2017 ET Journal Spring Issue

The EARCOS Triannual JOURNAL A Link to Educational Excellence in East Asia

Featured in this Issue EARCOS Teachers’ Conference 2017 Theme: “Connecting Global Minds“

EARCOS Leadership Mentoring (ELM): Countdown to Launch for 2017/18 School Year

SPRING 2017

The EARCOS JOURNAL The ET Journal is a triannual publication of the East Asia Regional Council of Schools(EARCOS), a nonprofit 501(C)3, incorporated in the state of Delaware, USA, with a regional office in Manila, Philippines. Membership in EARCOS is open to elementary and secondary schools in East Asia which offer an educational program using English as the primary language of instruction, and to other organizations, institutions, and individuals.

Objectives and Purposes

Dear Colleagues:

* To promote intercultural understanding and international friendship through the activities of member schools. * To broaden the dimensions of education of all schools involved in the Council in the interest of a total program of education. * To advance the professional growth and welfare of individuals belonging to the educational staff of member schools. * To facilitate communication and cooperative action between and among all associated schools. * To cooperate with other organizations and individuals pursuing the same objectives as the Council.

EARCOS BOARD OF TRUSTEES Margaret Alvarez, President (ISS International School) Stephen Cathers, Vice President (Korea International School) Diane Lewthwaite, Secretary (Fukuoka International School) Tarek Razik, Treasurer (The International School of Beijing) Stephen Dare (Hong Kong Academy) Andrew Davies (International School Bangkok) Norma Hudson (International School of Kuala Lumpur) David Toze, Past President (International School Manila) Barry Sutherland (International School of Phnom Penh) Office of Overseas Schools REO:

Larry Hobdell (ex officio)

EARCOS STAFF Executive Director: Richard Krajczar Assistant Director: Joe Petrone Consultant: Bill Oldread Vitz Baltero Ver Castro Robert Sonny Viray Rod Catubig Jr.

Letter from the Executive Director

Elaine Repatacodo Edzel Drilo April Asino

Editor: Joe Petrone Associate Editor: Edzel Drilo

The end of the school year is near, and 2016-2017 is flying by. I hope everyone is enjoying a smooth end to a good school year. This is the time of year when so much is expected and workloads are pushed to the limits. Breathe and try to stay relaxed during May madness!

The Spring Heads’ Institute in Hanoi, Vietnam will have more than 50 school leaders in attendance, which is one of the largest retreats to date! These numbers reflect having the CIS Board, as our guests. We are always happy to collaborate with Jane Larson and the CIS Board. We also invited them to take part in our Institute, as an addition to their spring meeting at UNIS in Hanoi.This year Mark Milliron an award-winning leader, author, speaker, and consultant is the retreat facilitator. We look forward to working with him and EARCOS school leaders.

The 2017 EARCOS Teachers’ Conference (ETC) had over 800 delegates. This year’s ETC – “Connecting Global Minds” was a definite hit according many unsolicited comments from delegates. This positive sentiment was confirmed in the results of our survey. The keynotes delivered by Christophe Galfard – The Universe In Your Hand - Physics For All; Kim Phuc Phan Thi – A Vietnam Journey; and, Aaron and Kaitlin Tait – Edupreneus: Changing the World from the Classroom – were outstanding! We had a host of other excellent presenters, including presentations from our own teachers. A total of 175 presentations! By all accounts, this may have been one of the best ETC’s to date. Please see the ETC conference write-up in this issue. Our EARCOS staff of Joe Petrone, Elaine, Vitz, Ver, Robert, and Edzel should be thanked for their tremendous efforts in organising thousands of details.

As many know, we are initiating a new member service – EARCOS Leadership Mentoring (ELM). You will find explanation and schedule for its implementation on pages 16 and 17. Also, you will see that the article includes an invitation to join the inaugural cohort. I hope you will consider being a part of this exiting initiative.

You will notice that effective for the 2017/18 school year Bill Oldread returns to his formerly held position as EARCOS Assistant Director in our Manila office. Joe Petrone is returning to his home office, where he will continue to assist us virtually. The transition has already begun and it will continue to be a smooth “passing of the baton”.

Finally, as always, we hope you all have a great summer break (northern hemisphere) and enjoy time with family, friends, travel, and reflection. Our board and staff continue to work to make EARCOS a caring, supportive, and dynamic community of international schools. Please check out our website http://www.earcos.org to see all our sponsored events and read about my travels throughout the EARCOS region. Please visit E-Connect, the EARCOS blog, initiated by our own Bill Oldread.

Happy Holiday!

East Asia Regional Council of Schools Brentville Subdivision, Barangay Mamplasan Biñan, Laguna, 4024, Philippines PHONE: 63-02-697-9170 FAX: 63-49-511-4694 WEBSITE: www.earcos.org

Dick Krajczar Executive Director

In this Issue

contents

2 EARCOS Teachers’ Conference 2017 Theme: “Connecting Global Minds” 6

Middle School GIN2017 - “Get INvolved”

8

SENIA Conference 2017

9

(SEAPAC) 2017

10

Faces of EARCOS - Tim Carr leaving EARCOS region

11

Curriculum Initiatives - “MakerSpace” powered by STEAM - Global Citizenship – The next phase in promoting gender equality in the classroom - Embedding Reading for Pleasure in the KS3 Curriculum - Digital Learning Resources in Demand by International Schools Says New Research

16

Professional Development (Featured Article) - EARCOS Leadership Mentoring (ELM): Countdown to Launch for 2017/18 School Year

18

Green & Sustainable - Building Towards a Better Tomorrow - Sustainability @ Nanjing International School

22

Campus Development - Taipei American School Breaks Ground on Tech Cube

23

Service Learning - Time Out: Taking a Gap Year - Great Student Council Initiatives!

26

Community Service - Adult Enrichment Program’s “Knitting Blankets for Charity” Class

27

Action Research - “Creating Real Life Problem-Solving Tasks to Increase Engagement, Improve Perceptions, and Develop Collabortive and Thinking Skills in the Mathematics Classroom”

30

Curriculum Development - IS Manila: Inclusion as a Priority - Concordia Shanghai to Dive into New School Year with Curricular Aquatics Program

32

Press Release - International schools market around the world continues to expand - Seisen Firebird Lifts Off for Scientific Development - The British School Manila students triumph in the South East Asian Mathematics Competition - NIST Students Take Top Honors at Bangkok Vex Robotics Competition - Tokyo International School an Apple Distinguished School

Press Release - Congratulations to Casey Stevenson, Brent International School Manila for receiving the 2017 SENIA Student Advocacy Award

37

Earth Matters - Lupa Masa (forget time) with Earth Matters!

38

Amy Yang Fund Student Poems

39

High School Art Gallery

44

On the Road with Dr. K

Back cover: EARCOS Weekend Workshops SY 2017-2018

Front cover photo By Dari Extension

Nepenthes, also known as tropical pitcher plants or monkey cups, is a genus of carnivorous plants in the monotypic family Nepenthaceae. The genus comprises roughly 150 species, and numerous natural and many cultivated hybrids.

EARCOS and CIS - Institute On Higher Education Admission and Guidance

EARCOS and CIS are pleased to announce the 3rd INSTITUTE ON HIGHER EDUCATION ADMISSION AND GUIDANCE. September 22-23, 2017 Shangri-La Hotel, Bangkok, Thailand visit www.earcos.org

Contribute to the ET Journal

If you have something going on at your school in any of the following categories that you would like to see highlighted in the Fall issue please send it along to us: Faces of EARCOS - Promotions, retirements, honors, etc.

Service Learning Campus Development - New building plans, under construction, just

completed projects.

Curriculum - New and exciting curriculum adoptions.

Green and Sustainable - Related to campus development or to

curriculum efforts.

Community Service Student Art - We showcase outstanding student art in each edition.

(E.S. Fall Issue, M.S. Winter Issue, H.S. Spring Issue) Student Writing Press Releases Thank you for your help in allowing us to highlight the great things that are going on in EARCOS schools.

Spring 2017 Spring 2017 Issue 1

EARCOS Teachers’ Conference 2017

A moment of silent while watching one of the most powerful images of the 20th century. Best known as the nine-year-old child depicted in the Pulitzer Prize-winning photograph taken during the Vietnam War on June 8, 1972. The well known photo, taken in Trang Bang by AP photographer Nick Ut, shows her at nine years of age running naked on a road after being severely burned on her back by a South Vietnamese napalm attack.

One can’t begin to imagine a better venue to hold a conference for over 800 delegates than the stunning Sutera Harbour Resort in picturesque and captivating Kota Kinabalu in Sabah, Borneo. Every night we were dazzled by stunning sunsets and the exceptional hospitality shown by the staff of the Pacific and Magellan Hotels.

The theme of the 2017 Conference was “Connecting Global Minds.” The conference focused on Science, Math, Social Studies/ Humanities, Global Issues/Global Citizenship, Middle School, Service Learning, S.T.E.M,Technology, Counseling and general education topics.

The conference opened with our first keynote speaker, Kim Phuc Phan Thi. Kim is perhaps known to many as the “napalm girl, or simply “the girl in the picture.” Kim was nine years old when napalm bombs landed on her village during the Vietnam War on June 8, 1972. She is now a lifetime UNESCO Goodwill Ambassador for the Culture of Peace and travels the world sharing her message of love and forgiveness. Kim spoke of her inspiring journey and the lessons learned from her ordeal and her amazing survival; inner struggles and how she learned to forgive. From Kim, we learned five lessons.

The first lesson was that we can learn from our experiences and these experiences make us stronger.The second was that the power of love can heal us. The third was the value of education. When at school Kim felt like she was normal and that she could have power in her life. The fourth lesson was forgiveness. Through time and prayer, Kim was able to learn to forgive. The last lesson she shared 2 EARCOS Triannual Journal

with us is to have a life purpose. Kim understood over time that hers was to help others who have suffered. Kim’s wish is that we could all live in peace with no fear and for us to discover the places in our hearts that are peaceful and loving and for us to realise that “peace and love are more powerful than bombs”. I don’t think I have ever been in a room where a speaker was able to make every single person cry and yet make us laugh in such a short time. Kim had a truly profound impact on every single person in the room that morning.

Her incredible journey and ability to have been able to forgive and share her message of peace and love is something none of us will ever forget.

Day one ended with the job like sessions for every strand. Many sessions discussed things that were happening every day and how everyone is working on these issues. Many shared great strategies that we could take away immediately and apply to our pedagogy upon our return to school. Everyone enjoyed the chance to network and listened to some unique approaches.

That evening many delegates joined together for the Welcome Reception in the impressive lobby of the Magellan. Participants were greeted with local Kota Kinabalu crafts and were each presented a local beaded necklace at the entrance. The atmosphere was one of excitement and enthusiasm. Sabah Tourism Malaysia Troupe Dancers performed during the reception and managed to coax a few “performers” from the audience. It was an excellent night, and all had a good time.

“Connecting Global Minds” Day two commenced with a film showing of winners from the Shanghai Film Festival. To think those high school students created these excellent and thought-provoking films is incredible. The keynote speaker was Christophe Galfard. Christophe gained his Ph.D. on Black holes at Cambridge University and has since worked under the supervision of Professor Stephen Hawking. Christophe began his keynote telling us the fundamental laws of physics are our senses. They are the windows of our realities. Personally, I was hooked.

Christophe is well known for spreading scientific knowledge to the general public and is widely praised for his ability to explain complicated ideas with simple words. They were not far wrong! We were taken on a journey starting from Earth to travel through the known and unknown universe to figure out what today’s vision of our reality is. We were helped to understand how stars and planets formed and how that our universe like everything, has a history which leads us to the idea that it may have started in our past. Christophe is indeed a master of scaffolding the universe for all to understand.

After the announcements for the third and final day, delegates viewed another finalist film from the Shanghai Film Festival. The keynote speakers for the last day were Aaron and Kaitlin Tait. Aaron and Kaitlin shared their personal experiences and stories as educators and entrepreneurs taking us from war zones to the Australian outback and African slums. We learned from this inspirational couple that stronger than ownership is authorship and the importance of giving opportunities to local leaders in a community to cause changes within their community and then once successful get them to share and scale their success for their nearest communities, then region, country or even the world. In conclusion Aaron and Kaitlin shared with us eight rules that edupretuers live by: help kids get better outcomes, help teachers get better, build better communities, improve well-being, be doers and not just talkers, keep ideas super simple, always get better, and it’s not about them, it is about their idea. Commitment is key.

In addition to the compelling and engaging keynote speakers there were over 180 workshops on offer, presented by outstanding special presenters and teacher practitioners. The conference provided many valuable opportunities for teachers to network, connect, often re-connect and have the chance to have in-depth professional development opportunities.

As always, the warm-heartedness, hospitality, and responsiveness of the Sutera Harbour staff was incredible. We would like to thank Hasnaffina Hassnar Director of Events Management and Noorhayati Amat Events Manager for all that they and their staff do to ensure that EARCOS is a success.

Furthermore, thank you to all of you who purchased raffle tickets donated money or participated in the fun run for the Kim Foundation International to help child victims of war.

Kim Phuc Phan Thi

Christophe Galfard

Aaron and Kaitlin Tait

We look forward to seeing you at next year’s conference in Bangkok. The theme for 2018 is “Voices United In Purpose.” The focus areas will be Literacy / Reading, Children’s Authors, Early Childhood, Special Needs (SENIA), Modern Languages, Media Technology, Child Protection, Counsellors, ESL, and Technology. See you there!

By Skylie Bevear, ETC Advisory Committee Member Hong Kong International School Spring 2017 Issue 3

Announcements/Remarks by Christine Baker(ISKL), Alicia Lewis(SAS), and Peter Kimball(TAS).

Delegates wearing their school shirt.

15th EARCOS Teachers’ Conference 2017

Delegates with keynote speaker Kim Phuc Phan Thi with workshop presenter Ron Lancaster.

Paul Andersen workshop on New Generation Science Strands.

Teachers were engaged in every workshop sessions.

Mark Crowell with Eric Schoonard both from Saigon South International School workshop on “Gamification, Differentiation, and Documentation”.

4 EARCOS Triannual Journal

James Tanton workshop on “The Power of the Area Model.”

Martin Robinson workshop on “Connecting Global Minds through Drumming”.

Theme: “Connecting Global Minds”

Technology workshop session.

Bron Narsiman, Jenny Snively, and Jeff Ormrod workshop on “Be The Change & Breakout”.

Workshop session on “Pioneering STEM Education: Aerospace Engineering and Big Data Analytics”.

Aaron and Kaitlin Tait workshop on “Ideas That Change the World“.

>>

More photos available at the ETC website http://earcos.org/etc2017/

Spring 2017 Issue 5

Anna, Celia, and Valeria GIN conference organizers.

The theme was Get INvolved, and that’s what everyone did at the MIddle School GIN conference at Hong Kong Academy on 4 and 5 March 2017. Over 200 students and teachers from more than 20 schools attended this year’s Asia regional MS GIN conference.

Participants travelled to Hong Kong from as far away as Kazakhstan, and EARCOS Executive Director Dick Krajczar was also on hand for the excitement and learning.

Over the course of two days, students took part in challenging workshops and simulations, embarked on adventurous field trips, and heard riveting keynote speakers on topics such as human trafficking, children at risk, animal welfare and education for all. The emphasis throughout was on translating vision into action.

Michi Ferreol, a recent Harvard University graduate and a member of the Class of 2011 at the International School of Manilla.

Several presenters talked about the process of founding their own non-profit organizations and demonstrated how individuals can make a difference. As Leanne Dunlap, HKA’s Secondary School Prin6 EARCOS Triannual Journal

cipal explained, the conference “was an awesome opportunity for middle school kids to see how even small actions can have profound impact”.

One of the highlights of the weekend was hearing from Michi Ferreol, a recent Harvard University graduate and a member of the Class of 2011 at the International School of Manilla. While at ISM, Michi was the recipient of the EARCOS Global Citizen Award. She’s now at the African Leadership University in Mauritius, continuing her commitment to education for all. With two other ISM alums, she founded an NGO in the Philippines to help students there gain access to higher education. It was exciting to see the EARCOS and GIN vision come full circle in her presentation.

As the looks on the faces attested, the attendees had a great experience. As one student described it, the conference was “like being in a really good humanities class where everyone really wants to learn and act on what they’ve learned”. In addition to keynote addresses, students shared their interests and actions with their peers in workshops and during a service learning fair. And new friendships were formed over lunches and during breaks.

The event had a profound impact on the student organizers, too.

The two faculty members who oversaw the conference, Ellen Thorne and Richard Reilly, were committed to making the experience an opportunity for authentic student leadership. With Thorne’s and Reilly’s support, three Grade 10 students, Anna Loretan, Valeria Riquelme Lara and Celia Shin, took on the major responsibility for the two-day gathering. They designed the conference’s schedule and content, developed and selected topics and presenters for

workshops, and simulations, chose field trip destinations, and identified and recruited keynote speakers. Internally, they worked with members of the school’s administration to design the conference logo, create content for the conference website, and liaise with the school’s food service to ensure that various dietary restrictions were accommodated.They coordinated with their peers as well, creating a team of ambassadors to help run events during the conference and enlisted the support of HKA’s Student Media Team to take photos and leverage social media.

As Ellen Thorne described it, “From our first meeting to the last, the student leaders really grew. They started out with more ideas than could possibly be accomplished. They had enormous vision. Then they had to make that vision a reality. They had to take their brilliant ideas, say goodbye to some of them, and then figure out how to implement a plan on a practical level. They learned a lot about setting priorities, dealing with the realities of a budget, and engaging busy adults who don’t always respond to emails right away.”

The conference represented a major milestone in the life of HKA as well. Several years ago, HKA was asked to host the local HKA GIN852 conference. At the time, the school had just moved into its new campus — its first permanent home — and had a small

GIN Ambassadors

Field trip to an organic farm (but growing) Secondary School. Everyone was enthusiastic about GIN, but HKA’s own GIN program was nascent with only a handful of students involved. HKA’s educational leadership team knew that HKA was not prepared at that time to host such a significant convening of students.

Fortunately for HKA, by 2017 the school was both eager and ready to serve as the host school for an effort so closely aligned to the school’s mission and values. While HKA was ready to host in 2017, the school still faced some logistical challenges. Typically, schools hosting MS GIN Conferences offer visiting students a “green option” of sleeping on campus. For a variety of reasons, HKA was not able to offer this option and instead organized hotel accommodations.

This represented a shift in the way GIN has been organized, and the school greatly appreciated EARCOS’s flexibility as HKA adapted MS GIN in this way.

In the end, the conference more than fulfilled expectations for both the participants and the organizers. As Assistant Secondary School Principal Richard Reilly put it, “From my perspective, Middle School GIN has two enduring values. First is that it gets kids roughly 11-14 involved in meaningful and responsible action when they are enthusiastic and bright-eyed. It brings them together to make a difference at a time in their development when they have a nearly limitless sense of hope and possibility. Second, for the older students who organize the conference, Middle School GIN is an amazing opportunity to develop as leaders. At HKA, our student leadership team truly led the process.This was not something where the adults orchestrated things behind the scenes and the kids slotted in. The student leaders did it all.”

By Laura L. Mitchell, Ph.D. Director of Institutional Advancement, Hong Kong Academy

Spring 2017 Issue 7

SENIA 2017

Special Education Network In Asia

SENIA, the Special Education Network in Asia, held its annual conference on February 9 – 11, 2017. Hosted by Yokohama International School, this year’s conference provided 250 delegates a unique opportunity to experience Japanese culture firsthand, while keeping abreast of the recent developments in special education.

Leadership Scholarship; Max Simpson, Founder and Vocational Programme Coordinator of Steps with Theera; Ikuko “Bea” Tsuboya-Newell, Director of the International Secondary School in Japan; Dolores Cheng, Founder and Director of the Center for Possibilities Foundation Philippines; and Nilda Delgado, Director of MindHaven School in Roxas City, Capiz, Philippines.

Keynote presentations were delivered by Dr. Brian Willoughby, Co-Director of Achieve New England and Clinical Research Associate at the University of Massachusetts Boston (“‘If My Child Is So Smart, Why Is He So Slow?’: Supporting Students with Slow Processing Speed”); Dr. Steve Chinn, Chair of the British Dyslexia Association’s Dyscalculia Committee, member of the ESRC Peer Review College, and Honorary Advisory Member of the Register of Educational Therapists (Singapore) (“How beliefs help children to fail maths.

Lessons from the UK [on what not to do]”); and Dr. Madeleine Portwood, Clinical Director of the Witherslack Group, Education Advisor for the Dyspraxia Foundation UK, and Executive member of the Education and Services for People with Autism (“Developmental Dyspraxia and co-occurrence with Dyslexia, ADD/ADHD and Autism Spectrum Disorder”).

Casey Elaine Stevenson, a member of the SENIA Manila Chapter Youth Group and student at Brent International School Manila, received the SENIA Student Award for helping raise awareness and advocacy for special needs through public speaking, service and art. The Honorary SENIA Student Awards were presented to John V. Nepomuceno, a college student of the University of Santo Tomas, Philippines with ADHD; Kan Jiraphongtrakul, a student-athlete of Concordian International School, Thailand who was diagnosed with dyslexia; Nathan Marcus V. Canon, a student diagnosed with bilateral, profound, sensorineural hearing loss who now serves as Treasurer of his school’s Student Council and a volunteer-artist for Teach Peace Build Peace Foundation’s storybook project; Sohankumar Motwani, a college student of De La Salle-College of Saint Benilde, Philippines who, despite losing his eyesight in high school, is currently completing a bachelor of science degree in Information Systems; Jason Philip De Los Santos, a Grade 11 student of Create and Learning Paths School, Philippines who was diagnosed with dyslexia and ADHD; and Stephen Patrick C. Quiogue, a BA Psychology student of San Beda College Alabang, Philippines who was diagnosed with a developmental disorder and serves as a junior facilitator and apprentice facilitator for the inclusive summer camp of Candent Learning Haus.

Since 2012, SENIA has recognized individuals who have gone above and beyond to raise awareness and advocate for those with special education needs in their local as well as global communities. Rhodora Palomar Fresnedi, Executive Director of Unilab Foundation Philippines, received this year’s SENIA Advocacy Award. Through Unilab Foundation, Ms. Palomar Fresnedi established Project Inclusion which, for the past four years, has been helping Persons with Intellectual and Developmental Disabilities (PWIDs) gain better employment opportunities by establishing relationships with the families of the said PWIDs, schools, and other government and private institutions. The Honorary SENIA Advocacy Awards were given to Michelle Ressa Aventajado, Country Director of Best Buddies Philippines; Uwe Maurer, Director and Co-Founder of Taiwan Sunshine; Ana Kristina Arce, the first deaf Filipino scholar of Gallaudet University and recipient of the World Deaf 8 EARCOS Triannual Journal

SENIA is looking forward to having their second joint conference with EARCOS in March 2018 in Bangkok!

By Ericson J. Perez Founder & Headmaster One World School

South East Asia Primary Administrators’ Conference (SEAPAC) 2017 On Thursday, March 2nd, Primary principals and administrators from South East Asia arrived on the beautiful island of Bali for the 5th annual SEAPAC conference hosted by Canggu Community School.

Participants from Myanmar, Thailand, Vietnam, Singapore and Indonesia, including Bali, gathered for three days of networking, sharing, learning and developing leadership skills.We are grateful to EARCOS for their sponsorship and support of SEAPAC 2017.

As international educators, we frequently highlight the importance of collaboration.Teachers work in teams so that they can share ideas and build on strengths. In classes, students are purposefully grouped so they can learn from each other and develop interpersonal skills.

But as school leaders, it can be more challenging for us to have avenues for collaboration with people who have similar responsibilities and job descriptions.

To address this challenge, the first South East Asia Primary Administrators’ Conference (SEAPAC) was held at UWCSEA, in Singapore in March, 2013. The mission statement was developed and still stands as providing “a forum for school leaders in international primary schools throughout Asia to explore current research, shared interests and common trends in a bid to leverage learning for students across the region”.

One of the strengths of SEAPAC is that it is targeted specifically at Primary school leaders. It is not for Primary school teachers aspiring for leadership, nor is it for Heads of School. It is for primary leaders who are already in that role, facing similar challenges, dwelling on similar issues and exploring similar ways to improve practice.

and recently been involved in a drive to ban plastic bags from Bali.

He encouraged the Primary leaders to empower the students in their own schools to take action.

Following Ben’s presentation, we spent the rest of the day on school tours. I was proud to show the beautiful campus of CCS, where participants visited classes in action and spoke with students about their learning. From there we visited the new campus of the Montessori school and then the Green School. It was fascinating to see just how different, and similar, the three schools were despite the close geographical location.

Saturday saw us break into various participant-led workshops, exploring topics such as digital citizenship, homework, communication, effective leadership strategies and bilingual education. Using current research, discussions were held with the aim of developing deeper understandings of these issues. It was heartening to hear that similar issues were being discussed in many schools across the region.

Throughout the conference, we enjoyed local delicacies for snacks and lunch and the dinner at La Lucciola, on the beach at sunset, was a highlight. I’m sure participants went home a kilo or two heavier.

It was a wonderful three days of professional development and a valuable experience to be part of.

By Warren Bowers, Head of Primary Canggu Community School, Bali, Indonesia

Opening the conference at Canggu Community School was our Year 4 activist, Ben Breeze. Ben has raised money for impoverished local children, been active in highlighting the issue of sustainable palm oil Spring 2017 Issue 9

Faces of EARCOS >> Congratulations!

We are delighted to announce that Dr. Chip Barder, from United Nations School of Hanoi has been named the Ernest Mannino International Superintendent of the Year by the Association for the Advancement of International Education (AAIE).

Dr. Chip Barder Head of School

This award, in honor of the first Director of the Office of Overseas Schools and the founder of AAIE, Dr. Ernest Mannino, judges nominated candidates on four leadership qualities: Leadership for learning, Communication, Professionalism and Community Involvement.

Head of School Leaving EARCOS Region

Timothy Carr Head of School

The EARCOS region bids farewell to one of its most popular figures. After serving at two of Asia’s most prestigious schools, American School in Japan for seven years and Jakarta International School for seven years, Tim Carr will be returning to the USA for a “Gap Year” in which he will tend to his house and explore the trails nearby with his wife, Barbara. Wherever Tim has worked, he has brought with him a passion for learning, a commitment to the students in his charge and a deep empathy for those with whom he works. His dedication and professionalism have been demonstrated time and again, but most especially in the recent, challenging years. Even when the pressure was at its greatest, Tim’s first thoughts were for those around him, and his cheery smile will be much missed. Despite the rigors of his day-jobs in Tokyo and Jakarta, Tim served as an EARCOS Board Member and then as an insightful and influential President. We thank him for his services and wish him the very best of luck.

Head of School Leaving EARCOS Region

Dr. Theodore Faunce Headmaster

10 EARCOS Triannual Journal

Ted Faunce became headmaster of Chinese International School in 2006. Dr. Faunce was previously Director of the American Section of the Lycée International in St. Germain-en-Laye and a teacher of French at Episcopal High School in Alexandria, Virginia.

He holds a B.A. and Ph.D. from Princeton University and is a graduate of the Hotchkiss School.

A fluent French speaker, he speaks conversational Mandarin. He is a director of Teach for China.

Curriculum Initiatives >>

The Beijing City International School “MakerSpace” powered by STEAM to keep them safe when using these instruments in the future. The autonomy that emanates from hands-on exposure to tools gives our students a great sense of pride and satisfaction. Their sense of relief and accomplishment becomes evident with the smiles that spread across their faces as their handsaw slices through their portion of wood and a piece topples onto the floor. The students walk out of the Makerspace, completed projects in hand, with a new excitement for learning, constructing and innovation. They take great pride in knowing that they don’t have to be one of the secondary students to produce something special and operate tools that have real-life applications.

Second graders are not the only students exploring their creativity in this space. At the beginning of the year, Grade 5 students used the Makerspace as an integral part of their How the World Works unit.

Students explored efficiency with energy by designing and building their own small cars. The students’ learning was greatly enhanced by the resources they were exposed to within the Makerspace. The area gave them opportunity to tinker and select materials that functioned best for their cars. The Makerspace staff guided students with mini-lessons and workshops that analysed innovation through experimentation with materials that would make their cars run more efficiently.

Shaman screws together a tongue-depressor and a block of wood, held tight in a vice. Photo credit: BCIS Photographer Ming Jin The smooth, back-and-forth droning of handsaws grating through portions of recycled timber…the snap of a hole-puncher breaking through a tongue-depressor…and the pitter-patter of hammers echoing from all corners, creating a melodic workshop ambience.

Piles of sawdust have formed, symbolizing the perseverance it takes to force the tiny teeth of a handsaw against the strength of raw oak.

Everyone is focused on their imaginative mission to create, following their respective step-by-step procedure. No one has been told “what” to produce; only “how.” One might ask if I’m describing a workspace full of teens or adults who tend to be typically entrusted with such tools, but this is an area full of engaged second grade students with goals to construct.

Entrusting students with tools such as these gives our students a sense of independence and responsibility, not to mention a jumpstart on respect for a tool’s capability. Students are able to recognize and mitigate the risks that come with handling these types of tools independently. Each tool creates a unique set of challenges for the students to overcome and the exposure has great potential

The Makerspace has also been an excellent resource in recent Grade 5 maths classes. During the Shape and Space unit, students inquired into the properties of 3D shapes and how to create a 3D shape from a 2D net. As part of this unit, the students designed a net for an irregular 3D polygon to build a box for their pencils. The students used Sketch Up to design the 2D faces of their shapes, and were then able to use the laser-cutter in the Makerspace to create each individual face. Students then used the materials in the Makerspace to customise the box they designed and adhere the joints between each piece by hand.

BCIS’ Makerspace has created an environment where students can test their resourcefulness and resilience through each unique challenge. Whether it be adhering a tongue-depressor to a piece of recycled timber, manufacturing a small car or constructing a pencil box with a 3D printer, students rise to the task. The environment speaks for itself as you step in and observe students in a near-meditative state with minds transfixed on their craft. They define that zone of productivity and focus where time ceases to exist; which is so highly sought after and valuable in today’s world. The BCIS Makerspace serves as a reminder that we can all set aside our distractions and become engulfed with purpose; at least for a little while.

Written by Kelli Cochran, Grade 2, ELL Teacher and Kieran O’Grady Grade 5 Teacher Spring 2017 Issue 11

Curriculum Initiatives >>

Global Citizenship –

The next phase in promoting gender equality in the classroom “Ms. XX, a boy teased us for playing with another boy during play time and we don’t think it’s nice.”

Two days later, the girls returned to say that they were not welcome by the kids playing rugby during lunch play. We discussed what they could do to be included in the game. Later that day, this discussion was repeated with the whole class and we reflected on what it meant to show international- mindedness through gender equality. The analogy of the wings of a bird was used to demonstrate the cooperation of female and male, humanity being the bird. If the world of humanity was to soar to the heights of progress, it would be dependent entirely on the movement of its wings. If the wings of humanity, female and male, were united in their efforts and maintained equality in all endeavours, then we would undoubtedly soar in the firmament of progress.

Conversely, if one wing was injured or failed to work properly, the bird would not be able to fly and would circle around aimlessly in the dust, the progress of humanity would be severely compromised. Included in the discussion was the recent Fiji Rugby Sevens gold medal win and the Fijianas (Fiji Rugby Sevens Women’s Team) who also participated in the Olympics. The atmosphere was subdued, it felt as if something had taken place but no one could say what exactly.

The next day, one student shared a proposal to start a new rugby club that was inclusive of everyone. She requested to share a YouTube video titled ‘Always#likeagirl’ (http://tinyurl.com/mjfhs85) to share her perspective with her classmates. Once the video ended, the students were encouraged to practice gender equality so that they would spearhead the next phase in attaining the equality of men and women for their generation.

That week, three boys signed up for the new rugby club. After sharing their idea with the Head of Primary and getting her support, the students shared their invitation with other students in the upper primary classes. More students started to show interest in this initiative.

Signup sheets were strategically placed in the upper primary block.

“Of course, you can!”

The journey still remains long and arduous. But, if our Year 4 students have shown their capability to come together and consult peacefully about this sensitive issue and take small steps, rapid and sustained, towards a united resolution, then the future is in great hands. May these children show us how to attain new heights of international-mindedness and global citizenship envisioned by the IB mission statement.

That was the beginning of a series of deep conversations and discussions on the topic of gender equality in Year 4.

By Shantini Saberi Year 4 Teacher, International School Suva

“Why don’t you play with the boy who teased you every day until the end of the week?

“Really, can we do that?”

Photo from FreeImages.com 12 EARCOS Triannual Journal

Curriculum Initiatives >>

Embedding Reading for Pleasure in the KS3 Curriculum

It all began over a coffee and a chat back in 2015. Could we bring the great ideas from Reading for Pleasure into the curriculum at KS3, and convince a bunch of early teenagers that reading was the secret joy they were all seeking? Or should we instead plan the more achievable Machu Picchu hike? There was a lot to consider.

Seriously though, we all know that in international schools the key to enabling students to access the materials necessary for success at KS4 and KS5 is a certain standard of functional literacy. The question is how do we, as educationalists, help them get there? Joanna had attended a PD with a keynote speech on Reading for Pleasure delivered by Nicola Morgan and returned keen to bring these ideas into the English Department. The central point of Reading for Pleasure is to get students wanting to read in their own time. It is therefore important, not only that they have a completely free choice of reading material, but also to communicate with them that they don’t have to finish a book that they are not enjoying. Nicola Morgan’s excellent additional point was that reading, if enjoyable and absorbing, can become a form of relaxation that is as essential to wellbeing as sleep, food and exercise. I guess the real key was how to get to a place where they wanted to read and didn’t have to be dragged kicking and screaming into the library. We sat down and began to plan…

Our focus was therefore twofold, from both an English Curriculum and a library point of view. We wanted to increase levels of functional literacy in English, increase exposure to English in written form and at the same time develop student relationships with the library, boost borrowing levels at KS3 and increase the productive usage

of the library space. All this, but, most importantly, to instil a love of reading in students, and a reading culture throughout the school community.

We did this by moving away from a culture of the teacher handing over to the librarian, and towards a co-delivering dynamic in the classroom.

Firstly we foregrounded the reading as part of the curriculum. The first lesson every week was a reading lesson where the librarian came into the classroom and then took small groups of students to the library to choose books. All homework was based around reading and developing a response to the book. This began with book reviews and then expanded to storyboards (to develop sequencing and sentence skills), book trailers and finally book conferences where students discussed author techniques.

As a teacher, I was keen to measure skills acquisition, the effectiveness of my teaching and the impact of reading on the students’ acquisition of skills. It was decided to focus on Year 7 and 8 and benchmark using Cambridge checkpoint exams (Language and Literacy paper). Answers were then analysed and a skills breakdown by student and class was produced. This was incredibly illuminating and revealed a range of issues from basic punctuation errors, sentence structure and lack of vocabulary. What was also clear was that students lacked a core understanding of how and why authors write.

They seemed to have difficulty understanding the aim and purpose; which is to engage and entertain!

Spring 2017 Issue 13

Analysis of data

Why did it work?

It was then decided to continue with benchmarking, and we then analysed the results one year and 15 months later. We were genuinely surprised to see such a difference. The results, as seen in graph 1, showed real development in key skills and awareness of the techniques authors use to engage readers. The most significant improvements were in grammar, sentence skills and error correction. This group is now significantly more confident as Year 8 students, and have applied these new skills to great effect in other subjects such as science and geography.

As a teacher I focused on; • Prioritising reading and giving it as weekly homework • Having reading as part of the target setting process • Using Assessment for Learning and target setting interviews with students so they could see the impact reading had on their literacy levels • Ensuring parents could see the benefit of the programme; reading was discussed during parents’ evening interviews and highlighted in school reports • Showing book trailers in class • Talking about books we have read/ are reading From a librarian’s point of view what worked was: • Being in the classroom rather than having students “dropped off ” at the library • Having equal status in the classroom - with different skill sets recognised • Walking with students to and from the library from the classroom facilitated informal discussions on books • Students making suggestions of new book stock meant that there were more books that students actually wanted to read • Having support from Head of School and Head of English with the library budget • Displays of student book reviews inside and outside of the library meant that the whole school community could engage with the reading focus that the programme created

Graph 1 Looking at library circulation statistics we were able to identify the number of books borrowed each academic by KS3 students. Graph 2 shows four academic years’ worth of borrowing figures, which increase year on year, but modestly until the final year 2015/16. This is the year in which we started the reading programme, and the number of books borrowed at KS3 almost double. This can be, in part, explained by the increase in suitable books for that age range available in the library, however, the reading programme undoubtedly helped foster stronger relationships between KS3 students and the library and, therefore, can be seen as a significant factor in the huge jump in borrowing figures.

Thoughts for the future Our hope for the future is to build on the initial success of the project and continue to encourage reading at this level. We aim to foster continuing links with our partner school in Manchester with ideas such as Biblionasium and book review postcard exchanges.

The school website is being relaunched and it is hoped that we can create inspiring resources to support reading and inform parents, such as suggested reading lists and online materials. Other ideas via the website include streaming podcasts and audiobooks to further encourage listening skills and immersion English. We are also actively working with other departments and teachers to further expand this programme across the school.

KS3 is Years 7, 8 & 9 - typically ages 11-14 years old KS4 is Years 10 & 11- typically ages 15-16 years old KS5 is Years 12 & 13 - typically ages 17-18 years old Samantha Dawkins - Teacher KS3 English, Social Science Joanna Whitehouse - Librarian Lanna International School Thailand - British Curriculum, Ages 3-18

Graph 2

14 EARCOS Triannual Journal

Curriculum Initiatives >>

Digital Learning Resources in Demand by International Schools Says New Research

January 2017, Oxford, UK - The first ever in-depth study into the use and demand for digital learning resources at international schools has been conducted by IERP (the International Education Research Panel), a research collaboration between ISC Research and C3 Education.

The study attracted responses from 836 international schools; 9.7% of all K-12 English-medium international schools around the world.

A minimum of 8% of international schools from each region of the world responded, including a reliable cross-section of schools offering primary and/or secondary learning.

The 90-page report which includes regional analysis, is enlightening, providing valuable insight for schools and edtech suppliers. Results highlight the subjects and learning areas where digital resources are in particular need, and the type of content in most demand. The report also identifies other requirements that many international schools have when it comes to digital learning, such as training and optimising integration within the classroom.

Currently less than half of the international schools that responded to the research (41%) said they use digital resources to support personal learning, whether it’s free or purchased. However, well over half of the schools (59%) said they felt digital resources supporting personalised learning could help them raise their standards.

More schools said they are willing to invest in practice and revision content, and in summative assessment, rather than sourcing free content. Cross-curricular digital content is in high demand, as are science and English subject learning resources. Also in demand by many schools are digital applications that offer simulations and animations to support learning, primarily through teacher-led tools such as interactive whiteboards, and for direct use by students, most preferably via desktops and laptops.

Almost 60% of schools surveyed said they would definitely or probably be sourcing and purchasing new digital content or applications in 2017.

Internet accessibility remains a challenge for some international schools. 19% said they still do not have suitable internet links with more than 30% saying they have concern regarding their internet provision. The regions where this is most a challenge are Africa (where only 67% of international schools have suitable internet access, and South East Asia (where only 65% of schools have the access they need).

However, the lack of internet is not the biggest challenge limiting new or expanded use of digital content amongst international schools. According to the IERP research, it is the lack of time to integrate solutions into lessons, combined with a lack of suitable training that are the biggest issues. 33% of international schools said there is insufficient training to optimise their use of digital content.

In separate research of international school senior leaders: A Review of Edtech in International Schools, IERP identified a number of areas where investment is likely to take place during 2017, including personalised learning and training of teachers in their use of edtech.

“We see that some international schools are already addressing the need to optimise digital provision throughout many areas of school life,” says Richard Gaskell, Schools Director at ISC Research. “Some schools are investing in extensive training for all staff, others are employing full-time technology integration specialists, who act as a vital support role for teachers and administrators, who have neither the expertise or the time to invest in understanding this complex and ever-developing market. This research suggests that more international schools wish to address this challenge.”

Both reports are now available from ISC Research.

For more details contact Richard Gaskell, ISC Schools Director richardgaskell@iscresearch.com Photo from Freeimages.com

Spring 2017 Issue 15

Professional Development >>

EARCOS Leadership Mentoring (ELM): Countdown to Launch for 2017/18 School Year For nearly 50 years, EARCOS has remained vigilant over the needs of its members. The suite of member services had its beginnings directly supporting school leaders and, more recently, the overarching charge was expanded to include classroom teacher leaders. These continuing and central responsibilities have eagerly expanded to include direct scholarships and service grant awards for students in our schools.

Collaborative Initiative Our members signaled a need to develop a service platform, which will ultimately offer EARCOS school leaders, a quality online mentoring and coaching option. A collaborative effort began at the EARCOS Leadership Conference – 2016 during a pre-conference workshop with a group of interested members, some of whom subsequently served to collaborate on the essential components of this new service.

Meeting Regional Needs Results of first exchanges among work group members were calls for clarity and understanding of the region’s leaders in the areas of mentoring and coaching. The results of a survey designed by a member of the work group and initial feedback from the original pre-conference cohort helped define final directions for the overall initiative.

Early agreement among work group members was reached. The decision taken was that four major features should be included in the ELM initiative. The first was a suggestion to include quality, deliberate, and portable “training”, which we labeled “common language learning modules”. Secondly, assurances that the ELM initiative would be of mutual benefit to the mentor and mentee were echoed among the work group members. Thirdly, a thorough and careful, yet concise, application and pairing process was seen to be a pivotal component of the initiative. Finally, it became obvious, as we studied the field of mentoring, that our pre-conference workshop content was a mixture of mentoring and coaching practices. So, a blended model was adopted and is reflected in each component of the program. These four features are explained below.

Common Language Learning Modules – Online Asynchronous “Training” Interested school leaders, who wish to serve, as mentors and those wishing the benefit of ELM, as mentees, are expected to participate in these online asynchronous common language modules. The development of modules is proceeding as planned with the assistance of a third party designer.

As previously noted, online modules include the benefit of the feedback gained during the original daylong pre-conference workshop and ongoing conversations with work group members.The modules take no more than eight weeks to complete, but are self-paced, so may take less time. General outcomes found in each module are listed below.

16 EARCOS Triannual Journal

1. Understand the ELM online platform, norms of conduct, and mutual benefits of participation, and conversant with logistical and process aspects of ELM; 2. Comprehend adult learning models, interpersonal skills, and trusting relationship-building, and structured reflections, including the embrace of and engagement in courageous conversations; 3. Recognize thinking mindset, goal development in a mentorcoaching context, predict the future reality of meeting such goals; 4. Establish clarity of facts in a given situation, ability to separate from personal feelings and emotions, identify learning gained from practical situations, and create plans of action; 5. Examine the differences and similarities between coaching and mentoring, articulate tenants of a successful coaching culture, and reflect on effective coaching practices and mindsets; 6. Understand important concepts related to the mentoring process, e.g. contextual questions, discovery questions, messaging, and feedback and construction of a quality mentoring action plan (MAP); 7. Demonstrate importance of understanding diversity and application of such learning in the diversity rich environment of international schools; and 8. Appreciate and apply self-assessment tools to develop an understanding of personal orientation style and how to appreciate others’ styles.

“Coaching and Mentoring: Practical Techniques for Developing Learning and Performance” – Eric Parsloe and Melville Leedham – Kogan Page, Limited London, UK; 2017 The search for a resource that captured major content we aim to deliver through the online common language learning modules landed us at this book.

It is a clear and concise repository aligned to the original preconference subject matter and meets the blended model design for which we found strong advocacy among the survey respondents and work group members. Parole and Leedham have organized a practical tool and best practice guide, which reveals real life situations and the relationship these situations have to tried and tested mentoring and coaching frameworks. It offers insightful approaches that can be successfully used in most any situation. It is central among other resources used to deliver the content of the common language modules. Irrespective of plans to participate as a mentor or mentee, this book offers timely information for those interested in the topics of coaching and mentoring.

Mutual Benefit Assurances ELM intentionally aims to assure mentors and mentees that they both derive benefits from the relationship. Therefore, the initiative was purposefully developed to offer assurances that mutual growth occurs for mentors and mentees, at a minimum, in the following ways.

1. Attain personal fulfillment from meaningful investment in each others growth and development.

2. Shape a positive image as a person who is a reputable mentor/mentee and one committed to personal growth and devlopment.

3. Obtain substantive recommendations from your mentors and endorsements from your mentees about your leadership capacity.

4. Increase the number and strengthen the linkages with professional peers.

5. Improve professional coaching/mentoring processes and performances.

6. Enhance overall skills and understanding of cross-cultural leadership.

7. Learn from alternative approaches, when interacting with those with differing orientations and styles of leadership.

8. Develop new coaching and mentoring skills, while buiding reciprocal relationships based on trust.

Blended Model—Coaching and Mentoring ELM integrates the similarities, which exist between coaching and mentoring by providing the mentor and mentee basic tools of each model. The training, or common language modules are aimed at optimizing the value of the mentor’s perspectives. And, at the same time, the blended model assures a shared understanding of the variable and complex situations faced by mentees.

The overall integration of coaching and mentoring results in a process that involves conversations, which use listening, questioning and feedback to raise performance and increase confidence of the mentee. The blended model is based on an understanding of adult learning principles and leadership standards, which require the adherence to clearly defined goals, prescribed time commitments, and norms of conduct, including confidentiality.

5. Three professional/career goals and three personal development goals.

6.The completion of a brief personal interest and hobbies inventory.

7. The completion of an open-ended question regarding the skill set and leadership qualities the mentor and mentee brings to the relationship.

8. A written reference from two referees who know the professional skills, personal commitment, and range of recent experiences of the applicant.

Timeline for Launch of First Pilot Cohort The launch of ELM will begin as soon after final edits are made to the common language modules, which should be completed midMay 2017. And, the online application process will be released to pilot cohort members just prior to providing access to the common language modules. The pairing would take place following the completion of the learning modules. A general timeline for the launch of the initiative is found below. (All dates are for the 2017 calendar year.)

• May 15 – Application Opened to Pilot Cohort (PC) • May 30 – Online Common Language Modules Open for PC • June/July – PC Completes Common Language Modules • August 01 – Initiate Pairing of PC Mentors with Mentees • August 15 – Notice of Pairings Provided to PC • August 16 – PC Begins ELM Pilot Initiative • Oct. 26-28 – Meeting of PC at ELC Bangkok

>Secure Feedback from PC Regarding Common Language

Learning Modules

> Receive Recommendations from PC on the Application

and Pairing Processes

> Hear Report from PC on Overarching ELM Processes Invitation to Join Inaugural Cohort We welcome additional interest from among our EARCOS colleagues. Members wishing to join those already expressing interest in becoming participants in the first cohort are invited to give notice to Joe Petrone at jpetrone@earcos.org.

Final in a Series of Articles about New Membership Service EARCOS Leadership Mentoring (ELM)

Mutually Inclusive Application and Pairing Processes The ELM application process includes gathering information from which a best fit pairing is possible. The “ELM Application” includes eight components, as follows: 1. Demographic information for both prospective mentor and mentee to include current and previous school leadership or teaching positions and other educational and experiential history.

2. Assurance statement regarding the expectations to complete the common language modules. (At this time it was agreed that anyone not willing to engage in this 16-hour eight week asynchronous online training would not be considered to serve as a mentor or participate as a mentee.)

3. The completion of a gender preference question.

4. The completion of an assurance question signaling the intention to offer necessary time for the development of a strong, enduring relationship.

Spring 2017 Issue 17

CDNIS students take their learning out of the classroom and onto the school’s Green Roof.

Green & Sustainable >>

Building Towards a Better Tomorrow The opportunity of any anniversary celebration is to showcase the present, while reflecting against the backdrop of the past. For Canadian International School of Hong Kong (CDNIS), 25 years still places it as one of the younger education institutions in the SAR but one that is already filled with a wealth of history.

CDNIS was founded in 1991, at the recommendation of the Hong Kong government, who wished to expand the number of international schools offering a North American curriculum. The 81 students that became the school’s pioneer batch will fondly remember studying in the small rented facilities at Causeway Bay, prior to the school relocating to its existing Aberdeen home in 1999.

In this modest amount of time, the non-profit school has become a benchmark for education excellence – boasting top quality teachers and an impressive 40,710 square metre campus that ranks as one of the top in the region.

With one of the largest International Baccalaureate (IB) cohorts in Hong Kong, CDNIS offers “through-train” education to students from Pre Reception through to Grade 12 graduation. The academic performances of students are impressive, even amongst leading international schools. In 2016, 98 percent of students received their IB Diploma, with an average score of 36.4 – significantly higher than the 18 EARCOS Triannual Journal

global average of 30.07 points. In addition, three students achieved the maximum score of 45, an impressive figure gained by only 146 students, or 0.1 percent, worldwide.

This success can be attributed to the school’s continued investment in improving its infrastructure, which has proven key in helping its students adapt to the rigours of pursuing both the IB Diploma and the Ontario Secondary School Diploma (OSSD).

Two of the most recent developments – the Chinese Cultural Centre and Green Roof – not only highlight CDNIS’ ongoing support of cultural proficiency and social awareness, but also reinforce the school’s new vision to inspire excellence, cultivate character, and empower engagement locally and globally.

The former plays up the school’s reputation for having one of the finest Chinese Studies departments among English language schools in Hong Kong, and features classrooms, a Chinese library, staff offices, and a large multifunctional open space for performances and exhibits. Moveable walls between classrooms, interactive whiteboards, and gallery lighting ensure efficient use of this space. “[CDNIS has long been] recognized for the strength of its Chinese programme, [and we] continue to invest in cultural proficiency as

a competitive strength. Our new CCC brings this initiative to life and expands the exposure of our students to the Chinese language and culture,” said the school’s Interim Head of School David Baird.

Meanwhile, the latter acts as a unique experiential learning space that offers innovative and hands-on opportunities for students to appreciate the connection between people, and their outdoor environment.

Covering approximately 500 square meters, it includes study and teaching areas, pre-planted vegetables and herbs, a gardening area for the Horticulture Club and curriculum-related work, as well as a small pond connected to a terraced rice paddy system.

Baird said: “The Green Roof ’s key values support our school’s commitment to its education mission—not only to the intellectual growth of our students, but also to develop their social awareness and understanding of their ethical responsibility to the world in which they live.”

The school’s effort to promote social responsibility has caught the eye of the wider community, leading to significant acclaim. Not only was CDNIS invited to participate in the Consulate General of Canada’s 75th Anniversary of the Battle of Hong Kong Logo Contest last year, but it was also selected by the Jane Goodall Institute (Hong Kong) to

Chinese Cultural Centre

CDNIS hosted Dr. Jane Goodall and the Roots & Shoots Summit

host the annual Roots & Shoots Youth Summit – an event graced by the highly respected primatologist and environmentalist.

“Isn’t it weird that humans, the most intellectual creatures to walk this earth, are destroying their only home? And you know what I mean – living here in Hong Kong and being so close to China, you’ve witnessed the results of pollution and the burning of fossil fuel,” said Dr. Goodall during her keynote address.

“We’re harming Mother Nature, but I don’t believe that all hope is lost. That’s why Roots & Shoots began. I believe that we have a window of time but it means that each one of us must do our bit.”

CDNIS’ long-standing partnership with Habitat for Humanity highlights the social responsibility that we all have toward building towards a better tomorrow. The school participates in several goodwill trips every year to aid the group in its home-building efforts.

These visits have proven to be real eye-openers for teachers and students alike.

“I think the great part is to not only be able to work together as a school but to also get a first hand look at the local community,” said Grade 12 student Tomoka. “Take last year for example – we visited the Philippines to build a house in the middle of an established community. We were able to witness the disparity of wealth and appreciate how privileged we are here in Hong Kong.”

A retrospective look back into CDNIS’ history proves to be a contemplative moment for the school’s Interim Head of School Baird, as he sums up the school as being a place that is united by the joy of learning, excellence in achievement and development of character.

“We will inspire academic and personal growth in our students by encouraging inquiry, stimulating creativity and innovation, embracing cross-cultural and global perspectives, and fostering meaningful participation and service.”

By Clement Huang, Communications Assistant at CDNIS Spring 2017 Issue 19

Green & Sustainable >>

Sustainability @ Nanjing International School

crafts, and advertising through the daily and weekly bulletins. They formed sub-groups to focus action on Energy, Waste (food, school resources, littering), Paper and Publicity. Today, the Eco Team has evolved into a Primary School group, lead by a Grade 12 student, which works on promoting environmentally friendly behaviour. The Middle School/Upper School students have splintered off into the Sustainability Committee.

In response to a particularly unsustainable event at school last year, the Sustainability Committee decided to create some guidelines to encourage event organisers to be more environmentally conscious.

We aligned the guidelines with the UN Development Goals, expanding our interest from purely environmental to all aspects of sustainability. We sought approval to publicise the guidelines, and were encouraged to run it through the recently formed Strategy Team as a prototype, in order to give the product more weight.

A small team of parents, staff and students was formed to develop the guidelines into something more robust; the Sustainable Event Planning website was born. It took a few weeks of meetings, research and preparation before we were ready to launch it to selected members of the community, those who are responsible for organising events within school at one time or another. Students, ‘Sustainability Advisers’, were on hand at the launch to talk people through the website, to answer questions and to seek feedback. On the basis of the comments received, improvements were made to the website before it was finally shared with the whole community.

For years, an ever-changing group of concerned staff and students has worked towards greater sustainability at Nanjing International School. In the past, projects included the 4R Team (Reduce, Recycle, Reuse, Rethink), a Middle School/Upper School group, which aimed to reduce the amount of paper and printing done in the school.

Consumption continued to reduce as a result of campaigning by the 4R replacement, the Eco Team.

This group, comprised of students from Grades 3 to 12 and some adults, had the goal of engaging the school community in environmental action by putting on activities such as lunchtime films, art and 20 EARCOS Triannual Journal

One particularly helpful suggestion was the addition of a forum to which event organisers can add details of their sustainable actions. This will be useful as reference for future events. We were delighted that the organisers of the recent ACAMIS Spring Conference at NIS took the guidelines to heart, even publicising the website on their digital ‘Guidebook’. Their action is published in the Forum. Please take a look at the website: http://nanjinglions.wixsite. com/sustainable-events and feel free to email the NIS Sustainability Committee if you have any questions: sustainability@nanjing-school. com

By Kath Adams Maths Coach/Learning Strategist at Nanjing International School

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Campus Development >>

Taipei American School Breaks Ground on Tech Cube On March 2, 2017,Taipei American School officially broke ground for the construction of its newest facility, the Tech Cube. Board members, administrators, major donors, faculty, staff, students, parents, and members of the wider community joined together in marking this celebratory occasion.

The Tech Cube will be a five-story, open-planned facility on campus dedicated to STEAM education with a focus on design, technology, and robotics.The Tech Cube will have dedicated floors for each division, allowing for collaboration, continuity, and teamwork without foregoing age appropriate learning spaces.

TAS Board Chairperson and member of the TAS Tech Cube Task Force Ms. Tina Koo addressed the crowd, “One of the jobs of the Board is to look into the future. We are to never settle for what is, but to always concentrate on what could be… We are fortunate to have an administration with whom we can do just that and The Tech Cube is the result of this vision and type of work.”

Joining the stage with Ms. Koo included members of the Taipei American School Board of Directors; Head of School Dr. Sharon Hennessy; the lead donor; members of the TAS Task Force Committee; TAS administrators; and representatives from Parsons Brinkerhoff, KHL Architects, and I-Cheng Construction & Development Corporation.

The Tech Cube is inspired by a facility at MIT and contains 4,380 square meters of usable space where students and faculty can work side-by-side and engage in design-thinking challenges.The Tech Cube will allow for students to work on exciting projects in designated spaces over the course of a class, semester, or school year. As Dr. Hennessy said in her remarks, “This facility is the next step for 21st 22 EARCOS Triannual Journal

century education and will allow the school to serve as a center for STEAM-related professional development in Asia.”

The Tech Cube will serve a growing need at TAS for STEAM education. This year in the Upper School, over 42% of students elected to take additional robotics, scientific research, and computer science courses each year. In addition, students partake in competitive robotics clubs such as FRC, VEX, and ROV that compete in tournaments around the world. Lower and middle school students program simple machines, blend arts and science with the use of 3D printers, creatively engineer prosthetic hand prototypes, and undertake many other design-focused projects.

When the Tech Cube opens in December 2018, it will provide the canvas for 21st century learning that will give TAS students the necessary skills and experiences they need to make a real difference in the world. Upper school students will learn in an electrical engineering lab and design in a fabrication hub. The middle school floor houses a VEX arena and robotic design lab, as well as vast open areas for art and innovation. The floor dedicated to lower school students is designed to include “tinker and maker” spaces as well as an amphitheater.

In addition to being visually stunning and strategically functional, the Tech Cube will be in line with Taipei American School’s commitment to environmental sustainability. The facility is planned to achieve the Bronze Level of Environmental Certification in Taiwan. This EEWH (Ecology, Energy, Waste Reduction, and Health) certification will recognize the Tech Cube as an environmentally compliant building.

By TAS Communications

Service Learning >>

Time out: Taking a Gap Year Malia Obama’s recent decision to take a gap year between school and University has put the issue once again firmly in the consciousness of all potential school leavers and their parents. There are undoubtedly pros and cons to this big decision and gap years can take many forms.

What is right for one young adult and what is right for another may be very different. However the vast majority of anecdotal and statistical evidence shows that a gap year, done correctly, can be of enormous benefit to many young adults.

Volunteering and traveling the world at eighteen years old can have huge benefits. From new experiences comes the acquisition of new skills and new perspectives. A gap year that incorporates an ethical adventure can have a profound effect on a student’s life. Some parents think that a gap year can derail the best laid academic plans, the reality is that students who have done a productive gap year actually perform better at university. Although note must be made of the word productive. A successful gap year should not be an extended

holiday funded by parents, nor should it be a year spent at home working in a mundane job.

The best gap years have a structured plan that gives time for hard working students to broaden and enrich their horizons. It also gives thinking time to students who may not be totally sure of the university course they want to take. Most universities are willing to defer enrollment after accepting students onto a course.

Ironically a gap year might most benefit the most academic of students. Those who have worked really hard in the last few years of school and have really focused on academic attainment might be the very people who would benefit from some time to pause and reflect and see a world beyond the school walls.

By Andrew Howard, Head of Sixth Form, The Alice Smith School

LEADING WHERE IT MATTERS MOST

THE INTERNATIONAL SCHOOL LEADERSHIP PROGRAM FROM USF AND WSU Do you want to transform school culture and make a lasting impact on education in society? Do you wish to participate in a critical thinking, problem-solving approach to leadership indiverse environments? Join a unique two-year program designed specifically for EARCOS members!

APPLY FOR SPRING OR FALL

UNIQUE FEATURES

University of San Francisco Dr. Walter Gmelch whgmelch@usfca.edu usfca.edu

• Combines online coursework and on-site classes (held during EARCOS conferences) • Program internship prepares participants for a Washington State Principal Certificate that meets certification requirements in many other states

education.wsu.edu/certification/international FOR MORE INFORMATION Washington State University Dr. Shannon M. Calderone shannon.calderone@wsu.edu education.wsu.edu | wsu.edu

• Instructors are university faculty and international school leaders • Teamwork and collaborative learning

Spring 2017 Issue 23

Service Learning >>

Great Student Council Initiatives!

Beijing City International School (BCIS) has had some very exciting Elementary School Student Council initiatives this year. Our members have shown dedication, commitment and enthusiasm in representing their classes, organizing special events and promoting BCIS spirit and they helped our school to be a great place of learning and togetherness.

One of our new initiatives this year was conducting interviews with our leadership team.The students met with the head of school, principals and cafeteria leadership to thank them for their hard work and to discuss their ideas and suggestions of how to make our school an even better place. We had the opportunity to meet Jane Goodall and interviewed her and learned from her special experiences and wisdom. Another project we took on was bringing in used books for the annual Roundabout Charity book sale. The proceeds went to help raise money for a 15 year-old that requires a bone marrow transplant.

Our most exciting project was the “Bags of Hope”. BCIS has worked with the Migrant Children’s Foundation (MCF) in the past and wanted to continue to build upon this connection. The MCF is a nonprofit organization whose aims are to enrich the lives of disadvantaged children in China. Our student council decided they would support some of these children by collecting backpacks (Bags of Hope), which would be delivered to one of the MCF schools at the beginning of the new Chinese school year. Each bag was to contain: toothbrush, toothpaste, water bottle, new socks, a Chinese book, stationary and a small toy.

The Student Council representatives helped to raise awareness for this initiative by making posters and reminding their classmates.

What started as a slow trickle of bags, ended up as an overwhelming success with more than 450 bags being donated in total. We visited the school and gave out backpacks to the students.

The experience was extremely positive for both sets of children and 24 EARCOS Triannual Journal

gave the BCIS students a greater understanding of the importance of supporting those less fortunate than ourselves.

Here are some student thoughts on the project: “We did it because we wanted to share our resources. They were grateful and even though their school is not as good as ours, they are very happy with what they have got.” Isaac, Grade 3.

“We went to deliver the Bags of Hope and met the reps from 4th grade. We saw their classroom and they didn’t have electronics or central heating. We wanted to share our BCIS spirit with them and hoped to make them feel happy.” Shawn and Pearl, Grade 4.

The connection we made with the Migrant Children’s school continues, as our grade 1 students have invited all of their grade 1 students (53) to spend a day with us during our Week Without Walls in April.

As Student Council teacher sponsors, we are extremely proud of our students. They have shown great leadership, courage, responsibility and care for others. Who knows what next year will bring?

By Sally Richmond and José Nanninga

ASIAN SCHOOLS INSTITUTE FOR SAFETY AND SECURITY Venue : Singapore American School Date: September 28 and 29 2017 ASISS MISSION: By connecting professionals with similar goals, ASISS plans to help member schools learn about, adopt, and promote best practices in the vital areas of school security, risk mitigation, and emergency planning.

REGISTER YOUR INTEREST https://www.sas.edu.sg/safetyandsecurity conference

Community Service >>

Adult Enrichment Program’s “Knitting Blankets for Charity” Class Written by Juli Harrington, Saint Maur Parent & PSG (Parent Support Group) Chair

My friends knew I was crocheting for KAS and wanted me to teach them so I decided to offer a “Knitting Blankets” class through the Adult Enrichment program. I enlisted an American friend, and pro crocheter, to help me teach. We decided to offer the class twice a month for 15 people figuring 10 might sign up and not come each time. We now have 20 people and they just requested we do it weekly. They are all addicted as well!

Each week we meet in the school cafeteria for 90 minutes. We started out with mostly beginners, so the first 3 months I didn’t get a chance to crochet at all during the class. I try to find new patterns that build on the previous skills they have learned. We keep a pattern file so everyone can choose what they like to make. Now we have some amazing people that crochet, and they all help each other so I can crochet during class, too. We have members who sometimes bring their mothers or guests to class, too.

Not everyone comes each week, but we have about 20 people from 10 different countries (USA, Japan, Philippines, Korea, Thailand, Taiwan, South Africa, Brazil, Russia, and India). I love the fact that KAS has attracted people from so many different backgrounds. I asked many of them why they joined and here is what a few said: -to get rid of my yarn -love to be crafty, but didn’t know how to crochet -looked like fun -would never do it at home alone -used to live in South Africa -reminds me of my grandmother -used to know, but forgot and want to learn again

I began knitting and crocheting for KAS (Knit a Square) in December 2014 as a way to get rid of all the yarn I had in my cupboards. Of course, like everyone else, once I cleared out the yarn I had to buy more as I was addicted to making squares for KAS. My husband continually asks, “Have you completed 35 squares yet?!”

I was always a knitter so thought I would teach myself to crochet. I found that to be challenging, but loved how quick it was compared to knitting. Having the KAS theme and forum really encouraged me to learn new patterns and improve my skills. In 2015 my goal was to make 35 squares a month. I did fairly well, but only managed 8 blankets that year.

My husband and I are both from Oregon, USA, but have been in Japan together for 26 years. Our son attends Saint Maur International School in Yokohama, Japan. Saint Maur has an amazing Adult Enrichment Program. Parents and outside people volunteer to teach classes.There are over 80 classes and tours throughout the year. Parents can take French, Chinese, English, Spanish, cooking from many countries, Ikebana, drama, singing, origami .There are tours to history museums, sake factories... The list is endless.

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But, the biggest answer, from most everyone, was “because it is for charity” and “because it’s fun to crochet with friends.”

All of the women are in Japan because of their husband’s jobs. Many of them are here for 2-4 years and then they move on to another country. I asked about jobs before coming to Japan. We have mothers, teachers, financiers and lawyers. Most are trying their best to live in a new country and find the Adult Enrichment classes really help them make new friends and challenge themselves.

So far our group has made 245 squares, 20 hats and 10 sets of hand warmers. Not huge numbers, but made with joy.

Action Research >>

“Creating Real Life Problem-Solving Tasks to Increase Engagement, Improve Perceptions, and Develop Collaborative and Thinking Skills in the Mathematics Classroom”

By Clare Orlando, Head of Mathematics Stonehill International School

Mathematics teachers have to make hard decisions about how to allocate time to the different aspects of students’ learning, particularly those teachers working with content-heavy curricula and traditional, high-stakes assessments. Mathematics is a fantastic vehicle for developing the creativity, critical thinking and collaborative skills that we are told are so essential for our increasingly automated futures, but the opportunities to do so are limited by curricula and assessment formats that overemphasise procedural knowledge. Marcus du Sautoy (Simonyi Professor for the Public Understanding of Science) expresses it well: “What many are not aware of is that maths is so much more than the technical cogs that currently form the backbone of the curriculum. It is about pattern searching, extended analytical and logical thinking, problem solving”. Matt Glanville, Head of Assessment Principals and Practice at the IBO, observes: “It may seem strange coming from someone who works in assessment, but good examination results are not actually the same as a good quality education”. A skilled mathematics teacher can use traditional curriculum content to encourage higher-order thinking and the development of learning skills, but do real-life problem-solving tasks bring other benefits? Should teachers in schools where such tasks are not a formal requirement still strive to include them? Will these tasks increase students’ engagement and affect their perceptions of the subject? Will they elicit creative and critical thinking? Does the form in which the task is conducted affect engagement? Is gender, age or English Language Learner (ELL) status a factor in this? The goal of this action research was to answer these questions.

Method Nine real-life problem-solving tasks were assigned to students in grades 6, 8 and 10 over a period of seven months. All the tasks required students to apply their mathematical understanding in a practical context. A few tasks, particularly for the younger students,

were deliberately quirky in order to capture their interest. For example, designing a container in the form of a prism that can hold 1kg of popcorn. Other tasks were less contrived and some involved mathematical modelling: students explored the relationship between two variables in a practical situation, created mathematical models, evaluated these models and then used them to make predictions that were then tested.

Each task was created in three forms: kinaesthetic, traditional and video. Students were rotated in small groups through each form.

For example, if a student worked on a kinaesthetic task in one unit, they would work on another form in the next.The kinaesthetic tasks were hands-on: students moved around, usually outside the classroom, setting up trials, taking measurements and so on. The video tasks required students to access videos individually in order to understand the context of the task and the problem to be solved, and to gather information. Some video tasks also required further use of technology, for example to simulate a random process. In traditional tasks, all the required information was given on paper, textbook style. Where possible, tasks were designed so that the form of the task would not affect the mathematical skills required. For example, where the kinaesthetic group were given a set of items and simple measuring tools (some of which were useful, others irrelevant), the video group students saw measurements being taken using these same items and tools. In the traditional group, students received the same measurements listed on the task sheet. In each form, students had to decide which measurements were useful and which could be ignored. Obviously, the kinaesthetic form involved skills around data collection that were absent in the other two. This is discussed later.

Students were allowed to collaborate within their groups if they wanted to, but were expected to produce their own reports for assessment. Observation of students working on the tasks also enSpring 2017 Issue 27

abled informal assessment of collaboration, as well as critical and creative thinking. After completion of each task, students responded individually and anonymously to a survey via Google Forms. They stated their gender, ELL status, age and enjoyment rating, from 1 (I didn’t enjoy it all) to 5 (I loved it). They also responded to these questions: Is there anything you liked about it? Is there anything you disliked about it? Did this task affect the way you see mathematics as a subject? You did this task in a kinaesthetic way/traditional way/by watching a video. Did you like this or would you have preferred to do the task in another way?

Results and reflection There were 127 responses in total: 41 from 11-12 year olds, 31 from 13-14 year olds and 55 from 15-16 year olds. 67 responses were from females and 60 from males. 17% of the responses were from ELL students. 45 responses related to kinaesthetic tasks, 40 to traditional tasks and 42 to video tasks. In general, students found real-life problem-solving tasks to be enjoyable, with an overall mean rating of 3.6 on the 1-5 scale and 57% of the ratings at level 4 or 5.

Responses to the long-answer questions in the survey were largely positive. Many responses were along these lines: “I liked how it got me to think more than I usually do in any subject”, “I liked the fact that this task was open” and “I could definitely see how real life problems could be linked with maths. I got another insight on how something could affect something else and using maths to analyse the patterns”.

Overall, 127 responses, kinaesthetic tasks were shown to be the most popular and video tasks the least popular, but the differences in the mean ratings for all three types of task were negligible. The standard deviation for each data set showed that kinaesthetic tasks divided opinion more than any other form. There was no correlation between age and enjoyment rating over all tasks, but there were some preferences for particular forms in certain age groups.

Amongst 11-12 year olds, traditional tasks were slightly more popular than kinaesthetic tasks, with video tasks trailing far behind. In the13-14 age group, kinaesthetic tasks were the clear winner, with video and traditional tasks in joint second place. 15-16 year olds rated video tasks slightly higher than kinaesthetic tasks, with traditional tasks in third place, but the differences in the mean and standard deviation across the three forms was negligible, so no clear inferences can be made for the 15-16 year olds. ELL students rated kinaesthetic tasks slightly higher than video tasks, with traditional tasks in third place. It was observed that ELL students often seemed to require additional explanation when accessing a task traditionally, even when language scaffolding, translations and images were provided. Overall, males rated their enjoyment of real-life problem-solving tasks higher than females did. Kinaesthetic tasks were clearly more popular amongst males than females, across all age groups. The mean rating for traditional tasks was identical in each group, although females showed greater inconsistency than males in their enjoyment rating of traditional tasks. Male ratings for video tasks were slightly higher than those for females, with a similar spread of data in each case.

Students provided interesting and thoughtful answers to the extended–response questions. Many responses showed an appreciation for the practical nature of the kinaesthetic tasks, such as: “It allowed us to see how it really worked and get a better idea of the investigation as a whole … the hands-on aspect was something I en28 EARCOS Triannual Journal

joyed much more than just being given the data”, “I loved the end where we got to roll out the loo roll and we got to find out how far it was, it was so tense!” and “I liked being able to walk around and see the angle and to sort of see all of the lines in comparison with each other.” Some students expressed a desire for even more hands-on opportunities: “It would have been fun to actually dip the cubes into paint” but others disliked practical work.

The kinaesthetic tasks were more time consuming to carry out than either of the other two forms as students faced the extra challenges of figuring out how to construct an experiment or decide on the measurements needed and then collect the data: “It took quite a long time for us to figure out how we were supposed to start on this as we had to collect the data and we didn’t know how to do that in the beginning.” The younger students (aged 11-12) often struggled with this and that may be why many rated the “safer” traditional form more highly, although it was during the data collection stages that examples of excellent critical and creative thinking were observed. Some students recognised that the kinaesthetic approach allowed greater flexibility: students physically tested predictions based on the mathematics they had done and so gained immediate feedback and the chance to make modifications. The discussions that ensued showed good evidence of analytical thinking. “We were also able to then test our interpolations and extrapolations to see if they were correct by building bridges – which couldn’t be done by other groups” Many students completing traditional tasks recognised the efficiency of this form: “I liked the traditional way as it was just good to sit down and think maths”.There were several comments from students whose previous experience of mathematics had been very traditional and who found comfort in the familiarity of the traditional form: “In previous school I had like that so I got used to it so for me this way it’s ok I think I prefer in a traditional way, but I can try other ways”.

Many students commented that the traditional approach restricted their thinking and development of skills: “I find it quite hard to work in the traditional way, as I am more of a visual and tactile learner, so trying to see patterns was quite hard” and “I would also like doing it in different ways, to discover different aspects to solve a problem and learn to collect accurate data”. On the other hand, the restrictions of the traditional approach were positives for some students, although they seem to have made generous assumptions about the quality of data that they have not generated themselves: “I like this way because there wasn’t any added difficulty of doing the experiment or being scared of doing it wrong. It just made things simpler for me so I could solve the actual problem, which I liked” and “I liked that we did not need to find the data ourselves, so that meant the data could not have been wrong because of our error in doing the experiment”. Some students felt the traditional approach benefited from fewer distractions: “I like the traditional way because I can concentrate while doing it” In many tasks, students in the kinaesthetic and traditional groups were observed to collaborate more readily than those in the video groups. Perhaps the act of watching videos on individual laptops at the beginning of the task was not conducive to follow-up discussion.

Many students disliked having to access information by watching a video, because it restricted their thinking and was cumbersome to use: “I was in the video group which I found some difficulty in being in.

Since I could not physically hold the blocks myself, I had to use my imagination when picturing the blocks” and “ I disliked about the fact that you had to go back and forth within the video in order to read through the

information again”. Some students found it boring to watch videos: “It’s more fun to do hands on work than be cooped up inside staring at a computer” but others disagreed: “I liked watching the videos to find the information and that it wasn’t just a simple boring story problem like in the textbooks”. As with the traditional form, some students liked working from videos as it did not involve collecting data and so was perceived to be efficient and accurate: “I liked watching videos in the classroom to get the information for this task. This is because I didn’t need to actually do the experiment nor read a long explanation, but still got to see how the experiment was actually done” and “I liked watching the video and then playing the game using technology as it was faster.”

Observation of ELL students highlighted an obvious benefit of the video approach: control and repetition of information and dynamic images to convey meaning. “You could pause at one point and note about it” and “I liked watching the video because I could watch it often, so that I could remember the information.” Making the videos was very time-consuming, but the more effort that was put into making them, the better the response from certain students. However, the relatively low standard deviation for ratings over all video tasks suggests that slicker videos did not significantly increase students’ engagement levels.

Responses to whether real-life problem-solving tasks affected students’ perceptions of mathematics as a subject were usually along these lines: “It made me realise that mathematics is not just a subject where you use different equations to find a result and that’s it. In this task we actually got to use our knowledge and apply it out to a real life situation, which made me realise that maths can be used for so much” and “We had to relate physics with maths, discovering how they can be used together to figure out real life problems and solving them was really fun. Also handling such a big data set was interesting.” Those students who said their perceptions of mathematics had not been changed by the tasks almost always justified this by explaining that they had already viewed mathematics as a vibrant subject with interesting patterns and real-life applications.

Conclusion It is clear that real-life mathematical problem-solving tasks are engaging for students, irrespective of age, gender or ELL status, and such tasks create or reinforce a positive perception of the subject. Observation of students at work along with assessment of follow-up reports shows evidence of critical thinking. Kinaesthetic tasks provide greater opportunities for creative thinking, as students may need to be inventive in their approaches to setting up trials and gathering information. With the obvious caveat that ratings could have been influenced by differences in the tasks themselves (the mathematics involved, the level of challenge and the context of the problem) rather than in the forms in which the tasks were presented, there is evidence that kinaesthetic tasks tend to be more popular amongst males. ELL students tend to prefer video or kinaesthetic forms. Ratings and comments show that all forms of tasks have great appeal to some students. If mathematics teachers frequently vary learning experiences all students will engage in mathematical thinking in a form that they prefer, at least some of the time. Returning to the initial discussion about time pressure, the benefits of real-life problem solving suggest that time diverted towards such tasks is not wasted, even in those programmes where the ability to solve such problems is not formally assessed.The kinaesthetic tasks may involve face-to-face collaboration in the same physical environment, but creative use of technology could enable collaboration on video and traditional tasks, and this does not necessarily have to happen during lesson time.

Du Sautoy, Marcus. “So people hate maths? Here’s my plan to make it work for them.” The Guardian, 29 Apr. 2015, www.theguardian.com/ commentisfree/2015/apr/29/people-hate-maths-my-plan-make-itwork-for-them. Accessed 6 Mar. 2017 Glanville, Matt. “Better learning not better grades.” The IB Community Blog, IBO, 5 Jan. 2017, blogs.ibo.org/blog/2017/01/05/better-learningnot-better-grades/?platform=hootsuite. Accessed 6 Mar. 2017.

EARCOS Accepting Applications EARCOS Leadership Mentoring (ELM) As an EARCOS member you are invited to join other EARCOS colleagues, as a pilot cohort participant in this new member service.

You need only submit an application and complete the online common language learning modules (CLM).

Information gained from the application will assist with final pairings of mentors with mentees. CLM provide our mentors and mentees a foundational understanding and set of skills from which to initiate a quality mentor-mentee relationship. CLM will be delivered through an asynchronous platform beginning in June 2017. The modules are scaled over eight weeks, but are self-paced, so may take less time.

Below is the general timeline for the launch of the ELM pilot. We invite you to be among inaugural members of this new member service.

Notify Joe Petrone jpetrone@earcos.com of your interest in participating as a pilot member.

• May 15—Application opened to Pilot Cohort (PC) • May 30—Online common language modules (CLM) • June/July—PC completes CLM • August 01—Initiate pairing of PC mentors with mentees.

• August 15—Notice of pairings provided to PC • August 16—PC begins ELM pilot • Oct. 26-28—Meeting of PC at ELC in Bangkok - Secure feedback from PC regarding CLM - Receive recommendations from PC on the application and pairing process - Hear report from PC on ELM processes Read the article, “EARCOS Leadership Mentoring (ELM): Countdown to Launch for 2017/18”, for details. It is found as pages 16, 17 in this edition of EARCOS Tri-annual Journal.

Spring 2017 Issue 29

Curriculum Development >>

International School Manila: Inclusion as a Priority

“Society does not exist of regular, average people, but is a collection of all kinds of people, who can learn from each other and are together in this world to support each other.”

–Former IS Manila parent

(L) A student from the Specialized Learning Support Program reading a book at the library. (R) A student from the Specialized Learning Support Program water coloring.

Supporting and understanding the needs of the community is something that International School Manila (ISM) constantly strives to achieve. The School’s latest endeavor includes the addition of a Secondary Specialized Learning Support Program for school year 20172018 to accommodate Middle School (MS) and High School (HS) students. This follows after the success of the Elementary School (ES) Specialized Learning Support Program, which began last August 2016.

The ES Specialized Learning Support Program welcomed five children this school year. The students spend time in the classroom and also take part in Physical Education (PE), Art, and Music classes, as well as assemblies and other activities when possible. A specialized curriculum is followed that focuses on functional academics that teach real world skills taught in conjunction with a modified regular curriculum.

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As observed by Holli Gelina, Elementary School Learning Support Program Leader, “This program serves students who would otherwise struggle to be included and gives them access to the oneon-one attention, instruction and different therapies they need. The tremendous growth I have seen in our students - socially, physically and academically is truly amazing.”

The Specialized Learning Support Program is for students with significant learning needs, which may cover intellectual or developmental disabilities. Having on staff a highly trained Special Education teacher assisted by professionals including a Speech and Language Pathologist, an Occupational Therapist and a School Psychologist, offers a comprehensive service approach. Students in the past would have to search out these additional services and in many cases visit multiple centers.

As confirmed by an ISM parent, “We are VERY impressed with the Specialized Learning Support Program, its dedicated staff, curriculum and the overall support from the ISM administration. Since our son began attending, we have noticed a remarkable change in his progression and abilities. We feel that it has been tremendously beneficial for our son, and we are extremely happy and would like to thank ISM for its existence.”

The larger community has also embraced the service expansion as having the Specialized Learning Support Program allows for students of different abilities to be a part of our school. Elementary School Vice-Principal, Jennifer Juteau states, “Students in the general education classes are able to learn and play alongside the students of the Specialized Learning Support Program during special classes and at break times. It shows how we as a community value diversity and the unique contributions of each student.Thanks to the expertise of Alexandra Manning, Specialized Learning Support Program Teacher, the entire school community is learning how to ensure appropriate inclusion happens for these students. I am proud that ISM has made the creation of this program a priority.“ Being an inclusive school not only benefits families that once had limited options to live and work abroad, but also, the School’s mainstream students. Being around children that learn differently promotes open-mindedness and acceptance of people regardless of learning needs. This truly makes ISM a diverse community all around -- showcasing that diversity is not limited to a cultural lens.

In the words of ISM’s Superintendent, David Toze, “To embark on a venture like this has been demanding, but I was absolutely confident that ISM was capable of taking on this task. By doing this we not only give new opportunities to families, but remain true to that part of our mission that tells us to: Acknowledge and celebrate our differences and encourage empathy, compassion, understanding and respect for human dignity.”

Anna Seipelt Goco Deputy Director of Advancement, International School Manila

Curriculum Development >>

Concordia Shanghai to Dive into New School Year with Curricular Aquatics Program Concordia International School Shanghai will start the 2017-2018 school year with an aquatics program designed to focus on encouraging participation in swimming for fun and teaching skills for a safe swimming environment.

The program will also expand participation in competitive swimming and allow club swimmers and swimmers who compete at district level to develop a broader range of skills and techniques.

Concordia first offered competitive swimming to students in 2008 through the Concordia Swim Club, which started with only eight members. Since then the club has increased exponentially to over seventy swimmers. “This growth shows the need for a more farreaching competitive swimming program,” explains Chris Bishop, director of athletics at Concordia. “And by implementing swimming into the curriculum, we are adding a valuable component to our already well-established PE program.”

The school will begin integrating swimming into the physical education curriculum in August 2017, starting with grades six through eight. When fully realized, the program will include a curricular program spanning all grade levels and a co-curricular component matching the needs of competitive swimming.

Professional ocean lifeguard and four-time Australian Surf Team champion Ryan Layt will be joining Concordia’s athletic department as the new aquatics coach. Layt, who holds a Bronze License from the Australian Swimming Coaches and Teachers Association, will lead the roll-out of the aquatics program and provide physical education instruction for this important life sport.

earcos.org cois.org EARCOS-CIS Institute on Higher Education Admission & Guidance

Date: 22 - 23 September 2017 Location: Shangri-La Hotel, Bangkok, Thailand

The two-day event includes general sessions and fairs for both universities and schools. This is the perfect opportunity to connect and build international relationships that will support students’ search for the best-fit university.

Spring 2017 Issue 31

Press Release >>

International schools market around the world continues to expand The 2017 International Schools Global Report has been published

by ISC Research and it shows that the international schools market remained buoyant last year and continues to expand. Even though some key regions had to bear the brunt of the slump in the oil and gas market, experiencing the departure of many expatriate employees and their families, the market has nevertheless remained healthy.

The number of children aged between 3 and 18 enrolled in English-medium international schools in South East Asia (one of the sub-regions hardest hit by the oil industry) continued to increase during the past academic year. This was mostly due to local children filling the gaps made available by repatriating expatriates. The overall enrolment at international schools increased in South East Asia by 10.1%. The greatest percentage growth in regional enrolment at international schools during the 2015-2016 academic year was seen in East Asia where the number of students increased by 13%.

How the international schools market is evolving ISC Research (ISC) has tracked the international schools market since 1994 and there’s very clear indication that the market will continue to grow because of the qualifications and approaches to teaching and learning that international schools provide.There’s now world-wide demand for learning in the language of English, for a Western-style of learning that has moved away from the traditional didactic style to a more collaborative, creative, enquiry-based approach, and for high school qualifications that are recognised by the leading universities and multi-national companies; all of which is offered by international schools.

Looking back just 16 years to the year 2000, there were fewer than one million children attending the 2,500 international schools available globally, that were mostly established for expatriate families. By 2011, these figures had increased to 3 million students learning at 6,000 schools in a much wider range of countries and attracting many more children of local families. This year’s ISC Global Report indicates there are 4.45 million students attending over 8,650 international schools in virtually every country of the world, with the vast majority of student enrolment being local children aiming for Western university.

Recent market developments in East and South East Asia Trends over the past five years (December 2012 to December 2016) tell some interesting stories and East and South East Asia have seen strong school development during this time.

East Asia has seen major growth in enrolment, with a 44.3% increase from 290,000 students in 2012 to 418,000 by December 2016. This includes students attending the expanding Chinese private bilingual sector of the market which enables local Chinese children to gain a more international education within their home country. It’s a market that looks likely to expand enormously in the next few years.

In the space of just twelve months (December 2015 to December 2016), China has seen student enrolment increase from 205,600 to 232,500, primarily within its private bilingual schools.

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South East Asia has also seen strong growth. Student enrolment has increased 33.9% since 2012 to 370,000 and the number of international schools has grown by 39%. Six countries in the region now have over 100 international schools each: Indonesia, Thailand, Malaysia, Cambodia, Vietnam and Singapore.

No longer is student enrolment at international schools in South East Asia dominated by expatriates. An increasing demand for international school places in the sub-region is coming from local families who want an English-medium education with globally-recognised qualifications for their children. This demand from local families has been particularly important for many international schools since suffering the impact of the oil and gas industry. Malaysia and Indonesia, two countries impacted most, have seen their international schools buoyed up by local families eager to fill places that have become available by departing expatriates. In Singapore, where local nationals are not allowed to attend the international schools, demand has softened at the premium end of the market, however overall enrolment in Singapore has continued to grow.

Fee income has also seen big growth over the past five years, particularly in East Asia. Total annual tuition fee income has increased 54% since 2012 to USD$7.32 billion, seeing an average annual growth rate of 11.4%.

Looking to the future ISC predicts the market as a whole will continue to develop at a healthy pace, forecasting that within five years (2021) the number of students attending international schools will have reached 6.3 million. An increasing number of local families are expected to seek out international school places as their reputation continues to expand.

Far from being seen as an option for elite and expatriate families only, many local families are investing in international schools to ensure their child has an English-speaking education with learning and qualifications that prepare them well for university and the workplace.

The report indicates that the biggest challenge for the market is professional capital; maintaining the high calibre of skilled, qualified teachers and leaders who are experienced in delivering Westernstyle curricula and qualifications. Right now the market is, on the whole, managing to attract enough suitable staff, mainly from such countries as Britain and the United States to meet the demand. But with the number of teachers working in international schools expected to increase from 426,200 as of December 2016 to 581,000 in 2021, the need to attract more teachers of the calibre demanded by both the schools and parents, is becoming an increasing concern for the whole market. Some school groups and universities are now considering a variety of solutions to address the future demand. Potential options include upskilling local teachers, remote top-up training, conversion courses, and more.

By Richard Gaskell

Cambridge qualifications are recognised around the globe Cambridge International Examinations prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career.

Learn more at: cie.org.uk

Image: detail of the international time zones of a wristwatch.

Press Release >> Seisen Firebird Lifts Off for Scientific Development

that it had great potential to benefit many communities, so we really wanted to make our product successful.” This high school team filed an application for a patent and is planning to accept a request from an industry to continue developing the NaSoPod from prototype to production.

In the following fall, three sub-teams, Firebird MEI, SORA and UMI were formulated. Yoon Ju Kim, a member of Firebird UMI, stated, “I don’t have to wait for teachers to give me information. I can learn with my own initiative to gain knowledge.”

As finalists, Firebird MEI and SORA are flying to Florida to participate in the Innovation Summit in April 2017. Team MEI innovated Bonometal, a biodegradable material to construct screws and plates to repair broken bones. Yurim Ko, working with her Firebird MEI members commented, “I learned that team communication is

The NaSoPod inventors smile for the camera in front of the NASA logo. From left to right: Momoe A., Nidhi J., Mily Y., Youkie S., and Mai M.

Participating in the Conrad Spirit of Innovation Challenge, the Firebird science team from Seisen International School in Tokyo, Japan is innovating and exploring at the forefront of scientific development.

Founded by Nancy Conrad to honor her late husband, Charles “Pete” Conrad, the third astronaut to land on the moon, the Conrad Challenge promotes entrepreneurship, innovation, and contextual learning in the following four areas: Aerospace & Aviation, Cyber Technology & Security, Energy & Environment, and Health & Nutrition. Students aged 13 to 18 collaborate in teams to utilize science, technology, engineering, and math (STEM) to invent a life-changing product.

crucial.” Team SORA devised Hydroshield-15, a layer in spacesuits to protect astronauts from cosmic rays. Amelie Steck from Firebird SORA stated, “This competition is a great opportunity because it’s a chance to use our creativity to help the world become a better place!”

“The Conrad experience is a proof of scientific innovation flourishing in an all-girls school” − Colette Rogers, Head of School.

By Youkie Shiozawa in Grade 11 Seisen International School in Tokyo, Japan *****

The British School Manila students triumph in the South East Asian Mathematics Competition

In the fall of 2015, five representative members of the original Firebird team, Momoe Anno, Nidhi Jaju, Mily Yasuda, Mai Morita, and Youkie Shiozawa participated in the Conrad Challenge. These high school students invented the NaSoPod, a portable and renewable energy heater that uses a chemical mixture to absorb, store, and release thermal energy without using fossil fuels or electricity. In the semifinals, the inventors worked diligently on their Innovation Portfolio, a research record of the NaSoPod. The team was one of the top scoring teams, enabling them to be Summit Diplomats.

In April 2016, the team presented for six minutes in front of an audience of 200 including judges from industries, government, and academia at the Kennedy Space Center Visitor Complex. The team was awarded as the winner of the Power Pitch competition in the Energy and Environment category, and finished top five for the Innovation Portfolio.

Momoe A. stated, “We didn’t go to Florida to compete. We went to help others, and I learned that everyone is capable of making a difference.”

Mily Y. also said proudly, “The development of the NaSoPod motivated me throughout the competition because we increasingly felt 34 EARCOS Triannual Journal

The British School Manila proved Mathematics is alive and kicking and in a very healthy state here in the Philippines. BSM students traveled to Jakarta for the South East Asia Mathematics Competition (SEAMC) and stunned everyone dominating the Senior Competition, winning the team event and taking first place in the individual.

SEAMC is the most prestigious international school Mathematics (Maths as we say at BSM) competition in the region, and has historically been dominated by the very best, big schools from Singapore and Hong Kong.

Press Release >> For the first time ever, The British School Manila took a team of Year 9 students (Dylan Yu, Sasha San Pedro and Min Yoo) and a group of Year 11 and Year 12 students for the SEAMC+. The BSM team joined more than 100 other teams to compete in individual and team events. Our Year 9 students had a great time and enjoyed the speakers, activities and competition, but our SEAMC+ team finished as overall winners and brought home the cup. This wonderful result was the work of Tiffany Ong who also won the individual plaque and team mates Julian Yu and Lanz Tan (who received a hat full of individual medals).

To coin a boxing phrase, we punched well above our weight especially given that this was BSM’s first ever SEAMC+. As our Head of School Simon Mann said, ‘This is a great achievement for these students,The British School Manila and the Philippines with us punching way above our weight against some very big prestigious schools – does best in south East Asia mean best in the world when it comes to Maths?’

All team members are looking forward defending their title next year when we are co-hosting event along with Brent and we can’t wait to repeat our international success! *****

NIST Students Take Top Honors at Bangkok Vex Robotics Competition

To prepare for the competition, the NIST team worked together to design and build a robot using VEX EDR that could quickly and efficiently solve specific obstacles and challenges that come with playing the VEX Robotics Competition Starstruck game. Each week, the students apply what they’ve learned about science, technology, engineering and math in order to build the semiautonomous machines.

An equally important set of skills is learned through the competition: communication, project management, site management and the importance of composure, as they have to learn how to lose as much as they have to learn how to win.

Jason Tiefel, who coached the NIST teams and organized the event, indicated that the programme is still growing in Thailand, but offers a great deal of appeal to students and builds skills that parallel the principles of the IB programme: “I could not be more proud of the effort and achievement the students displayed. They put in many hours of extra work to prepare, and the competition gave them a goal to strive for that ignited their interest in learning more about robotics. I even had seniors that started the competition, left for exams and college interviews, then came back and finished as tournament champions! As an educator it is amazing to see the students applying their skills of creativity, collaboration, dynamic problem solving, resilience, and strategic thinking in a way that is fun and engaging.”

The Battle in Bangkok: Starstruck Thailand is one of a series of VEX Robotics Competitions taking place internationally throughout the year. The VEX Robotics Competition is the world’s fastest growing competitive robotics program for middle schools, high schools and colleges around the world, with more than 16,000 teams from 40 countries that participate in more than 1,300 VEX Robotics Competition events worldwide. Building on the newfound success by the NIST Falcons, the event is set to grow even further in Bangkok, and they’re eager to take on new challenges at the world championship. *****

Tokyo International School an Apple Distinguished School

On Saturday, 4 February the Battle in Bangkok: Starstruck Thailand Vex Robotics Competition was hosted at NIST International School, with teams from NIST, International School Bangkok and Thai-Chinese International School all competing for a place at the world event. The NIST Falcons secured the Excellence Award, qualifying them for the VEX Robotics World Championship, the culminating event of the season, held in April, with the top teams from across the United States and around the world who seek to become world champions.

Tokyo International School has recently been awarded the status of Apple Distinguished School (ADS) Apple describes Apple Distinguished Schools as “centers of innovation, leadership, and educational excellence that demonstrate our vision of exemplary learning environments.They use Apple hardware Spring 2017 Issue 35

Press Release >> apps, and content to promote creativity, collaboration, innovation, and critical thinking to transform learning and teaching.

To become an Apple Distinguished School schools must prove to Apple that they are fulfilling five criteria for excellence in technology integration namely: • Visionary Leadership • Innovative Learning and Teaching • Ongoing Professional Learning • Compelling Evidence of Success • Flexible Learning Environment

In addition to this honor, SENIA paid for Casey’s trip to Japan to receive her award and give a speech to the entire delegation. Casey spoke of her challenge of coping with depression and how teachers at Brent helped get her on the path to recovery. She also talked about the various ways she advocates for students with special needs - one of which is through her artwork. She did a fantastic job!

Way to go, Casey!

Special Thanks >>

Like any process of accreditation, the journey to becoming an Apple Distinguished School involves several months or years of self-evaluation, reflection and subsequent action planning to satisfy the rigorous educational standards and indicators supplied by Apple. Schools with ADS status have to re-apply every two years.

To discover more about Tokyo International School’s (TIS) journey to become an Apple Distinguished School and how your school could gain this accolade, please access the TIS ADS iBook at the iTunes store https://itunes.apple.com/us/book/id1193111027.

Christopher Frost is the Primary School Principal at Tokyo International School.

Dear EARCOS Community Members,

*****

Congratulations to Casey Stevenson, Brent International School Manila for receiving the 2017 SENIA Student Advocacy Award

We would like to take this opportunity to say thank you for all the support we have received from so many members of EARCOS and international school teachers across the globe. We feel fortunate to be part of such a strong and caring community.

Throughout this ordeal we have been determined to remain positive and hopeful that truth and justice will prevail. Your messages of support have given us the strength to continue our fight. Your actions have served as an example, to all of our students, of the importance of integrity, kindness and indomitable spirit. This situation has afforded us the opportunity for reflection and it is our belief that the work of teachers is of the utmost importance to society.Your acts of compassion and camaraderie only further reinforce this belief.

We would like to acknowledge the support and assistance we have and continue to receive from the Canadian Embassy in Jakarta and Global Affairs in Ottawa. If you are wondering how you can help you can reach out to the Canadian Government to express your concern and support for our case. Every correspondence is added to our file which strengthens the government’s resolve to ensure a timely and appropriate conclusion to this situation. Contact information can be found on our website. freeneilandferdi.org

Congratulations to Casey Stevenson for receiving the 2017 SENIA Student Advocacy Award. Nominations are accepted from international schools across Asia and one winner is selected by an anonymous awards committee of SENIA teacher reps.

36 EARCOS Triannual Journal

Tracy and Neil Bantleman

Earth Matters >>

Lupa Masa (forget time) with Earth Matters!

There’s nothing quite like watching a ten year old swing a machete with calm concentration. As I observe him and his brother work together to build a temporary shelter, under the watchful eye of their mum and our jungle guide, I know this is what children miss when an education is restricted to the indoors. Sometimes learning should be messy, involve calculated risks, and take us out of our comfort zone. That’s what the jungle taught me.

It isn’t easy to get to our home away from home, Lupa Masa in Borneo, Malaysia, but as the name guarantees, we can feel the stress of the modern world slip away with each muddy footstep. The thick green of the canopy cast shadows on the ground as we hiked deeper into the jungle.The air was warm and humid. We could hear countless birds and insects calling to each other though many of them remained hidden among the lush foliage. There was excitement in the air as the camp finally came into sight. We dropped our packs and took off our leech socks, welcomed by the delicious smell of our well-earned lunch. After a quick dip in the cool river we got to talking. One of the beautiful things about being together in Nature is the time we have to connect with each other. Even though we were from all over the world, we had far more in common than we could have guessed. When I listened to people tell their stories, I felt honoured to be part of this group of intrepid adventurers.

The more time we spend outdoors, the more we see ourselves as part of an interconnected web of life, not the masters of it. And there is something especially magical about being outdoors with children. They remind us to look at the world with joy and wonder, to be fascinated by a deadly pit viper hanging in the tree over our heads instead of horrified by it. We tread carefully on rope bridges through the jungle canopy, trekked bravely through the jungle at night to see bioluminescent fungi, and learned how to remove a leech with a quick flick of a pocketknife. We played with a massive millipede, fondly nicknamed Bob, and were fascinated by a Pygmy squirrel that made its home near camp.

We saw the world’s largest flower, Rafflesia, and caught a quick whiff of its foul smell, like rotting flesh, to attract insects to spread its pollen. Isn’t Nature awesome?

I can’t help but feel a sense of sadness as we pack up to leave the jungle. Although I am looking forward to a hot shower, I will miss the sound of the cicadas at night, sitting around a table by candlelight sharing stories and laughing with my new friends. But I am leaving with a renewed sense of purpose. I can’t wait to tell the students in my class all about my adventure in Borneo, to share the feeling of interconnectedness and belonging.

I’m thinking about where my class could go camp this year for an adventure. This trip reminded me that talking about it isn’t enough; it’s experiential learning, walking the walk that makes all the difference.

Education outside the classroom is essential to developing well-rounded, global citizens.

Children innovate, problem-solve, and think deeply in a real world context. These skills have a direct impact on children’s lives as they navigate an increasingly complex world.

They learn to love and respect the planet we all share. They learn important contextual and cultural knowledge that won’t be found in textbooks. They become caretakers for the next generation, just as we adults are today. As we try to find a balance between progress and conservation, it will be dynamic thinkers and risk-takers that will create a sustainable future.

By Catriona Benzie Year 5 Teacher, STEM Teaching and Learning Coach International School Suva Spring 2017 Issue 37

Amy Yang Fund As international migrants, often far away from extended families, our school communities become our support networks, and we are deeply grateful for the connections that we forge with colleagues, students and their families. I’d like to tell a heart-rending story that has deeply affected our Nanjing International School community.

During a visit to Canada in the summer of 2014, I remember hearing about a bus fire that took place in my adoptive country, China. My husband and children watched in horror as a bus in Hangzhou burst into flames, shocked to discover that the fire was set intentionally by a man who poured gasoline on the floor of the bus and proceeded to light it. We often hear about incomprehensible and horrific actions in the news. And sometimes someone we know personally and care about has suffered at the hands of this heinousness. Knowing someone certainly does not make the tragedy worse, it makes it real. This time it was our beloved friend and colleague, Amy Yang, along with her 6-year-old son, her husband, and her parents.

more importantly the poignant evolution of thoughts and mental acrobatics that only the strong can wield in the face of debilitating injuries. These were shared on the China-based social media platform WeChat, in both English and Chinese, touching not only colleagues who knew Amy before the accident, but also those who joined the school community in the years to follow. Over the course of nearly three years of recovery of the body and soul, the NIS community has led fund-raising events through an approved foundation in support of the costs for her extensive on-going requisite surgeries. One of these recent events was the Pecha-Kucha evening at the ACAMIS Spring Conference where delegates gave generously. Thanks to the kind support of all those who have contributed over the past 32 months, I am very excited and proud to say that Amy is now coming in to school, several hours a week, the first step in returning to her rightful role in the Admin team at NIS.

This horrific event was only the beginning of the nightmare that ensued. The whole family was hospitalised; Amy and her mom and dad were in intensive care with burns to 38-63% of their bodies, strapped to the bed, in intense pain, wrapped like mummies, unable to talk or move. We took turns traveling to the hospital in Hangzhou, visiting Amy and her family. By early autumn, Amy’s husband and son were discharged. Sadly, Amy’s father’s injuries were too To follow Amy’s remarkable story on WeChat, please scan the QR severe, and he passed away. code: Amy’s recovery has been an inspiration to us all at Nanjing International School. An avid writer, she chronicled each of the treatments that she received, describing not only the medical procedures, but

Student Poems >> My Family: Different Seasons- Unique and Different My family is the seasons that make the year complete, My father is winter, strong and calm, My cousins are spring, cheerful and colourful, My mother is summer, bright and warm.

I am the fall, serious yet fun loving, that binds the winter and summer together.

Naomi Pinto Gr-5C

Bangalore International School My Family, My Universe My family is the solar system, A place where we belong.

My father is Jupiter, The greatest of them all.

My mother is Saturn, Whose rings binds the family together.

38 EARCOS Triannual Journal

My family is Pluto, Who is very very small.

And me, Ira, I am the sun, Because I give my love like heat to all.

Ira Navneeth Hrishikesan Gr-5C Bangalore International School

My Family Inside A Book My family lives inside a book.

My grandparents are the title on the cover page, They bind the whole book together and bring happiness to me.

My mom is the table of contents, She guides me, helps me get organised and is an important part of my life.

My Dad is the appendix with other additional information.

and paragraphs that tell you about my life, which is interesting and full of twists.

Avyukt Durgaprasad Gr-5A Bangalore International School

My family is a Rainforest.

My family is a rainforest, Dad is the jaguar, Always the hunter and takes care of us, But if you make a wrong move- watch out!

Mom is the mama baboon, Taking care of all our needs and found what’s best for us.

My brother is a small ray if sunshine, Always making us melt with his cuteness.

And I am the young baboon, Always cheerful, funny and without a care in the world.

And I am the story and have different chapters

Raihan Yasim Gr-5A Bangalore International School

High School Art Gallery

British School Manila (left) “Digital Children” Instalation with oil paint and computers Bea Nazareno (right) “Disequilibrium” Cardboard Megan Tan Gyeongnam International Foreign School Nioosha Salimi, Grade10

Canadian International School of Hong Kong Globalisation, Acrylic Paint on Fiberboard Lindy Wong, Grade 11

Canadian International School of Hong Kong Cyberpunk Parasol, Mixed Media Brian Ho, Grade 11

Gyeongnam International Foreign School Celine Yang, Grade10

Spring 2017 Issue 39

High School Art Gallery

International Community School, Singapore

This was an assignment in which I saw I was not the only teacher in the room. Students were to do a self-portrait value study (value in terms of shading, light & shadow) and through the synergy in conversation, the students chose to do a self-analytical “confessional” of their own personal ‘values’ - confessing their own metaphorical and spiritual light and darkness in the process of creating these self portraits. One student suggested this “because we each choose our own darkness”.

They began by applying written word in dark ink, expressing their wrongs, one phrase painted over another, until the white page had become completely blackened. Surprisingly, this process took more than one class period, and seemed very cathartic for some students, and the classroom took on an atmosphere of honesty and calm. Physically, it provided a black background to work over that was imbued with personal history.

Esther Jungnickel - Grade 9

Huey Jing Ng - Grade 9

The next step involved light as they began applying white pencil and ink, drawing the highlights. Their true image was revealed as they moved into the light - beyond their background. It was really interesting to participate in and watch unfold. The students began to reflect on ways that they have moved into the light - and how that is who they truly are meant to be. What I had started as a merely superficial study had become much deeper! I was impressed to see how these artists worked and grew! It also produced some beautiful images! I hope you will enjoy them!

By Stephen T. Moore High School & Middle School Fine Arts International Community School, Singapore

Stephen Chin - Grade 9 International School Ho Chi Minh City (left) Mai Nguyen, Grade 11 (right) Yeobin Song, Grade 11

40 EARCOS Triannual Journal

Canadian International School of Tokyo Acrylic Paint on Clay & Paper Kai Nimura, Grade 11

Canadian International School of Tokyo Pencil & Ink on Paper Ellen Kanada Anderson, Grade 10

Tianjin International School Chinese Bridge Oil painting on canvas Chelsea Goh, Grade 12

Tianjin International School The Root 2 Construction Pen marker on card board Byungchan Lee, Grade 12

Bangalore International School Mihika Bedi “This piece is an explorative painting I did on female energy. It is a portrait of my mother, done in acrylics”

Bangalore International School Krishna with Flute, Lamia Nafiz “Krishna is generally portrayed as a loving and often mischievous child playing a happy tune from his flute. In this version, taking inspiration from an artist who painted a similar piece, I decided to portray him in an older light. Despite this, he still bears a cheerful expression and in place of mischief; subdued calm and elegance which I amplified through the warm light emanating from him, brightening up the darkness”

Spring 2017 Issue 41

High School Art Gallery

Seisen International School “Self-Portrait” Hannah Wainwright, Grade 11 Medium: Oil pastel

Seisen International School “Goodbye 1” and “Goodbye 2” Lionna Onishi, Grade 12 Medium: Digital drawing

The pastel works relates to a unit of inquiry regarding “Identity”. The student had created a series of works in a variety of materials using photography as the starting point. The work identifies the contrasts in life through the use of light and dark pastels.

This series presents a narrative about a small child with her mother, “Beruga”, who visits an aquarium to view the life under the sea. Several years pass and the small child has grown.

She revisits the aquarium by herself and the aquarium is empty. The student wanted to highlight the fragility of our environment, and as humans who don’t take care of the earth.

Surabaya Intercultural School “Still Life” Yun Ha Kim, Grade 12 Watercolor 42 EARCOS Triannual Journal

Surabaya Intercultural School “Loving Hands” Deborah Tanudirjo, Grade 12 Charcoal

Thai Chinese International School AP Art-Perspective Portrait Premmika Taechavarangkul (Sanfran) Grade 12

Thai Chinese International School AP Art - Pepper Still Life Yu-Ping Chang (Annie), Grade 12

UWC Thailand International School (UWCT Mural Art by Cece Nobre) This mural was created from 4-6 March UWC Thailand International School (UWCT Graffiti Art 09) Grade 9 students from UWC Thai- 2017 by urban street artist Cece Nobre, who is based in Bangkok. Cecê is an American-Paraguayan-Brazilian who specialising in anthropological works. His land painted United World College’s Mission statement in style blends multi-ethnic diaspora, ex-colonial culture, Brazilian tropicalia and February 2017, which acts as a daily reminder to treat one urban street art culture. Cecê’s large-scale murals also reference the works of another - and the world around us - with compassion.

Kehinde Wiley and the intense colors of classic Impressionism.

Correction from Previous Issue of the ET Journal Winter Issue 2016.

The following art pieces belongs to Middle School Grade 8 students from St. Mary’s International School in Tokyo, Japan not from St. Maur International School as published in our Winter 2016 Issue. (left) Acrylic Painting, Cropped Animals, Kyungbok Lee, Grade 8 (right) Clay Slab Box, Bill Yamamura Grade 8 Spring 2017 Issue 43

Regional Directors gather for a photo shot at the East Wing of the White House after being invited to the office of Michelle Obama.

Regional Directors And A/OS Directors visit Michele Obama’s Office In The White House.

On the Road with Dr. K...

Seoul Foreign School Dr. K with Colm Flanagan Seoul Foreign School Head of School.

Dwight School Seoul - New Member L-R Dwight School Seoul Headmaster Kevin Skeoch, Susan Allenspach Lower School Principal, Dick Krajczar, and Mark Geraets HS.

Visit to Korea International School Stephen Cathers, School Director and EARCOS Vice-President sends Dr. K off in a Dwight School Seoul car. Good chuckle.

Dr. K and Robert Landau at the HAIS first Administrators’ Conference in Honolulu.

TAUGHT IN DUBAI. READY FOR THE WORLD.

Come find your dream job at our Job Fairs and start your teaching adventure abroad! iFair® May 17, 2017 Connect one-on-one

Atlanta, GA December 3-5, 2017 Grand Hyatt Buckhead

Bangkok, Thailand January 5-9, 2018 Shangri La

New York, NY February 7-11, 2018 Marriott Marquis

EARCOS Weekend Workshops SY 2017-2018 Date School Title Consultant AUGUST Aug 19-21 Aug 26-27 Aug 26-27

Korea International School Medan Independent School Surabaya Intercultural School

Sustainable Service Learning Model Seeking, Finding and Using Technology to Improve Student Learning Science Inquiry, STEM

SEPTEMBER Sept 9-10 Northbridge Int’l School Compass Level 1 Sept 9-10 Bali Island School Teaching with ATL in Mind Sept 16-17 Int’l School of Eastern Seaboard Contemporary Learning Masterclass Sept 16-17 Daegu International School Seven Strategies for Teaching Writing Sept 16-17 Saint Maur International School Collaborative Protocols (Part 1) - for anyone who leads teams Sept 23-24 Hong Kong International School Reimagining Science and Engineering with NGSS & Three

Dimensional Learning (Elementary and Middle School Teachers) Sept 23-24 International School Manila PE/Coaching Motivation and Methods Sept 23-24 Mont’Kiara Int’l School NGSS & STEM: Getting started @ a medium to small int’l school Sept 23-24 Nagoya International School Collaborative Skills and Practices to Enhance Student Learning Session 2 Sept 23-24 Shanghai American School Project Based Learning (PBL) and Inquiry Approach to Learning Sept 23-24 The American School of Bangkok Mindfulness in the Classroom Sept 23-24 The International School Yangon Visible Learning Foundations and How Students Learn Sept 23-24 UWCSEA Supporting TCKs as a teacher OCTOBER Oct 7-8 American School in Taichung Learning Focused Instruction and Assessment Oct 7-8 Ruamrudee International School Foundations in Math: Developing Mathematical Thinking and

Conceptual Understanding in Grades K-5 Oct 14-15 Shanghai Americican School Developing a Health Curriculum in your School Oct 20-21 Hong Kong Academy Developing Effective Facilitation and Communication Skills Oct 21-22 PTIS-Prem Tinsulanonda Int’l School Embedding Service Learning NOVEMBER Nov 4-5 Cebu International School Nov 4-5 Canadian Academy Nov 11-12 International School Bangkok Nov 11-12 Int’l School of Eastern Seaboard Nov 11-12 Nansha College Prep. Academy Nov 11-12 NIST International School Nov 17-18 Bandung Independent School Nov 18-19 Yangon International School Nov 25-26 Chatsworth International School

Nov 25-26 Shanghai Community I. S. DECEMBER Dec 2-3 Western Academy of Beijing

Dec 8-9 Morrison Academy Dec 2-3 Suzhou Singapore Int’l School

JANUARY Jan 13-16 Jan 27-28 Jan.

Robert Steele Lance King John Burns Libby Jachles Margaret Maclean Wendy Smith Lynn Kachmarik Paul Anderson Margaret Maclean Andrew Miller / Janet Claassen Peggy Rowe / Larry Ward Dr. Shaun Hawthorne Sarah Whyte Rami Madani Sara Garrett Amy Lauren Smith Kendall Zoller Catherine Berger-Kaye

Active Assessment Through Action Research Mathematical tasks to promote mathematical thinking and engagement Understanding the Needs of Diverse Learners (and what we can do about it).

Harnessing the Power of Inquiry in the Elementary Classroom Using Data to Support Student Wellness and Academic Achievement Compass Education Learning Technologies The Writing Workshop: Creating a Community of Writers Compass Education Level 1: Compass Practitioner Thinking, Learning and Acting for a Flourishing and Sustainable World Informing Planning, Learning and Inquiry through Assessment

Ian Sutherland Jim Noble Dr. Keith Collins Holly Bowen Reardon Patrick Love Compass Education TBD Laurie Ransom Compass Education

Nurturing Writers

Matt Glover

Writing Workshop in the Elementary Classroom Supporting Students with the demands of Summative Assessment: Transferrable skills for Student Wellbeing

Matt Glover Richard Bruford

United Nations Int’l School Hanoi Cognitive Coaching Foundation: Days 1 - 4 International School Manila Healthy Minds Shanghai American School Understanding by Design (UbD) approach to curriculum design

MARCH Mar 2-3 Thai Chinese Int’l School

Mar 3-4 Tokyo International School Mar 3-4 UWCSEA Mar 10-11 Seisen International School

Joe Brooks Michael Boll John Stiles

Strategic Planning: Survival Guide for School Leaders and Board members Approaches to Learning Instructional Strategies that Engage and Assess An Inquiry Approach to Teaching and Learning in Mathematics: Research Based Strategies to Improve Student Learning

APRIL April 6-7 Canggu Community School Visible Thinking in the Primary School April 21-22 Hong Kong International School Designing an Assessment System to Measure Three-Dimensional

Science Learning (Elementary and Middle School Teachers)

Tania Lattanzio

Ochan Powell Tom Nehmy TBD Dr. Steven E. Ballowe Lance King John Zola Ms. Mignon Weckert

Aaron Downey / Claire Dusting Wendy Smith

IMPORTANT: Partial list of approved EARCOS Weekend Workshops for SY 2017-2018. We will continue to add more over the coming week.

Please visit the EARCOS website for more updates on approved weekend workshops. visit www.earcos.org