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This year AISA received over 70 applications for our AISA scholarship’s, a sure indication that our learning events are attracting the attention we think they deserve.
We are pleased to announce the winners:
AISA Educator Conference (AEC) Scholarship Winners
1. Stephanie Budd, Banjul American International School
2. Derrick James Zamzow, American International School of Freetown
3. Yaye Aye Barry, American International School of Conakry
AISA Professional Learning Institute (PLI) Scholarship Winners
1. Molly Toliver, AIS Abuja
2. Trey Shiver, Harare International School
3. Heather Cronk, International School of Kenya
4. Bronwyn Schickerling, American International School of Cape Town
The work on the History of AISA book is now in full swing. We are still accepting contributions in the next few weeks. Perhaps you have a story to share about AISA and the impact it has had on you, and especially photos that may illustrate your story.
Here is one such story.
At IST in the early 1980s we looked forward to the annual AISA conference in Nairobi with an enthusiasm not always engendered by educational get-togethers. Not that the conference itself was uninspiring – IST contributed far more workshop leaders in those days than any other school. But schools, like armies, march on their stomachs. And our stomachs, thanks to Tanzania’s blighted economy (just buying bread or even weevil-infested flour was a daily challenge), were crying out for something a little more exciting than corned beef or mashed potatoes.
The AISA conference provided it. In the form, in those days, of a daily buffet lunch that back in Dar es Salaam we could only dream about, set up on the lawns by ISK’s swimming pool. We would, like Byron’s Assyrian cohorts, come down upon it “like the wolf on the fold”.
And as soon as the day’s workshops had ended (or to be honest, sometimes long before) we would descend upon Nairobi’s supermarkets with similar single-minded fervour.
The rest of the story will be in the History of AISA book.
With Dakar the host city of the AEC2018, we thought it timely to highlight one of our member schools in Dakar.
ISD in numbers:
The International School of Dakar began our 35th year last week.
We expect to break 600 students, a 30% increase over the past five years. Our community is truly diverse with over 55 different nationalities represented. An elementary classroom will have ten different nationalities and 6 different languages represented.
Our students had the highest scores in school history on the IB DP exams in May, with the highest scores in school history. We are an MYP Candidate School and hope to earn our PYP authorization by the end of this school year.
The new US$7million Performing Arts Center & Athletic Complex is well underway with an expected completion date of May 2019. The complex will significantly improve the arts and sports facilities for our students as well as the larger Senegalese community.
AISA is delighted to highlight HMH, proud sponsors of the AEC2019 and loyal sponsors of many AISA past conferences.
Name: Surbhi Chopra
Location: Dublin Ireland
Role: Senior Account Executive
What does your organisation do or offer?
We are The Learning Company. As visionaries, we are looking toward the future while remaining committed to the core mission behind our founding – fostering lifelong learners. As educators, our purpose is to develop instruction and resources proven to provide every learner with a pathway to success in school and life. By working with teachers, parents, community learners, and field experts, HMH® continues to remain at the forefront of education. Together, with our customers, we create the fullest expression of what learning can be.
What are you best at doing?
Providing comprehensive learning solutions to help all students achieve their maximum potential, HMH serves as the leading source for personalized, flexible, and dynamic instruction. HMH’s programs offer AISA member school students, teachers, families, and administrators a path for raising student achievement.
How are you uniquely placed to support AISA member schools?
For more than 180 years, HMH has remained committed to excellence in learning and we are proud to be a long standing supporter of the AISA organisation. HMH has an experienced team of Account Executives and Solution Specialists who support AISA member schools on curriculum solutions to best suit your classroom requirements.
Most memorable Africa experience.
AISA Leadership Conference in Johannesburg in March 2017 was my most memorable event. It was my first AISA experience. I met the AISA team and the brilliant education fraternity in Africa. It was a great opportunity for me to learn about the association, schools, risks and demands of the region. The sessions were very well organized and informative even for someone like me who is not an educator.
What do you always travel with/top travel tips?
I believe in travelling light but I always have painkillers for headache following a sleepless night on the plane, eye-mask, a pair of comfortable shoes and compatible charges or converters.
Is there a special offer you could provide ASIA schools this month? –
HMH is offering a discount on our independent classroom reading libraries. Please contact Surbhi for more details.
Email: Surbhi.Chopra@ hmhco.com
By Ian Warwick, AEC Facilitator
How do we embed habitual excellence? How can we promote a culture where working hard and creating excellent work is the norm? Can we get students to believe that they are capable of doing better than they ever believed possible?
Ron Berger believes that any work of excellence is transformational. Once a student sees that they are capable of excellence, that student is never quite the same. “There is a new self-image, a new notion of possibility. There is an appetite for excellence. After students have had a taste of excellence, they’re never quite satisfied with less; they’re always hungry.” Aristotle asserted that we are what we repeatedly do. “Excellence, therefore, is not an act, but a habit.”
The core element for embedding excellence into every day lessons is that the resources and tasks are pitched to challenge the most able in the class based on an assumption that their most able students will be able to attain the top grades, and can afford the time to go ‘off piste’ as needed. It is critical that teachers have the time to embed content and concepts and get deep knowledge across and do not lower their own expectations of what their students can or will engage with.
Another prerequisite is that teachers are experts in their field and are on hand to respond intelligently to awkward or tangential questions and support students in how to learn from the specialised feedback given. Sometimes here the problem is psychological: the teacher fears they will not know the answer to a specialist question. Across the world there are brilliant and inspirational teachers who freely confess to how much they don’t know. Their response is simple honesty in the face of a question they can’t answer, along the lines of ‘I don’t know the answer – but I’ll find out and respond to you tomorrow.’
Also important is to insist on a default student ‘persistance’ in terms of work ethic, with a clear expectation regarding accuracy and precision in the use of high level subject specific language. The importance of language as a thought crystalliser is key. It is there for a purpose in every subject area and that is to offer precision of explanation and thought. Simplification of these terms serves only to devalue the language and reduce the level of expertise that can be demonstrated by the student. The core characteristics that excellence demands from students are dedication and determination supported by teachers through rigorous and relentless reinforcement of scholarship. The reward is improved motivation through the learning; students wanting to develop their subject knowledge, wanting to learn per se, rather than just to do well in exams.
There are many potential gaps to understanding what the appropriate level of challenge might be for our learners in terms of the work we set and accept. To begin with, how do our students come to understand what is required from them? The first elements are inevitably their culture, home background and peer group. These set up powerful expectations. For some students, they have become used to doing pretty well -- quite possibly without too much effort. This is a dangerous starting point. Automatically, their perception of what standards might apply have become corrupted. It is too easy to say that they should get used to producing what they are capable of achieving. They won't know. None of us really do. We are all under-challenged underachievers. Modern life virtually demands it.
The second standards gap occurs between the exam boards perception of standards and the school or departments perception of standards. If a school sets up an expectation of what ought to be achieved by its students, it is highly likely to be working from quite a distorted perception of reality. Every school has its own ideas about what can be demanded or expected from the students it is engaging with, effectively its own success criteria. These may well be far below what could actually be possible, but how would we know? A school might unintentionally be constructing a glass ceiling of compliant underachievement based on a fear of over demanding and burning out their students.
Every student walks around with a picture of what is acceptable, what they feel comfortable with to hand in. Berger argues that ‘changing assessment at this level should be the most important assessment goal of every school. How do we get inside students’ heads and turn up the knob that regulates quality and effort.” One of the reasons students produce slapdash work is that no one sees it. If we create a culture where students regularly, and publicly inspect each other’s work. Find somewhere to display the work students have done; give them dedicated lesson time to assess it and then get them to suggest how it could be improved. Feedback should be kind, specific and helpful. If one of these components is missing then the chances of it being received and acted on are severely reduced. The key is to be soft on people but hard on content. Once feedback has been received then students need to do the work again. And again. Until it’s as good as they can possibly make it. Along the way they will have ‘failed’ and their efforts to improve will provide visible evidence of failing better. The end product will be a gift – something in which they can take pride – something they want to show off. It can be useful to get students to blog their work so that it reaches an audience beyond the school and their immediate community. This makes them more aware of their audience and results in them being less prepared to tolerate second best.
To find out more about Ian Warwick and his AEC Deep Dives go to the website.
(Ron Berger, ‘An Ethic of Excellence’ Heinemann Educational Books, U.S. (2003) p8)
(Ron Berger ‘An Ethic of Excellence’ Heinemann Educational Books, U.S. (2003) p103)
This month I have begun to re-establish contact with our schools across Africa – particularly our heads of school. We are certainly blessed to have such a depth of talent and commitment leading our schools in the AISA region. In my conversations with them I note that the types of issues our school face are often similar regardless of where our schools are in Africa. Note that I say similar but not the same - and it is this diversity that makes our work at AISA such an interesting challenge.
A key part of meeting that challenge is to offer you, our members, a rich assortment of learning opportunities. Those coming up in the next few weeks are described elsewhere in this eCircular. Let me highlight a few here:
Hopefully your head of school is joining us for the School Heads Retreat (SHR) in Vic Falls in a few weeks (21st - 23rd September 2018). This is a chance for our school leaders to catch their breath and reflect on their goals and objectives for the year ahead. It’s also a great opportunity for them to network with each other and (re)establish those important connections that serve the Heads of AISA schools so well throughout the year. Following straight after the SHR is the AISA Solo Heads workshop which specifically targets the unique needs of another important group in the AISA community – our very small schools.
AISA’s ever growing Professional Learning Institute (PLI) programme has started and will continue to is take place right across Africa right throughout the year. If you cannot find something addresses your needs I invite you to write to me with suggestions I can pass on to our PL design team.
The AISA Educators Conference (AEC) is in Dakar 20th - 23rd October. Here is the AEC programme summary so you can check what’s on offer. It’s a very rich programme of learning, wellbeing and socializing taking place in one of Africa’s most fascinating and picturesque cities – Dakar!
Just a reminder that there is NO AISA LEADERSHIP CONFERENCE (ALC) this year since we’re holding a combined 2019 AISA Conference for our 50th anniversary in Cape Town in November 2019 (save the dates: 21st - 23rd November 2019 – it’s going to be an educational and social extravaganza)
Role: Elementary and Middle School Counsellor
School: The American School of Kinshasa (TASOK)
The AEC 2018 Early Bird Deadline has been extended to Fri. 31st Aug. 2018.
Find Out More
AISA is delighted to announce our new Webinar Series, live on the last Wednesday of each month. These are different to many other webinars, as each follows an interview format with a host asking questions of the guest/s to create a lively, interactive discussion. The topics explored will focus on both personal and professional growth, with the first topic being “Top Tips for New Arrivals”.
Registration is free of charge for members.
Date: 29 August 2018
To Register in advance, visit: https://zoom.us/webinar/register/WN_cELtbLSeR-KFez3SSQpN2w
After registering, you will receive a confirmation email containing information about joining the webinar.
Webinars will be posted on the AISA Facebook page after live broadcast.
The Hand Out Project at the International School of Kenya (ISK) is a student led club that uses 3D printing technologies to create mechanical prosthetic hands for individuals who need them in underprivileged communities. The club is part of a larger global network known as Enabling the Future (ENABLE). Member groups of this network, which are set up in different locations worldwide, are known as chapters. In early 2017, we 3D-printed our first prototype prosthetic hand and shared it with engineers at ENABLE, resulting in our club becoming the first and currently only ENABLE chapter in East Africa.
Recently, Hand Out joined another service club, Operation Cure, on a service learning field trip to CURE Kijabe Paediatric Hospital. During the trip, the students visited the prosthetic engineering department, one of the only ones in Kenya, where they were able to show some of their prosthetic prototypes to experts in the field and learn more about the needs and challenges faced by the hospital and its patients. During the course of the visit, the club learned about Paul, a 5 year old boy from Nyeri, who tragically lost his hand in an accident involving farming machinery. The experts at CURE Kijabe referred Paul as a possible candidate for a Hand Out prosthetic hand.
The Hand Out club arranged for Paul to come from Nyeri to visit us at ISK, accompanied by his mother Beatrice, and established that he could be supplied with an elbow powered prosthetic. In order to print the correct sized prosthetic, measurements were taken using a measuring tape, a 3D scan and scaled photographs of his arm. In addition, a cast of the limb was taken enabling the students to take further measurements and test printed products against a life-sized model without Paul having to make frequent trips to ISK. Paul then had an opportunity to choose the colours for his new hand. After some lengthy deliberation he chose a combination of the red, yellow and blue - great bright colours for a little boy!
Over the next couple of weeks students from Hand Out worked diligently on the construction and customization of the 3D printed hand for Paul. Students printed out all the parts needed to construct the prosthetic and they assembled the arm to ensure it fit the measurement constraints and the mould taken.
Last week, Paul came to pick up the prototype together with his whole family including his older sister. He could not wait to test it. Within the first 5 minutes he was able to pick up various objects, which was amazing for all of us to see! This is the prototype that he will be testing and providing ISK feedback on the design and construction. ISK students will then use this information to modify the final hand. During Paul’s visit, the students already noticed a couple of changes that need to be made:
He plans to come back in early June for the final fitting.
As a side project there are also a couple of students who are experimenting with the addition of electronics and sensors into the hand. At the moment they are focusing on integrating a waterproof flashlight into the palm. In many parts of rural Kenya electricity is scarce and having rechargeable waterproof light would be of great help.
Since Paul is young and growing quickly, he will have to come back for regular fittings and updates for the prosthetic. Here the true benefit of 3D printing is apparent. Students can continually customize the prosthetic to match Paul’s growth rate. Furthermore, this can be done at a cost of only $30- $50 per prosthetic hand, compared to the $1200 Paul was quoted from the hospital. Hand Out is committed to a life-long partnership with Paul, therefore it is imperative that the club continues to grow and maintain active members.
If you are inspired by Paul's story and would like more information about the club and Paul's journey please visit the club website http://handoutisk.com
Maciej Sudra - Design Teacher at the International School of Kenya
Denzil Mackrory - Physics Teacher at International School of Kenya
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