CPD Digest Volume 3, Issue 2, 2nd December 2020
INSIDE Using the IB Approaches To Teaching to Drive Professional Development by Michael Harrowell
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Upcoming Events Confirmed JAWS 4th December 2020
Teaching Gifted and Talented Students eJAWS
Page 6
The Underlying Principles of Health and Wellbeing: How to Eat, Move and be Healthy eJAWS
Page 7
22nd January 2021
Social, Emotional and Well-being eJAWS
Page 8
26th-27th February 2021
The Challenges of Senior Leadership JAWS/eJAWS
Pages 9-10
Taipei European School
16th January 2021
Shrewsbury International School, Bangkok Riverside International School Brunei
The British International School of Kuala Lumpur Sri KDU International School
Meetings and Conferences 22nd-23rd January 2021
Leadership e-Conference with Jennifer Abrams
Pages 12-13
Taipei European School
Join the FOBISIA Community....
C 2 I CPD Digest, Volume 3 Issue 2, 2nd December 2020
NPQ Cohort 6, FOBISIA Cluster NPQML Online Sessions 3rd December 2020 15.30 - 16.30 ICT
Assessment help
NPQSL Online Sessions 3rd December 2020
Assessment help
14th January 2021
Leading with Impact 1
21st January 2021
Leading with Impact 2
15.30 - 16.30 ICT 15.30 - 17.30 ICT 15.30 - 17.30 ICT
NPQH Online Sessions 19th January 2021
Online Induction
25th January 2021
Succeeding in Headship
26th January 2021
Leading Learning and Teaching
13.00 - 18.00 ICT 13.00 - 18.00 ICT 13.00 - 18.00 ICT
Details of further sessions to be confirmed
CPD Digest, Volume 3 Issue 2, 2nd December 2020 I 3
JAWS
Media Studies eJAWS
As the planwas 6th November 2020 ning The Alice Smith School put forward for the Media Studies JAWS last academic year, I’m not sure how many of us would have thought that we’d be meeting and sharing ideas through our laptops, from the comfort of our homes, or for those lucky enough to be allowed in school, from their classrooms. However, the second ever FOBISIA eJAWS, and a first for The Alice Smith School, Kuala Lumpur, was a roaring success. Joined by members of our school and the FOBISIA community, we were welcomed by our Principal, Dr Maria Osowiecki and met twelve teachers from eight schools who were united in their love for all things Media Studies. Actively engaged in discussion, the time flew by with nine sessions deliv4 I CPD Digest, Volume 3 Issue 3, 2nd December 2020
ered over the course of the day. These workshops ranged from developing writing skills and supporting EAL learners, to teaching Postmodernism, using practical tools to enhance students’ skills and our teaching, developing creativity in revision and practical work and all with a clear emphasis on the importance of collaboration. This eJAWS experience was perhaps even more crucial this year as we have all experienced a need to alter our approaches to learning and teaching and how to support our students
in navigating their own experiences of distance and virtual learning. Discussing practical ideas of how to keep
JAWS students motivated and engaged throughout the lockdown and though a blended learning approach was fun and solutions focused. Coming together meant that we could share concerns and discuss a wide range of approaches to best support our colleagues and extend our studentsâ&#x20AC;&#x2122; learning and thinking, while we need to cover new course content and re-consider ways to help them complete practical work with restrictions in place.
Learning about how to film using a variety of techniques and capture software was an eye-opener and hearing about studentsâ&#x20AC;&#x2122; favourite creative use of technology demonstrated excellence, independence and helped us to consider ways to meet the demands of the curriculum as we have faced restrictions of being outside of the classroom. Supporting language development for our international students is a key factor and skill needed in developing literacy skills across the curriculum, in particular for a subject that has a need for an understanding and regular use of specific media terminology. It was brilliant to see the practical examples of how students have
developed their application of their learning over just a matter of weeks. As well as this, we were given the opportunity to develop our use of learning apps and sites that help to engage the learners more actively. These included, EdPuzzle, Jamboard, Padlet and we had a real laugh when we had to create our own memes and PoMo plenaries.
We look forward to sharing our expertise, developing our practice in our own classrooms and perhaps most importantly, using our strengths to support our colleagues all over Asia as we continue to collaborate and share valuable ideas with our new friends and in our (virtual) classrooms. A big thank you to all colleagues who took an active part in this eJAWS and I sincerely hope that we are able to continue to work together in the near future.
Charlotte Moore Head of Media Studies, The Alice Smith School.
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JAWS
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JAWS
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JAWS
22nd January 2021 8am - 12 noon (BNT)
Before eJaws Event
During eJaws Event
After eJaws Event
Audit tool shared in the ares of Student Voice and Curriculum
Discussions and presentations to revolve around Curriculum and Student Voice from each participating school
Full audit tool shared with schools to facilitate further developments
Schools collate areas of best practice and areas for development
Opportunities or continued collaboration
What works well and what can we learn?
We will be sharing our Social, Emotional and Wellbeing learning audit tool, the issues, implementation and the impact of our learning journey. The tool is being implemented throughout our Primary School, but would be applicable across all key stages. Areas covered in the audit: Whole School, Leadership, Policy development, Curriculum, Teaching and Learning, Assessment, Student Voice, Professional Development, School Partnerships and Ethos. Attendees will leave with a Social, Emotional and Wellbeing audit tool that can be adapted to their own school’s context.
Contact: Rachel Instone rinstone@ac.isb.edu.bn Register: http://bit.ly/wellbeing-ejaws-isb Registration closes on Friday 8th January 2021 8 I CPD Digest, Volume 3 Issue 2, 2nd December 2020
JAWS
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JAWS
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JAWS
Interested in participating in a JAWS event?
Session Ideas for a Job-Alike Workshop Running a session at a Job-Alike Workshop does not need to be a daunting experience - here are just a few ideas that can work really well Carousel of Learning Activities Use a variety of activities to generate discussion and collect ideas on a topic. This can start with an open question which everyone contributes ideas to. “Slap Down” or Little Gems Participants each bring an idea or strategy that they have used that works in the classroom or within their role and have 3 minutes to share it with the group. Role-play or Scenarios Create a scenario that can be role-played or discussed to generate ideas on a topic. Open Questions/Key Questions Begin the session with a question that generates a discussion, ensuring that everyone is heard. Question(s) may be submitted in advance. “Top 3” Ideas: Ask participants to bring their own “top 3’ resources/apps/websites etc. to be shared with the group. This will generate lots of discussion and encourages participants to share good practice. Twitter Have a live Twitter feed during presentations. This will allow capture of those ‘golden nuggets’ generated in the session. Use ‘Storify’ to create a ‘take-away’ of the Twitter feed. Clips Start a session with a video clip, research, photos or quotes to stimulate topic discussion.
CPD Digest, Volume 3 Issue 2, 2nd December 2020 I 11
Conferences
Conferences
CPD Article
Using the IB Approaches To Teaching to drive Professional Development Regents International School Pattaya
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A
t Regents International School, Pattaya we follow the International Baccalaureate Diploma Programme for Key Stage 5. The IBDP Programme offers students a different way of learning compared to GCSEs or A-Levels. It focusses on allowing students to not just learn knowledge, but also how to conceptualise it and place it in a variety of different contexts. The driving force behind the IBDP Programme is the Approaches to Teaching and Learning. Approaches to Teaching: • Differentiating to meet the needs of the learners • Teaching to develop conceptual understanding • Developing local and global context • Promoting effective teamwork and collaboration • Inquiry-based learning • Using assessment to inform teaching Approaches to Learning: • Thinking skills • Communication skills • Social skills • Self-management skills • Research skills This year we are using the Approaches to Teaching as the driving force behind professional development. At the start of the year teachers complete a self-reflection against an ‘Approaches to Teaching Matrix’ (see below).
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CPD Article
Inquiry Based
Focused on Conceptual Understanding
Developed in local and global contexts
Very little inquiry-based learning used. Teaching is didactic and does not challenge students to develop their thinking and research skills.
Teaching focuses on knowledge rather than understanding. Very little evidence of students building connections between the 'new' knowledge they are gaining and prior knowledge.
Teaching is focused purely on learning isolated knowledge and does not encourage students to contextualise information.
Structured inquiry tasks are adopted where the teacher chooses topics and identifies the resources students will use to answer questions.
Teaching focuses mainly on knowledge acquisition but attempts to offer some deeper understanding of the topic and its importance. Sequential learning is evident in some aspects of the lesson.
The teacher makes attempts to contextualise learning and encourages students to make links to real-life situations, but these are ineffective and do not permeate through the learning.
Controlled or guided inquiry tasks are adopted where the teacher chooses topics or questions and students design products or solutions
Teaching allows students to make strong connections between 'new' knowledge and their prior knowledge. The teacher creates opportunities for students to discuss 'big ideas' behind a topic and develop an understanding of cultural relevance.
Teaching allows students to make simple connections between ideas but does not necessarily allow students to see deeper contextualisation in their learning.
Controlled or guided inquiry tasks are adopted. The teacher structures this activity effectively and allows the students to branch off into a free inquiry and make links between different topics and knowledge.
Teaching actively encourages students to build the capacity to engage with complex ideas. Opportunities for students to discuss 'big ideas' behind a topic are evident in supporting their understanding of why they are learning what they are learning. Students develop a deep understanding of cultural relevance.
Teaching allows students to see connections between ideas and place learning in real-life situations. Links between contextualisation of learning in global contexts and the development of international mindedness are evident.
Focused on effective collaboration
Differentiated to the needs of all learners
Informed by assessment
Limited opportunities for collaboration. These collaborations add limited value to the learning experience.
Teaching is 'one paced' and doesn't allow for individual challenge. Students aren't supported in their learning and may experience 'learned helplessness'.
The teacher shows limited understanding of the progress being made by the students in their class. Learning is not part of a sequential process. Students don't understand how to succeed.
Planning for collaboration is evident, however these don't add value to the learning experience. Structure and guidance may be lacking.
Differentiation is evident in planning and delivery, but ineffective at challenging all students. Learning is 'one paced' in places and students complete very similar learning.
Planning has not been significantly impacted by knowledge of assessment data. Students have a limited understanding of the success criteria and struggle to improve without significant input from the teacher.
Teaching creates opportunities for meaningful collaboration that adds value to the learning experience. Collaborations are sometimes limited in their structure.
Differentiation is evident in planning and delivery and challenges most students. Support is given to students who require it.
Knowledge of range of formative and summative assessment data is evident in planning, but the lesson does not meet the needs of all students. Students understand the success criteria but don't necessarily know how to improve.
Teaching allows deep and profound opportunities for collaboration that significantly add to the value of the learning experience. Collaborations are meaningful and impactful.
Teaching allows all students to receive a high level of challenge based on their individual level of ability/knowledge. Timely support is given to students who require it.
The teacher uses a range of formative and summative assessment data to plan sequential learning that meets the needs of all students. Students understand the success criteria and actively engage with it.
Approaches to Teaching Matrix
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CPD Article This form is then used when completing lesson observations and learning walks and teachers receive regular feedback on their use of these tools (please note- our observations are non-judgemental and are a purely supportive mechanism for professional development). Regular conversations are had with staff regarding the Approaches to Teaching and how they can be used to support different classes learning different topics at different parts of their educational journey. Alongside this our internal CPD programme also focusses on each of the Approaches to Teaching, supporting staff to develop an understanding of each and allowing them to share different strategies that work in the teaching spaces. Each approach to learning receives a 3-4 week block of CPD sessions, sharing best practice and discussion time where staff can share their experiences of experimenting with different strategies within the chosen Approach to Teaching. We have decided to focus our professional development on the Approaches to Teaching as we believe that these will, in turn, develop thinking, communication, social, self-management and research skills (Approaches to Learning), which are fundamental skills for students to develop in order to be successful beyond an educational setting. So far, the impact has been positive and staff engagement is high. Teachers are taking risks and trying new strategies that will (hopefully) have a high impact on studentâ&#x20AC;&#x2122;s experience within the classroom. We understand that using the Approaches to Teaching to underpin the learning experience at Regents is a long term project and we will use our observations and staff surveys to gauge which specific approaches need additional focus in next yearâ&#x20AC;&#x2122;s CPD calendar and plan the programme of support accordingly. Michael Harrowell, Regents Pattaya Assistant Head T&L, CPL / PE Teacher
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FOBISIA Affiliate Members
Leadership in Uncertain Times
A series of leading edge seminars with Professor Steve Munby FOBISIA affiliate members ESP are pleased to be able to offer leaders in FOBISIA schools access to a unique series of seminars with Professor Steve Munby as they navigate the most significant challenges to educational leaders in a generation. This programme is led by Professor Steve Munby, CBE Professor Steve Munby is a highly-acclaimed education consultant and speaker on leadership and system reform. Steve was Chief Executive of the National College for School Leadership in England, and subsequently Chief Executive of Education Development Trust. Steve is Chair of the Teaching Awards Trust and Visiting Professor at University College London Institute of Education.
Session 1 - Leadership at a time of crisis and uncertainty 1 December 2020
17:00 Indochina Time
None of us were taught how to lead in a pandemic nor is it on any leadership development programme. There is no operating manual or set procedure. So how do we lead in times of crisis and during this unprecedently challenging period?
Session 2 - Imperfect Leadership 9 February 2021
17:00 Indochina Time
Too often we hear talks or read books about perfect leaders; super-hero leaders who are hugely successful and are exceptionally good at what they do. It is supposed to inspire us, but it actually has the reverse effect. In this webinar Steve will argue that the concept that we need to be good at all aspects of leadership is not only unrealistic but is also bad for the mental and physical well-being of leaders. The more we seek to become the perfect leader, the more likely we are to make ourselves ill and to disempower those around us. In contrast, imperfect leaders have a deep self-awareness, they know their strengths and weaknesses. They value their teams, they distribute leadership responsibility and they build trust amongst their colleagues.
Session 3 - Learning-Centred Leadership. Developing our students, our staff and ourselves 30 March 2021
17:00 Indochina Time
How do we lead in order to ensure that the focus remains strongly on effective learning for students? How do we remove some of the barriers that get in the way of their learning? We know that most teachers learn to improve their practice by teaching and most leaders learn to improve their practice by leading. But we also know that experienced teachers and leaders can often struggle to change their established ways of doing things. This session will consider what we know about the differences between novices and experts in teaching and leadership and what we can do, at school level, to ensure that everyone can be learners and that everyone is able to improve their practice, including, of course, ourselves.
Programme Fees This programme is available at a charge of ÂŁ350 per leader with discounts available for schools booking multiple candidates from their leadership teams. For more information or to book places for your staff please email Mark Bignell on info@espeducation.co.uk
FOBISIA Affiliate Members
Hello and welcome to Persyou â&#x20AC;&#x2DC;The Talksâ&#x20AC;&#x2122;, brought to you by Persyou, coaching inspiring leadership across the global education sector and supported by FOBISIA. In this series of conversations, Director of Persyou, Nicholas McKie brings you cutting edge stories from across the world of education, connecting with recognised leaders and experts to bring you insights into their own leadership journey and philosophy. Persyou specialises in bespoke leadership coaching and development with a mission to create, nurture and develop inspiring leadership across the global education sector.
www.persyou.com nick@persyou.com
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Upcoming FOBISIA Webinars
Upcoming FOBISIA WEBINARS 14th December 2020 4pm ICT
Charanga: No Singing? No Blowing? No Problem.
14th January 2021 4pm ICT
EP: Supporting Student & Teacher Wellbeing in Times of Change
18th January 2021 4pm ICT
Mental Health & Wellbeing Training: Self Harm Reduction
28th January 2021 4pm ICT
Blue Sky Education: The Changing Shape of Performance Management and Appraisals in Schools
4th February 2021 4pm ICT
Veema: Access all Areas - Making Every Child Matter
9th February 2021 4pm ICT
Real Group: Effective SEMH Interventions for Implementation by Teaching Assistants
9th February 2021 Time to be confirmed
ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 2)
18th February 2021 4pm ICT
Finalsite: How to Adapt Your Admissions Strategy to Remain Relevant and Engaging
11th March 2021 4pm ICT
Finalsite: Engaging Your School Community With Portals
30th March 2021 Time to be confirmed
ESP: Leadership in Uncertain Times with Professor Steve Munby (Session 3)
Rescheduled to 2021 Date to be confirmed
Finalsite: School Communication Planning and Delivery in Uncertain Times
Please www.fobisia.org for further details, updates and registration links.
CPD Digest, Volume 3 Issue 2, 2nd December 2020 I 19
CPD Calendar 2020-21* Date 04/12/2020
Name of Event
22/01/2021
Teaching Gifted and Talented Students eJAWS Planning for Innovative Curriculum Design and Student Learning JAWS The Underlying Principles of Health and Wellbeing: How to Eat, Move and be Healthy eJAWS Social, Emotional and Well-being eJAWS
2223/01/2021 05/02/2021
Leadership e-Conference w Jennifer Abrams Education for Sustainability JAWS
05/02/2021
Excellence in University Guidance JAWS
19/02/2021
Psychology CIE JAWS
2627/02/2021 TBC
The Challenges of Senior Leadership eJAWS Mastery in Maths for KS2 & KS3 JAWS
05/03/2021
Secondary English eJAWS
05/03/2021 05/03/2021
Challenging all Learners in Mathematics JAWS Principles of Instruction JAWS
19/03/2021
Digital Learning JAWS
19/03/2021
Communications eJAWS (targeted at admin staff) CPD Leaders eConference
TBC 16/01/2021
March - TBC 23/04/2021 30/04/2021
07/05/2021 28/05/2021 04/06/2021 04/06/2021 04/06/2021 11/06/2021 TBC
The future of boarding JAWS and conference Approaches to the development of subject language and literacy for all students across all disciplines in a senior-school context JAWS and Conference Outstanding Teaching JAWS
Name of School
Contact
Taipei European School
Term
Aidan Stallwood aidan.stallwood@tes.tp.edu.tw Susan Walter Discovery Bay International swalter@dbis.edu.hk School Shrewsbury International School Victoria Rotheram victoria.r@shrewsbury.ac.th Riverside
1
International School Brunei
2
Rachel Instone Rinstone@ac.isb.edu.bn Aidan Stallwood Taipei European School aidan.stallwood@tes.tp.edu.tw St. Andrews International School, Diane Field diane.fi@standrews.ac.th Bangkok North London Collegiate School Neil Tamlyn ntamlyn@nlcsjeju.kr Jeju Benyna Richards Tanglin Trust School benyna.richards@tts.edu.sg The British International School Aidan Edmanson aidan.edmanson@britishschool.edu.my of Kuala Lumpur Nathan Phipps The International School @ nathan.p@isp.edu.my ParkCity North London Collegiate School Neil Tamlyn ntamlyn@nlcsjeju.kr Jeju David James Garden International School james.d@gardenschool.edu.my Kuala Lumpur David James Garden International School james.d@gardenschool.edu.my Kuala Lumpur Frances Baxter Sri KDU International School f.baxter@srikdu.edu.my Sneh Wadhwaney The British School New Delhi s.wadhwaney@british-school.org Fariha Ebrahim Online fariha.ebrahim@fobisia.org Martin Knights King Henry VIII martin.knights@kinghenryviii.edu.my Shrewsbury International School Victoria Rotheram victoria.r@shrewsbury.ac.th Riverside
Regents International School Pattaya Communication, Language and Literacy in The International School @ the Early Years JAWS ParkCity Modern Languages (primary & High St. Andrews International School, School) + First language programme JAWS Bangkok Promoting creativity through visual arts in Garden International School the International school setting JAWS Kuala Lumpur Developing a wellbeing focussed school International School Brunei JAWS Excelling in Middle Leadership JAWS (co- Sri KDU International School hosted with BSKL) Approaches to teaching English (KS3-5) Garden International School Kuala Lumpur
Mike Harrowell michael.harrowell@regents-pattaya.co.th Nathan Phipps nathan.p@isp.edu.my Jennifer Harvey Jennifer.ha@standrews.ac.th David James james.d@gardenschool.edu.my Suzy Pugh spugh@ac.isb.edu.bn Frances Baxter f.baxter@srikdu.edu.my David James james.d@gardenschool.edu.my
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*Due to COVID-19, this yearâ&#x20AC;&#x2122;s CPD calendar is subject to change. The events and dates listed here may not be confirmed. Please refer to page 1 and our website for more details.
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For queries, please contact...
Fariha Ebrahim CPD Executive fariha.ebrahim@fobisia.org
CPD Digest, Volume 3 Issue 2, 2nd December 2020 I 21
