“There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book.” –Marcel Proust
Viva voce is a Latin phrase that means “with living voice” and represents an insightful way to describe one of the highlights of our school year. The dual reference of “with living voice” to signify both the concept of “word of mouth” and an oral examination, such as a thesis defense, accurately represents students’ experiences associated with our culminating International Baccalaureate (IB) Extended Essay experience.
The IB’s Extended Essay is an independent, self-directed work of research that is concluded with the writing of a 4,000-word paper. Through the process of investigating a topic of special interest, the IB highlights how students develop skills that include the formulation of a research question and the corresponding capacity to analyze, synthesize, and evaluate knowledge.
While the completion of an Extended Essay is an impressive accomplishment in itself, the American School of Brasilia extends the experience and learning through an event called Viva Voce. This special event may best be described as the verbal counterpart to the student’s written essay when our IB candidates literally talk about the passion and challenges they experienced when writing their essays. A three to five-member panel, usually comprised of parents, teachers, and students with expertise or interest in the subject, carefully read the essay and formally engage with the IB students during their presentations. The Viva Voce event is also open to our community to participate as a silent audience and, given the full attendance, there is clearly a high degree of support and interest.
Beyond this framework, what makes the Viva Voce experience so profound is the high degree of passion and engagement that students clearly convey for their research topics. It is not uncommon for students to write much more than the required 4,000 words. The following is a sample of some of the research focus areas:
Economics: Government’s Management of Brazil’s Electricity Sector
World Studies: Sustainable Fashion
Film: Alfred Hitchcock’s influence in film
Macro Economics. The effect of the Greek economic crisis in the EU.
This year, I had the honor of serving on Carolina’s panel, a student whose research question investigated the ballad structure in Oscar Wilde’s poem, “The Ballad of Reading Gaol.” While Carolina spoke to the panel and audience about both her findings and her learning, I could not help but be impressed by her reflections on how her research changed how she sees literature, human relations, and the world in general, but also by her depth of knowledge and understanding of Wilde’s work, as represented by her concluding statements:
“The author uses a poetic method as a tool of offering palpable representation of life at Reading Gaol, which causes people to feel sympathy and sadness. The convicted men inside prison are hopeful, therefore although the initial feeling is that of pity, the author transforms it into a soothing, otherworldly environment, one that proved the human soul capable of conquering the harshness of reality.”
Well done Carolina! And, well done to all Viva Voce students!
The deep learning experiences demonstrated not only by Carolina but all of our students is not the only factor that makes Viva Voce such a special experience. It is also the fact that teachers, parents, students, and members of the greater community are also participating in the learning experience. As it was the first time I had read Wilde’s Ballad of Reading Gaol, I was grateful to Carolina for sharing her analysis and introducing me to such an important work of literature. I had similar feelings last year when serving on a panel for an outstanding economics paper and was seated with a talented economist from the British Embassy and the World Bank Country Director for Brazil. While I would like to think that I made some meaningful contributions to our conversation about economics, I have no doubt that I was also a learner on this day.
While these are my personal stories, I am confident that I speak on behalf of everyone who has participated in the Viva Voce event when sharing how meaningful and transformative the experience has been for students, teachers, and parents. To that end, Viva Voce is a good example of how learning can be personalized, relevant, and meaningful. In terms of school culture, Viva Voce also embodies and exemplifies the spirit of our mission statement: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.”
It was one of those emails that catch your attention. Mauricio, then a fifteen-year-old student in a Brazilian school, sent an elegantly worded statement about how he taught himself English so that he could realize his dream of attending a university in the United States. Mauricio had been studying our website and, as he believed our school’s values were aligned with his, was determined to join our learning community. What I did not know at the time was that Mauricio was going to forever change our community’s perspectives on learning and our understanding of the world around us.
Mauricio’s application for admission to our high school was the first we had received from a blind student. While Mauricio did not seem to be concerned that his blindness would limit his learning, a reflection of his indomitable spirit that I quickly learned to admire and appreciate, our faculty did raise several valid questions and concerns.
The consideration of Mauricio’s application was framed and guided by a mission and set of beliefs that highlighted diversity and different learning styles as essential values. Through dialogue, learning, and understanding, the high school faculty committed to admitting Mauricio and providing him with the best educational program within our capabilities. Mauricio also supported us through this learning process and was always quick to remind us not to think of him as a blind person, but rather a person who happened to be blind.
During one of our admissions meetings, I welcomed Mauricio to my office with the greeting, “It is great to see you…” but cut myself off as I realized the insensitivity of my words. Mauricio smiled warmly and replied in a manner that conveyed wisdom beyond his years, “It is also great to seeyou.” While it was a seemingly minor moment of learning, it was also emblematic of our own collective growth. I humbly shared with Mauricio how it was likely that we were going to learn far more from him than he would learn from us. And, this was in fact the case. Four years later, Mauricio graduated from Graded, the school where I previously worked, and he realized his dream of attending and graduating from a top university in the United States. It was also during this time that we grew the most as professionals and as a community.
While Mauricio was a student at Graded, we had the honor of hosting two very special people, Bill and Ochan Powell, who conveyed a similar spirit of promise and a unique ability to instill an intrinsic commitment in others to be the best professionals and people they can be. Bill and Ochan scheduled time after their professional learning facilitation to interview Mauricio as part of their work associated with inclusive schools. I remember clearly how our faculty and I beamed with pride and a sense of purpose when Bill and Ochan highlighted and congratulated the team for their work with Mauricio and their efforts to ensure Graded was offering a highly functioning inclusive learning program.
The following two videos present clips from Bill and Ochan’s work with Mauricio.
Interview with Bill and Ochan:
Learning in a Science Classroom:
The videos highlight Bill’s talents and concern for others and, correspondingly, one of the many reasons why there has been such an extraordinary outpouring of sorrow, love, and admiration from around the world to the tragic news of Bill Powell’s sudden passing. Bill was a remarkable individual whose impressive professional capabilities were complemented with a warm heart and deeply caring nature.
A recent exchange of emails with Mauricio highlighted the difference Bill’s vision and unwavering commitment to student learning and inclusion can make in a student’s life. The following is an extract from Mauricio’s note to me this week:
Needless to say, if it were not for my inclusion at Graded and before, I would not be where I am today. I have worked at internationally recognized corporations, attended top educational institutions abroad, learned the importance of adaptation and persistence, and demonstrated to others that blindness does not define ones capabilities.
It all began with education – an education that was inclusive, grounded, and rigorous. It all began with teachers and administrators who believed in my potential, and who required of me the same as was required of any other student. If one has education one still faces challenges, the difference being that without it we have no solution. Blind people must be able to make any choice they wish for their future, with blindness being only a circumstance and physical characteristic. As the Olympics are held in Brazil, so will the Paralympics. We apply the inspiration and values from all athletes into our lives as much as possible so that we may continue fighting for opportunity for all people.
The message of six years ago still stands: people must ask questions, so that their doubts may be resolved. On the other hand, those with disabilities must believe in themselves, strive for their best, and not for what seems comfortable, and never be let down by expectations by others. Others may not know our full potential, but I find that most people will be allies if we help them help us. And, schools cannot do it alone – families must understand that disabilities shall never define where one wishes to go.
~ Mauricio
I am deeply grateful to Mauricio and Bill and Ochan Powell for the real difference they have made in our lives. Looking ahead, we hope to honor Bill’s significant contributions to the field of education and his dedication to the lives of others by ensuring a collective commitment to furthering his vision of inclusive schools where diversity, difference, and all learning styles are valued within the context of a plurality of thought and perspectives. Next Frontier Inclusion’s mission must also be our own: “to promote and protect the interests of children who learn in different ways or at different rates.” This is our moral obligation to Mauricio and all of the students, families, and communities we have the privilege of working with at our schools.
Uma Obrigação Moral
Foi um daqueles e-mails que chamam a sua atenção. Mauricio, estudante de uma escola brasileira, quinze anos de idade, enviou um comunicado elegante sobre como ele aprendeu inglês sozinho para que pudesse realizar seu sonho de ir para uma universidade nos Estados Unidos. Maurício estudou nosso website e como ele acreditava que os nossos valores se alinhavam aos dele, ele estava determinado a se juntar à nossa comunidade. O que eu não sabia na época é que Maurício iria mudar para sempre as perspectivas de aprendizado da nossa comunidade e o entendimento do mundo ao nosso redor.
A solicitação de matrícula do Maurício para o ensino médio foi a primeira que recebemos de um aluno cego. Apesar do Maurício não parecer preocupado com o fato de ser cego, uma característica do seu espírito indomável que eu aprendi a admirar e apreciar, nosso corpo docente levantou muitas questões e preocupações válidas.
A possibilidade da matrícula do Maurício foi moldada e guiada pela missão e uma série de valores que destacaram a diversidade e os diferentes estilos de aprendizagem, como valores essenciais. Através do diálogo, aprendizagem e compreensão, o corpo docente do ensino médio se comprometeu em aceitar o Maurício e dar a ele o melhor programa educacional, dentro das nossas capacidades. Maurício também nos apoiou neste processo de aprendizagem, sempre rápido em nos lembrar de que não deveríamos pensar nele como uma pessoa cega, mas sim como uma pessoa que ficou cega.
Durante uma das nossas reuniões de admissão, eu o convidei à minha sala e disse: “É ótimo ver você…”, e parei ao perceber a insensibilidade das minhas palavras. Maurício sorriu calorosamente e respondeu de uma forma que mostrou a sua maturidade, apesar da idade: “Também é muito bom vê-lo”. Embora, aparentemente, fosse uma pequena lição, também foi um momento emblemático no nosso crescimento de forma coletiva. Eu, de forma humilde, disse ao Maurício que a probabilidade de aprendermos muito mais com ele era bem maior do que a dele de aprender conosco. E isso aconteceu de fato. Quatro anos depois, Maurício se formou na Graded, escola onde eu trabalhei antes, e realizou o seu sonho de estudar e se formar em uma universidade dos Estados Unidos. Foi nessa época que tivemos a oportunidade de crescer como profissionais e como comunidade.
Durante a época que o Maurício foi aluno da Graded, nós tivemos a honra de receber duas pessoas muito especiais, Bill e Ochan Powell, que transmitiram um espírito de promessa e uma capacidade única de incutir um compromisso intrínseco de sermos as melhores pessoas e profissionais possíveis. Após suas reuniões eles agendaram um horário para entrevistar o Maurício, como parte do trabalho associado com escolas inclusivas. Lembro-me claramente como o nosso corpo docente e eu estávamos cheios de orgulho e propósito quando Bill e Ochan destacaram e parabenizaram o nosso time pelo o trabalho feito com o Maurício e o seu esforço para garantir que a Graded estivesse oferecendo um programa de aprendizagem inclusiva altamente funcional.
Os dois vídeos abaixo mostram o trabalho de Bill e Ochan com o Maurício.
Entrevista com Bill e Ochan
Aprendendo na sala de Ciências
Os vídeos destacam os talentos e a preocupação de Bill com os outros e, consequentemente, foi uma das maiores razões pela onda de sentimentos de tristeza, amor e admiração do mundo todo sobre a trágica notícia da passagem repentina de Bill Powell. Bill era um indivíduo notável e sua impressionante capacidade profissional foi complementada com um grande e caloroso coração, além de uma natureza protetora.
Uma recente troca de emails com Maurício destacou a diferença que a visão e o compromisso inabalável de Bill com a aprendizagem e inclusão pode fazer na vida de um aluno.
Abaixo, segue uma parte da conversa do Maurício comigo essa semana:
Nem preciso dizer que se não fosse pela minha inclusão na Graded e antes disso, eu não estaria onde eu estou hoje. Eu tenho trabalhado em empresas reconhecidas internacionalmente, frequentei grandes instituições de ensino estrangeiras, aprendi a importância da adaptação e persistência e, mostrei aos outros que a cegueira não define a capacidade dos outros.
Tudo começou com a educação – uma educação que foi inclusiva, apoiada e rigorosa. Tudo começou com os professores e administradores que acreditaram no meu potencial e exigiram de mim o mesmo que era exigido de qualquer outro aluno. Se você recebe educação, você ainda enfrenta desafios, com a diferença de que sem ela não temos solução para os nossos desafios. Pessoas cegas devem ser capazes de fazer qualquer escolha que desejam para o seu futuro, com a cegueira sendo apenas uma circunstância e uma característica física. Assim como os jogos olímpicos estão acontecendo no Brasil, as paraolimpíadas também irão. Nós aplicamos o máximo possível a inspiração e os valores de todos os atletas em nossas vidas, para que possamos continuar a lutar por oportunidades para todos.
A mensagem de seis anos atrás, ainda é: as pessoas devem fazer perguntas, de modo que suas dúvidas possam ser respondidas. Por outro lado, as pessoas com deficiência devem acreditar em si, esforçar-se para dar o seu melhor e não para o que parece confortável, e nunca se colocar para baixo por expectativas dos outros. Os outros podem não saber o nosso potencial, mas eu acredito que a maioria das pessoas serão nossas aliadas, se nós as ajudarmos a nos ajudarem. E as escolas não podem fazer isso sozinhas – as famílias devem compreender que a deficiência não deve definir onde se quer ir.
~ Maurício
Eu estou profundamente agradecido ao Maurício, ao Bill e Ochan Powell pela diferença real que eles têm feito nas nossas vidas. Olhando para o futuro, esperamos honrar as contribuições significativas do Bill na área da educação e sua dedicação para com a vida de terceiros, assegurando um compromisso coletivo com a promoção da sua visão sobre escolas inclusivas, onde a diversidade, a diferença e todos os estilos de aprendizagem são avaliados dentro do contexto de uma pluralidade de pensamento e perspectivas. A missão do Next Frontier Inclusion, também deve ser a nossa: “promover e proteger o interesse de crianças que aprendem de formas diferentes ou em ritmos diferentes.” Essa é a nossa obrigação moral com o Maurício e com todos os alunos, famílias e comunidades que temos o privilégio de trabalhar em nossas escolas.
Featured image: cc licensed (CC BY-NC 2.0) flickr photo by lee: like a record… https://www.flickr.com/photos/leecullivan/240389468/
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” ~ Carl Jung
In Brasilia, Teachers’ Day is commemorated each with year with a designated holiday on October 15. In the spirit of this special day on conjunction with the October 5 World Teachers’ Day, it is fitting to celebrate and recognize the inspiring work of those passionate individuals who have chosen education as not only a career, but also a calling. A sincere thank you to all teachers for their efforts, day in and day out, to continuously seek ways to make a difference in the lives of students through deep levels of care, professionalism, commitment, and hope.
Teaching, at its essence, is about the ideals intrinsically associated with developmental relationships, which are, in turn, based on a profound belief and optimism for the future. It is the moral imperative of an educator to commit to an unwavering belief that all students are capable of reaching their potential and to an insuppressible hope for a better future. While these are indeed lofty goals, an educator’s prerogative is to accept nothing less than these ideals. Borrowing from Robert Browning, a student’s reach should exceed his or her grasp, or what’s education for?
Special Recognition of Teachers at the American School of Brasilia: Photo Essay
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Thank you, once again, to all teachers for inspiring students to reach beyond their grasp and for making a difference in the lives of others, recognizing it make take years, or even decades, for these differences to be fully realized. Is it too much to conclude that the ideals of teaching and learning, embodied through a hope for the future and belief in others, contribute to defining the very essence of our humanity?
“Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.” ~ Hannah Arendt
Featured image: cc licensed (CC BY-ND 2.0) flickr photo by Philippe Put: https://www.flickr.com/photos/34547181@N00/7035269431/in/photostream/
“Those who have a ‘why’ to live, can bear with almost any ‘how’.”
~ Friedrich Nietzsche.
The ‘why’ highlighted by Nietzsche is equated, in schools, to foundational documents, such as mission statements. These essential documents act as guiding principles for all facets of education, ranging from day-to-day instructional approaches, to business office and human resource decisions, to the building of new facilities, to educational program implementation, to co-curricular and extracurricular activities, and to long-term, strategic planning.
By way of example, I had the privilege of receiving an invitation to work with our Grade 3 classes on the development of a class mission statement. Once my introduction was completed, the outstanding Grade 3 teaching team led the students through a process to create a unique mission statement for their class. Through an effective and collaborative process, the students worked diligently to arrive at a consensus, which resulted in the following mission statement:
In third grade, it is our mission to explore new things, to make new friends, and improve ourselves so that we can solve problems and become responsible citizens of the world.
This statement will guide the learning and development of all Grade 3 students throughout the remainder of the year. Furthermore, it is no coincidence that the student mission statement expands on the tenets of our school’s overall mission. By design, everything at the American School of Brasilia (EAB) is framed and guided by the school’s key foundational documents.
EAB’s ability to provide our students with the best holistic education possible will be achieved through a partnership between students, parents, and the school, towards the realization of the ideals presented in the mission, vision, core values, and motto.
EAB’s Foundational Documents
MISSION
The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.
VISION
At the American School of Brasilia, each student pursues an excellent academic program in a supportive and nurturing learning environment, whose rigor and relevance is evident through the five pillars of academics, arts, leadership, service learning, and activities. In an EAB education, our students are:
…provided a differentiated education, that optimizes academic potential;
…exposed to the arts, achieving proficiency in at least one area;
…provided the opportunity and support to develop as citizen-leaders;
…engaged in meaningful and sustainable service learning experiences;
…involved in co-curricular activities or sports.
O propósito do Bull-It dessa semana é destacar os documentos chaves da fundação da EAB que incluem declarações da missão e visão da escola, os valores fundamentais e, o nosso lema. Estes documentos essenciais funcionam como princípios orientadores para todas as facetas da EAB, que variam a cada dia, desde as abordagens institucionais, como no escritório de negócios, nas decisões do recursos humanos, com a construção das novas instalações, a implementação de programas educacionais, para as atividades co-curriculares e extracurriculares, e a longo prazo, o planejamento estratégico.
Por exemplo, eu tive o privilégio de receber um convite esta semana para trabalhar com os alunos da 3ª série sobre o desenvolvimento de uma declaração de missão. Uma vez que a minha introdução foi concluída, a excelente equipe de professores da 3ª série levaram os alunos através de um processo de criação a fazer uma declaração de missão única para a sua classe. Através de um processo eficaz e colaborativo, os alunos trabalharam diligentemente para chegarem a um consenso, o que resultou na seguinte declaração de missão:
Na terceira série é a nossa missão é explorar novas coisas, fazer novos amigos e melhorarmos a cada dia para que possamos resolver osproblemas e tornarmos cidadãos do mundo responsáveis.
Esta declaração vai orientar a aprendizagem e desenvolvimento de todos os alunos da 3ª série durante todo o restante do ano. Além disso, não é por acaso que a declaração de missão dos alunos amplia os princípios da missão geral da EAB. Desde a sua concepção, tudo na EAB é moldado e guiado pelos documentos fundamentais da escola.
A capacidade da EAB para oferecer aos nossos alunos a melhor educação holística possível será alcançada através de uma parceria entre os alunos, pais e escola, e através da realização dos ideais apresentados na missão da EAB, visão, valores e o lema.
MISSÃO
A Escola Americana de Brasília atua nas comunidades internacional e brasileira, transmitindo uma educação credenciada pelos dois sistemas de ensino, o americano e o brasileiro, atendendo da Eduacação Infantil ao Ensino Médio. Além disso, oferece o International Baccalaureate – IB, expandindo uma atmosfera culturalmente diversa. Nosso sistema educacional, transmitido em língua inglesa, visa desenvolver as habilidades dos alunos como um todo, objetivando alcançar seu potencial. Por meio de experiências de aprendizagens diferenciadas e inovadoras, formamos cidadãos responsáveis e solidários, líderes ativos e defensores do meio ambiente, buscando atingir uma sólida base de excelência acadêmica.
VISÃO
Na Escola Americana de Brasília, cada aluno almeja um programa acadêmico de excelência, em um ambiente de aprendizado acolhedor e solidário, cuja seriedade e relevância se sustentam nos cinco pilares: formação acadêmica, artes, liderança, serviço comunitário e atividades esportivas e extracurriculares.
Na educação da EAB, os alunos:
• recebem uma educação diferenciada, que otimiza o potencial acadêmico;
• são incentivados às artes, atingindo proficiência em pelo ao menos uma área;
• têm oportunidade e apoio para se tornarem cidadãos líderes;
• envolvem-se em experiências significativas, sustentáveis e comunitárias;
• participam de atividades esportivas e co-curriculares.
VALORES ESSENCIAIS
Confiabilidade – Respeito – Responsabilidade – Senso de Justiça – Solidariedade – Cidadania
LEMA
Celebrando a Diversidade e Cultivando a Cidadania
__________________________________________________________
Photo Credits: Caira Franklin and Matt Hajdun, Grade 3 Teachers at the American School of Brasilia
One of my highlights each week is the eighty-minute Leadership Class I teach to high school students every second day. A pedagogical foundation that I always hope to include in the class is the application of theoretical constructs to practical situations through experiential learning opportunities. It was during a meeting with students this week, to follow up on their collaborative project work, when they concluded that the key to the success of their project was their focus on relationships. The students were referring to their decision to structure and lead learning activities for the lower school students who arrive at school at 08:00 during the Professional Wednesday late starts. During their first classes, the Leadership Class students struggled to run effective activities. However, after some coaching and reflections, the classes gradually became more effective and engaging. I asked the Leadership Class students about the reason for their success. The students’ eyes lit up when reflecting on the question and quickly recognized that their newfound success was based primarily on the fact that they had established deeper relationships with the lower school students.
Fundamentally, effective teaching is dependent on the ability to build strong relationships that are based on trust, mutual support, and understanding. In fact, it can be argued that relationships are the single most important factor associated with effective teaching and learning. Extending this concept, it can also be claimed that a school community is only able to collectively support student learning at the highest level through the relationships that evolve in terms of a partnership among parents, students, and the school. It was, therefore, encouraging to see so many parents participating in this week’s parent-teacher coffees and the lower school assembly (an estimated 100 parents were in attendance!), in addition to the gracious and generous efforts of the PTO and the U.S. Embassy to host a teacher appreciation event.
The week of May 5-9 is designated as Teacher Appreciation Week at EAB, representing an important moment in the school year when we recognize the outstanding work of our teachers. EAB is fortunate to work with a talented and committed group of teachers who make a difference every day in the lives of our students. Recognizing that my opinion is obviously biased, I do see the work of teachers as a “calling” for those who have a passion for working with students. In Parker Palmer’s book, The Courage to Teach, he corroborates the concept of teaching as a “calling” through his statement, “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” The focus of this week has been to celebrate the identity and integrity of each teacher at EAB and the passion, talents, and professionalism they correspondingly commit to EAB’s students. Please join me in celebrating and thanking our wonderful teachers.
Among EAB’s greatest strengths are the relationships that are developed throughout the school community, which is representative of one of the most important factors contributing to student learning.
Relacionamentos e Aprendizagem
Um dos meus destaques a cada semana é a aula de oitenta minutos que eu dou para os alunos de Liderança do High School a cada 2 dias. A base pedagógica que sempre esperamos usar na aula é a aplicação de conceitos teóricos em situações práticas, através de oportunidades de aprendizagem experimental . Foi durante uma reunião com os alunos , esta semana, para acompanhar o trabalho deles de um projeto colaborativo, que chegamos a conclusão de que a chave para o sucesso do projeto era o foco nos relacionamentos. Os alunos estavam se referindo a sua decisão de estruturar e conduzir atividades de aprendizagem para os alunos do Lower School, que chegam na escola às 08:00 nas quartas-feiras quando ocorrem o desenvolvimento profissional. Durante suas primeiras aulas , os alunos da Classe de Liderança, se esforçaram para executar as atividades de forma eficaz. No entanto, após algum tempo de treinamento e reflexões, a turma tornou-se gradualmente mais eficaz e envolvente. Perguntei aos alunos da Classe de Liderança sobre a razão para o seu sucesso. Os olhos dos alunos se iluminaram como se refletindo sobre a pergunta e, rapidamente reconheceram que o seu sucesso recente foi baseado principalmente no fato de que eles tinham estabelecido relacionamentos mais profundos com os alunos do Lower School.
Fundamentalmente, um ensino eficaz depende da capacidade de construir relacionamentos fortes, que são baseados em confiança, apoio mútuo e compreensão. Na verdade, muito se tem discutido sobre os relacionamentos serem o fator mais importante associado a um ensino e aprendizado eficazes. Estendendo este conceito, também se pode afirmar que a comunidade escolar é capaz de garantir coletivamente um aprendizado no mais alto nível, a partir das relações de parceria que se desenvolvem entre os pais, alunos e escola. Por isso, foi tão encorajador ver tantos pais participando nos Cafés para Pais e Professores, desta semana, e na assembleia da Educação Infantil e Ensino Fundamental (aproximadamente, mais de 100 pais estiveram presentes!), além dos esforços graciosos e generosos do PTO e da Embaixada Americana em sediar um evento de valorização do professor.
A semana de 5 a 9 de maio é designada como a Semana da Apreciação aos Professores na EAB, que representa um momento importante no ano letivo quando reconhecemos o excelente trabalho dos nossos professores. A EAB tem sorte em trabalhar com um grupo talentoso e comprometido, que faz a diferença a cada dia na vida dos nossos alunos. Reconhecendo que a minha opinião é obviamente tendenciosa, eu vejo o trabalho dos professores como um”chamado” para aqueles que têm paixão por trabalhar com os alunos. No livro de Parker Palmer, “A coragem de Ensinar”, ele confirma o conceito de ensino como um “chamado”. Por meio de sua declaração, “um bom ensino não pode ser reduzido à técnica; o bom ensino vem da identidade e integridade do professor”. O foco desta semana foi celebrar a identidade e integridade de cada professor na EAB e a paixão, talento e profissionalismo com as quais eles se comprometem com os alunos.
Vamos celebrar e agradecer aos nossos professores maravilhosos.
Entre os pontos mais fortes da EAB, estão as relações que são desenvolvidas em toda a comunidade escolar, que são a representação de um dos mais importantes fatores de contribuição para a aprendizagem dos alunos.
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What does it mean to be an innovative school? This is a question we have been wrestling with in relation to both EAB’s mission statement reference to innovation and our responsibility to offer a consequential educational program that keeps pace with societal changes.
The answer to this question will depend on the context of the discussion. In a local context, many would consider EAB’s implementation, for example, of home learning and standards-based reporting in the Lower School, the move to one-to-one and BYOD devices in the Upper School, and the introduction of late-start Wednesdays to support professional development to beinnovative. While these are all very important and forward thinking initiatives in our local context, it can be argued from a macro perspective that these initiatives are not necessarily new and innovative.
To further address our question about innovation, EAB’s Leadership Team is currently engaging in a book study using Tony Wagner’s, Creating Innovators: The Making of Young People Who Will Change the World. The Team’s readings and reflections have led to a reframing of our question, from seeking to define what it means to be an innovative school to the question of, “How do we create the next generation of innovators?” Through Wagner’s extensive study of high profile innovators who have achieved noteworthy success in our current society, he identified one key common theme among all of these individuals. In every case, it was during the childhoods of the future innovators that the, “adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere.”
Through his research, Wagner goes on to identify a fundamental pattern: “A childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators.” Wagner’s emphasis on the three mainstays of play, passion, and purpose leads us, in turn, to the ideals associated with intrinsic motivation, which is really the crux of this conversation.
Therefore, how can an educational program lead students to become driven by intrinsic motivation rather than external rewards? Examining this question from a systems perspective, Wagner highlights the three main stages in the evolution of learning: (1) memorization-based, multiple-choice approach, (2) project-based learning where the problem is already determined, (3) design-based learning, where students learn how to define and frame problems. The process of defining a problem and then working through innovative and creative solutions has a significantly more profound impact on student learning than the expectation to recall and repeat answers.
Though it was not by my intentional design, it as during one of the recent high school leadership classes I teach at EAB that students naturally exhibited the power of design-based learning. While using the issue of homework to develop debate and communication skills, the students far exceeded the original scope of the project as they decided to extend the activity, formally challenge the school’s current homework policy, and draft their own policy statements. The prominent feature of the activity was how the students’ discussions evolved from one of entertaining and engaging exchanges (play), to a heated debate over the value of homework (passion), to a determination to influence the school’s current policy to better meet the needs of students and teachers (purpose). The resulting policy statements, which were researched and debated, were innovative, creative, insightful, and clearly illustrated how students, when presented with the opportunity to define a problem, can demonstrate the ideals of intrinsic motivation, self-direction, and lifelong learning.
To be clear, the students’ initial policy statements failed to address several key homework issues, but this was okay. It was the process of learning from their mistakes and the perseverance to improve that was most important. Wagner’s research stresses that the companies recognized as innovative leaders are also the same companies that celebrate failure. He goes on the emphasis that the word failure should be replaced with iteration, as the key to innovation is to continuously learn from experimentation and mistakes through several iterations.
Returning to the question of “How do we create the next generation of innovators?” education must move away from the false dichotomy that an instructional approach is based on either telling students or letting students learn on their own. Instead, there must be a balanced approach where students are exposed to new ideas and have some freedom to choose their learning focus while also receiving guidance and support from teachers. To achieve this goal, Wagner suggests the following three steps: (1) Convert most classroom experiences into collaborative problem-solving events led by facilitators (vs. instructors) who engage learners to think and understand the relevance and context of what they learn. (2) Tailor learning to the individual learner’s experience and competence level based on the results of a pre-test and/or assessment. (3) Dramatically reduce or eliminate instructor-led slide presentation lectures and begin using a blended learning approach that incorporates virtual and constructive simulations.
It is through these focus areas that the American School of Brasilia will ensure that the evolution of our educational program continues to evolve and embody the ideals associated with an innovative school.
Featured image: cc licensed ( CC BY-NC-SA 2.0 ) flickr photo by Orwell Kowalyshyn: http://www.flickr.com/photos/79414198@N02/7313476952/in/photolist-c9gtUd-fuF1BJ
It is not hyperbole to state that educational systems and pedagogical approaches are in the throes of a revolution. While most of us accept the premise that we are in the midst of a historical transformation in education, the challenge is to make sense of these changes while also seeking to find our own footing in the constantly shifting technological and societal sands. I have no doubt that historians will look back at this time as a watermark moment in the evolution of schools, pedagogy, and learning.
These reflections were sparked by an article about education that I recently reread called, 21 Things that Will be Obsolete by 2020. The common theme linking the 21 declarations is the pervasive influence of technology, not as an extension to support learning but as a foundational platform and tool that will be as common as working with paper and a pencil.
In a typical 21st century learning fashion, I casually clicked on a seemingly interesting link that took me to another essay called, Three Trends That Define the Future of Teaching and Learning. This author argues that three key trends – collaborative, tech-powered, and blended – will frame the transformation of education. There are compelling arguments in support of this claim, especially the concept of blended learning, where teachers embrace students’ online and connected proclivity towards the learning process.
While writing this article, I clicked on yet another link with the title, How Does Multitasking Change the Way Kids Learn? I read the article, somewhat self-consciously, acknowledging that my multitasking at that moment may not have been the most efficient use of my time. You see, the article seeks to answer the question of whether or not our brains are able to effectively multitask. As with all similar research, the article is unequivocal in concluding that we are not capable of effectively multitasking beyond the simplest activities. The research has also clearly concluded that multitasking leads to a series of negative outcomes while doing schoolwork.
So, what does this all mean? As with any large-scale transformative experience, there are currently more questions than answers in the field of education. While this is an exciting time, there is also a degree of trepidation among educators and parents alike. The elements of education that will become obsolete by 2020 are the same elements that were the foundations of the education of today’s adults. To say the least, it is a challenge to manage current changes while also overcoming our past to establish educational programs for an unknown future.
EAB is committed to embracing this time of change through innovative and creative approaches to teaching and learning. The focus on the implementation of collaborative, tech-powered, and blended teaching trends is central to our professional development discussions. The impact of technology on student learning, including issues related to multitasking, is an area that continues to influence our instructional practices and curriculum development. Likewise, it is within these new paradigms that we seek ways to continue to successfully work with students in the areas of service and leadership, while also developing skills associated with conflict resolution, decision making, empathy, communication, and character building, among others.
If parents and teachers are to model the ideal of life-long learners, then there is no better time to do so than now, especially in the context of a transformative moment in the history of education. Our students count on the continued partnership and commitment among parents and teachers to embrace new challenges and focus on a continuous learning model that seeks to provide the best educational program possible. It is these challenges that make our collective work so important and exciting.
Oportunidades e Desafíos
Não é exagero afirmar que os sistemas de ensino e abordagens pedagógicas estão no meio de uma revolução. Enquanto a maioria de nós aceita a premissa de que estamos no meio de uma transformação histórica na educação, o desafio é dar sentido a essas mudanças e ao mesmo tempo tentar encontrar o nosso próprio pé nas areias tecnológicas e sociais em constante mudança. Não tenho dúvidas de que os historiadores olharão para trás neste momento como um momento marcante na evolução das escolas, pedagogia e ensino.
Estas reflexões foram desencadeadas por um artigo sobre educação que eu reli recentemente chamado, 21 coisas que estarão obsoletas em 2020. O tema comum que liga as 21 declarações é a ampla influência da tecnologia, não como uma extensão para apoiar a aprendizagem, mas como uma plataforma fundamental e uma ferramenta que será tão comum como trabalhar com papel e lápis.
Em uma forma de aprendizado típico do século 21, eu cliquei casualmente em um link, aparentemente interessante, que me levou para outro ensaio chamado: Três Tendências que Definem o Futuro do Ensino e Aprendizagem. Este autor argumenta que as três tendências principais – colaboração, tech-powered, e harmonização, vão enquadrar a transformação da educação. Existem argumentos convincentes em apoio desta afirmação, especialmente os conceitos de ensino harmonizado, em que os professores adotam o processo de aprendizagem dos alunos, online e conectando as tendências.
Enquanto escrevia este artigo para o Bull-It, eu cliquei em mais um link com o título: Como a Multitarefa Muda a Maneira Como as Crianças Aprendem? Eu li o artigo, um pouco autoconsciente, reconhecendo que a minha maneira de realizar várias tarefas, naquele momento, não foi o uso mais eficiente do meu tempo. O artigo procura responder se o nosso cérebro é ou não é capaz de realizar várias tarefas de forma eficaz. Tal como acontece com todas as pesquisas semelhantes, o artigo é inequívoco, mostra a conclusão de que não somos capazes de, efetivamente, desempenhar várias tarefas, além das atividades mais simples. A pesquisa também conclui claramente que a multitarefa leva a uma série de resultados negativos, em relação a fazer um trabalho escolar.
Então, o que isso tudo significa? Como acontece com qualquer experiência transformadora em larga escala, atualmente existem mais perguntas do que respostas no campo da educação. Enquanto este é um momento emocionante, há também um certo grau de ansiedade entre os educadores e pais. Os elementos da educação que se tornarão obsoletos em 2020 são os mesmos elementos que foram os alicerces da educação dos adultos de hoje. Para dizer o mínimo, é um desafio gerenciar as mudanças atuais e ao mesmo tempo superar nosso passado para estabelecer programas de educação para um futuro desconhecido.
A EAB está empenhada em abraçar este momento de mudança por meio de abordagens inovadoras e criativas para o ensino e aprendizagem. O foco sobre a implementação das tendências pedagógicas colaborativas, “tech-powered”, e ensino harmonizado são fundamentais para as nossas discussões de desenvolvimento profissional. O impacto da tecnologia no aprendizado dos alunos, incluindo questões relacionadas à multitarefa, é uma área que continua influenciando as nossas práticas de ensino e de desenvolvimento curricular. Da mesma forma, é dentro desses novos paradigmas que buscamos formas de continuar a trabalhar com sucesso dos alunos nas áreas de serviço e liderança, além de desenvolver competências associadas à resolução de conflitos, tomada de decisão, empatia, comunicação e construção de personagem, entre outros.
Se os pais e professores querem moldar o ideal de alunos aprendizes ao longo da vida, então não há momento melhor para fazer isso do que agora, especialmente no contexto de um momento de transformação na história da educação. Nossos alunos contam com a parceria contínua e compromisso entre os pais e professores para abraçar novos desafios e se concentrar em um modelo de aprendizagem contínua, que visa proporcionar o melhor programa educacional possível. São estes os desafios que tornam o nosso trabalho coletivo tão importante e emocionante.
Featured image: cc licensed ( CC BY NC SND 2.0 ) flickr photo by Dean Terry: http://www.flickr.com/photos/therefore/4101567511/
Erma Anderson’s professional development work with our faculty this week left me with three reflections about the learning of mathematics and the Common Core.
Number Sense
Let us start with a quick math quiz. Quickly answer the following question relying only on your sense of numbers (i.e. do not calculate the exact value):
If you are “one billion seconds “old, then you have lived for approximately 31 years. How long have you lived if you are “one million seconds” old?
Many people find the answer to be shocking, highlighting some of the challenges we face associated with number sense. When we speak of budgets, populations, and exponential growth in the billions, do we really have a sense of what the numbers mean?
To answer the question above, “one million seconds” equates to 11 days, as compared to a billion seconds equating to 31 years. Extending this example, “one trillion seconds” is approximately equal to 32,000 years! These numbers hopefully put the concept of a trillion dollar debt into a different perspective.
Students usually do not develop a strong sense of numbers by blindly following algorithmic procedures or memorizing formulas without developing a deeper sense of the numbers they work with during their studies. While algorithmic procedures the memorization of formulas have their place in mathematics, it is only through a deeper conceptual knowledge of mathematics that an enduring understanding of mathematics will be achieved. If more people learned mathematics this way, perhaps there would be less of a negative stigma highlighted by adults and students and their learning of mathematics.
Ways of Knowing
To achieve enduring understandings, mathematics must be taught in a manner that requires students to interact with concepts in a variety of manners, including visual, contextual, algorithmic, procedural, and theoretical, among others. The common theme, however, is that the learning must ensure a strong conceptual understanding. By way of example, if you ask adults to state the quadratic formula, few of us will be able to do so correctly. However, if these same adults understood where the quadratic formula comes from and how to derive it from first principles, then the likelihood of being able to correctly state the quadratic formula is very high. We must move from memorization, as the focus, to strong conceptual understandings.
Teaching of Mathematics
During a conversation with Erma Anderson, we discovered that we both experienced a similar “learning” moment at the start of our respective teaching careers. We both majored in mathematics at university and graduated as mathematicians before choosing a career in education. While teaching our first calculus classes, we, like so many other teachers, came to a stark realization. While we could always “do” mathematics very well, our deeper conceptual understanding of the subject was questioned, for the first time in our careers, through the challenge of teaching the conceptual understanding of calculus. Whether teachers admit it or not, most educators go through a similar experience as it is one thing to be able to “do” mathematics but quite another to be able to explain your understanding of these same concepts. Our responsibility as teachers is to continuously seek ways to better understand our subjects while also finding ways to effectively work with students so that they develop their own deep and meaningful conceptual understandings.
This is an exciting time at EAB as our teachers are dedicating a significant amount of time and energy towards the ongoing development of a strong mathematics curriculum and, in parallel, the ongoing development of our collective teaching practices.
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In August of 1961, EAB opened its doors for the first time and offered classes to a small group of students in an apartment in 113 Asa Sul. A few years later, the construction of the school’s first building, located at EAB’s current site, was completed. It was this move, in part, to a permanent facility that provided EAB with the facilities and resources to develop into an internationally recognized American school serving the American, Brazilian, and international communities.
EAB 1961
The fact that EAB has been in existence for approximately the same time period as its host city highlights a unique aspect of the relationship EAB has with Brasilia. What also makes EAB special is the large number of families who are enrolling a third generation of their children at the school, demonstrating their long-term commitment to EAB and the deep connection families have with the school. The same can be said of the international communities and the 52-year relationship embassies and institutions have developed with EAB during this time period. It is also striking to note the large number of EAB alumni who return to work at the school and continue as members of this very special community.
Students celebration EAB’s 52nd Birthday
The long-term relationship between EAB families, alumni and teachers has been fostered, in part, through identification with the school’s mission. During the last 52 years, EAB’s mission has guided our community and provided a framework for the development of the holistic educational program that EAB is known for in international and local school settings. The ideals of the current mission will continue to act as a compass to guide the future development of academic programs, facilities, and hiring processes.
MISSION: The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.
Borrowing a phrase from Isaac Newton, it is only by standing on the shoulders of those who worked so hard before us to establish EAB as a school of distinction that we are able to better foresee the future to ensure EAB is a leader among the best schools. While we will continue to celebrate EAB’s rich history, our school must not only adapt to the ever-accelerating societal changes that will influence the learning process, but also anticipate future societal changes that will impact education such that EAB is at the forefront of the innovation curve. This is certainly easier said than done but it is the only acceptable way forward. It is the very least we must do for the sake of our children and future generations.
Barry Dequanne
Head of School
Celebrando a História e Construindo para o Futuro
Em agosto de 1961, a EAB abriu suas portas pela primeira vez e ofereceu aulas para um pequeno grupo de alunos em um apartamento na quadra 113 da Asa Sul. Alguns anos depois, a construção do primeiro prédio da escola foi concluída no local onde agora fica a EAB. Em parte, foi essa mudança para uma instalação permanente que deu a EAB as instalações e recursos necessários para crescer e se tornar uma escola americana, internacionalmente reconhecida, que atende à comunidade americana, brasileira e internacional.
EAB 1961
O fato de que a EAB existe há quase o mesmo número de anos que a cidade onde foi construída, destaca o aspecto único da relação da EAB com Brasília. O que também torna a EAB especial é o grande número de famílias que estão matriculando a terceira geração de suas crianças na escola, demonstrando seu longo compromisso com a EAB e a conexão profunda que essas famílias têm com a escola. O mesmo pode ser dito sobre as comunidades internacionais e a relação de 52 anos com embaixadas e instituições que cresceram com a EAB nesse período de tempo. Também é impressionante notar o grande número de ex-alunos que retornam para trabalhar na escola e continuam como membros dessa comunidade tão especial.
Alunos Celebrando o 52º Aniversário da EAB
Essa longa relação entre as famílias da EAB, ex-alunos e professores foi estimulada pela identificação que as pessoas têm com a missão da escola. Durante os últimos 52 anos, a missão da EAB guiou nossa comunidade e promoveu a estrutura para o desenvolvimento do programa educacional holístico pelo qual a EAB é reconhecida nas comunidades internacionais e locais. O ideal da missão atual continuará a servir de bússola para nos guiar até o desenvolvimento de futuros programas acadêmicos, instalações e processos de contratação.
MISSÃO: A Escola Americana de Brasília atende às comunidades internacional e brasileira, em um ambiente cultural diverso, oferecendo um programa credenciado de educação dos Estados Unidos e do Brasil, do ensino infantil até o ensino médio, e Diploma de Bacharelado Internacional. Nossa escola de língua inglesa desenvolve e apoia a criança como um todo para que ela possa atingir todo o seu potencial. Através de uma experiência diferenciada e inovadora, nós cultivamos cidadãos responsáveis e contribuintes, líderes e administradores ambientais, com uma base sólida em excelência acadêmica.
Pegando emprestada uma frase de Issac Newton, digo que é somente nos colocando de pé nos ombros daqueles que trabalharam com tanto empenho antes de nós para estabelecer a EAB como uma escola de distinção que poderemos vislumbrar o futuro e assegurar que EAB seja líder entre as melhores escolas. Enquanto continuamos a celebrar a rica história da EAB, nossa escola deve não somente se adaptar às contínuas mudanças sociais que agora acontecem em um ritmo acelerado, mas também deve antecipar futuras mudanças sociais que vão impactar a educação, de tal forma que a EAB continue a frente da curva da inovação. É muito mais fácil falar do que fazer, mas é a única forma aceitável de continuarmos em frente. É o mínimo que podemos fazer pelo o bem das nossas crianças e pelas gerações futuras.
The August 5th edition of Education Week highlights the impact of technology on the development of student writing. The research presented in the article Digital Education: Teachers Say Tech Helps Student Writing, But Encourages Shortcutsindicates that the majority of teachers feel that technology encourages students to share their writing, leads to greater degrees of collaboration, and increases creativity and personal expression. In summary, the use of technology and the internet has clearly led to an increase in student writing, editing and publication. However, teachers did raise concerns that digital tools increase the likelihood of students taking shortcuts and making careless errors, such as poor spelling and incorrect grammar usage.
According to the Pew Research Center’s Internet and American Life Project,the general conclusion is that technology does ultimately contribute to improved student writing, though there are several concerns that need to be carefully addressed by teachers to ensure the quality of student writing is maintained.
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