Download - RIS report November
Rome International School
RIS report Issue 25, November 2013 - www.romeinternationalschool.it
Encouraging Life-long learning
What’s inside:
Integrating technology & learning“Wolf Club 31”
Fibonacci & our new logo 2013 International Fair
2
As the IB community increasingly demands more evidence about the impact and outcomes of an IB educa9on, the Research department con9nues to conduct internal research and to collaborate with universi9es and research organiza9ons worldwide to produce rigorous studies on IB programmes.
The latest key findings sheet brings together a mix of independent and IB-‐commissioned research related to the impact of the PYP from a variety of perspec9ves. Here are some of the headlines:
• A study of 23,575 PYP and MYP students showed that, on the whole, IB students outperformed their non-‐IB peers across four subject areas in a majority of grade levels— Interna9onal Schools’ Assessments (ISA)
• A con9nuum school iden9fied the elements that were cri9cal to crea9ng a successful PYP -‐ MYP transi9on within their school—Colombia
• Teachers shared their views on the strengths and weaknesses of the PYP with regards to implementa9on and improvement—Turkey
• When making the transi9on from na9onal curricula to the PYP, data indicated that teachers had varying levels of understanding of the PYP and inquiry. Some felt that they were neither implemen9ng the approach well enough nor prac9cing cri9cal reflec9on as much as they should— Hong Kong
• A study, including an online survey of 561 administrators and teachers at 16 schools, and in-‐depth case studies at three schools, inves9gated the PYP authoriza9on and implementa9on process—Georgia, US
• PYP students had sta9s9cally significant higher scores than their peers at 16 non-‐IB schools in English Language arts tests scores—South Carolina, US
• Personal, professional and environmental factors were found to contribute to the success of adop9ng the PYP’s inquiry-‐based approach—Europe
Read the PYP key findings sheet or the complete reports.
This article was originally published in the IB News Update, Volume 1, Issue 3 Visit www.ibo.org for more news from the IBO.
“Key research on the PYP published”
3
At the recent IBO regional conference in the
Hague there was a key note speech by the well
known researcher, teacher and senior analyst at
the OECD, Bruno della Chiesa. The speech
focused on the importance of neuroscience in
terms of learning. He gave a robust and
challenging speech on the fundamental need for
greater understanding of brain research in the
field of education. We all now know some of the
basic findings of educational neuroscience, such
as students cannot learn effectively when under
heavy stress, however Mr della Chiesa explored
some wider and less well-documented areas of
the field. He also amusingly exploded some myths
associated with neuroscience, such as: -‐ We only use 10 percent of our brain;-‐ Some people are “left-brain”, others are “right-
brain”;-‐ Gender differences in the brain can account for
different learning outcomes;-‐ Younger children can only learn one language
at a time.
These ‘neuromyths’ as he called them are
dangerous, as they misrepresent the actual
findings of clinical studies and can lead to
mistaken educational policy and practices.
Breaking free from such myths allows us to instead
explore the vast potential of the brain and to
recognise and maximize learning opportunities. To
counter these common misunderstandings the
OECD has cooperated with schools to provide
workshops on neuroscience and learning to allow
teachers to explore the significance of these
studies in a theoretical and practical sense. This is
an interesting development.
Of course, we do not all have to become
neuroscientists in order to recognise that
understanding some of the basic brain functions
and how these relate to education will be hugely
beneficial to teachers and students alike.
Understanding how we think, learn and create will
become more and more fundamental in the
learning process. In the future it may change the
way we organize our classrooms, our timetables,
our use of technology and even, of course, our
assessments. Perhaps it will also signify a move
from simply ‘brain friendly learning’ to ‘brain
partnership learning’, a significant shift in
emphasis.
Sources:Understanding the Brain: The Birth of a Learning Science is
partially available, free of charge, from the Organisation for Economic Co-operation and Development (OECD). See: http://www.oecd.org/edu/ceri/
understandingthebrainthebirthofalearningscience.htmBeginning in the Brain: Pioneering the Field of Educational
Neuroscience By Eva Chen.http://www.gse.harvard.edu/news-impact/tag/bruno-della-chiesa/
Bruno della Chiesa, speech at IBO regional conference, 27,
October 2013.
BY DR WILLIAM IRELAND MIDDLE/HIGH SCHOOL PRINCIPAL & DEPUTY HEAD
Brain Power
4
Her cold, engulfing, iron-grey eyes shimmered in the moonlight, tears glistened like diamonds on her pale
cheeks. Hair, dark as ebony, flowed down either side of her face like ink waterfalls as she crept into the
cloak of night. She moved close to the walls concealing her body in the shadows but as silent as her
pace was she couldn’t get herself to stop the crying. Her mouth was dry and for once she wished she
had not gone, she longed for the warmth of her covers, the ticking of the dormitory clock, she might
have even been nostalgic for the snoring in the bunk beside her. She had to be brave, she thought and
with this idea she pulled herself back together, turning the final corner. A plaza opened before her, a
huge marble statue in the middle showed a wolf climbing what looked like a pile of fallen rock: the
entrance to club 31. A shiver crossed her spine and she felt her teeth start to chatter together, she was
sweating cold. She put her hand in her pocket and felt for the ticket before pulling it out: “wolf club 31” it
read, could she be right? Now her heart was pounding in her chest but curiosity took hold of her body,
leading her through the moonlit plaza, to the wolf. What she would have done next no one can tell but in
that moment a shadow towered over her. She scampered backwards but a crack in the pavement
hooked her foot and she fell helplessly into darkness.
Whether she fell or flew she couldn’t tell she just felt the gush of cold air brushing against her skin,
like thunder in her ears. Something told her to keep her eyes shut tight as she clenched her fists, just to feel
something familiar. That is when she felt like she had been struck by lightning. Energy flowed through her
body like water pours from storm clouds and she shook violently, like a tree in a gale. Finally she was
dumped on firm ground and lay terrorized, arms and legs tucked in a fetal position for what seemed like
hours until the whispering started. At first very distant but slowly growing louder, there were three people:
one unmistakably male with deep and majestic tones which echoed through the apparently huge
space; the other two sounded less sure of themselves, more afraid but with a kind of fake bravery in their
voices. When they were just above her she uncurled, hesitating before opening her eyes and was
astonished by how bright the hall was. It was so large she couldn’t see the walls, the ground looked like a
massive checker-board for gods, whilst the ceiling was completely constellated by realistic stars, of all
shapes and colours. The most impressive thing were the millions of enormous cages, all hanging above
their heads. And the animals were no ordinary cats and dogs, there were Pegasi, Unicorns, Phoenixes,
Chimeras, animals no man had ever recorded or even named. Greatest of all though in the middle was a
larger cage and in it a wolverine creature bared it’s ivory-white fangs, it’s jet-black fur distinct amongst
the others. An elderly man spoke with his deep vocals, he looked sinister and would have terrorized her if
it wasn’t for the warmth in his words, and the way his skin crinkled with every letter. Her jaw fell and she
couldn’t recall how much time passed before she realised he’d asked her a question. She mumbled
something but sooner than she could say more a second man, younger and more athletic, stretched his
arm out and helped her to her feet, “She’s in our club now” he grinned. And that is exactly how
Anastasia Waterpearl joined the most secretive organisation our solar system has ever known.
Wolf Club 31
BY FLAVIA UNGARELLIGRADE 8
To be continued in the December edition...
Community of learners
Becoming part of the IB worldwide community has heightened our interest in developing partnerships to enrich the curriculum and provide motivating student learning experiences. Our partnership with our families is strengthened by our class representatives and the PTA who have nominated charity partners to receive the proceeds of our fundraising events. Money raised in this yearʼs International Fair for example, will be donated to SOS Villaggi dei Bambini and a new charity partner, Operation Smile. Many of our school activities are provided by external partners such as CUS Roma. We have a partnership with the Confucius Institute to p rov i de Ch inese l essons t o ou r Elementary and Middle School students. We are also creating partnerships with York University in the UK and Miami University in the USA to provide student teacher training opportunities. In the near future, once we have moved to our new premises, we will be increasingly turning to partnerships to provide expanded learning opportunities before, after, and during traditional school hours, as well as on weekends and during the summer period. In many ways, our new school building is like a shiny new iPad, brimming with state of the art technology and presenting endless possibilities. Once the “apps” are in place, ( in this case Addit ional Programmes and Partner Support), students, parents, educators and the local community will be able to benefit from an extended range of learning possibilities. Our challenge will be to have all our community members working together to determine which “apps” will meet our needs, and identify partners who, by sharing their expertise, can provide opportunities to enrich the life-long learning experiences provided at RIS. “I never teach my pupils; I only attempt to provide the conditions in which they can learn.”- Albert Einstein.
PATRICIA MARTIN-SMITHEARLY YEARS & ELEMENTARY PRINCIPAL
5
The school Halloween party took place on the Friday before the midterm break and it didn't start until two o'clock. After break-‐time we went upstairs to the third floor and the fun started! In Ms Mirsky's room, there was bobbing for apples, which was fun because you had to duck your head totally underwater just to get an apple. Mr Parker’s r oom had a g ame c a l l ed 'monster murderer' and it was so much fun that most people went two or three times! Ms Pollard's game was pumpkin bowling. It was really popular! Then there was Mr Crase's room, where he had set up two games. One was called 'dungeon defenders', and the other was called 'splat the b a t ' . I p l a y e d ' d u n g e o n
defenders' a lot, but 'splat the bat' was played in the last period of time only, and only some lucky people who were accepted made the game. The staff room was run by Mrs Martin-‐Smith, and she had created 'mummy memory' but only the winner got the prize. My favourite costume was my little sister Betsy's costume. She was dressed up as a bat. There is a difference I have noticed {between American and Italian Halloween} and it is that in America you go trick or treating around houses, but in Rome there are mostly apartments. It is a popular American holiday, which falls almost one month before Thanksgiving Day.
Halloween
BY MAGGIE NARDINIGRADE 5
6
‘Educational technology’
In October I a`ended an educa9onal technology event at the Interna9onal School of Turin, which had been organised as part of their 50th anniversary celebra9ons. The event focused on using technology for crea9ng and collabora9ve learning, and the use of iPads as a learning tool.
Jeff Utecht, a technology integra9on expert, was the guest speaker. He spoke about the most important skills that we need to give students nowadays to help them make the most of the technology and informa9on that is given to them. He focused par9cularly on how to search correctly because of the fact that informa9on is now being produced at a rate so fast that it is impossible to read everything.
Mr Utecht gave a presenta9on to the students who will graduate this year about their digital footprint. He spoke about the problems that you can encounter on the web but focused primarily on the benefits of using social networks, YouTube, blogs and other sites such as about.me for sharing your achievements online. He asked students to google their names and look at the results. He wanted them to think about their career and
university prospects and imagine they were a professor or employer doing a search of their name before deciding whether or not to employ or enrol them. Mr Utecht stressed how important it was for the students to create a posi9ve digital footprint and use the technology available to them to promote themselves. Otherwise they 'don't exist'.
Aeer Mr Utecht's presenta9ons there were breakout-‐sessions, where different teachers presented different ways of integra9ng technology in the classroom. I a`ended Mr Utecht's Google app keynote, which showed, in par9cular, how Google docs can be used to help students work collabora9vely. The last session I a`ended was given by Liz Macdonald, a humani9es teacher at IST, on how to use iPads in the classroom.
My visit gave me a lot of ideas about integra9ng technology in the classroom to help enhance and transform the children's learning. I hope to share their achievements with you in future issues of the magazine and school newsle`ers!
BY WESTLEY YOUNG GRADE 3 TEACHER / ELEMENTARY IPAD COORDINATOR
7
The Fibonacci Sequence
Aeer we were shown our new logo, we started to think about its origins in the Fibonacci sequence. We got it because of Leonardo of Pisa, or Leonardo Pisano also known as "Fibonacci". He was a mathema9cian from the 13th century, and he is famous for a sequence called "The Fibonacci Sequence": 0,1,1,2,3,5,8... etc. The sequence works like this: the sum of the two last numbers gives the next number in the sequence.
We mapped the sequence first with squares, then we arranged the squares so we could draw a spiral similar to our logo.
We also found out that you can find the spirals in nature -‐ in leaves and seeds -‐ and also on columns in buildings.
Fibonacci is known worldwide for revolu9onising mathema9cs. Without him we would s9ll be using Roman numerals!
When I first saw the new logo, I didn't fully understand it, but now that I know about the origins, I like it a lot more!
The inspiration behind our new logo
Note from the editorEarlier this month, the new RIS logo was presented to our students, staff and parents. The new logo will be launched to coincide with our upcoming move to our new campus near via della Camilluccia. If you would like to learn more about our rebranding journey please write to Tania - [email protected].
BY FERRANTE PIO DI SAVOIA GRADE 6
Celebrate diversity Learn about the right to education Explore different cultures Try food from around the world Proceeds donated to charity
8
RIS report is a monthly publication by Rome International School.
RegistrationRegistrazione n. 476 del 31/12/10
Direttore ResponsabileMaria Corbi
Editor-in-ChiefTania [email protected]
Rome International SchoolVia Panama 2500198, Rome +39 06 84482650/1 [email protected] www.romeinternationalschool.it facebook.com/romeinternationalschool
Join us on:Friday 6 December
13.30 - 15.40
RIS report
This community event is organised by the school’s PTA.
Rome International Schoolʼs