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2021 VOL.-05 ISSUE-01
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Little Genius Leveraging Brainpower and Technology at the Service of Education
We are committed to fostering a curriculum that adapts to present-day needs
EDITOR’S NOTE
SCHOOL OF THE FUTURE
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country’s economy flourishes only when knowledge is ignited. And knowledge can be ignited in the true sense if there is creative learning. The advantage of such an education system extends beyond the economic development to humanity, compassion, and social wellness. For learning to consummate in this manner, the education system needs to be all inclusive, letting creativity and freedom of thought soar high. Only when the mind is set free creative thinking results in innovative strategies. Be it lateral thinking, abstract thinking, design thinking or systems thinking, it is all about creativity. Take VFX for example where high-end technology used to bring about the desired special visual effects, but it is all due to a powerful creative concept. So, when Archimedes, the famous Greek mathematician, physicist and astronomer cried Eureka, it was not just about science, it was more about high level of creative thinking because breaking out of the conventional patterns is creative thinking.
There are some schools that believe in such kind of education system and are practicing it diligently. Schools that have implemented such strategies have produced exceptional leaders and great humanists. Such educational institutions believe that unless the mind is set free deep thinking will not happen, hence ideas will not be innovative, sustainable living along with economic progression will not happen. Unlike general perception, creativity is not limited to only artists. Today, creativity is one of the most important sought-after skills in companies. And there is a reason why creative thinking is sought after today. Creative thinkers have an open mind, they are unbiased, possess problem solving skills, and are excellent communicators. Imbibing such qualities in potential leaders, therefore, should begin during the formative years. Children’s imagination is boundless, and this is the time to tap the potential of such young impressionable minds as they are unknown to the conventional or stereotypical ways of thinking and living. Creative thinking can happen only when the mind is free. In the corporate world, creative thinkers have an edge over others. The general perception of the corporate world being ruthless is a thing of the past. Now, creative thinking is the show-stealer. It leads to growth and happiness for all in the company and self-growth for the leader.
While most of the schools across the globe are desperately vying to bring about educational reforms for effective implementation of creative education Little Genius International, Italy has been promoting these principles since its inception. In fact, the school was established for this very purpose. So, when most other schools were just thinking of bringing about reforms, Little Genius International had already started implementing them. Known as one of the 10 best Italian/global B-Corporations, the school encourages lateral thinking, rigor, social responsibility, leadership, promotes critical analysis, creative thought, opportunities and freedom of thought and augmented learning. The school is blending culture, ethics, language, science and technology to produce wholesome individuals ready to brave the challenges of the modern world and to succeed as well and to bring about positive changes in the society. Read this interesting edition of The Knowledge Review to know more about Little Genius International that has broken the shackles of conventional education. Happy reading!
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Sumita Sarkar sumita@theknowledgereview.com
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Little Gen C
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MOST EMPOWERING WOMAN OF THE MONTH
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Alison Colwell
To make a Difference through Education
ARTICLES
Cover Story
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22 The humanistic approach Uniqueness of the Pedagogy of Italy
28 A new challenge
Is our technological quotient robbing us of our emotional quotient?
sales@insightssuccess.com MAY, 2021
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Little Genius
Little Genius International is a microcosm of values, built together within the family context and the social fabric your child is living in
potential for social and environmental impact. They direct individuals and their social aggregations towards the progress and improvement of civil, economic, scientific and environmental life. If human society suffers or fails, the role of education is primary, in the success as well as in the failure of human communities. Little Genius International was born with the DNA of a Benefit Society ante litteram, with the conviction that, in a context of strong contraction of state welfare, education is the best tool to spread practices with low environmental impact and high social impact in a positive way. Little Genius International was born, above all, for a precise and explicit will of the founders, strongly influenced by their studies and research and by Antonio Genovesi's theses on the civil economy, the pre-unitary Neapolitan socio-economic system and interest in international ethics and social systems.
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he world of work changes and progresses at a sustained speed and with it the professionalism, needs and skills required by the market change. Consequently, as an impact strategy, Little Genius International School has developed an ecosystem suitable for promoting the psychological and cultural development of the child in the context of the society of the future that
is already present, rather than proposing a mere educational system. Their training offer includes the promotion of active participation, the development of awareness and the increase of knowledge regarding environmental, economic, social, professional and cultural urgencies. Schools are certainly the human organizations with the greatest
Little Genius integrates in its corporate purpose, in addition to profit objectives, the aim of having a positive impact on society and the environment. In particular, through attention to shareholders and stakeholders, measuring their results in terms of positive impact on society and the environment on a par with economic and financial results, also voluntarily pursuing one or more purposes of common benefit in exercise of the activity. The Daunting Road LGI (www.littlegenius.school) consolidates in 15 years of activity a very broad reference market in which to position itself as a leader, and with a highly innovative structure rooted in its own educational system protected by copyrights, trademarks and patents, but also on a solid basis theory for learning in the digital age.
Little Genius International was born with the DNA of a Benefit Society ante litteram, with the conviction that, in a context of strong contraction of state welfare, education is the best tool to spread practices with low environmental impact and high social impact in a positive way
Little Genius International was born in October 2004. Capital is private and personal and the shareholders of the company were all women. After the issuance of authorizations (24 months of bureaucracy hindering company efficiency) and the hygienic-sanitary adaptation work and restructuring of the first headquarters in Grottaferrata (RM), in 2006 the activities of the kindergarten began.
Elementary school is added to the nursery. The school goes from the initial 250 sq. meters to the 1000 sq. meters of the current location and is setup in a brand new bio-architectural structure – the first ‘breathing building’ built in Italy, in the center of the Tor Vergata-Frascati research area, integrating the school structure with a high rate of innovation in a territorial context of basic research.
2007 – 2009: The company reaches ‘break even’ during the second academic year (2007-2008). The teaching and ATA staff are trained by the team of Prof. De Bono of the World Center for New Thinking in Malta to use lateral and creative thinking techniques and to stimulate these aspects in the child's mind.
2013 – 2015: LGI formalizes its organizational model and the criteria for the adoption and application of the ICE® proprietary teaching methodology thanks to a co-financing from the Lazio Region which allows to create a reference model that can be transferred to other licensed schools, to define and adopt an organizational system and management to guarantee the high qualitative standards of the didactic activities deriving from the ICE® methodology. At the end of 2014 it was a certified B Corp with a score of 114/200.
2010 – 2012: In 2010, the first Little Genius logo was registered at UIBM and the first ICE® Infinite Child Evolution methodological basis was defined, developed and filed in SIAE.
LGI became the 6th Italian company to be a Certified B Corp, with the highest score in Europe and the first Italian company in the center-south to become B Corp. Since 2014, Little Genius International pupils rank above national averages in the INVALSI and international Cambridge Assessment tests. In the same year, the school adopts the flipped classroom approach, a factor that will prove to be key during the pandemic, in which LGI was able to deliver its school services through an online educational platform without any technological impediments. CLGI creates the first “edutainment” games (https: // www.youtube.com/watch?v=irliMAJy yQI) based on ICE technology and introduces the first low environmental impact policies through an organizational procedure that indicates and monitors the actions daily tasks that each stakeholder must carry out to reduce the environmental impact.
2015-2016: LGI’s score as B Corp exceeds 140/200. LGI obtains certification as Cambridge International School. The Classe365 platform comes into operation which integrates and enhances the flipped classroom activities. The staff grows and reaches 15 units, the school exceeds 100 students. July 2016 saw the first visit of 30 teachers and principals from Seoul (South Korea) which inaugurated an important new benefit branch. 2017-2018-2019: Verso Technologies and Little Genius International launch a research project to bring wearable technologies into the classroom. The school reduced the consumption of plastic for canteen supplies by 91% in 2017 and activated the paperless classroom policies in elementary classes from September 2018.
The school is housed in a "building that breathes", the first in Italy for some innovations which were born from the dream of creating a structure in-line with organic and bioclimatic architecture
LGI received 17 presidents, principals, directors, vice-presidents of various educational institutes from Yunan, China, eager to deepen the innovative teaching method of Little Genius. LGI begins testing Keepers – a parental control app based on Artificial Intelligence that protects children from cyberbullying and pedophilia. LGI is among the 10 B Corporation Italian companies that have held conferences, meetings and useful comparisons on the subject of sustainability. September 2019 to August 2020: LGI is nominated (among stall B Corporations) Best for Italy and Best for the World for the third consecutive year. LGI is considered among the Italian companies that obtain the best scores in one or more areas of the B Impact Assessment (BIA) Governance, Workers, Customers, Environment and Community. LGI participates in Heroes Maratea, the Euro-Mediterranean festival of innovation that involves the most inspired heroes of our time: business leaders, business angels and investors, creatives, policy makers and the most interesting startups. LGI in Florence for the national day of Benefit Societies - to address the theme “Benefits for women: the key is in the business model”. HAW Hamburg Fakultät Wirtschaft und Soziales teachers and students visit the school and learn more about the ICE methodology. The teachers and students of LGI benefit from a direct and continuous comparison with international institutional partners from all over the world. LGI was the leading participant among the world B Corporations, in the World Climate Conference (COP 25 UN Climate), and announced the ‘zero emissions target’.
LGI launched, in collaboration with the Ronald McDonald Children’s Foundation, an initiative to support families and children hospitalized at the Bambino Gesù Children’s Hospital in Palidoro. The Chinese language is introduced in the LGI curriculum from kindergarten starting since the last year of kindergarten. The “Io Donna” insert of “Il Corriere della Sera” hosted an exclusive interview with the Director of Little Genius International – Ruhma Rinaldi, on the topic ‘Ethical Business’. All the children in the school have access to teaching at a distance. LGI
offers distance learning as part of the Digital Solidarity project, to 450 children outside the school. The ICE™® methodology works alongside a blockchain algorithm. Pupils will be able to certify their studies and civic path, accumulating value in proportion to their efforts and results are profuse and obtained in the course of school and civic life. LGI has an austere Human Rights Policy. The Inspiring Infrastructure The school is housed in a ‘building that breathes’, the first in Italy for some innovations which were born from the dream of creating a structure in-line with organic and bioclimatic architecture. The founding idea is to
LGI aims at making its students conscious of their potential, providing them with the opportunity to experiment with the real perception of objects and technology
achieve a profound harmony between anthropic activity and nature, a space for the free, creative, joyful and social life of man that develops with love, truth and freedom in organic and ecosustainable continuity from the inside to the outside: “Ad intra ad extra”. For the building that houses Little Genius International, the materials were selected according to some fundamental parameters: the absence of toxicity, the energy expenditure in the production cycle, recyclability, the characteristics of thermal insulation, the origin geography, durability, processing flexibility. It is also conceived with a view of saving energy, in fact it has been designed, calculated and built to fall within the
energy class A. Building in class A and using toxic materials, as it happens commonly, means increased rate of infections, the causes of disease, malaise and discomfort. The school building is built with photocatalytic materials that reduce pollutants and the bacterial load present in the environment, with obvious benefits for the health of pupils. Having a bioclimatic building available has greatly facilitated the complex safety procedures during the pandemic. The following are other measures taken to combat Covid: Closed number of classes; smart working for all staff and DAD as required by DPCM continuous staff training on Covid safety procedures; structure sanitation (although not mandatory); PPE (masks, visors, gloves, gels) available to staff, students and parents; temperature detection gear at the entrance of the school; installation of additional devices (air purifier, germicidal ceiling light, horizontal and vertical signs, decontaminating mat, parafiato for desks). How To Nurture Champions Little Genius International guides the learning and development of its student’s talents also via a range of extra-curricular activities such as: Ÿ Homework Club (Tuesdays and Thursdays) Ÿ Evening classes (6+) with limited
enrolment: music band, cooking and etiquette ( Bon- ton), Fab-lab, survival skills and theater. Fab-lab at Little Genius International is a workshop of experimentation and prototyping for the young (6 to 11 years old). The development of practical skills and aptitude to self-construct allows students to discover robotics and familiarize themselves with the functioning of electrical circuits and digitally controlled devices. LGI aims at making its students conscious of their potential, providing them with the opportunity to experiment with the real perception of objects and technology that surrounds them in light of their ever changing and evolving variables and in direct consequence to their acquired knowledge and creativity. English and foreign languages; individual or group lessons (for children and adults) Ÿ Music courses (4 to 13 years old) dedicated to the study of: pianoforte, violin, violoncello, drums, classic and electric guitar. Ÿ Saturday Playgroup (3 to 5 years old). Learning English while having fun with creative activities: songs, arts and crafts, and games. Ÿ Saturday English Course (from 6 years old): Reading and writing in English, story-telling and playing with numbers. Ÿ
qualified teacher status and is a fire and first aid trained. Enduring Hardships ... On the basis of a very far-sighted corporate strategy and valuing years of investments in technological platforms and detailed planning of teaching, Little Genius International has responded with great strength to the Covid-19 emergency. Here are some of the numbers that photograph, only in part, the great efforts made: Ÿ
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Summer School (3 to 11 years old from mid-June to mid-September): Multidisciplinary school in English with entertaining academic lessons and recreational activities. Ÿ At the end of the English language courses, it is possible (upon request) to undertake a Cambridge Examination directly at school. Ÿ
The Founder and Educator In 2006, Ruhma Yusuf Rinaldi founded the Little Genius International School. Always passionate about issues related to the defense of human rights and, in particular, of women and children, she followed a training course, from 1996 to 1998, at Forward UK in London on the subject of the protection of African girls and women.
From 2000 to 2003, Mrs. Rinaldi was technical writer at the United Nations Rome headquarters within the departments of Sustainable Development, Women and Nutrition. She holds a degree in ‘Development Studies’ from the School of Oriental and African Studies at the University of London, with specialization in Sustainable Development. In addition, Mrs. Ruhma Rinaldi completed Master's in Sociology Health and Healthcare from the London Medical School University of London, with a thesis on the “Social implications of breastfeeding in the modern age”. Ruhma’s core passions are ethics and human, animal and environmental rights. She holds
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Over 2,000 hours of live video lessons and instructional pills and 300 didactic help-desk interventions. 64 hours of psycho-pedagogical helpdesk. 5,000 LMS resources available for 9 classes. About 1 Terabyte of academic data and information produced by pupils and teachers. Kindergarten pupils were also able to benefit from distance learning services. Extra-curricular activities were also guaranteed for internal and external students (art courses, theater, Fablab, language courses). To ensure the proper implementation of distance learning, LGI offered tablets on loan for free use to all families who needed them.
The effort put in made it possible to not have any decline in academic performance in 56% of students, and also to find an increase in performance in 41% of students. Only 3% of the students independently chose not to use distance learning programs. ... And Rising Above Since 2016, Little Genius International has obtained certification as a
Cambridge International School, the result of the constant and professional commitment expressed in years dedicated to high-level education, investments and organization of an educational infrastructure unique in Italy and rare in Europe. A result recognized and certified at the highest levels after a scrupulous process and series of audits, a rigorous approach to teaching, and continuous evaluation of results (annual, where many international schools use internal and non-certified evaluation methods) which now leads students to measure themselves against international, transparent and unambiguous standards, a factor rare in the world of international schools if not at very high levels (facts demonstrated by the high results achieved by students in the Cambridge, and most significantly, in the National INVALSI examinations). A Microcosm of Values Little Genius International offers an open mind method that guarantees the highest and most recognized quality of teaching. “We are committed to fostering a curriculum that adapts to present-day needs,” commented Mrs. Ruhma Rinaldi. “A curriculum that considers learning as an intellectual and social process, respecting the uniqueness and talents of each individual – which are recognized as values. A method that will meet the needs of the child, the adult, the family and the social environment,” she added. Little Genius International is a microcosm of values, built together within the family context and the social fabric your child is living in. When the school chooses to look after your children’s education, it chooses also to care about their growth and future opportunities, which do not rely exclusively on the professional skills of the teacher and the validity of the
method, but also and, most of all, on the fostering of critical analysis, creative thinking, and the opportunity and freedom of choice and mind for future generations. Pandemic Times The events of the last year, the impact and consequences of the pandemic, have confirmed the importance of the strategic choices made by the company over the last few years. In particular, the choice of developing an educational ecosystem suitable for fostering the psychological and cultural development of the child, always in step with the speed of changes in society. This has made it possible to readjust, in a short time, activities and operations to respond to the challenges imposed by the global pandemic. Riding the EdTech Wave The Little Genius digital program intends to promote the ICE methodology and the holistic development of children through a transversal approach to teaching and learning situations related to all age groups and all subjects through the promotion of a digital paperless class. This helps facilitate skill building and development through an integrated curriculum and hybrid models that go hand in hand with cognitive processes such as problem solving, self-regulated
Little Genius's educational ecosystem – Education 4.0 - is enriched with a new component by hosting the Big Data for Schools (BDS) project by Little Genius International
learning, coping strategies and reflectivity, all of which help to achieve increased and more productive learning. According to the weekly plans and schedules, students have the opportunity to practically “live” the
ICE methodology. This includes and implies engaging in enhanced learning. Infinite Child Evolution (ICE®) games: Infinite Child Evolution (ICE®) games represent a virtual platform of infinite lessons that take the learning of subjects to a higher and more detailed level, while remaining at the level of children. Lesson themes currently used and available include: Ÿ Biodiversity - make informed decisions about your physical environment. Ÿ The skeletal, lymphatic, muscular and circulatory systems. Ÿ Band music - compose, record and layer music. Ÿ Comic strip- encouraging reading and writing skills At Little Genius International, these games have been designed, tested and developed to ensure that the students’ skills are not limited to standard textbooks and teaching programs. Digital natives support – Technology training with Apple Inc Technology at LGI. Ms. Ruhma elaborated: “At Little Genius Interntional, we believe it is important to provide digital natives (children who are born in today's technological culture) with the knowhow necessary for the future. Given that information technology is rapidly transforming communication and the culture in general, as we know it, we
aim to ensure that our students are familiar with the multiple uses of computers and learning their applications. For this reason, Little Genius International staff has been trained by Apple Inc in the use of iPads and Apple applications suitable for children.” Apple Inc iPads at Little Genius International: Apple iPad will be presented to the students as a game. Behind a correct presentation and LGI’s supervision, while using the numerous applications for children, the school provides its children with a range of experiences that include games, e-books, garage bands, downloads in different languages. The diversification of lessons is based on learning skills, multiple skills, virtual science labs, simulation activities, arts activities, etc. Electronics: Electronics completely permeates all environments of the modern life. Understanding what it is and what its basic principles are, will help children understand the world around them. The school plans to tackle the journey into the world of electronics with different supports, which are listed below: Little Bits: modular electronic modules useful for teaching how to master the internet of things (IoT) of the future. Ÿ Lego Mindstorms: they are a system that allows you to build
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robots effectively and at a low cost. The brain of the Lego Mindstorms robots is the programmable NXT brick, which can be controlled via USB, Bluetooth or Wi-Fi. Experimental bases: perforated boards in which it is possible to insert electronic components and power them to test their functioning. MaKey MaKey: New support that integrates electronic components with commonly used objects. Children can connect this support to various objects to transform them into musical instruments or video game controllers, etc. Leap Motion: Device that allows you to interact with the computer by recognizing the movement of the fingers. Students use ‘Leap motion’ to complete skill and educational games such as recognition and interaction with three-dimensional shapes. Sifteo cubes: small cube-shaped devices, in which one of the faces has a touch screen. The screens display images or words that interact with those of the other cubes when they are moved closer or further away from each other. The possibilities for fun and above all for learning for all ages are practically endless, from applications on color recognition to those of composing words or sentences. Coding: younger students will be introduced to the programming language through games played
outdoors and in the gym during which they will have to instruct their classmates as if they were interacting with a computer. From the first grade onwards, students will use online platforms and dedicated applications in order to become familiar with the language of coding through the use and finally the creation of videogames. Ÿ 3D printer: thanks to this tool, the pupils get to face the world of solids and the various ways to pass from the design phase to the realization phase, exploring the concept of ‘form and function’. Ÿ Paperless Classroom: The school publishes information of various things on the site Ÿ Drones: drones now differ in countless categories related to the fields of application, this constantly evolving tool is part of tomorrow’s work. Children begin to know and fly drones of different types. Little Genius’s educational ecosystem – Education 4.0 - is enriched with a new component by hosting the Big
Data for Schools (BDS) project by Little Genius International. The project aims to help develop awareness and increase knowledge relating to urgencies and professional opportunities (skill shortage), through a hardware/software system for the acquisition and processing of data that can be detected in the school environment, and intended to feed a blockchain validation system of skills. BDS, an integral part of LGI’s complex and articulated Research and Development strategy, consolidates the activities carried out in the two-year period 2018-2019. It incorporates the results and growth prospects, integrating and leveraging some of the priority assets: the Infinite Child Evolution ICE® methodology and the ICE Blockchain patent owned by Little Genius SpA Società Benefit. Future Goals LGI adheres to the project promoted by ‘B Lab’ and the United Nations Global Compact (UNGC) which promotes and enables change, acceleration and tangible progress of companies in the
direction of achieving the Sustainable Development Goals (SDGs) of the 2030 Agenda. The activities of Little Genius International are being analyzed and obtained on the new evaluation platform born from the synergy B Lab and UNGC, a baseline score of 82.8%: a high value on human rights, labor practices, environmental management, and good governance, but which represents only a starting point for LGI. The Millennium Goals LGI is contributing to, are: Ÿ Quality Education (SDG4) with a score of 76.8% Ÿ Gender Equality (SDG5) with a score of 26.8% Ÿ Decent work and Economic Growth (SDG8) with a score of 43.7% Ÿ Responsible Consumption and Production (SDG12) with a score of 75.8%. Ÿ Life Below Water (SDG14) with a score of 44.4%. T R
Parent Testimonial Dear Principal, I can't tell you how grateful we are for allowing F. and G. (but especially F.) the opportunity to attend Little Genius. F. and G. are very thrilled about all the activities they have done especially the English lessons and the laboratories (workshops). They are always saying: “Mom, we did an English lesson, but you don't have to imagine anything boring! We have learned so much!” They want to keep their notebooks to complete them the next time they go to their beloved Little Genius. I didn't have any doubts, but F. is particularly surprised by the degree of autonomy that teachers allowed him. He said to me “at Little Genius, I just feel like everybody else” and this is very important for us. It is difficult to find a school, especially a summer school, without architectural boundaries: this is the first time F. has been able to attend one. Thank you for your summer school: it was a beautiful and interesting experience! I hope my children will be able to attend your summer school also in the future. Best Regards. A mother's message to Mrs. Ruhma, school principal.
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Consolidate social and environmental impact capacity- technology at the service of education. Blockchain algorithm as a system of assessment and accumulation of value that follows the human being throughout the entire educational cycle and evaluates the development of technical and social skills (digital, ethics, design, etc.). Upon exiting the educational phase, a value measured in skills, knowledge and cryptocurrency to be spent in his first years of professional life. Design and develop game prototypes for others. Development and consolidation of software and GUI for Big Data or to facilitate both the conservation of data produced in ordinary teaching and the exploitation of large amounts of open-source data by students in the didactic field. Line of ICE® books for children.
Lines of Future Research Products and processes to help schools improve their impact Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ
Educational content and publications (e.g. manuals for teaching coding and robotics principles for children); Edutainment products ("open-ended" learning games); Training packages on digital teaching for schools; Innovative and consulting services for the innovation of educational systems and the efficiency of schools (helping schools to grow in efficiency and quality of services); Coworking and Fablab activities under 20; Import and distribute/sell innovative educational games that cannot be found on the Italian market; Offer training and advice on educational methodologies 4.0; Educational tourism
A not secondary line of LGI is to offer training to create figures of cultural mediation between business and research/university, feeding each other back. During 2021 LGI will remain focused on consolidating the numerous actions already undertaken and, on the research, and innovation plan by improving the impact strength of LGI in environmental and social terms. Each financial line will focus on high impact research and development actions (including creation of co-action lines with local authorities for social regeneration activities).
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The humanistic approach
Uniqueness of the
PEDAGOGY OF ITALY
I
t was after Second World War and Italy was overcome with a vision of “desire to bring change and create anew.” This vision was supported by significant economic and social development, including in education. In 1976, the municipality of Reggio Emilia faced major public scrutiny to the primary education policy, which led to the introduction of a new ‘Reggio approach’ to early education. Finally, the opposition was quelled and this approach was supported by parents and the community. This new pedagogical method was dubbed the Reggio Emilia philosophy, which is based on the following set of principles: • Children must actively have some kind of control over their learning direction • Children should be allowed to naturally learn through experiences of listening, touching, moving, and observing • Children have a constructive relationship with other children and with material items in the world that they must be allowed to explore • Children must have endless opportunities and avenues to express themselves In essence, the Reggio Emilia approach to early childhood education puts the development of young children at the forefront. It views them as individuals of an inquisitive nature, who are curious about their world and have the powerful potential to learn from all that surrounds them. Educational, sociological, and psychological influences are primarily important factors to consider in understanding children and working to stimulate learning and engagement in appropriate ways. Ruhma Yusuf Rinaldi, the Founder and Principal of Little Genius International School states, “Italy has an arguably unmatched history of pedagogy that has impacted schools and educators worldwide, namely via the (Maria) Montessori Method and the Reggio Emilia approach. Both pedagogies are exemplary of methodical teaching and learning systems, that are magnificently attuned to the needs of children, incorporating simple systems that are incredibly user friendly and that are extremely compatible
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with the human mind. The combination of knowledge, embodied in both pedagogical approaches has contributed to the blossoming of teaching and learning in the world of children’s education in these two distinct approaches that reflect the respect for children’s learning in the wealth and profundity of Italian culture.” The Montessori method of education was designed by Maria Montessori, an Italian physician. It is the method which emphasizes freedom and is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms, the trained teachers offer ageappropriate activities to guide the process of letting children make creative choices in their learning. Montessori classrooms are designed to meet the needs of children of a specific age range through beautifully crafted environments. It was Dr. Maria Montessori who discovered that environment-enabled experiential learning experience allows for a deeper understanding of language, music, mathematics, science, social interactions and more. There are many parallels between Montessori and Reggio Emilia methods of teaching. However, one of the primary differences is that Montessori schools follow a general curriculum which includes math, science, geography, cultural studies, and music; but the Reggio Emilia schools do not follow any general curriculum, but the curriculum is completely guided by students’ exploration and curiosity, evolving as they evolve. Both Reggio Emilia and Montessori pedagogical styles seek to educate the child holistically and help create citizens who will exist in harmony with others and their environment. With such a rich foundational underpinning and the inculcation of unorthodox perspectives along with modern learning tools, the future of education in Italy is indeed progressive. It is an exciting time for growing up in Italy! T R
- Aditya Umale www.theknowledgereview.com
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Alison Colwell To make a Difference through Education
She has been an educator for 28 years now. Although, she remarks, “I don’t know where the time has gone to!” Most of her career has been in challenging schools, as school improvement is something that she is passionate about. "As a teacher, you get to mould and help to determine the futures of young individuals - which is a real privilege," she added. Baleares International College (BIC) Baleares International College offers a British education with an international outlook delivering high quality education since they were founded over 60 years ago. Regardless of the changing times, the schools have remained steadfast in their values of independence, integrity and resilience. Baleares International College has two schools: one in Sa Porrassa, Calvià, a very convenient location along the southwest coast of Mallorca, and the other in Sant Agustí, a very beautiful area just outside Palma. The Sa Porrassa school provides education for children from 3 to 18 years of age, while Sant Agustí provides education for children from 2 to 11 years. BIC is supported by Orbital Education, who provide access to the latest educational thinking and innovative teaching methods from the UK, which enables them to deliver highest quality education for their students. Alison joined Baleares International College around 18 months ago as Principal, at BIC Sa Porrassa. And as always, she was very excited to take up this new challenge. Fortunately, she found a wonderful team of staff, a delightful student body and very supportive families.
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It Is A Source Of Great Pride To Me To See So Much In Evidence My Team’s Tremendous Skill, Professionalism And Dedication To Our Students, As Well As The Resilience, Adaptability And All-round Wonderfulness
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rowing up, Alison Colwell made very happy and positive memories of school. This early affinity towards schooling coupled with her desire of a profession that makes a difference to children’s lives, led Alison Colwell to become a teacher.
Of Our Students.
Bringing fresh eyes into any school is really important. She was lucky to be appointed at the same time as a fantastic new Head of Primary, Mrs. Elizabeth Compton, and Alison found that they were completely aligned on standards, values, and moral purpose. The Principal further adds: “We have been joined this year by an equally amazing new Head of Secondary, and a superb Head of Sixth Form, and together we are determined to continue my mission, which is to make BIC Sa Porrassa the number one school of choice on the island.” With their focus on delivering outstanding teaching and learning, an excellent curriculum, high standards and expectations, ensuring stretch and challenge for all, putting the children’s well-being centre stage alongside their academic progress, and – most importantly – ensuring that
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Alison Colwell Principal, BIC
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students enjoy school, and are happy and feel safe there, Alison assures that they will achieve this all. “Back in March, we went through one of the most draconian lockdowns in Europe,” she comments. “On the ominous date Friday 13 March, we closed the school gates for what would turn out to be the rest of the school year. Despite the considerable challenges we all faced, I was so proud of what my team – and our students – achieved,” she added. What it means to Lead During the lockdown, Alison’s team switched to online learning, something that they share with many schools around the globe. The teachers at BIC proved exceptional in delivering live lessons to all their students and maintaining those personal links that were crucial during such an unprecedented and challenging time. With children having been out of the school building for more than five months, Alison Colwell was determined to have everything restored to business as usual, when they returned in September 2020. She stressed to the school staff the “C” words that are far more important to them than the current pandemic one – children, curriculum, culture, character, care, compassion, creativity, curiosity, challenge. The school knew that there would be a huge social and emotional element to the children’s return after such a long absence from the classroom, as well as an academic one,
but it was a smooth and successful transition. This school year, the staff have continued with outstanding teaching and learning across the school, and in addition held a wealth of extra-curricular activities and events, that are such an important part of a great school. They held science week, recycling week, kindness week. The school also held inter-House competitions, ran a debate club and organised sporting fixtures. BIC also conducted highly successful online parent consultation afternoons and hosted numerous webinars to give parents additional information, on myriad matters from our sixth form, English as an Additional Language support, revision for exams and the transition to secondary school. The staff performed a pantomime, recorded their carol service, and had primary students perform socially distanced carols at pick-up in the last week! “It is a source of great pride to me to see so much in evidence my team’s tremendous skill, professionalism and dedication to our students, as well as the resilience, adaptability and all-round wonderfulness of our students,” remarked the proud Principal. Just last year, a parent said to Alison: "I bet you wish you'd never come to the island!" But for Ms. Colwell, nothing could be further from the truth. More than ever, the joy and the privilege of school leadership are very clear to her. She adds that she has never gone through the challenges such as the ones presented last year. Personally and professionally, it has been daunting road for Alison Colwell, but with the excellent team she has around, the support of Orbital and of parents, and staying focused at all times on her mantra of, ‘children first’, it is a challenge she hopes to live up to. “Working alongside such a committed, hard-working, and conscientious team of staff, as we have at BIC, reminds me every day of the importance of education and
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Most Empowering Woman of the Month of school in our children's lives,” Ms. Colwell noted. In addition, she further remarked that warm words of thanks and appreciation from parents, and recognition of all the work the team is doing and goals that they are aiming to achieve has been very gratifying. “On many occasions, a kind and timely email has helped to keep me afloat through some, at times, very choppy waters,” winked Ms. Alison. “Surrounded by outstanding teachers, and delightful children and young people, means that actually, in the year that we have all gone through, I have never felt more blessed,” she added. Meet the Community! In thinking about school community, about what makes BIC unique and special, Alison notes its initials encapsulate it perfectly. Being the only truly British school on the island, it brings out the best of the British education system, it has the advantages of being British owned (with all the benefits and strengths of belonging to a group that it brings) and the teachers are steeped in the best of British training and innovation. “We value academic rigour and excellence, high standards and expectations, stretch and challenge,” said Alison. But within that Britishness lie also British values - tolerance, inclusivity, fairmindedness, equality. These are values and virtues are the features Alison’s team seek to draw out in their young charges, and help to develop them into kind, thoughtful and responsible young people. “Equally, the internationalism of our student body and culture is at the heart of who we are and what we stand for,” commented the school administration. They welcome students from over 40 different nationalities (this truly international mix is again unrivalled), and celebrate while actively promoting language teaching, cultural awareness and diversity. Language proficiency is a central element of BIC curriculum. As a British international school, BIC prioritises two key elements of this: acquiring a high level of oracy and written skills in English and learning to speak and write other languages fluently. Living in Spain, of course, all BIC students learn Spanish from the earliest years, and it is a compulsory part of the curriculum up to and including Year 11.
course),” says Alison. “Many of our students choose to study two languages, but equally many also opt to study German, French and Catalan,” she added. However, as per the school, an important priority for all its students - indeed the reason why many families choose BIC, including British families - is being able to master the English language, whether British born or not, able to talk fluently, to be articulate, to have a wide range of vocabulary, to express themselves in grammatically correct, eloquent English. The great orators of history and of our time speak with ease and style, as do the successful business owners, the politicians, the doctors, the teachers, the journalists, the lawyers, the actors, the pilots - and many other professionals. But equally, as members of the human race, BIC announces to want to help all its young people to talk with care, confidence and clarity. And finally, but most importantly, at BIC they put children first. Caring deeply for children, the BIC staff put their students’ welfare and well-being centre stage. “Enjoyment of school - of loving learning, of being inspired by great teachers, of never wanting to miss a single day - these are the most important success indicators, to me, of any school.” Ms. Colwell is very proud of the good work her team does, still never being complacent and always, constantly, looking for how they move forward and improve, even in the midst of a pandemic when they could very well be forgiven for standing still! Aspire to make a Difference If there was one thing Alison would have changed in education, it would be for school leaders – those who know what it is really like to run a school – to be free from outside meddling from government and authorities who often do not have an understanding of the reality of school life and leadership! “That said, I still believe that teaching is the best and most important job in the world, and would encourage well qualified, passionate experts to join the teaching profession,” concluded the austere Principal, Ms. Alison Colwell. T R
“I'm still failing miserably in my efforts to learn Spanish and am constantly humbled by the bi-lingualism or even trilingualism of so many of our young people (and our staff of
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A new challenge
Is our
TECHNOLOGICAL QUOTIENT
robbing us of our
EMOTIONAL QUOTIENT? O
n a crisp winter evening I was attending the wedding of my college friend and consecutively was helping out with the ceremony preparations. It was a joyous occasion, as all weddings should be, and the elders from both sides interacted with each other trying to get to know one another and I too became quite friendly with them. But the thing that struck me as odd was that the bride’s younger cousins, the ones who were in their late teenage years, all crowded on a table near the exit playing games on their mobile devices. When an aunt announced the time to take the wedding photos, none of them got up instantaneously, all taking their sweet time to finish their games and then joining their families. The elders enjoyed the family reunion and the children could not wait to get away from it. And they were not the only offenders, for many other guests, younglings and elders, were glued to their screens, some sporting selfies with pouts and smiles for social media, some chatting with their friends. But the thing that made me lose sanity and erupt into laughter is when the bride’s 4-year-old niece was given a hardback children’s book by a relative and she 28 | MAY 2021
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started swiping at the cover with her little index finger. Trying to get that iPad to move: ‘What’s wrong with this tablet?’ My laughter died down and was replaced by an anxious thought: Are we moving into a world where the young children think that all things are digital? This is the digital world, and we all love the benefits it has brought us; facilitating a wealth of resources which our ancestors could not even have dreamt of. The world would never want to do away with smart devices and the internet, but it would be amiss if we don’t acknowledge the downsides of the heavy interaction of technology with the new generations. Depression and the internet The sociology department of the University of Michigan reported an empathy drop in its students by an astounding 40% between the 10-year duration of 2006 to 2015. Year 2006 was right around the time when smart technology started to gain momentum worldwide. Another observation is that the rise in social media is directly paralleled to the rise in depression and anxiety. Dr. Robert Leigh noted: “The average adolescent American today experiences the same level of anxiety as an average psychiatric patient did in the 1950s.” And the scenario is not much different in other parts of the world. As social media increases, peace of mind decreases. Social media and attention span Dr. Tim Elmore suggests that as information increases, attention spans decrease. An interesting statistic is that of attention spans of young adolescents in developed countries. Attention span for the average adolescents in the year 2000 was 12 seconds. Today, the attention span for the same is roughly eight seconds. Children naturally have shorter attention spans, need more stimulation, and are even bigger sticklers for quick rewards than adults. It would be appropriate to state that in previous eras, kids weren’t so big on getting things right away, because the world moved at a slower pace.
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Prolonged gratification v/s instant gratification The objective way of defining gratification is ‘pleasure that comes from something we desire.’ Then one might think that is useful to facilitate instant gratification and hence get the thing that one desires faster. But that is not the case for majority of our desires. It is useful to look at desires as ‘cravings’ rather than ‘goalcompletions’, because that’s what they are most of the times. For example, a kid who says “I’m hungry” may want to eat a box of cookies instead of waiting on the more nutritious, balanced dinner. With delayed (or prolonged) gratification, a person resists the impulse to accept an immediate reward, thus strengthening their pre-fontal cortex. This means choosing to sacrifice instant pleasure in the present for a more sustainable and valuable reward in the future. It takes selfcontrol and a greater amount of emotional intelligence to accept a delay in gratification. It is a sobering fact that today’s technological advancements focus more and more on instant gratification for an individual. The documentary ‘The Social Dilemma’ beautifully elaborated the point that all the major social media platforms are fighting for our attention. They compete to provide us with instant gratification mechanisms, lowering our ability to sacrifice pleasure today, lowering our emotional intelligence, and work for harder and more attention demanding goals. Perhaps Kevin Kelly said it best: “Smart technology advances so quickly, it outpaces our ability to civilize it.” Our world “SCENE” today The word ‘SCENE’ is an acronym for the five words that best describe our 21st century world – Speed, Convenience, Entertainment, Nurture, and Entitlement. But a lesserknown observation is the cost of these five words. Let me elaborate: • Speed We want everything faster. We want high-speed internet access, we want instant access to information, we don’t
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want the webpage to take three seconds to load, we want it now. A kid growing in this world is easily going to assume that ‘Slow is bad’. He/she might never learn the value of patience. • Convenience We all love the modern-day conveniences we all enjoy. But if convenience is all that one has ever known, they might be tempted to think that ‘Hard is bad’. The number one phrase that K-12 educators say they hear from kids today - “This is too hard”. • Entertainment If you are made to wait in a line for even five minutes, aren’t you immediately, almost as an instinct, tempted to pull out your personal entertainment-box (smartphone) and watch ESPN, or check mail, or social media. We want to be constantly bombarded with stimuli; we don’t want to get bored. We might be tempted to think that ‘Boring is bad’.
work so hard for anything. Technology can give you almost all the things available for minimal labour. Hence, we might be tempted to think that ‘Labour is bad’. The elements mentioned above, things being – slow, hard, boring, risky, of labour – are some of the most important things that grow people into fully developed adults. It is fair to point out that our marvellous world of the 21st century is slowly stealing the very things that build life skills in people. We have to be more intentional, more cautious in helping build the world that our children will inherit, so that technology doesn’t rob us of our emotional intelligence and our ability to strive for and become like the individuals who became the glory of all mankind. It is an exciting time in the world right now. It is also a time that needs more empathy and responsibility. T R
- Aditya Umale
Neuroscientists say today that we actually need more ‘Boredom’. It is those times when we have some space in our day that we actually develop creativity and empathy – two very human elements. • Nurture Our world today is full of nurture. We want safety belts, safety helmets, internet safety, safety in school and on the playground. These are all necessary elements to some extent, but the message that we are unwittingly sending the new generations is that ‘Risk is bad’. The world moves ahead by those who take risks and do the unthinkable. We do not want our kids to have the mentality that all risk is bad. • Entitlement Our world today is filled with entitlement. We are all “here”. We want perks and breaks. Should not have to
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