International School Magazine - Spring 2020

Page 57

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A renaissance in reading ability Dolores Elliot-Wilson answers questions on a new project to assist young learners Committed to accelerating learning for all, Renaissance believes that everyone can be successful, and that empowering teachers is integral to this success. Dolores Elliot-Wilson, Chief Librarian at Sunmarke School Dubai for instance, is currently using its data-driven and personalised reading practice, Accelerated Reader, alongside its digital, cloud-based assessment suite, Star Reading. Here, Dolores responds to a number of questions relating to use of Accelerated Reader, and Star Reading. How do you start to create a learning plan for students? At Sunmarke School, we have a diverse range of students, with around 50% being English language learners. The challenge was to create a literacy development programme to help guide these students and improve their English. The Star Reading assessment test is important in understanding the precise level for each student. Once we know their initial score and reading range, we can create the learning plan coupled with Accelerated Reader, to improve reading practice. How have students taken to Accelerated Reader? We have found that students are much more engaged in the library with Accelerated Reader. We have seen substantial growth, with some students having made a year’s worth of progress in just a few months. Once students have done one or two quizzes, you’ll see a growth in independence as they continue to use the programme. Autumn

Spring |

| 2020

What is the primary objective of Renaissance? Renaissance creates assessment and practice solutions that put learning analytics to work for educators, saving hours of prep time, while making truly personalised learning possible. Schools use the company’s solutions to analyse students’ abilities and guide high-quality instruction. Put simply, Renaissance helps teachers to teach better, students to learn better, and school administrators to lead better, resulting in improved academic outcomes. Do you have any tips for Renaissance customers? My advice for teachers would be to get involved and encourage the project from the beginning! Don’t restrict children from reading, but instead try and encourage them to read suitably challenging books from within their recommended reading ranges. Also, try and regularly look at the Diagnostic Report and see which students haven’t taken their quizzes. You may find that some children are nervous to start with, but once they have done one or two quizzes, you’ll see a growth in independence as they continue to use the program. Renaissance is based at 189 Marsh Wall in London, UK Website: www.renaissance.com Email: international@renaissance.com Facebook: @renaissance.int • Twitter: @RenLearn_int

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Articles inside

Offline, by Imran Rashid and Soren Kenner, reviewed by Finja Kruse

5min
pages 73-76

Education in China, by Janette Ryan, reviewed by Malcolm Pritchard

5min
pages 71-72

What to consider when purchasing teaching and learning software, Kim Edwards

5min
pages 65-66

How could Lean principles apply in schools?, Blake Purchase

3min
page 64

Accreditation helps educators and assures parents, Annette Bohling

5min
pages 61-63

Where have all the teachers gone?, Liz Free

6min
pages 55-56

A renaissance in reading ability, Dolores Elliot-Wilson

5min
pages 57-60

Increasing educational opportunities in Africa, Keith Allen

5min
pages 51-52

International student-teacher experiences

4min
pages 53-54

Anglo-Swedish connections: the Mary Rose and the Vasa

5min
pages 49-50

Exploring the wilderness of the Arctic and Sub-Arctic

9min
pages 44-48

Alice in Education Land: Meeting The Red Queen, Chris Binge

7min
pages 41-43

Conferences

2min
page 40

regulars

4min
page 38

Science Matters: Mining the ocean floor, Richard Harwood

2min
page 39

International schooling in China – the starting point, Richard Mast

9min
pages 25-26

Meaningfully connecting teacher actions and student learning goals within the IB classroom, Laura Gutmann, Pai-rou Chen and Raymond L Pecheone

6min
pages 33-34

Fostering learning communities with Mantle of the Expert, Louise Ryan

6min
pages 35-37

CHILI – The impact of a shared vision on learners in an international community

5min
pages 30-32

A feasible approach to maximize professional development opportunities

5min
pages 27-29

How can schools teach global competence? Christina Hinton

6min
pages 22-24

Paddington – a postcolonial critical perspective, Ziad Azzam

5min
pages 19-20

Preparing for futures unknown, Sally Burns

7min
pages 15-16

Leading learning through developing the capacity of teaching assistants

5min
pages 7-9

How do you measure character? Joss Williams

4min
page 21

Addressing VUCA vulnerability through the role of teaching assistants

5min
pages 10-12

The elephant in the room? James Hatch

5min
pages 13-14

comment

3min
pages 5-6

How international schools are governed, Richard Gaskell

5min
pages 17-18
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