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  • Identifying and addressing the gaps

    By Kevin Hiatt

    Wherever you are, and whatever type of international school you’re in, it’s a fact that all students have had their learning affected by the school closures brought about by the global pandemic this year. It’s also true that all teaching professionals want to identify gaps...

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  • Taking online teaching techniques into the classroom

    by Maria Di Mario

    It is no exaggeration to say that teachers had an extremely tough time during the school closures this year, however, many found that teaching online created professional development opportunities they hadn’t expected. In fact, over half of teachers surveyed by the Centre for Education and Youth said that they feel that the new skills they developed while teaching online will be a useful addition to their skillset in the new school year.

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  • Evolving Education Delivery

    by Mark Levesley

    “NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life.” These are the opening lines of Charles Dickens’ Hard Times, in which schoolmaster Thomas Gradgrind outlines his educational philosophy. During the novel, Gradgrind is forced to re-consider this approach until he finally admits that “The ground on which I stand has ceased to be solid under my feet.”

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  • تدريب المعلّمي أ.د. هنادا طه من تقرير: العربية لغة حياة

    للدكتورة هنادة طه ثومور

    يشُّبه الكثيرون المعلّم الجديد بشخصية روبنسون كروزو الذي وجد نفسه قد طرح على جزيرة  نائية، وعليه وحده أن يجد طريقة تمكنّه من البقاء والاستمرار. ولذلك فإنّ المعلّم حديث التخرّج يحتاج إلى زميل متمرس وخبير في مجال تعليم اللغة العربية في المدرسة التي يعمل فيها  ليكون مصدر دعم وتوجيه وتدريب. هذا المعلم المتمرس يجب أن يتم اختياره من قبل إدارة المدرسة أو المشرف التربوي، لأن هذا المعلم الخبير سيكون رفيقا للمعلم الجديد الذي يتابعه ويكون مستعدا  للإجابة عن استفساراتة،  ولتخطيط بعض الدروس معاً، وتقديم دروس نموذجية  ولتعليم بعضها الآخر تعليماً مشتركاً، ولتحليل بعض المشاكل التي تواجه المعلّم الجديد والتفكّر بها وبالحلول المنطقية والواقعية لها.

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  • Why Education Systems of Tomorrow Must Start with Teachers, Not the technology

    by Cameron Mirza

    Educators around the world are trying to tackle the “complex problem” of how to modernise education systems and better prepare young people for the opportunities and challenges of an uncertain, unpredictable, and fast-moving 21st century. Teachers are currently functioning in a learning environment they may have had little or no training or for that matter any experience of distance learning. Whilst covid-19 has disrupted schools and universities around the world, it has, at the same time, quite rightly raised the status of teachers as many parents struggle to adapt to homeschooling. Therefore, now is the appropriate time to examine the future role of teachers and more importantly how policymakers and education leaders can support and enable the teachers of tomorrow to continue to change the lives of millions of learners around the world.

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  • Assessment for Learning in Times of Online Teaching

    by Mario Herrera

    Current English Language Teaching calls for a process that must include three pillars: 21st Century Skills, CLIL (Content and Language Integrated Learning) and AFL (Assessment for Learning.) All three strengthen the well-known and longstanding principles of cognitivism, learner centered teaching, critical thinking and student self-awareness of the learning process. The question this article ponders is if these pillars, particularly AFL, can be taught correctly in the times we are living of online teaching due to the closing of school buildings in procurement of social distancing, and if so, how?

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  • 5 ideas for taking active learning online

    by Tianna Tagami

    When students are actively learning, they are making connections to their own lives, questioning, and collaborating, which we know leads to more significant, durable learning outcomes. In the classroom, we deliberately plan learning activities and discussion to engage learners and keep them active. We stay alert during class to pick up on cues that learners are tuning out or struggling so we can pivot and improvise as needed.

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