SCHOOL TODAY, SKILLS TOMORROW
ISFMagazine
THE INTERNATIONAL SCHOOL OF FLORENCE MAGAZINE VOLUME 1 ISSUE 2
SPRING 2016/2017
CONTENTS
1
03
REFLECTION: FORMULAIC NAVEL-GAZING OR ESSENTIAL LIFE SKILL?
05
THE IB DIPLOMA PROGRAMME/ ANY OTHER PROGRAMME
07
THE ENTREPRENEURS’ CLUB – LET’S GET DOWN TO BUSINESS
08
SCHOOL TODAY, SKILLS TOMORROW
09
FIFTH GRADE SKI TRIP TO ANDALO - 2017
11
POWER OF MUSIC
13
UNIVERSITY ADMISSION TRENDS IN THE 21ST CENTURY
15
SPOTLIGHT ON ALUMNI
ISF MAGAZINE
School Today, Skills Tomorrow
MESSAGE FROM THE HEAD OF SCHOOL
I
In this issue of ISF’s Magazine, the importance of skill building and reflection is explored from a variety of points of view. Throughout a child’s schooling, from Pre-school until Senior Graduation, learning how to learn is emphasized through daily modelling and practice. A fundamental part of learning how to learn is through reflection, the ability to step back from a lived situation to think about what went well and what could have been done
differently. Asking oneself these questions opens the doors to creative thinking, problem solving, increased responsibility and emotional growth. Instilling this learning habit into our students is one way in which we aim to shape our students into the reflective adults they will become one day. Debra Williams Head of School
Issue 2
ISF MAGAZINE
2
REFLECTION: FORMULAIC NAVEL-GAZING OR ESSENTIAL LIFE SKILL? by JASON BLACKSTONE, IBDP Coordinator
I
n an increasingly polarized world, it may be easy to separate others and ourselves into “doers” and “thinkers.” And over the years, we may have been asked, with some notable scorn, “Are you a doer or a thinker?” We may also have felt that others sought to split us into two camps of those who thoughtlessly follow the Nike slogan of “Just Do It” and those who live in inertia clinging to the old proverb “Look before you leap.” I would argue that this dichotomy between doers and thinkers is not only inaccurate and false, but also extreme and even potentially dangerous, creating as it does an artificial “us” vs. “them” division, something far too familiar these days. And as the International Baccalaureate Organization (IBO) increasingly asks students to reflect on their activities and their work, it may be worth looking at the value of “thinking” and especially reflection, not as a polar opposite of “doing,” but as a core and crucial part of it. “Oh, c’mon, not another reflection!” This comment is one that may be heard around 3
ISF MAGAZINE
School Today, Skills Tomorrow
the classrooms of International Baccalaureate Diploma Programme (IBDP) students as they are introduced to what is often a formal component of IBDP assessment, the reflection. This aspect of the course is most likely not the favorite part of the DP for students and they may regard it with some hesitation and even contempt. If reflection is indeed more than ticking an IB-required box with a formulaic response of “I learned something,” why is it seen in such a disparaging light and does it, in fact, have any value? Perhaps much of the reason that reflection is under-valued and even held in disdain is that many see it as a self-indulgent exercise that leads to excessive introspection and eventual inaction. I am reminded here of Major “Bunny” Colvin
“
I don’t think one must prescribe to Santayana’s notion that “Those who cannot remember the past are condemned to repeat it” to see that reflecting on experiences in order to truly learn from them can be an essential skill, not only for the IB, but especially for life.
from David Simon’s The Wire who, when told that a failed attempt to introduce an educational reform in Baltimore’s schools will nevertheless produce good research once academics review the attempted reform, stops in his tracks and incredulously responds, “What? They’re gonna study your study?!” Many of us might sympathize with Colvin’s desire to do something, instead of endlessly reflecting and thinking about it, and his derision of some aspects of academia may well be justified. But Colvin forgets that an evaluation of how to move forward, particularly after a setback, is just what reflection is and it is exactly this kind of appraisal of our “doing” that the IB is looking for. Reflection, at its best and highest level, is a skill that helps us improve our future actions. It is much more than pointing out errors and faults and describing simple facts. Reflection asks us to think about why a particular approach worked and, similarly, why another approach did not. It requires us to assess how things can be refined and also how to avoid mistakes for a next time. Reflection, most importantly, should be evaluative and allow us to consider what would happen if we were given that most quintessentially American
experience of a “do-over.” If we could do a particular experience over again, what would we change? How? Why? These are questions for which the answers are often complex and require quite a bit of serious thought, that is, reflection. And it may appear silly or “forced” when the IB asks students to complete forms asking for their reflections on just about everything. But it seems to me that this IB-required task can lead to true real-life growth, even wisdom. When students can honestly evaluate their own strengths and weaknesses, can genuinely recognize not only what worked and what didn’t for a particular activity or assignment, but also identify how things can be improved – in short, when students can reflect on the ways in which the experience was a success or failure – then surely those elements that were less successful can be avoided, or at least amended. I don’t think one must prescribe to Santayana’s notion that “Those who cannot remember the past are condemned to repeat it” to see that reflecting on experiences in order to truly learn from them can be an essential skill, not only for the IB, but especially for life.
Issue 2
ISF MAGAZINE
4
THE IB DIPLOMA PROGRAMME/ ANY OTHER PROGRAMME by HELEN STANTON, Upper School Principal
I
f you are reading this you are very likely to be one of the lucky people who have choices in your life. More specifically, you have choices in how and where your children are educated. As options multiply it can be difficult to know which system is best, and with education it isn’t usually possible to go back and start again. Having taught both A-level and AP, (the British and North American pre-university courses) my choice is the International Baccalaureate, specifically the Diploma Programme, for a number of reasons, most importantly because it aims to produce young people who not only have developed the skills to succeed at university, but who also demonstrate the qualities to make a difference to those around them and also to the wider society. The IB Mission Statement puts it as developing ‘students who will build a better world through intercultural understanding and respect.’ (IBO).
5
ISF MAGAZINE
School Today, Skills Tomorrow
The programmes develop this type of student because they: • encourage students of all ages to think critically and challenge assumptions • develop independently of government and national systems, incorporating quality practice from research and our global community of schools • encourage students of all ages to consider both local and global contexts • develop multilingual students. (IBO)
our children have inherited. The IB Learner Profile identifies ten qualities, including the five mentioned here, that are consciously taught and valued, from the Primary Years onwards. These attributes are at the heart of the IB programmes. If we ask ourselves what we wish for our children many of us would identify happiness above fame or fortune. Happiness is an elusive quality, which UC Berkeley has explored in its ‘Science of Happiness’ course, and defined as ‘inextricably linked to having strong social ties and contributing to something bigger than yourself--the greater good.’ Through Creativity, Activity and Service (CAS) in the DP, students develop a service mind-set that should stay with, and enrich, them for life. In short, the IBDP is not just an exam system or a curriculum; it offers students a unique education that prepares them to take their places in the world.
“If we ask ourselves what we wish for our children many of us would identify happiness above fame or fortune.”
The intellectual benefits of the IBDP as opposed to other programmes have been well researched, and most studies conclude that IBDP students are more likely to succeed at university. ‘Analysis by the Higher Education Statistics Agency found that IB students were more likely to go to a top 20 ranked university than their A-level peers, more likely to get a first class degree and more likely to go on to postgraduate study.’ (Telegraph). But academic success alone isn’t enough for the twenty-first century with all its challenges. The natural, political, economic, scientific and creative worlds require thinkers and communicators who are reflective, caring and open-minded in order to develop solutions for the global issues that
R eferences
Iborganization. “International education.” International Baccalaureate®, www.ibo.org/. Keltner, Dacher, and Emiliana Simon-Thomas. “The Science of Happiness.” Greater Good, University of California, greatergood.berkeley.edu/news_events/event/the_science_of_happiness#.WJ8i9bYrInV. Morrison, Nick. “IB or A levels: which is best.” The Telegraph, 16 May 2016, www. telegraph.co.uk/expat/education-and-family/ib-or-a-levels-which-is-best/.
Issue 2
ISF MAGAZINE
6
THE ENTREPRENEURS’ CLUB – LET’S GET DOWN TO BUSINESS N
by KEVIN FITTON ICT, Business and Management Teacher
ow into its third year, the high school Entrepreneurs’ Club has the mission of raising awareness, developing business skills and providing some lunchtime fun for those wishing to investigate and understand some of the background and issues around business and entrepreneurship. A number of games and simulations exist either online, or have been developed by the club’s founder, Kevin Fitton, which have been educating and stimulating students, from those with no previous business experience, to those who have ambitions to be the next Warren Buffett or Elon Musk. Students have adopted the role of oil futures traders in a game developed by BP. They have had to buy and sell crude oil, basing their trading decisions on macroeconomic events and their effect on the oil price. Students gain some insight into how market dynamics work, as well as developing teamwork and math skills, working in a time-pressured and competitive environment. A second simulation which 7
ISF MAGAZINE
has proved popular was the online version of the “ Cashflow “ board game developed by Robert Kiyosaki, where the aim of the game is to manage your income and expenses successfully, firstly to pay off your debts and then to accumulate assets which will eventually provide you with sufficient income to allow you to retire wealthy. This is a fairly realistic simulation of personal finance issues, and relies on skill and understanding of investment principles, as well as an element of luck when moving around the game board. This game clearly demonstrates the importance of investment and prudence in financial affairs, through minimizing expenses and taking advantage of canny investment opportunities. The current ongoing event is a stock trading game, based on the USA’s DOW30 share index, allowing students to buy and sell said stocks, based either on fundamental or technical trading strategies. Competition is hotting-up and the first league table is about to be published. The DOW, like all US stock indices, has been on a tear since Trump’s inauguration, so there
School Today, Skills Tomorrow
has been a good deal of success amongst the teams, but will this continue until the final deadline in June? Whether the bull market continues, or a bear market develops, the traders will gain valuable insight into how the stock market operates and the particular pressures and influences on how the market values these huge, multinational corporations. These events provide a backdrop to allow Mr Fitton to deliver mini lessons to the traders, illustrating how and why unfolding events affect the success, and therefore valuations, of these companies. All HS students are welcome to join and participate in the ongoing activities, which are currently being run in the Friday HS lunch session.
ISF Alumni Ivo H. Daalder, United States Permanent Representative to NATO
SCHOOL TODAY, SKILLS TOMORROW by LORENZO RICCI, Operations Manager
I
n Italy, the school-labour market relation has been discussed at length, since in our country this kind of relationship has always been confined to the vocational training institutes. However, the world has now changed and the industries and the market in general demand “knowledge workers” and skills that cannot be gained solely in later life, during or even after a university career. In this context, the instability of careers and the low employment rate of the youngest sector of the population, is not due to the cumbersome nature of the labour contracts and the rigidity of some labour markets (as in Italy), but to skills instability. In other words, the gap that exists between what companies are looking for and what students have to offer. This gap can lead a young worker out of the labor market in few years. Consequently, employability is in the a student’s hands. The student has to focus (and invest) in personal training throughout life. Full responsibility of the
company shall be of course to help the young resources to increase their potential, using a leadership style that allows the acquisition of new competences and knowledge, implementing a “management by education” process. This is what should happen at school as well, by creating a caring environment that encourages the growth of learning opportunities, not only inside the classroom but also in the local community area. This is the reason why the International School of Florence has decided to activate and to permanently add to the curriculum an internship program that will help eleventh graders to develop new skills and turn knowledge into competencies. ISF considers the internship program at an early stage a good opportunity to maximize the knowledge of a work context, gaining important information (and orientation) on career paths, and putting yourself out there, testing yourself in practice outside the school or the family business’ protected
environment. Also, we think that the internship program could be an important step in the growth of teenagers, since experiences are far more important than material purchases. Over the past decade, an abundance of psychological research has shown that experiences bring people more happiness than possessions. The idea that experiential purchases are more satisfying than material purchases has long been the domain of Cornell psychology professor Thomas Gilovich. Experiential purchases like trips, concerts, movies and… internships, tend to trump material purchases because they are more associated with identity, connection, and social behavior. Material things just become background. They deteriorate or become obsolete. An experience, especially a work-experience, is something that will help our reflective students in finalizing their career at school, sending out applications for the University that they have chosen and it will become one of the most important parts of the job interview for their dream job one day. Issue 2
ISF MAGAZINE
8
FIFTH GRADE SKI TRIP TO ANDALO - 2017 by MR. BAILEY, MS. RUNGE, MS. BUSONI AND MS. KUSTRIN
O
n February 8, 2017, the ISF fifth grade students together with Ms. Busoni, Ms. Kustrin, Mr. Bailey and Ms. Runge embarked on a four-day skiing adventure to the town of Andalo in the region of Trentino, Italy. The trip provided an excellent real-life opportunity for students to improve their selfmanagement, communication and social skills in preparation for Exhibition. Activities included two full days of skiing together with an instructor, swimming, snowshoeing and even some dancing and an epic quiz - prepared by the everillustrious Mr. Bailey! In their journals, students reflected upon how much they enjoyed sharing this unique experience together with their friends. Although students could improve upon these skills in the classroom setting, or on a shorter sojourn closer to home, skiing provides unique challenges that students must overcome in order to succeed, such as keeping track of room keys, gloves, scarves, helmets, etc. One student remarked that although it was challenging, since she couldn’t rely on anyone but herself, she 9
ISF MAGAZINE
“Although students could improve upon these skills in the classroom setting, or on a shorter sojourn closer to home, skiing provides unique challenges that students must overcome in order to succeed”
School Today, Skills Tomorrow
enjoyed the independence and confidence that arose from such a feat: “We were responsible for our keys and phones because we were without someone who could get these things for us! We were by ourselves! Actually, I really liked this aspect.” {Ester} Other thoughts about the trip included their use of communication skills to negotiate logistics: “I improved my communication skills by asking my room-mates who should take a shower first, who was responsible for the key, and by talking to the ski instructor.” {Letizia} Even the
expert skiers in the group overcame challenges “I also liked our ski instructor... I liked the slopes we did the most because they were challenging and I felt like a risk-taker. I also felt proud when I received a medal.” {Tamara} Even reluctant skiers enjoyed the trip: “At first I was unsure about going on the ski trip, but by the day we left I said to myself that I wished we could have stayed longer… I really liked this experience of staying away from home while learning something new.” (Leon) Students also showed remarkable patience and cooperation while the teachers set about organizing ski passes, equipment, instructors and the usual last minute hiccups that come with the organization of trips of this magnitude. The students impressed both Mr. Bailey and Ms. Runge with their ability to turn themselves into the shape of chicken nuggets or lasagna with just minutes of preparation. Their cooperation and kindness also did not go unnoticed. Many stepped up to sit on a chairlift with a younger skier or classmate, or shouted words of encouragement to a less- experienced friend wobbling their way down the hill. Often, it was a fellow student who offered a hand to steady a classmate after a fall, or recovered a lost ski pole from further down the hill. Each and every student remarked on how they enjoyed sharing all these activities together with their friends. As teachers, we’re convinced that with their increased confidence and cooperation skills will serve them well during Exhibition.
Issue 2
ISF MAGAZINE
10
POWER OF MUSIC by TANJA KUSTRIN, JS Music Teacher
M
usic builds a bridge; it can tear down a wall. Music is a language that can speak to one and all!� sang the Junior ISF students at the Festival of Song. Experts have long known that singing improves mood. But the latest research shows that it also has a profound impact on the immune system. Scientists discovered that singing for an hour resulted in significant reductions in stress hormones, such as cortisol, and increases in cytokines, immune proteins that boost the body’s ability to fight serious illness. Did you know that singing activity also has physical benefits for the respiratory, cardiac, and neurological systems? It benefits 11
ISF MAGAZINE
social skills such as group work and communication. It is known that children with a richer music environment develop faster as far as singing is concerned. Recent research shows that giving children and adolescents more access to singing education
School Today, Skills Tomorrow
helps them not only have higher singing ability, but also have a positive self-identity and a sense of belonging within a group. This may lead to being beneficial to society on the whole. Did you know that choral singers are much more likely to
“It is known that children with a richer music environment develop faster as far as singing is concerned. Recent research shows that giving children and adolescents more access to singing education helps them not only have higher singing ability, but also have a positive self-identity and a sense of belonging within a group.”
be generous by volunteering in their communities and taking on leadership roles? The results have shown that children who sing in choruses have better academic success and valuable life skills. “The main occupation of a young person is not in physical growing of height or weight, but in growth of their spirit!” I read this thought in a publication by the world reknown choir Tapiola, and it made me reflect about the power of music, which goes far beyond the words “academic, social and emotional growth”. I love to hear about growth of the spirit. That’s exactly what music can do! Emile Jacques Dalcroze, born in Switzerland in the early twentieth century, was a pianist, conductor, composer, theater director, pedagogue
and educational reformer. He said that music is not only the goal of study; it’s also the means to discovery, of developing skillfulness and of personal transformation. His method called Dalcroze eurythmics, was originally designed to develop a wide range of knowledge and abilties necessary to musicians, dancers and actors of all ages. Its philosophy goes beyond the confines of a music curriculum; it impacts students’ concentration, self-control, memory, perception of time, space and energy, sense of responsibility, social integration, coordination and independence for movement, sensitivity, creativity, and relaxation. During recent music lessons I invited students to explore diverse pieces of music through movement in small groups. It
was amazing to observe and reflect upon how music has inspired the students and developed their creativity. They projected movement into space and this in turn stimulated their imaginations. They developed their timing in movement, engaged in cooperation and created different shapes. Touch, timbre, dynamic, voices invited different movement responses. Students’ movement became a “meaningful movement”. They must be able to express themselves in their own way and learn how to become a component of a larger entity. Students need to develop their artistic capacity. Like a heart beat, music connects us. Let’s reflect ... and sing “Musica, maestro!” Issue 2
ISF MAGAZINE
12
UNIVERSITY ADMISSION TRENDS IN st THE 21 CENTURY by ZOE LOSADA, College Counselor
E
arly this morning, I read a list emailed from Coursera, one of the mass open online course companies, of free or very inexpensive courses I might enjoy, including International Hospitality and Healthcare Services marketing, from Yonsei University, Politics and Economics of International Energy from Sciences Po, to name just two. Conversely, a LinkedIn group call international School Educators has started a stream called “Why We Need to Abandon Subjects and Focus on Big Picture Learning�. I received, in addition, numerous offerings for students, from schools and organizations in virtually every continent except Antarctica, for summer and
13
ISF MAGAZINE
School Today, Skills Tomorrow
university courses and internships and university admissions. Perhaps the most remarkable aspect of this barrage of information is that I accessed it before 6 a.m. on my cell phone, which is replete with apps that keep me connected to virtually every corner of the globe. This increased connectivity and globalization of higher education has entirely transformed the panorama of the university admission process, particularly for international students. The sheer magnitude of the network of connections in the world we now live in has expanded the possibilities and opportunities available for students in way that would have been unfathomable even five years
ago. English-language programs are opening in numerous countries, more every year. In addition, several colleges and universities now go far beyond the traditional semester or year abroad and offer their students the opportunity to study each year of undergraduate education in a different country, and, of course, there are opportunities to obtain a world-class education without leaving home, through organizations like Coursera. From my initial years as a college counselor, in 1995, I was struck by how stressful the university admission process is for students and their families, and how this stress affects the choices and behavior of college-bound students and their families. I noticed how students (and sometimes their parents!) would sometimes behave in irrational and bizarre ways, with respect to expectations, choices, and basic requirements. I soon realized that the college application process implies some emotionally charged consequences, such as imminent separation from family and friends, the possibility of failure, as well as the excitement of new adventures and independence. Conversely, the expansion of opportunities has also dramatically increased the information
students and parents need to process and reflect upon, which has exacerbated the anxiety involved in the university admission process. There is quite a bit of magical thinking involved in the university application process, for students and for their parents, and as we increase our access to information, this has only gotten worse. There is no logical reason to suppose that a student who attends Oxford or Harvard will be a happier, more successful person than one who goes to a less selective university simply because of where he/ she attended university, but sometimes students seem to believe that the only way to guarantee a successful, fulfilling future in an uncertain world is through attending a well-known, prestigious school. Now, more than ever, students and their parents need to view the university application process as just that, a process, of growth, of self-discovery, of maturation, and of increased independence. To focus too much on a specific desired outcome can limit options in a world full of exciting opportunities and great challenges.
Issue 2
ISF MAGAZINE
14
15
ISF MAGAZINE
School Today, Skills Tomorrow