Educator Chad Dumas, Consultant and Author It is no secret that the belief that one’s actions impact others is tightly correlated with actual improved student learning. Some might call it self-fulfilling prophecy, others efficacy. Going back to the Pygmalian in the classroom research (Rosenthal and Jacobsen, 1968) we know that teacher expectations drive […]

Storytelling as a way of mapping student learning

Jonathan Butcher, Primary School Principal Aisha Kristiansen, EdTech Integrator Berlin Brandenburg International School   Like any great navigation system, learners, teachers and families need to have a sense of direction, in order to know past, present and future destinations. The ‘OECD Learning Compass 2030’ provides a framework for understanding the learning landscape, so that schools […]