Doha College
Educating, nurturing and inspiring
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oha College is one of the world’s leading British International Schools, educating students between the ages of 3 and 18. Its achievements in academia, sport and the Arts are outstanding. Their state-of-the-art campuses and exceptional teaching team reflect their unwavering pursuit of excellence. Students are consulted and influential in shaping the approach to learning. A Doha College education reaches far beyond the curriculum, educating global citizens, who listen, respect others and have the confidence to stand up and be heard.
sports, music and medical research to name a few. Doha College 10K and 5K race has been going strong since 2011, and attracted many thousands of runners through the years, from budding young athletes to world champions.
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Since its launch in 2016, Qatar School Choir of the Year galvanised young choristers across the country, and children’s choirs in Qatar grew in number and size as a direct result.
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Dr. Steffen Sommer, Principal Established in 1980 and three months away from celebrating its impressive 40th anniversary in Qatar, the College has embarked on an exciting phase of growth with the opening of its expansive new campus in Al Wajba in September 2020.
The Medical Review School Conference has built a platform for international schools to conduct and present research on medical issues, giving students a taste of medical careers and having them interact with experienced medical professionals.
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What makes Doha College Outstanding The first school in Qatar to be accredited under the new Council of British International Schools (COBIS) Patron’s Accreditation and Compliance scheme. n First in the world to be accredited as a High Performance Learning school with the prestigious world class award n Recognition at the Qatar Sustainability Awards 2018, when the College was honoured with the Schools Sustainability Initiative Award. n Was included in the first batch of schools to be nominated as COBIS Training Schools. n
Inspiring the future With admissions applications being accepted from Sunday 3 November 2019 for their eagerly anticipated 91,503m2 campus, it is a date that will no doubt be firmly placed in many parent’s diaries across Qatar and further afield. The process has been streamlined online to support busy parents. Following application, the assessment period will then begin in January 2020, followed by allocation of places being finalised by March 2020. To keep updated with the latest developments and receive a reminder when admissions will open, parents can simply visit the Doha College website or check out the details on the left hand side. Alongside its Primary school site in West Bay, the state-of-the-art new campus will house a 6 form Primary (total of 10 including its West Bay Campus) and a 10 form Secondary, as well as the latest technologies and facilities.
Community A beacon in international education, Doha College shines in community spirit too. The school organises large events open to people in Qatar and beyond, in the fields of
Best (I)GCSE Results 2019 brought Doha College another set of record examination results, with those for (I)GCSE being the best in the school’s history, and indeed in Qatar. With over half of all papers marked at A*, 73.4% at A*- A and 97.2 % at A* - C, Doha College (I)GCSE students exceeded all expectations. They have beaten top schools in the region and thus catapulted Doha College into the space of one of the highest achieving British international schools worldwide.
Enrichment Life at Doha College is made all the richer by complementing the curriculum with a wide array of other activities. Apart from sports, music, arts, dance, languages as diverse as Mandarin and Latin, the enrichment extends to Model United Nations and the Duke of Edinburgh’s International Award. These offer guaranteed once-in-alifetime experiences that equip students with life skills to make a difference to themselves, their communities and the world.
EDUCATION 3
Why We Should Hold Learning Celebrations, Not Tests A
recent experiment at Baylor University explored the language around testing and illustrated just how big of a difference it can make in the classroom. Kevin Dougherty, a professor of Sociology at Baylor University in Waco, Texas, discovered that students in his introductory course performed significantly better on tests when he held “learning celebrations” rather than “test days”.
says members of the teaching team gently remind students that no such activities occur in their course, until they eventually stopped using the words “test” or “quiz” altogether. And this is when scores really started to change, with the mean percentage on three previous semesters of “tests” at 84.65 and the mean percentage on three current semesters of “celebrations” at 86.48.
“Learning celebrations shift the emphasis of assessment from grading to learning,” Dougherty said in a Baylor press release. “When students care about a subject and care about classmates, the potential for deep, lasting learning increases.”
Changing the language around “testing” But what about students who can’t seem to shake the familiar language of quizzes and tests? Dougherty
Some education advocates have gone father, recommending doing away with traditional forms of assessment altogether. “Close your eyes for a minute and daydream about a world without bubble tests,” writes Anya Kamenetz, author of The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don’t Have To Be. How would teachers monitor learning and ensure equity and accountability if they didn’t have to test every child every year? Kamenetz says tests could be replaced by other forms of assessment such as sampling, portfolios, game-based assessments, and social and emotional skills surveys.
In addition to the new label, Dougherty’s learning celebrations included decorating his classroom with balloons and streamers, serving treats and playing music. The “celebrations” themselves included 30 to 40 multiple choice questions. He also tried to keep the content of the celebrations personally relevant to his students by featuring several of their peers in the questions. For instance, in a celebration dealing with “formal sanction”, the example of a student adopting a ferret and getting evicted from her campus residence hall was used. Dougherty said students seemed to appreciate reading about each other in the celebrations.
There are different ways to monitor learning
Several nations around the world have shown that it’s possible to meet high standards of education without traditional testing. Finland, for instance, uses performance assessments rather than high-stakes standardised tests, and produces some of the highest performing students in the world. “I can’t remember another time in my teaching when students were so enthusiastic about multiplechoice questions to assess their learning,” Dougherty said, and the numbers reflect their attitude: nine out of ten students polled agreed that they enjoyed the learning celebrations, and forty percent “strongly agreed”. “Assessment is too important for students to dread. My goal is to create an ambience for assessment that enhances learning and joy.”
“We prepare children to learn how to learn, not how to take a test,” said Pasi Sahlberg, a former maths and physics teacher who is now in Finland’s Ministry of Education and Culture, in an interview with the Smithsonian. Another teacher, Kari Louhivuori added, “We know much more about the children than these tests can tell us.” But for now, educators like Dougherty are working with what they have: perspective. If students look forward to exams, rather than dread them, teachers have already won half the battle. While the effect of learning celebrations on students K-12 has not yet been tested, Dougherty’s results are encouraging for teachers of all age levels and subject areas who wish to boost their students’ scores with a simple change in perception.
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Gulf Times/Arrayah Building, C Ring Road, P.O. Box 533, Doha Qatar Tel: (+974) 44466620 Fax: (+974) 44310992 email: advr@gulf-times.com
Doha British School
“We believe that every child can, needs and wants to learn”
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ur core purpose is that every young person should gain as much as possible from our school, based on our belief that all leaners can, need and want to achieve.
Doha British School is celebrating our best ever examination results. Our results have been improving year on year for some time, but this year the IGCSE and IB Diploma results were outstanding. One student, Natalie Magness, achieved 10 grade 9s out of 10 subjects. The highest grades possible. 4 other students achieved 9 grade 9s and 1 grade 8. Had it not been for Natalie’s performance these 4 would have been celebrated for shattering international records. Whilst we are rightly proud of these incredible results we believe that every child, who is accepted into this school, deserves the very best that we can provide. He or she should leave here having achieved excellent academic standards and having experienced significant character development opportunities. We are proud of our standing as a top class British curriculum international school. Our teachers are almost all UK qualified and trained. We have a number of Arabic teachers and Spanish teachers
who teach languages. They all possess professional teaching qualifications. All of our teachers are provided with professional development opportunities that enhance and improve their skills. Our school is accredited by the Council of International Schools, British Schools of the Middle East, Qatar National Schools Accreditation and British Schools Overseas. The latter accreditation judged us to be an ‘Outstanding’ school. A fitting tribute indeed. We are an ambitious school. We will always strive to improve our standards no matter what plaudits we get from the inspectorates. The school has invested heavily in new resources and facilities. Our new all-weather football pitch and basketball courts are evidence of our determination to keep providing the best for our fantastic students and wonderfully supportive parents. Our community of learners, teachers and parents, blend well to ensure the very best possible outcomes for every child who comes through our doors. We know how critical a good, rounded, education is. We know how we can improve the life chances of young people. We know failure is not an option and we know that
all of our students have the potential to excel in their own right. Our commitment is to ensure that is exactly what they do. If you would like your child to become a member of the DBS family, contact the admissions team at our Ain Khaled campus (Pre-school to Year 13) or Al Wakra campus (Pre-school to Year 11). Tours are conducted weekly by our senior leaders: n Jordan Davies, Head of Primary at DBS Ain Khaled, conducts a tour every Thursday at 9am n Jasbinder Johal, Head of Secondary at DBS Ain Khaled, conducts a tour every Thursday at 10am n Steven Miles, Vice Principal at DBS Al Wakra, conducts a tour every Thursday at 9am.
EDUCATION 5
Making Movement a Part of Your Classroom Culture By Lynn Pantuosco-Hensch
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hysical Education (PE) isn’t the only class that should emphasize movement! Whatever the grade or subject area, every teacher can effectively incorporate movement into the school day. Most students take fewer than 5,000 steps during a nonPE school day. (That’s including one recess!) Health experts recommend at least 10,000 steps or 60 minutes of physical activity a day. Adding physical activity to classrooms will result in more focused, better-behaved students who can accomplish even more throughout the school day.
Physical Activity Improves Academics and Social-Emotional Well-Being It should go without saying that movement is good for us. Emerging research suggests that more physical education, recess, and physical activity can improve academic achievement. Physical activity in the classroom has been shown to increase cognition, memory, and recall. Increases in daily physical activity are also positively associated with socialemotional aspects of learning such as mood, behavior, and stress level.
A Classroom Culture Most teachers already implement sensory or movement breaks, which are a great start.
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Examples of effective movement breaks can be found at websites such as www.brain-breaks.com. Once physical activity is woven into the daily routine, it can become part of the classroom culture. Students and teachers will feel the positive effects of being active.
motivating and can be incorporated into the classroom and reinforced at home. Help students set goals, track steps, crunch numbers, chart progress, and more.
Lead by example! Let students see you enjoy moving in the classroom throughout the day.
Outdoor space allows for plenty of gross motor movement. Physical activity should become an expectation during the school day.
Simple Strategies for More Movement in the Classroom Don’t just sit around: When students need to be seated, consider seating such as physio-balls, balance discs, or ergonomic stools. Standard desks can also be modified for movement by using resistance bands or rubber bands around the legs of the desk to use as a wiggle bar. Stand up: When convenient, students can use standing desks or stations).The act of standing burns more calories and expends more energy. It also increases blood flow, oxygen uptake, and muscular fitness. Walk and talk: When students work in pairs, why not walk and talk? Teachers can encourage movement through walking in the classroom and the school building as space allows. Keep count: When students arrive at school, keep count of their steps using inexpensive pedometers or phones (for older students). Tracking steps is
Take it outside: Students enjoy the change of scenery and benefit from fresh air.
If teachers appreciate the connection between exercise and learning, students will too. Lynn Pantuosco-Hensch is a professor in the Movement Science, Sport, and Leisure Studies Department at Westfield State University.
The Secret to High-Achieving Schools: ‘I’ve Never Felt Unsupported.’ By Mary Ellen Flannery
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t turns out that it’s not magic, or expensive curriculum, or great social media. The key to high-achieving classrooms, where students across racial and ethnic groups achieve at higher-than-predicted levels, are… teachers. Earlier this summer, the Learning Policy Institute (LPI) in California identified more than 100 school districts where white, black and Hispanic students outperform similar students in other districts on reading and math assessments that measure higher-order thinking. This month, LPI released a follow-up study, called “Closing the Opportunity Gap: How Positive Outlier Districts are Pursuing Equitable Access to Deeper Learning” that identifies and consolidates lessons learned at seven of those successful districts, and provides five areas where federal, state and local policy can be helpful. What they found will not be a surprise to most NEA members: Well-supported teachers make a difference. Teachers who stay make a difference. And what students need to succeed is more than just reading and math. It includes social-emotional learning, restorative justice, and wrap-around services for health and well-being, provided by education support professionals. Some of the “lessons learned” that emerged from LPI’s research, which included two-day site visits to the districts, examination of local school schedules and program descriptions, and 30- to 60-minute interviews with 226 district- and school-level staff members, include:
1- Prioritize learning for every child. In these districts, leaders set a clear vision for teaching and learning, and equity is a central part of this vision. For example, in San Diego, their strategy has included expanded access to advanced coursework and new restorative justice approaches. “We look at everything we do through an eye to equity and access,” a staff member told LPI.
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2- Build relationships and empower staff. A report summary says “district leaders… intentionally built trusting relationships with teachers. Teamwork and collaboration were elevated as shared values.” In Gridley, a former teacher told researchers: “I don’t ever feel like I’ve been unsupported by any of my administrators. There’s nothing I’ve asked for, for my classroom, to do what’s good for kids, which I’ve been denied in all those years.”
3- Value and support stability and continuity. Researchers found low levels of turnover among teachers and district leaders, and “long-term coherence to programs.” Teachers described these places as good places to work—just 1.8 percent left the seven districts in 2017. In Hawthorn, a union leader told researchers: “I think it’s because you feel like you’re in a family…I think people stay because they feel like [they’re] part of something.”
4- Attract, develop, and retain well–prepared teachers and leaders. Although many of the “positive outliers” are high-poverty districts, LPI researchers note that they have rarely hired un-credentialed, under-prepared teachers. Instead, these districts have partnered with local universities to create a pipeline for young educators, such as Long Beach United School District’s partnership with CSU Long Beach. According to the report, “[These districts] were regarded as attractive places to work, largely due to positive working environments and support for teaching.” Other shared themes include: collaborative professional learning that supports teachers and administrators, and often includes teacher coaching; a developmental approach to new standards that provides time and professional development for teachers; support for inquiry-based instruction; and targeted interventions for specific students. Importantly, researchers also found that these successful districts also don’t use test scores and other data to
punish teachers or students. They use it to improve practice: “to inform teaching and learning, identify students in need or supports, and evaluate the effectiveness of programs and interventions.” “We hope that other school districts and states will focus on the lessons from these case study school districts to ensure all students have access to deeper learning regardless of the size, location, and wealth of the district where they go to school. We know it can be done,” said LPI President Linda Darling-Hammond.
What’s Next? Based on its findings, LPI also outlined five policy recommendations to improve student learning. They are: 1. Develop a stable supply of well-prepared, intentionally engaged teachers and learners. The positive outlier districts focused on building pipelines for teachers — and then making sure to keep them in their districts through supportive mentoring and ongoing professional training. LPI encourages state and federal policymakers to adopt the same focus. One possible action is “forgivable loans.” [To urge Congress to fix the Public Service Loan Forgiveness program, visit NEA Education Votes.] Meanwhile, NEA also has undertaken the work of building great teachers through NEA Great Public School grants that support teacher pipelines from Alaska to Nebraska, plus professional development programs from Florida to North Dakota. 2. Support capacity-building for high-quality instruction and focused instructional change. LPI urges states to “select and develop high-quality assessments and use them for information and improvement, not for sanctions and punishment.” To help this happen at a local level, take a look at NEA’s Time to Learn campaign materials. 3. Use assessments and data strategically to support continuous improvement. 4. Create coherent systems of support based on student needs, including academic, social and emotional learning. The report notes that successful districts include social-emotional learning programs; wraparound services for health, mental health, and social supports; as well as culturally responsive teaching and learning, and trauma-informed teaching and restorative justice practices. None of this is new to NEA members and advocates, and most of these practices are modeled in NEA’s community schools. They do require adequate funding from local, state, and federal policymakers. 5. Allocate resources for equity. Federal policymakers need to enforce the equity provisions in the Every Student Succeed Act (ESSA) that require equitable distribution of resources and staff, say LPI researchers, while state policymakers must take into account the need for well-prepared educators and wraparound services. To help, check out NEA’s My School, My Voice website, where educators can fill out a school checklist, browse federal grants, and find out how to start a conversation at their schools.
EDUCATION 9
Learning Your Way Toward Wellness By Healther Wolpert-Gawron
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elcome back to school (BTS)! Maybe by the time you read this, you will already have gone to your BTS breakfast, seen some keynote or other, and set up your classrooms. Maybe you’ve hung some new posters, or added a new beanbag to your reading nook. Maybe you’ve been given your student rosters, learned about the Individualized Education Program and 504 plan goals, strategized about how to implement the new textbook, translated this year’s parent letter into various home languages, or updated your classroom website with pictures from your summer.
and knowledge acquisition to our students is to model it ourselves. In other words, by continuing our own growth throughout the school year, we not only address our own needs, but the needs of the job itself. I think about Merlin’s quote from T.H. White’s book, The Once and Future King (a quote which hung in my living room growing up):
I’m hoping you have returned refreshed and ready to embrace the new family of students that you will be given this school year.
“The best thing for being sad,” replied Merlin, beginning to puff and blow, “is to learn something. That’s the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then—to learn. Learn why the world wags and what wags it.
Maybe you spent the summer building your toolbox and learning new strategies, or maybe you did the equally important task of taking care of your own brain’s wellness and needs.
That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you.”
But why stop there? Why carve time out for your own wellness only during the summer? Why not make it a focus for you this school year as well?
Addressing Your Needs Addresses the Needs of the Job One of the best ways we can take care of ourselves is to continue our own learning. And one of the most effective and successful ways we can teach learning
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So as this school year starts, don’t just think about how you are going to teach, but what you are going to learn. Are you going to take a class totally out of your wheelhouse? Are you going to do one of those wine-andpainting classes with friends or perhaps monthly go to a local museum and walk around with the audio tour? Maybe you’ll just pick up a book about a subject you know nothing about.
Regardless, the goal for this school year is to continue your own learning and nurture your own brain so that you can nurture your students’ as well. Learning keeps us engaged in life and in this difficult profession.
Being the Model Learner in the Classroom When teachers are engaged, that trickles down to students. When students are engaged, their achievement not only increases, but classroom management issues decrease. When achievement rises and issues decrease, it is easier for teachers to go deeper into curriculum as well as form relationships with students. Meaningful curriculum plus meaningful relationships between teachers and students positively impact achievement, and teacher engagement is, of course, triggered again. And so on.
Active learning is at the heart of Hamilton’s bespoke international curriculum
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he Hamilton International School is Doha’s newest and most exciting premier school, situated on a magnificent campus in Mesaimeer, with world-class facilities and a bespoke international curriculum. Hamilton is part of the International Schools Partnership (ISP), a UK-owned group of more than 40 schools which includes Park House English School, one of Doha’s oldest and most respected schools. Park House has 25 years of exceptional education in Qatar and is celebrating another year of outstanding IGSCE and A-Level results. Through these local and global connections, Hamilton is at the heart of international educational best practices and a world-wide school community.
Hamilton offers diverse and relevant learning opportunities to meet its promise of fostering passion, purpose and potential in its students, igniting their curiosity, thirst for knowledge and skills to succeed wherever they go. Hamilton’s curriculum has been carefully created to provide its children and students with the academic and personal learning they need to help them achieve these goals. The Mathematics and English curriculums use best practices and resources to make sure that all of the children and students continually develop expertise in these core subjects. At the core of Hamilton’s bespoke curriculum are three respected curricula that work together to excite children and prepare them for later examinations. The International Early Years Curriculum (IEYC), the International Primary Curriculum (IPC), and the International Middle Years Curriculum (IMYC) together provide a range of ageappropriate and exciting learning opportunities that enable children to respect and honour the local culture here in Qatar, and develop an awareness of the complexities of the wider world through the study of a wide range of subjects. “Hamilton has adapted the IEYC, IPC and IMYC, using the very best of other curricula across the world, to provide students with a unique mix of knowledge, skills and understanding, with active learning at its heart - it makes students think for themselves. Hamilton’s carefully designed curriculum helps children not only acquire core knowledge, skills and understandings but also to become independent learners
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Park House – Record Results Park House English School, another ISP school in Doha, is proud to announce a further set of outstanding examination results, the best they have had in recent years. At A Level, 23% of grades were at A* - A with a 97% Pass Rate. Head of Sixth Form Lyvica Allen commented: “We commend our students on the range of pathways they will now be taking up, and we’re very pleased that the majority of our students got into their first-choice university.”
Park House IGCSE candidates were also celebrating as 93% of grades were at A* - C/9-4. Well over 50% of all grades were 9-7 or A* and A. John Smith, Principal, congratulated all A-Level and IGCSE candidates and commented: “Once again, Park House students achieve at the highest levels compared to other schools in Qatar. We are very proud of our students and our teachers. Continuity is key to success and the long term stability of our teaching staff means that our students have sustained access to outstanding provision”.
who become capable of working out their own answers to questions,” said Martin Skelton, Group Director of Learning and Education, ISP. Hamilton’s older students in Grades 9 and 10 will be able to choose to study for the IGCSE exams or to follow the school-based curriculum, which will be accredited by NEASC. Students in Grades 11 and 12 will be prepared for entry into the best international universities. The school will offer a NEASC-accredited high school diploma, an American globally recognized standard of educational excellence, as well as the IB Diploma Program. Terry Senior, Hamilton Principal, said: “We couldn’t be more excited to build on our world-wide network and best practices of our ISP Group. From the very start, our mission at The Hamilton International School is to ensure that the levels of learning our students reach truly amaze them and their parents, so that our students can become the best they can possibly be.”
EDUCATION 13
Using Science to Bring Literature to Life Students gain a deeper sense of the literature by thinking about alternate scenarios such as: What if Beowulf had lost to Grendel? What would it mean to our sense of the poem if Beowulf did not kill the dragon?
Combining Science and Literature can help students engage more deeply with both subjects.
Amy Schwartzbach-Kang, Edward Kang
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oo often when we consider how to connect science and literacy, we think about using literature to support science. Maybe it’s reading a fictional book with a science theme, or exploring a biography of a famous scientist.
Grendel’s mother, or the dragon. They must support their ideas by citing evidence from the text, and make and explain inferences where specific descriptions are not available. Students create paper robots, and learn the science behind circuitry by using LEDs to make their monsters light up. Battery-powered motors make the robots move.
But we could instead turn that around and use science experiments as a way of bringing literature to life. Or we could use literature as a way to explore some of the questions about design and ethics that arise in the work of science. As educators in Chicago, we saw that regardless of the setting, many students were not interested in science. They saw it as facts and rote memorization. In both our classwork and our outside workshops, we needed to create more meaningful connections to the sciences, and incorporating literature allowed students to engage in a different way.
We use Frankenstein’s monster to connect students to ideas of design and ethics in science. We role-play as our own Dr. Frankenstein, collecting a series of items to cobble together to build our own unique creatures. We learn about motors and circuitry to bring our minirobots to life.
Students are then challenged to consider these questions: If Frankenstein created a beautiful creature, would people have responded to it differently?
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What was your process when you were deciding how your creature would look?
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Beowulf is a classic story filled with monsters, a venomous fire-breathing dragon, undersea scrimmages, and battle descriptions including torn limbs and bloody, severed heads—like your basic video game.
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We hit upon the idea of using the story of Frankenstein to help make a potentially dry science unit on circuits more engaging. With students from the mid-elementary grades and up, we don’t read the novel but instead work with quotes from it to expand on what they know about the character, create deeper discussions, and incorporate reading comprehension skills.
Since people expect it to act like a monster, the creature eventually becomes one.
Science to engage students with complicated texts:
So we created a series of science lessons to make the story more tangible. In one lesson, students are challenged to create their own 3D model of Grendel,
Literature to understand responsibility in Science:
After going through the process as creators, students reflect on how much of their process was spent on bringing their creature to life vs. considering the design and function of their creature. This idea reconnects us to a deeper theme in the story—because the creature Dr. Frankenstein created is so ugly, people assume it’s evil. The creature looks at Frankenstein and says, “Accursed creator! Why did you form a monster so hideous that even you turned from me in disgust?”
The stories suddenly became something students could see, feel, and experience. They could see science as being creative. Showing students how scientific concepts connect to things that they’re passionate about allows them to gain confidence in science. It also challenges them to move beyond the traditional expectations of science classwork to become more open-minded and think creatively.
Yet many of the high school students we’ve worked with were completely turned off because they found the language too difficult. Even when trying a variety of drawing and role-playing activities, it was still hard to get all of our students to completely engage.
The lessons also incorporate chemistry, anatomy, and physiology to deepen inquiry and connections. We “myth-bust” to see if these events and monsters could really exist. What is a venomous dragon, and what toxins would the dragon secrete that would make it venomous? What would a fire-breathing dragon’s diet consist of to enable it to breathe fire? What would really happen if an arm was torn off in battle?
What responsibility do scientists and inventors have to focus on the design as much as the purpose of their creation?
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Outcome Taking the lesson further, students can develop an arena where they set up their moving monsters to “fight” a Beowulf character. We discuss the probability of the outcomes, and discuss behavioural and physical characteristics of predators that occur in nature: What adaptations aid predators to overcome their prey? Which of these adaptations would need to occur in a monster in order for it to defeat Beowulf?
These lessons draw in the students who don’t see themselves as scientists—they come to see that creativity can be a part of science. And they build confidence as they realize that science is broad—not just a singular subject. The lessons challenge the science-minded students to expand and think more creatively. And they’ve drawn many students toward independent reading and inquiry.
Georgetown University in Qatar
Developing Global Leaders
Georgetown University in Qatar’s (GU-Q) unique learning environment capitalizes on expert faculty, world-class facilities, and a history of community service, providing the same curriculum and allowing students to obtain the same degree as students at Georgetown’s campus in Washington, D.C.
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ocated in Education City, GU-Q offers the internationally recognized Bachelor of Science in Foreign Service degree in four majors, including International Economics, International Politics, Culture and Politics, and International History. Undergraduates can also deepen their studies with a minor in Arabic, Economics, Government, History, Philosophy, and Theology. They can also complement their major field of study by pursuing a certificate in one of three concentrations: Arab and Regional Studies, American Studies, or Media and Politics, the latter of which is offered in collaboration with Northwestern University in Qatar. Students are supported by renowned scholars and teaching faculty while they benefit from state-of-the art facilities such as immersive classrooms, language labs and the region’s leading library for international affairs. In addition, GU-Q provides a holistic learning experience, encouraging students to participate in local internships, to travel abroad for service learning programs, or to complement their studies with a semester
abroad at Georgetown’s Washington, D.C. campus or other respected institutions. By the time they graduate, GU-Q students will have gained proficiency in a secondary language, analytical thinking, crisis negotiation, and cross-cultural understanding, critical skills which have propelled graduates to find success in careers ranging from international affairs to sports management, energy, finance, healthcare, research and communications, both internationally and in Qatar. Others have gone on to pursue a graduate education at some of the world’s top institutions, including Columbia, Oxford, and Harvard.
GU-Q is committed to providing an affordable, world-class education for every student and to meeting demonstrated financial need through a combination of financial aid options. Students interested in finding out more about GU-Q’s degree program, facilities, and the application process, should visit www.qatar. georgetown.edu/admissions.
Executive, Professional, and Community Education GU-Q also offers a variety of
continuing education opportunities, such as a Master’s degree in International Emergency and Disaster Management and custom programs to meet professional development needs through the School of Continuing Studies. Twice a year, GU-Q also offers a variety of community classes in Arabic and English on topics ranging from Arabic to understanding international politics, to sports policy, to becoming an entrepreneur. To learn more about GU-Q’s continuing education programs visit: https://epe.qatar. georgetown.edu/
EDUCATION 15
How The Integration of New Technology is Changing the Higher Education Landscape By Sharuna Segaren We are living in exciting times. Technology is rapidly-evolving, with buzzwords such as virtual reality, blockchain, automation and big data circulating in the news and on social media. The cutting-edge future depicted in popular shows and media such as The Jetsons, Futurama and Back to the Future may be closer than we realise.
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Several universities in certain countries have been quick to take on these new technological advancements, for both educational and administrative purposes. Here are some exciting ways universities are integrating advanced new technologies, and the positive results that have stemmed from it.
Virtual and Augmented Reality The use of virtual reality (VR) and augmented reality (AR) is not just for gaming, and is proving very popular in schools and universities alike. These immersive technologies have immense potential to simulate real life experiences. For example, Anatomage Table creates virtual cadavers that allow medical students to practice their skills in a safe, digital environment.
Richard Lamb, a researcher and Associate Professor and Director of the Neurocognition Science Laboratory, said that although VR training isn’t a replacement for actual classroom experience, it’s a great way to build confidence in pre-service teachers by preparing them for realistic classroom situations. Using a VR headset and 360-degree videos, created with help from Crosswater Digital Media, VR-Teach simulates difficult student behaviors in the classroom, where teachers enter a virtual classroom and face a range of common classroom challenges, such as students yelling or playing on their phones. Afterwards, teachers discuss the choices they made in handling these situations.
Virtual Teaching Assistants Artificial intelligence (AI) is the talk of the town in the tech world, but many are yet to grasp the full potential of this complex and rapidly-growing field. But we all already use it in our daily lives – in search engines, predictive e-mails, virtual assistants (like Siri and Alexa), mobile banking, chatbots, and even those ads that pop up on your Facebook and seem to know what you’ve been browsing for.
This ‘virtual dissection table’ is a big feature of the J and K Virtual Reality Learning Center at the Western University of Health Sciences, which allows students to learn about anatomical functions by moving layers of virtual tissue to view more than 300 anatomical visualizations, created using scans of real patients and cadavers. Universities on the other side of the globe have been quick to adopt emerging technologies. In China, students at Beijing University of Chinese Medicine are being immersed in a three-dimensional human body marked with acupoints and meridian pathways. The innovative programme, launched in May last year, teaches students the traditional technique of acupuncture using virtual reality (VR). Professor Cheng Kai, said the system, BodyMap – developed by Augmented Intelligence in the American state of Virginia – can be used both on-campus and remotely. He said, “There’s a very high level of requirement for precision in acupuncture teaching. For example, there’s an acupoint called jinming, which is situated very near the optic nerve. Needling this acupoint carries a certain danger [if the practitioner does not grasp the precise depth and angle for the insertion of the needle]. The VR learning system is a big improvement on traditional acupuncture teaching based on two-dimensional images and the use of real people as models.” Besides using virtual reality for experiential learning purposes, it can also be useful for faculty and staff. To address complaints from pre-service teachers who haven’t gained much classroom experience, researchers at the University at Buffalo, State University of New York are using VR to create an interactive and authentic classroom environment where teachers can practice teaching.
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“While for many a college degree may be the golden ticket to a better job, this incentive alone isn’t enough to stop millions from dropping out of school or delaying graduation,” he writes. “In fact, some universities are experiencing freshman retention rates as low as 47 percent.” “On top of the incredibly high dropout rate, the affordability of college continues to be scrutinized. This has put universities under intense pressure to demonstrate a tangible return on investment for students and their parents. The answer to this predicament is a practice called predictive analytics.” Purdue University has successfully used data analytics through its system ‘Course Signals’, which helps predict academic and behavioral issues among the student population. The system gives notifications to both students and teachers when action is required to help them reach their potential, stay on track and decrease school dropout rates. Course Signals is able to gauge a student’s academic preparation, engagement, effort levels and academic performance at a given point in time by using predictive modeling and data mining. Then, it creates a ‘risk profile’ for students based on a traffic light system, with ‘red’ meaning that students are at risk of failing.
Simply put, AI is the simulation of human intelligence processes by computer systems. These processes encompass learning (the acquisition of information and rules for using the information), reasoning (using rules to reach approximate or definite conclusions) and self-correction. Universities are using AI in interesting ways. For example, AI tutoring is being tested by several universities worldwide, helping students get the help and guidance they require when professors must attend to hundreds of students in a single lecture hall. New AI-based, individualised learning tools are enhancing student learning, such as ALEKS, an adaptive, artificially-intelligent learning system that provides students with an personalised learning experience tailored to their unique strengths and weaknesses; and Bayesian Knowledge Tracing, which uses algorithms to monitor the user’s knowledge and adapt accordingly to help them master the subject. Some institutions have already tested it out, with positive results. At Clemson University, the pass rate for a math course increased from 45 to 70 percent after the AI software was introduced, according to a case study conducted by ALEKS. “ALEKS allows you to focus on instruction and meeting the individual needs of your students while allowing the burden of assessment to fall on ALEKS,” said Eliza Gallagher, Assistant Professor of Maths at Clemson.
Course Signals has been in use since 2007, dramatically improving student performance and retention. According to the website, “As and Bs have increased by as much as 28% in some courses. In most cases, the greatest improvement is seen in students who were initially receiving Cs and Ds in early assignments, and pull up half a letter grade or more to a B or C.”
Using analytics to keep tabs on student progress
These are just some examples of how students and educators are benefiting from embracing new technologies for higher education.
Predictive data analytics have been around for some time, but the education industry is now understanding how to capitalize this practice in a way that truly defines the college learning experience, according to Brian Rowe, Founder and Chief Executive Officer of Perceivant.
As newer technologies like 5G become a reality, and current technologies like cloud computing and blockchain further evolve, they will become even faster and more accessible, giving more universities on all corners of the globe the chance to experiment with tech in the classroom.
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VCUarts Qatar
A Center of Creativity and Opportunity
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he vibrant VCUarts Qatar campus in Education City is where new things happen every day, ideas flourish and creativity is in abundance.
Through its innovative programming, the University opens up the exciting world of art and design to young Qataris, residents and international students. The University makes possible the choice of rewarding careers as artists, teachers, designers, entrepreneurs and creative professionals in the arts and design world and beyond. VCUarts Qatar in Education City is the overseas sister campus of the internationally renowned Virginia Commonwealth University’s prestigious School of the Arts in Richmond, Virginia. VCUarts in Virginia has been a top-ranked art and design program in the United States for more than 10 years, according to U.S. News & World Report.
Established in 1998 through a partnership with Qatar Foundation, VCUarts Qatar offers students the opportunity to earn a Bachelor of Fine Arts degree in fashion design, graphic design, interior design and painting and printmaking, a Bachelor of Arts degree in art history and a Master of Fine Arts degree in design. In addition, VCUarts Qatar’s Libraries have the broadest range of art and design books in Doha, as well as the region’s only Materials Library. The current student body consists of 323 students representing 35 nationalities. The campus in Education City attracts significant contributors to contemporary visual culture for speaking and teaching engagements. Major events by VCUarts Qatar include the upcoming Hamad bin Khalifa Symposium on Islamic Art on November 10-11, the University’s annual fashion show, the BFA + MFA
exhibition by graduating students, the Tasmeem Doha art and design conference, as well as numerous exhibitions and lectures, many of which are free and open to the public. These events draw large and diverse audiences and shine a light on the talents and achievements of VCUarts Qatar’s students, alumni, faculty and staff. The Qatar community is also welcome to explore their creative side at VCUarts Qatar. Short courses in art and design are offered to all through the university’s Community Education Program. No prior experience or education is required and the courses take place throughout the year. Subjects range from fashion design and ceramics to photography – more information can be found at qatar.vcu.edu.
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How to Help Students Retain What They’ve Learnt The best instruction isn’t linear; it loops back on itself and helps students understand the relationships between multiple concepts. Here is how teachers can avoid teaching and abandoning new information. Saga Briggs
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n education is a foundation which builds upon itself over time and helps us make informed decisions in the face of new information. As we advance through the digital age, witnessing the accelerating rate of change in technology, it’s increasingly important to equip our students with the skills needed to keep that foundation solid. Homework and exams may help students master topics in order to pass a subject, but much of that knowledge is forgotten as students move through their education. Some of it is even forgotten within a subject itself.
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Visual Learners Prefer to see info and to visualize the relationships between ideas
Tactics:
give them charts and graphics, make your presentation highly visual and show the relationships between your various points
Tactics: auditory learners like to recite information out loud to remember it; give them a chance to repeat your points back to you by asking questions and calling for audience answers
Auditory Learners Prefer t hear info rather than reading it or seeing it displayed visually
Reading/Writing Learners Learn best when–you guessed it–reading and writing; interacting with text is more powerful for them than hearing or seeing images
Tactics:
give these kinds of learners written”quizzies” that give them a chance to write down what they have learned; present them with annotated handouts of your presentation, so they can read along with you
Here are some ways we can avoid “teaching and abandoning” to help students retain as much content knowledge as possible over time. solidify students’ knowledge base. This will help them remember the material better once the subject is over.
3. Present old material in new contexts Seize every opportunity to let the old inform the new. If you teach history, use current events as an opportunity to bring up similar or contrasting moments throughout history. If you teach maths, show students how to use a method from the start of the term to solve a problem later in the term. As an added bonus, old information becomes more interesting to students when they can see it applied to new scenarios.
2. Review material regularly Cognitive psychologists recommend spacing review sessions over time rather than holding one session (cramming) before an exam. While one-time review sessions may work in the short term, they don’t support long-term knowledge retention. Think of memory as a muscle, not a storage vessel: use it or lose it. Try to hold weekly review sessions throughout the term to help
New information may seem more urgent and significant than old information, but it’s the material we learned in K-12 that shapes how we interpret and use that new information throughout our adult lives. Set aside some time this term to show your students that mastery means more than passing an exam. It will benefit them greatly in the years of learning to come.
1. Use concept webs One way to enhance retention is to increase the number of associations between concepts. That way, if we think of one concept, we’ll remember the others too. Each time you recall a concept, you strengthen its presence in your long-term memory store. Concept webs can help students understand and visualise the relationships between topics in a subject, thereby helping them remember the subject content better over time.
information over time is to keep a copy of it for future review. Sounds obvious, but how many of us actually took the time to document our education in an organised and deliberate way? Beyond saving notes, projects and tests, what can you encourage students to do that might help them keep track of what they’ve learned over time? If you need somewhere to start, check out digital learning portfolios like VoiceThread, Weebly for Education and Wikispaces Classroom.
4. Include old material on all exams Set aside a few questions on each exam to test material from past units. Many of us already do this, and it’s a great practice. Even if students might moan and groan about having to study the same material twice, it will help them solidify that knowledge foundation and benefit them in the long run.
5. Help students record their learning One of the most effective ways to retain
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5 Things to Teach A Your Kids About Money Management Financial literacy is a vital life skill, and when kids are supported in developing solid financial skills from a young age, they will be better prepared for the financial challenges they’ll face in adulthood.
study published in the Journal of Consumer Affairs showed that children are developmentally capable of saving by age five or six. Another study authored by behaviour experts at Cambridge University found that by the age of seven, most children are able to recognise the value of money and are capable of complex functions like planning ahead and delaying decisions. Unfortunately, many parents don’t feel knowledgeable enough about money management to teach these skills to their kids. A survey by financial firm M&G found that one in six parents want to teach their kids financial literacy but don’t feel confident doing so. The Cambridge University study, however, found that children are influenced by the financial skills and approaches that are modelled, discussed and demonstrated by their parents. So as a parent, it’s important to not only model good financial habits, but also make an effort to discuss and explain financial concepts early on. Since teaching children to spend and save responsibly starts with helping them understand a few basic concepts, here are five things to teach your kids about money management.
1. Money is a limited resource Once kids understand that money is a limited resource and that money mistakes have repercussions, you can introduce them to the concepts of budgeting and saving. One of the best ways to help children acquire a taste for financial planning is to give them a monthly allowance or let them earn their own pocket money by completing small chores around the house. Giving them access to money will help them understand its value and think more critically about it. For example, children who spend all their money on one toy at the beginning of the month will quickly learn that they can’t buy anything else until they receive their allowance the following month.
2. Wants versus needs Research shows that although receiving an allowance can help build children’s financial skills, the real benefits are only seen when they are also given guidance on their spending and budgeting. Start by explaining that “wants” are things we would like to have, like the latest smartphone or video game, whereas “needs” are things we need to survive, like a house and food. Of course, it’s not always easy for children to see the difference between that new toy they think they need and the clothes they actually need to go to school or the gas and electricity that keeps their homes running.
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The best way to help your child understand this concept is to put it into story form and ask hypothetical questions about the consequences certain financial decisions might have. Keep in mind that there’s a grey area too, because although we all need clothes and most of us drive cars and use smartphones, we don’t necessarily need the most expensive clothes, fanciest cars or latest smartphones. So try to bring this up and ask questions when you’re out shopping, looking through magazines or watching TV together.
3. Delayed gratification Even many adults struggle with delaying gratification, which is why so many of us end up in a debt cycle. To teach this skill, you can explain that you will pay for the things your child really needs, such as food, clothing and transportation. However, if there is something they want but don’t really need, such as a new toy or video game, they must use their allowance to pay for it. If they don’t have enough money for it, they will have to wait while they save up for it. When your child asks you for something in the store, you can remind them that they’re welcome to buy it with their own money. You might be surprised how quickly they decide something isn’t worth it when they have to spend their own limited resources on it.
4. Budgeting Once you’ve had the discussion about “wants” and “needs” and your kids are receiving a weekly or monthly allowance, they are ready to learn about budgeting. One way to teach the concept of budgeting is to create a simple pie chart that shows how much of the monthly income goes to living expenses, how much goes into savings and how much is left for leisure activities or fun extras. It doesn’t have to be precise, as long as it demonstrates that there is a limited amount of money to cover all the monthly expenses, which means that spending choices must be made.
5. Credit and debt Although credit and debt are decidedly adult topics, it’s possible to simplify them to set kids up to make good financial decisions and avoid getting caught in a cycle of debt later in life. The most important thing they should understand is that credit allows them to borrow money to buy something now and pay for it later. Emphasise that it can be a valuable tool, but also comes at a cost. Again, try to explain this with the help of relevant examples or stories they can relate to. Courtesy: education.abd. ne.au
Ideas that shape your world start here
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arnegie Mellon University attracts a certain type of student: motivated, inventive, and driven to make a difference. Students come to Carnegie Mellon to learn, create and innovate with the very best. They leave with the passion, connections, credentials and lifelong friends who will help them change the world.
Work that matters For more than a century, Carnegie Mellon University has challenged the curious and passionate to imagine and deliver work that matters. A private, global university, Carnegie Mellon stands among the world’s renowned educational institutions, setting its own course with programs that inspire creativity and collaboration. Consistently top-ranked, Carnegie Mellon has more than 13,000 students and 110,000 alumni worldwide.
A world class education in Qatar At the invitation of Qatar Foundation, Carnegie Mellon joined Education City in 2004 to deliver select programs that will contribute to the long-term development of Qatar. Today, Carnegie Mellon Qatar offers undergraduate programs in biological sciences, business administration, computational biology, computer science, and information systems. More than 400 students from 48 countries call Carnegie Mellon Qatar home.
Programs of study CMU-Q offers undergraduate programs that are ahead of the curve, in fields at the forefront of technology, innovation, scientific discovery and economic growth. All undergraduate majors require four years of full-time study, after which students earn a bachelor of science degree.
Biological Sciences has a core curriculum of biology, chemistry, computer science, mathematics and physics. In-depth exposure to multiple disciplines prepares students for careers at the forefront of emerging new fields. n Business Administration provides the foundation for motivated students to become leaders in the business arena within Qatar, the region and the world. The program emphasizes an analytical approach to problemsolving, providing the tools to adapt to an evolving business environment. n Computational Biology applies computer science techniques to complex biological and biomedical problems. The program provides an intensive, interdisciplinary education grounded in the disciplines of biology and computer science. n Computer Science provides students with the core skills of mathematical reasoning, algorithmic thinking, and programming. The program encourages creativity and provides the fundamental skills to develop new technologies. n Information Systems is based on professional core courses that teach students to analyze, design, implement and test information systems using current and emerging practices. The flexible nature of the program encourages students to work outside of traditional disciplinary boundaries. n
Learn by doing Students at Carnegie Mellon Qatar learn beyond the classroom through a slate of unique enrichment opportunities. Most students choose to study abroad for
part of their education, or travel on academic trips that enhance classroom work. Students who intern receive onthe-job experience, which adds an important dimension to their undergraduate education. Research is part of the fabric of a Carnegie Mellon education. Students engage in a wide variety of research endeavors, such as independent studies, senior and honors theses, summer internships and funded projects as junior researchers.
Small campus, big spirit The CMU-Q student body is exceptionally diverse, representing 48 nations. Students form a busy and active community, participating in clubs, organizing large-scale events, traveling for service and academics, and competing in local and international contests. The low student-toprofessor ratio means students receive unparalleled individual attention.
Graduates who make a difference Graduates from CMU-Q are highly sought-after: most choose careers in top organizations, while a significant number pursue graduate studies at international institutions. With 12 graduating classes, the total number of alumni is more than 800. The CMU-Q alumni network has a growing influence, with most graduates working in Qatar or the region. You will find our alumni in organizations like Ooredoo, Qatar Airways, Qatar Shell, McKinsey and Company, KPMG, Siemens and ExxonMobil. In Doha’s budding entrepreneurial sector, CMU-Q alumni members are a driving force, creating startups, mentoring current students and contributing to an emerging community of young innovators.
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Is Higher Education Failing to Evolve into the 21st Century?
News sources across the world are publishing grim reports that higher education is stuck in the 20th century, failing to prepare graduates for the rapidly-changing, largely tech-driven workforce. By Mel Lee-Smith
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Many universities and their faculties are lagging behind and yet charging even more money for outof-date courses and curriculum that has not been changed in years, if not decades,” writes James Carlini of International Policy Digest. The World Economic Forum (WEF) asserts that higher education is a “systemic failure” which doesn’t equip graduates with the skills needed to solve 21st century problems. An ABC News Australia headline declares that “higher education is failing our youth, leaving them overqualified and underemployed.” Forbes agrees in a similarly titled article, citing an IBM survey which found that just 49 percent of academics and industry leaders believe higher education meets students’ needs. Meanwhile, 41 percent of participants felt higher education also fails to meet industry needs: “There seems to be a growing consensus that a college degree does not provide graduates with the grounding they need to move seamlessly into the workforce.”
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What Matters to Millenials? Purpose and Passion These findings are bleak enough without considering the conclusions of a 2018 Gallup report on the role of higher education in forging pathways to purposeful work. The survey, conducted in collaboration with Bates College, found that 80 percent of graduates consider meaningful work “important” or “extremely important”, yet less than half of them have found purpose in their careers.
A measly 26 percent of graduates reported that they like what they do every day, and just 23 percent said they were given realistic expectations of employment prospects after graduation. This “purpose gap” has impacted every part of millennials’ lives, notably their overall wellbeing: “Whereas only 6% of those who have low levels of purpose in their work have high levels of overall wellbeing, fully 59% of those with high purpose in work have high wellbeing.” Fewer job prospects, unfulfilling work, crushing student loan debt, and poor mental health combine to form a recipe for disaster within the global higher education ecosystem. No small wonder, then, that International Policy Digest (IPD) reports a “fundamental shift” away from higher education to internal learning programmes, aptly named “nanodegrees”. This type of micro-education takes place within a corporation to train existing employees in technical and industry-related subjects. Nanodegrees are considered more relevant, accessible and cost-effective – and IPD predicts that they might replace traditional university degrees entirely.
Solving the Higher Education Crisis WEF simplifies the ideal solution in a way that millennials in particular can relate to: “Higher education needs its Netflix moment” – and fast.
century subjects like virtual reality world design. Trinity College Dublin offers a postgraduate certificate in 21st century learning and teaching to equip future educators with the tools to implement these emerging educational models in the classroom.
Remaking the Higher Education Ecosystem Although ABC News Australia rightly acknowledges, “a degree is no longer an automatic gateway to a career,” it’s unfair to paint all universities with the same brush, particularly those which have prioritised educational reform within their own institutions. However, large-scale change is not just vital, but imminent, according to Richard DeMillo, Executive Director of Georgia Tech’s Center for 21st Century Universities:
Keeping all these findings in mind, where do we start when it comes to bringing higher education into the 21st century? Here are a few ideas proposed by various global news sources: n Significantly reduce the financial burden of higher education for students (ABC News Australia) n Improve teaching standards to reduce pressure on educators to pass students who “clearly can’t grasp the subject material” (ABC News Australia) n Allow lecturers to innovate by giving them the freedom to choose their own materials (WEF) n Maximise collaboration between lecturers and students (WEF) n Reward educators for “ideas that make a difference” (WEF) n Offer interactive digital learning platforms (WEF) Combine the liberal arts skill set with the technology needed to solve 21st century problems (WEF) n Invest in employees by implementing internal learning initiatives (IPD) n Consider reinstating tuition reimbursement benefits for employees (IPD) n Provide more experiential education initiatives (Forbes/IBM Services) n Support students by gaining insight into their interests and values and offering real-world opportunities which allow them to apply those interests and values (Gallup) n Build on students’ reflective skills (Gallup) n
Indeed, some universities, like Georgia Institute of Technology, have established entire departments to evolve their educational approach. Georgia Tech’s Center for 21st Century Universities (C21U) is a “living laboratory” that’s “committed to leading the initiatives that will define the next generation of educational practices and technologies.” C21U recently collaborated with Deloitte’s Center for Higher Education Excellence to produce “The Future(s) of Public Higher Education” report, which outlines five models public universities can adopt to catch up to 21st century demands. Each approach highlights the need for increased collaboration and communication between universities, state governments and local businesses, in addition to new administrative and financial models and “an institutional culture that puts students at the center.” The full report is well worth a read for any student, parent, academic or industry executive worried about the so-called “collapse” of higher education.
“The rapid pace of change in higher education, due in large part to shifting learner demographics, mandates a new educational model for public universities.” DeMillo and his team have gone to great lengths to summarise these new educational models in detail – but it’s up to universities to implement them at the local level to ensure higher education remains relevant, costeffective and attractive for disenfranchised millennials. Courtesy: Study International
Provide more accurate information on employment prospects after graduation (Gallup)
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That’s a long to-do list for the world’s universities, and it’s one in which the WEF holds a realistic, though pessimistic, outlook: “Grand education reforms aren’t the answer…They are too slow to come, top-down and cumbersome. Instead, innovation needs to come from the ground up.”
Finding the Silver Lining It’s important to remember there are two sides to every coin – and the same is true for the higher education crisis. No matter how ominous these reports may seem, there is good news amidst the doom and gloom. Universities all over the world, from Sydney to Seattle, are revising their curricula to include 21st
Tech Tower at the Georgia Institute of Technology in Atlanta
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Transitioning to success
A smooth start to your child’s academic life at Compass International School Doha
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child’s education includes many milestones – perhaps one of the most significant being starting a new school. Whether your child is joining their first school, transitioning between primary and secondary, or moving to a new school in Qatar or another country, ensuring that your child has a successful start to their learning experience is a key concern for you as parents. Questions such as ‘has my child missed topics or fallen behind in any subjects’, ‘can you meet their academic needs’ and ‘what will you do if they struggle’ are common and understandable. The experienced team at Compass International School Doha have developed a supportive and thorough transition approach for students joining the school to create the best possible start to their school life. “Here at Compass International School Doha, we create a personalised transition for every child, which ensures that your child settles into their new school quickly and thrives academically,” said Paul Holyome, Compass International School Doha’s Executive Principal. “Our caring teachers are highly experienced in delivering smooth transitions for new students, creating opportunities which will help them feel comfortable in class whilst nurturing the skills and mindset to help them grow as learners. We also offer an exciting, engaging learning environment with one-of-akind experiences and a vibrant community so that children love coming to our school.”
Helping families prepare by sharing key information The Compass team welcome questions and proactively share important information, advice and guidance, including a parent handbook and curriculum guides, to help families understand what to expect during their time at the school. “We are here to help our families firstly decide whether we are the right school for your child and then to prepare you for a successful start,” said Alex Noonan, Head of Marketing. “In addition to sharing key information throughout your application and transition, we encourage you to visit our school, meet the head of campus and teachers, and even students within your child’s year group.” Students can be assured of a warm welcome to help them prepare for lessons – they are invited to spend a day in school to meet their teachers and classmates and familiarise themselves with the environment before their start date.
Personalised learning Understanding each child’s academic needs At Compass, the first step in ensuring a smooth academic transition is to get to know each child. In addition to providing families with a wide variety of information about the school, parents are also asked to tell the school about their child during the application process. This mini-biography, sharing their likes, dislikes, strengths and things they find challenging, together with reports and recommendations from their previous school where applicable, help the Compass team to understand each child’s personality and learning style. Depending on their age, children are also assessed through an online test and in-class assessment. This enables Compass to ensure it can meet each child’s learning needs and can provide the right level of support and challenge to accelerate learning from their first lesson. Should students require additional support, the school offers a broad range of short-term and long-term support for various educational needs, including additional language options.
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During their first week, students undertake a baseline activity which is a one-to-one activity with their class teacher. This enables the Compass team to understand each child’s current abilities in order to tailor their learning going forward. Peter Anderton, Head of Campus at Compass’ Rayyan campus, describes the school’s personalised approach: “We encourage your child to take an active role in their learning. Our teachers offer a variety of challenges in each lesson, and your child will be encouraged to choose the task which stretches their learning, with support from their teacher and fellow students. By taking a leading role, we quickly see children build confidence and independence within their new environment.”
A transformational education Compass pride themselves on enabling students to achieve their academic potential whilst developing the skills and mindset to thrive in our changing world. Students follow renowned curricula, including the International Primary Curriculum, English National Curriculum and
IGCSEs which offer multiple entry points so that learning is uninterrupted, even if children haven’t previously studied these programmes. From their first day, each child will also experience opportunities beyond the ordinary. Whether participating in award-winning language options including French immersion or Dutch mother tongue programmes, joining a music lesson which has been developed in collaboration with The Juilliard School, a world leader in performing arts, or undertaking a STEAM challenge from the world’s number one university, Massachusetts Institute of Technology (MIT), children will be inspired and motivated to learn more. Outside of the academic programme, the school also offers more than 30 extra-curricular activities each term so that students can continue to develop their current interests and discover new ones.
Ongoing support A commitment to open communication between students, parents and teachers lies at the heart of the school’s approach to transitions. Teachers continuously monitor each child’s progress and provide parents with regular feedback through reports, meetings and discussions throughout the year. In fact, the first meeting takes place approximately one month into the first term so that parents and teachers can discuss settling and academic progress during the initial weeks and, if needed, take quick and effective intervention. Early action gives children the support they need to overcome a small challenge before it becomes a larger problem, creating a powerful sense of achievement. A child’s academic success is also influenced by their emotional wellbeing. In addition to being monitored in lessons and break times by teachers, a member of the Additional Learning Needs team will also observe every new student within their first few weeks to ensure that they are able to access the learning and are settling-in well socially. “Children are remarkably adaptable and our approach helps them quickly feel happy and confident at Compass – key ingredients to them becoming successful and ambitious learners.” Mr Holyome added.