Developing Math Literacies

How can teaching strategies that build 9th and 10th graders’ data collecion, analysis, interpretation and evaluation skills contribute to Science learning outcomes?

As part of my evolving Science teaching practice, I would like to incorporate more STEAM teaching into my High School courses.  During the past year, I have noticed that many students find it difficult to make connextions between Math and Science lerning.  Some students have not mastered the Math skills tht are indirectly assessed as part of practical Science work.  My students need me to help them identify and address their Math skills gaps and improve their data collection, analysis and interpretation skills.   Mary O’Gorman, Project Leader, ACS Hillingdon International School


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Engaging with Identity Languages

How does the use of native language texts, alongside English language texts of the same work improve Middle School students’ reading comprehension and class participation?

For many students learning English while also studying new subjects in English, their native language is a potential tool that is often unused.  For these students, participating in and contributing to class discussions about works of literature can be daunting. Like all languages, understanding the deeper meaning of English language texts requires higher level comprehension skills.  These students may benefit from opportunities to bridge this skills gap by reading works side-by-side in both English and their native language.  Shelly McClanahan, Project Leader, ACS Egham International School


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Co-teaching Reading

How does the use of co-teaching strategies affect 2nd graders’ reading achievement, engagement and enjoyment?

The learners in our Lower School classrooms have a wide range of literacy development needs.  We are interested in co-teaching models, which use a push-in approach, and promote active collaboration between the learning support specialist and classroom teachers.  Our students need us to find ways that are both inclusive and effective. We are exploring coteaching as a strategy for enhancing reading achievement, while also strengthening our classroom community and instilling a love of reading.  Nancy Hernandez and Margaret Dean,  Project Leaders, ACS Doha International School


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Assessing technology impact

How do ICT courses prepare 6th graders to use technology resources to curate, self-direct and selfassess their own learning?

As an IT teacher, using a range of technology tools in my lessons come naturally. In my role, I also collaborate with classroom teachers to better understand how they use technology in their teaching.  As students become more familiar  with and skilled at using  technology to support their own learning, subject teachers, who are not IT specialists, have greater confidence integrating technologies into learning experiences.  My learners need opportunities to both build new technology skills, and to use them in their own selfdirected inquiry.  Tania Asif, Project Leader, ACS Cobham International School


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Initiating Whole School Sustainability

How does involvement in a four-campus collaboration affect school leaders’ knowledge and understanding of whole school approaches to sustainability and enhance opportunities for student learning?

I have led three CIM projects in the past few years, and have recently completed a Masters of Science degree in Ecological Literacy.  Each of my previous projects has helped build the capacity of Cobham teachers to use outdoor environments in teaching and learning.  Now, my students need me to help build the capacity of school leaders to address sustainability in their professional practice in ways that provide opportunities for authentic student engagement and leadership.  Chris Hupp, Project Leader, ACS Cobham International School


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Understanding Teacher Transition

What are the experiences with transition that educators in an international school encounter?

My interest in teacher transition has grown from my research in the fields of professional development and international education, and my own experiences as an international school educator.  Teachers in international school environments need special skills, competencies and resources in order to transition successfully into environments that may be physically, socially and culturally different.  My narrative research aims to learn about the transition experiences of other educators, to help inform ways schools can meet their needs.  Tasha Arnold, Project Leader, ACS Cobham International School


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Developing Aural Literacy

How does the use of alternative musical prompts improve middle and high school students’ aural literacy?

The idea for this CIM project sprang from my personal journey, both as a music learner and a teacher.  Some musicians are fluent readers, but struggle with playing by ear and improvisation. Others are comfortable playing by ear, but really struggle with notation and sight reading.  My students needed me to find a way to teach to both types of learners, and to help each student develop both the skills to perform music and the passion to make it a part of their life. Simon Cook, Proect Leader, ACS Cobham International School


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Assessing skills and dispositions

How does the use of Tessera personalized feedback reports contribute to 8th graders’ development of skills and dispositions key to middle to high school transition?

As a teacher and Middle School leader, I was aware of the work that our Doha teachers were doing with standardized assessments of success skills, similar to those defined in our ACS expected school-wide learning results.  When a new standardized assessment, called “Tessera,” was introduced in 2016, I recognized that it had the potential to provide a very different kind of formative student progress data.  My learners need feedback on their development of the skills they will rely on to be successful in high school and in life.  Kristie Sheard, Project Leader, ACS Cobham International School


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