tag:blogger.com,1999:blog-35247047050009123252024-03-05T08:13:04.248-08:00sandyscapeSANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.comBlogger168125tag:blogger.com,1999:blog-3524704705000912325.post-8806913016976006342020-10-28T09:47:00.001-07:002020-10-28T09:47:35.102-07:00International School Award 2019-20<p> I won my Sixth International School Award</p>SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-27369209048434498782020-09-01T01:53:00.001-07:002020-09-01T01:53:43.095-07:00Natural Disaster Youth Summit 2020 in Yokkaichi Digest<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/zU-4EkBpfqU" width="480"></iframe>SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-26527234154858803072016-08-08T02:36:00.002-07:002016-08-08T02:36:51.867-07:00TRAINING IN VIETNAM<div dir="ltr" style="text-align: left;" trbidi="on">
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-69393582455365732772016-07-31T00:44:00.000-07:002016-07-31T00:44:37.055-07:00ISA in Vietnam<div dir="ltr" style="text-align: left;" trbidi="on">
<h1>
British Council International School Award Training Workshop</h1>
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<aside>Questions?<br /><a href="http://www.britishcouncil.vn/en/send-us-message">Contact us online</a><a href="http://www.britishcouncil.vn/en/about/contact">or call your nearest office</a></aside><br />
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<section><span class="date-display-single">Monday 17 February 2014</span> <article class="bc-body-content"><br />
First time being organised in Vietnam, the ISA Training Workshop will happen in Haiphong, Vietnam from 17 to 19 February 2014, with 140 participating school leaders and teachers from more than 30 schools in Hanoi, Haiphong and Quang Ninh. The workshop is expected to build the local and global network of ISA schools to share best practices and approaches in embedding international learning in the curriculum.<br />
The ISA Training Workshop belongs to the ‘Connecting Classrooms’ – a global education programme of the British Council. In Vietnam, being approved by the Ministry of Education and Training, this results from the partnership agreement signed between the British Council and provincial Department of Education and Training of Hanoi, Haiphong, Quang Ninh, Danang and Ho Chi Minh City to roll out the programme in 102 lower secondary schools since 2008.<br />
The British Council International School Award (ISA) prepares young people for life in a global society by increasing their understanding of other countries and cultures and embedding international learning in the curriculum. ISA recognises school’s commitment to developing global citizenship in young people through curricular activities during the school year. Some countries where ISA has been successfully applied are the United Kingdom, Greece, Poland, Nigeria, Sri Lanka and India.<br />
First time being organised in Vietnam, the ISA Training Workshop will welcome 140 participating school leaders and teachers from more than 30 schools in Hanoi, Haiphong and Quang Ninh. With the aim of provide training for schools to the ISA principals and practice, the workshop is expected to help participating schools to complete their action plan for implementing ISA for their schools and to be able to grow ISA in their communities in the future.<br />
Chris Brown, Country Director, British Council Vietnam said: ‘The International School Award project will strengthen our mission, which is to connect the United Kingdom's school sector to others around the world to enrich education, to improve the teaching and learning quality and to promote global citizenship.<br />
With the success it has made in the UK and other countries, I believe that the ISA will help Vietnamese schools to build a modern educational environment and students to equip skills to proactively involve in the future global society.’<br />
The trainers participating in the workshop include:<br />
<ol>
<li>David Innes, British Council UK</li>
<li>Rittika Chanda Parruck, British Council India </li>
<li>Mr.Ashok Pandey, Principal, Ahlcon Public School,New Delhi </li>
<li>Ms.Jayanthi Sheshadri, Registrar, Loyola School,Jamshedpur</li>
<li>Sandhya Kakkar, She is the Vice Principal of Bal Bharati Public School, Dwarka</li>
<li>Davide Greene, British Council Vietnam</li>
</ol>
<strong>About Connecting Classrooms</strong><br />
Connecting Classrooms aims to build hundreds of sustainable school partnerships, which supports the aims of national education systems to educate young people as global citizens and broaden the international view of young people. The partnerships are between schools in the UK and six countries in East Asia, which include Japan, Korea, Vietnam, Thailand, Indonesia, Malaysia and Taiwan.<br />
The British Council has been working together with partners in the UK and in the East Asia region at policy, department, school leadership, and teacher level to create lasting relationships through collaborative curriculum embedded and project- based exchanges.<br />
In addition to global citizenship, creation of school partnerships correspond to a number of education priorities and policy initiatives within the Ministries of Education in the UK and the region, including the development of the ICT across curricula and the improvement of Foreign Language Education, especially in the area of English Language.<br />
School partnerships also provide opportunities for teachers to deepen their cultural awareness, share effective practices and develop creative approaches to their teaching, which help broaden the view of their students and prepare them for engaging with the outside world.<br />
In Vietnam, Connecting Classrooms has been implemented by British Council in 102 lower secondary schools in Hanoi, Haiphong, Quang Ninh, Danang and Ho Chi Minh City from 2008 till now. </article></section></div>
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-75129510606156780762013-10-12T17:01:00.001-07:002013-10-12T17:01:16.468-07:00Contact Us - UNCW.edu/EdGames<a href="http://people.uncw.edu/ertzbergerj/contactus.htm#.UlniqPZ9-b0.blogger">Contact Us - UNCW.edu/EdGames</a> for board games as teaching aidsSANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-83098714231383837112013-04-09T15:00:00.001-07:002013-04-09T15:00:20.342-07:00sandyscape: Link with Brynteg school Wales about festivals<a href="http://sandyscape.blogspot.in/2010/11/link-with-brynteg-school-wales-about.html?m=1">sandyscape: Link with Brynteg school Wales about festivals</a>SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com7tag:blogger.com,1999:blog-3524704705000912325.post-32048610709893621672013-03-20T04:20:00.002-07:002013-03-20T04:20:34.436-07:00Four Ways to Create Your Legacy<div dir="ltr" style="text-align: left;" trbidi="on">
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<div align="left" class="yiv2037546497featured" id="yui_3_7_2_1_1363777410987_5337" style="background-color: white; color: #2f77a0; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 18px; margin-bottom: 1em; padding: 0px 10px;">
<strong id="yui_3_7_2_1_1363777410987_5495">Four Ways to Create Your Legacy</strong></div>
<div align="left" class="yiv2037546497teaser" id="yui_3_7_2_1_1363777410987_5494" style="background-color: white; color: #777777; font-family: Arial, Helvetica, sans-serif; font-size: 12px; margin-bottom: 1em; padding: 0px 10px;">
Only by changing the way you live, will you be able to create the legacy you want to leave, says <span class="yiv2037546497link" style="color: #2f77a0;"><a class="yiv2037546497link" href="http://enews.e.success.com/q/8wfHiJO5newugj7EF121UsojRSJ4PqaD6F6OhE76ObLSNsWGE2HoUzoaw" rel="nofollow" style="color: #2f77a0; outline: 0px; text-decoration: none;" target="_blank"><br /><span class="yshortcuts" id="lw_1363777721_1">John Maxwel</span></a></span><a class="yiv2037546497link" href="http://enews.e.success.com/q/J9fB201_H3c-ReDWHEaF870Xg80jnCxQdHdRWNrdtgEeulRGWaU3kd359" rel="nofollow" style="color: #2f77a0; outline: 0px; text-decoration: none;" target="_blank">l</a>, leadership expert. Legacies happen when they are deliberately crafted with years of hard work and dedication. Create your legacy with these expert tips:</div>
<ol id="yui_3_7_2_1_1363777410987_5467" style="background-color: white; color: #2f77a0; font-family: Arial, Helvetica, sans-serif; font-size: 12px; margin: 1em 0px; padding-left: 40px;">
<li class="yiv2037546497teaser" id="yui_3_7_2_1_1363777410987_5466" style="color: #777777;"><strong id="yui_3_7_2_1_1363777410987_5497">Identify your strengths. </strong>Think of your core strengths and then talk to colleagues, friends and family members for their insights. Keep a running list and see which strengths come up most frequently. Often, others see our strengths more easily than we do, says gerontologist, <a class="yiv2037546497link" href="http://enews.e.success.com/q/reVk3GtLHvHQLYm6Yhbo2X6b8BGlyWR-1Y16zmI1vgVdNJBGzby2Bj2ae" rel="nofollow" style="color: #2f77a0; outline: 0px; text-decoration: none;" target="_blank"><span class="yshortcuts" id="lw_1363777721_2">Ken Dychtwald</span></a>.<br /></li>
<li class="yiv2037546497teaser" id="yui_3_7_2_1_1363777410987_5469" style="color: #777777;"><strong id="yui_3_7_2_1_1363777410987_5468">Think about how you spend your time. </strong>“Most of us tend to be drawn—either directly or indirectly—to the settings, activities and people that allow us to express our interests,” Dychtwald says. Remember, your legacy should be a labor of love, not a chore.<br /></li>
<li class="yiv2037546497teaser" id="yui_3_7_2_1_1363777410987_5486" style="color: #777777;"><strong>Write a life sentence. </strong>“A statement summarizing the goal and purpose of one’s life,” Maxwell says.<br /></li>
<li class="yiv2037546497teaser" id="yui_3_7_2_1_1363777410987_5470" style="color: #777777;"><strong id="yui_3_7_2_1_1363777410987_5487">Realize your legacy is based upon what you do today. </strong>“For most of us, it is the days of our lives taken as a whole, that people remember,” says leadership expert, <a class="yiv2037546497link" href="http://enews.e.success.com/q/J_yoqnuS-rA8SqhCBU_R8Es1qIn1X4jmJBJws30JxLsZkMiG8_BhKvhB_" rel="nofollow" style="color: #2f77a0; outline: 0px; text-decoration: none;" target="_blank"><span class="yshortcuts" id="lw_1363777721_3">Chris Widener</span></a>. “If you want to be known as a kind person, do something kind every day for the people around you.”</li>
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-45296403519704808892013-03-20T04:15:00.001-07:002013-03-20T04:15:22.596-07:00thought of the day 20.3.2013<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="background-color: white; color: #777777; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">“To exist is to change, to change is to mature, to mature is to go on creating oneself endlessly.”</span><br style="background-color: white; color: #777777; font-family: Arial, Helvetica, sans-serif; font-size: 12px;" /><span style="background-color: white; color: #777777; font-family: Arial, Helvetica, sans-serif; font-size: 12px;">— Henri Bergson</span></div>
SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-21027110086070333532013-03-19T09:11:00.002-07:002013-03-19T09:11:37.903-07:005 qualities of role models<div dir="ltr" style="text-align: left;" trbidi="on">
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Role models come into young people’s lives in a variety of ways. They
are educators, civic leaders, mothers, fathers, clergy, peers, and
ordinary people encountered in everyday life. This study showed than
being a role model is not constrained to those with fancy titles or
personal wealth. In fact, students were quick to state that “a true
role model is not the person with the best job title, the most
responsibility, or the greatest fame to his or her name.” Anyone can
inspire a child to achieve their potential in life.<span id="more-643"></span><br />
The top five qualities of role models described by students in the
study are listed below. These qualities were woven through hundreds of
stories and life experiences that helped children form a vision for
their own futures. In a poll of 50 adult Facebook readers of this blog,
these same qualities were mentioned as adults reflected on their own
role models. The biggest difference was that adults did not rank
“commitment to community” as high as their younger counterparts. They
also mentioned qualities like compassion, fearlessness, and listening
skills. By far, the greatest attribute of a role model is an ability to
inspire others.<br />
<h4>
Passion and Ability to Inspire <em><br />
</em></h4>
Role models show passion for their work and have the capacity to
infect others with their passion. Speaking of several of his teachers,
one student said, “They’re so dedicated to teaching students and helping
students and empowering students. That is such a meaningful gesture.
They are always trying to give back to the next generation. That really
inspires me.”<br />
<h4>
Clear Set of Values</h4>
Role models live their values in the world. Children admire people
who act in ways that support their beliefs. It helps them understand
how their own values are part of who they are and how they might seek
fulfilling roles as adults. For example, students spoke of many people
who supported causes from education to poverty to the environment. Role
models helped these students understand the underlying values that
motivated people to become advocates for social change and innovation.<br />
<h4>
Commitment to Community</h4>
Role models are <em>other-focused</em> as opposed to <em>self-focused</em>.
They are usually active in their communities, freely giving of the time
and talents to benefit people. Students admired people who served on
local boards, reached out to neighbors in need, voted, and were active
members of community organizations.<br />
<h4>
Selflessness and Acceptance of Others</h4>
Related to the idea that role models show a commitment to their
communities, students also admired people for their selflessness and
acceptance of others who were different from them. One student spoke of
her father, saying “He never saw social barriers. He saw people’s needs
and acted on them, no matter what their background or circumstances. He
was never afraid to get his hands dirty. His lifestyle was a type of
service. My father taught me to serve.”<br />
<h4>
Ability to Overcome Obstacles</h4>
<a href="http://rootsofaction.com/blog/wp-content/uploads/2011/07/climber.jpg"><img alt="Role models overcome challenges" class="alignleft size-full wp-image-650" height="150" src="http://rootsofaction.com/blog/wp-content/uploads/2011/07/climber.jpg" title="climber" width="150" /></a>Young people develop the <a href="http://rootsofaction.com/blog/initiative-children-adolescents/" title="Route to Happiness: Fostering Initiative in Children & Adolescents">skills and abilities of initiative </a>when
they learn to overcome obstacles. Not surprisingly, they admire people
who show them that success is possible. One student shared a story of a
young man she met in Cambodia on a service-learning project with her
school. “He is an incredibly hardworking individual who has faced
unimaginable obstacles in his life, yet continues to persevere to
support his family and encourage his community. He survived the
Cambodian genocide. He earned his education in a system where those who
succeed are the ones who bribe officials. He has dedicated his life to
give back to his community. Wow! What an individual; and the best civic
role model!”<br />
Research studies have long shown a correlation between role models
and higher levels of civic engagement in young people. Positive role
models are also linked to self-efficacy, the ability to believe in
ourselves. In fact, the young people in my study admitted that unless
they learned to believe in themselves, they would not have been capable
of believing they could make a difference in the world!<br />
Children develop as the result of many experiences and relationships.
Role models play an important role in inspiring kids to learn, overcome
obstacles, and understand that positive values can be lived each day.
Whether you are a parent, grandparent, aunt, uncle, teacher, civic
leader, clergy member, sports coach, after-school program leader, or a
person who just happens into a child’s life, you have the ability to
inspire!<br />
<h4>
<br /></h4>
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com1tag:blogger.com,1999:blog-3524704705000912325.post-58559097149636318632013-03-19T08:59:00.001-07:002013-03-19T08:59:21.823-07:00avoid academic entitlement<div dir="ltr" style="text-align: left;" trbidi="on">
Student scores on K-12 achievement tests have remained relatively
constant over the years. Yet, K-12 grades have increased dramatically.
This suggests that today’s students are receiving higher grades for the
same performance as students in previous decades. Some studies show that
even the most talented students earn success by cleverly circumventing
hard work.<br />
What happens when students develop unrealistic expectations toward college or the work world? They respond with <a class="pt-basics-link" href="http://www.psychologytoday.com/basics/anger" title="Psychology Today looks at Anger">anger</a> and disappointment when their <a class="pt-basics-link" href="http://www.psychologytoday.com/basics/motivation" title="Psychology Today looks at Motivation">goals</a> are not achieved. Feelings of entitlement have been correlated with a host of negative outcomes, including hostility, <a class="pt-basics-link" href="http://www.psychologytoday.com/basics/depression/symptoms" title="Psychology Today looks at Symptoms of Depression">depression</a>, difficulty in relationships, and greed. <br />
Parents and K-12 teachers can minimize the risk of <em>academic entitlement</em> in college and the world beyond by instilling positive values toward learning and success during the formative years.<br />
<h3>
<strong><div class="article-image-wrap article-image-wrap-article-inline-full">
<img alt="" src="http://rsrc.psychologytoday.com/files/imagecache/article-inline-full/blogs/67712/2013/02/118703-116675.jpg" title="" /></div>
Seven Ways to Help Children Avoid Academic Entitlement </strong></h3>
<ol>
<li>Teach children that knowledge is a privilege that is earned through hard work, challenge, and discomfort. See the article, <a href="http://www.psychologytoday.com/blog/the-moment-youth/201106/what-teens-learn-overcoming-challenges">What Teens Learn by Overcoming Challenges<br /></a></li>
<li>Help
students understand that learning isn’t about satisfying requirements;
it’s about living a satisfying life. Share the article, <em><a href="http://www.psychologytoday.com/blog/the-moment-youth/201210/happiness-or-harvard">Happiness or Harvard</a></em>, with a teenager -- an inspiring story of how one teen redefined her attitudes about success.<br /></li>
<li>Let young people know that when they are struggling, it is their responsibility to ask for help. <a class="ext" href="http://rootsofaction.com/blog/what-is-a-role-model-five-qualities-that-matter-for-role-models/" target="_blank">Role models and adult mentors</a><span class="ext"></span> are essential for teens. <br /></li>
<li>Teach
children that failure is the bedrock of learning. Read the compelling
article in The Atlantic by middle-school teacher, Jessica Lahey, <em><a class="ext" href="http://www.theatlantic.com/national/archive/2013/01/why-parents-need-to-let-their-children-fail/272603/" target="_blank">Why Parents Need to Let Their Children Fail.</a><span class="ext"></span><br /> <br /> </em></li>
<li>Help students understand that no one has the same learning or test-taking style. Adults can <a href="http://www.psychologytoday.com/blog/the-moment-youth/201204/helping-children-thrive-ldadhd">foster a positive mindset for kids with learning differences.<br /></a></li>
<li>Support
your child’s teachers. They develop policies that apply to everyone.
There are penalties for breaking the rules just as there are in the
world outside of school.<br /></li>
<li>Instill the principle that teachers are facilitators of learning. <a class="pt-basics-link" href="http://www.psychologytoday.com/basics/education" title="Psychology Today looks at Education">Education</a> is something we accomplish for ourselves throughout a lifetime.</li>
</ol>
When
children embrace behaviors that emerge from the above principles, they
learn to take responsibility for their successes and failures, accept
the consequences of their actions, and learn to engage with meaningful
life and <a class="pt-basics-link" href="http://www.psychologytoday.com/basics/career" title="Psychology Today looks at Career">career</a> goals.<br />
What do you think? What other ways do adults help children learn to take responsibility for their learning and actions?<br />
</div>
SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com1tag:blogger.com,1999:blog-3524704705000912325.post-35519844432790931052013-01-05T16:16:00.000-08:002013-01-05T16:16:07.064-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<h2 style="text-align: left;">
We owe everything to you</h2>
<br /></div>
SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-49681669967641493782013-01-05T14:46:00.002-08:002013-01-05T14:46:37.406-08:00Digital education for teachers<div dir="ltr" style="text-align: left;" trbidi="on">
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Taking a Closer Look at Teachers' Technology Shortcomings</h1>
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By <span class="vcard author"><a class="fn url" href="http://www.edweek.org/ew/contributors/sean.cavanagh.html">Sean Cavanagh</a></span> on <abbr class="published" title="2013-01-02T08:03:57-05:00">January 2, 2013 8:03 AM</abbr>
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One of the biggest
concerns about how technology is being used in the classroom today
focuses on what some see as a fundamental breakdown in the system: many
teachers aren't comfortable with technology, and are unsure how to weave
it into their instruction.<br />
The <a href="http://www.nasbe.org/">National Association of State Boards of Education </a>probed
this issue in a recent report, as part of a larger examination of how
schools can keep up with students' tech knowledge and expectations.<br />
I wrote about the release of that report, "<a href="http://blogs.edweek.org/edweek/DigitalEducation/2013/01/blogs.edweek.org/edweek/DigitalEducation/NASBE.pdf">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today—and Tomorrow</a>,"
but I'm turning back to it because it offers some revealing details on
what state board officials, as well as faculty at teacher colleges and
educators themselves, see as shortcomings in preparing teachers to use
technology. The authors argue that many teacher-preparation programs
fail to give teachers the tech skills they need, partly because they
instead choose to focus heavily on things like pedagogical theory—in
general, different philosophies about how teachers convey knowledge to
students.<br />
How much catching up on technology do teachers, and the system that
produces them, have to do? The report's authors cite the following
examples:<br />
• The vast majority of faculty members and students in teacher
preparation programs say that their programs require one stand-alone
technology course, as opposed to integrating technology and pedagogy
through the program and clinical experiences (the authors see
integration as the preferred way to go);<br />
• Teacher-prep programs tend to emphasize using technology to boost
educators' "personal productivity," through the use of tools such as
word processing and spreadsheets, and for use in presenting information,
as opposed to giving aspiring educators the tech skills needed to
collect, analyze, and utilize data in their instruction;<br />
• Less than a quarter of educational technology faculty said they had
taught their students how to use technology to analyze student
achievement data, a skill that the authors say is crucial to tailor
instruction to individual students' needs; and<br />
• New teachers are no more likely to blend technology into their
practice than their veteran peers—which is surprising, the authors say,
"given that the vast majority of those entering the profession are
digital natives."<br />
Those findings come from a number of sources, including an analysis
conducted by researchers at Indiana University, which included a survey
of teacher-college faculty and their students; and a <a href="http://www.grunwald.com/reports/">separate survey</a>
of teachers and administrators released by Walden University, an online
university, and Grunwald Associates, a Bethesda, Md.-based research and
consulting company.<br />
How can policymakers help educators become more <a href="http://www.edweek.org/ew/articles/2010/09/22/04edtech_teachprepbox.h30.html">sophisticated users of technology</a>?
State officials, in cooperation with licensing boards and others,
should revamp standards for new teachers to make sure they receive more
preparation in technology and online instruction, including through
clinical, or hands-on classroom work and observation, the report says.
It adds that states should revamp professional development to include a
greater focus on technology, provide sufficient funding for school
technology coaches, and do more to weave virtual instruction into
existing teacher mentoring and induction programs. <br />
<br />
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SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-43384805983731405342013-01-05T14:37:00.001-08:002013-01-05T14:37:27.010-08:00Taking a Closer Look at Teachers' Technology Shortcomings<a href="http://blogs.edweek.org/edweek/DigitalEducation/2013/01/a_closer_look_at_teachers_tech_1.html?intc=bs&cmp=SOC-SHR-GEN">Taking a Closer Look at Teachers&apos; Technology Shortcomings</a>SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com1tag:blogger.com,1999:blog-3524704705000912325.post-50036174798425175272012-12-06T21:30:00.001-08:002012-12-06T21:30:36.805-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://www,bbpsdwarka.org/" target="_blank">www,bbpsdwarka.org</a><br /></div>
SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-27687222754267970842012-12-06T21:25:00.001-08:002012-12-06T21:25:06.719-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
my new blog begins here</div>
SANDHYA KAKKARhttp://www.blogger.com/profile/08471766760838323569noreply@blogger.com0tag:blogger.com,1999:blog-3524704705000912325.post-17841465436563400272012-01-22T06:02:00.001-08:002012-01-22T06:02:08.065-08:00International Schools Award<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">International Schools Award</span></span></b></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">Background
</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The British Council School International School Award
(ISA) is a benchmarking scheme that accredits schools as having an outstanding
level of support for its teaching practice to
add</span></span></div>
<ol style="margin-top: 0cm;" type="a">
<li class="MsoNormal"><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">International Dimension in its curriculum</span></span>
<span style="font-size: x-small;"><span style="font-size: 11pt;"></span></span>
</li>
<li class="MsoNormal"><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Innovation to classroom curriculum
transaction</span></span> <span style="font-size: x-small;"><span style="font-size: 11pt;"></span></span></li>
</ol>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">In India it was launched in
2004 and till date 550 schools have received the award with an additional 330
more working on it in the current year. The range of schools participating in
the International School Award includes the elite private schools to government
schools from rural areas. </span></span></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">Why should schools work towards the
International School
Award?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Schools across the world are grappling with the
challenge of providing relevant education in a changing world scenario. Moving
away from the traditional chalk and talk model of content oriented teaching
towards process and value oriented experiential learning requires a
transformational change. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">This type of change is hard to bring about by discrete
workshops or even extended staff training away from classroom where follow-up on
action is difficult to ascertain, achievements difficult to measure and success
rarely celebrated. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The ISA approach to school development is holistic and
mirrors and models the approach that we are encouraging teachers to use with
their students. It is also rigorous and evidence based.
</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The ISA is a leadership challenge, which will foster
teambuilding, innovation, and project management. Getting the Action plan and
dossier together will bring the staff together to examine each others practices
and evolve a new way of working. Keeping them motivated and going through the
course of one academic year will test the head teachers and ISA coordinators
leadership skills. As we know good leadership is second only to good teaching in
raising students outcome in schools. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">It is content free and sits within individual schools
curriculum framework just harnessing the every human beings innate desire to
explore the world to drive learning. After all, the entire tourism industry
thrives on peoples desire to spend their free time going from one place to and
another and putting themselves to considerable trouble and discomfort only to be
able to come back to say they had a wonderful holiday.
</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">ISA gives context to practice new skills in ICT and
pedagogy in a safe and structured manner. It adds the element of excitement and
enthusiasm that is needed to make learning joyful.
</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Participating in Action Planning workshop, online
community and the award ceremony brings together a large network of schools
across the country fostering rich exchange of ideas, broadening of vision and
creating of a strong community of education
professionals.</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">ISA allows learning to end on a positive note with each
project leader, the head teacher and the ISA coordinator receiving an individual
certificate from the British Council when the school achieves the award.
</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">An ISA is not the end. The schools and teachers involved
in the ISA may remain engaged with the British Council programmes online beyond
the assessment year. Outstanding coordinators and schools may be invited to
become a British Council School Ambassador, join the ISA assessment Panel and
co-facilitate workshops.</span></span></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">Is your school ready to participate
in the International School
Award?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">A school is ready to participate in the International
School Award if it has basic infrastructure and at least one computer with
Internet facility accessible to students. At least one teacher has to have
adequate working knowledge of English language. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The schools that benefit most are schools that are
seeking ways of improving teaching and learning practice in the classroom and
would like to see some transformational change from traditional methods to more
innovative methods.<b><span style="font-weight: bold;"></span></b></span></span></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">What are the cost implications of
participation in the ISA?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">All independent privately managed and funded schools
will have to pay a one time registration fee of Rs 15,000 to be eligible to
participate in the programme. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Government managed schools participating through the
sponsorship of their parent organisation will need to pay a discounted fee of Rs
10,000 per school if upto 50 schools from that organisation are applying
together and in this case a separate agreement will need to be signed of between
the sponsoring body and the British Council in
India.</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Schools recommended and supported by a British Council
School Ambassador will be able to participate at a discounted registration fee
of Rs 12,500 only. Our BCSAs are copied on this
mail.</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The one time registration fee entitles the school to the
support provided by the British Council as listed below but it does not cover
cost of travel to and from the workshops or award ceremony venues, incidental
project costs or accommodation costs if any are required.
</span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The payment of registration fee does not entitle the
schools to the ISA which is granted after rigorous assessment of standards and
schools cannot claim the awards on the grounds of payment of the registration
fee. In case the school is unable to get the ISA in the first assessment year
then no fee needs to be paid for the second attempt. Thereafter a fresh
registration will be needed. </span></span></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">What support do schools get from the
British Council on their ISA journey?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">British Council will arrange an <b><span style="font-weight: bold;">ISA</span></b> <b><span style="font-weight: bold;">Action Planning Workshop</span></b> and a <b><span style="font-weight: bold;">ISA</span></b> <b><span style="font-weight: bold;">Dossier Guidance Workshop and Review Meeting
</span></b>at their offices in Chennai, Kolkata, Delhi and Mumbai
and other major cities across India based on demand.
These are delivered by British Council staff and / or British Council School
Ambassadors (highly skilled and specially selected school teachers and head
teachers who have experience of working on ISA or are a part of the ISA panel).
</span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Besides the two one day workshops it will also have
information and support available to schools through its portal <b><span style="font-weight: bold;">British Council Schools
Online</span></b></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Community and schools may seek help from registered
<b><span style="font-weight: bold;">British Council School Ambassadors</span></b>
for queries at any time through the process of working towards their
ISA.</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Schools may also seek prior appointment and come into
the office and British Council libraries to <b><span style="font-weight: bold;">view dossiers of successful schools</span></b>.
</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">What is the process involved in
working towards a successful ISA dossier?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">They need to make an action plan with at least seven
specific activities for a range of year groups and a range of curriculum area
running through one academic year. The first draft of the action plan is
carefully assessed by an assessment panel and either approved or may be asked to
improve according to recommendation. Schools execute the activities and submit a
dossier of evidence. The evidence portfolio is assessed by the British Council
Assessment Panel. ISA panel may suggest recommendation for improvement and
resubmission after more work or approve the dossiers as
appropriate.</span></span></div>
<div class="MsoNormal">
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">What is the
Award?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">The schools that are able to complete their action plan
and present evidence will receive the ISA and will be able to use the ISA logo
on all their school correspondence for a three year period. They will also have
the opportunity to attend an award ceremony and the Connecting Classrooms
workshop held at any of the four metro cities across
India each year. </span></span></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Those dossiers that demonstrate outstanding achievement
and innovation in delivering the international dimension in the curriculum will
be awarded a silver and a gold standard ISA in recognition of their exceptional
achievement the number and decision of such award will be at the discretion of
the ISA assessment panel. </span></span></div>
<div class="MsoNormal">
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Besides the award the outstanding schools will have the
opportunity to show case their dossiers at our offices and libraries, speak at
British Council events as resources persons, get invitation to selected events
and workshops and be may be invited to join the ISA assessment panel in the
future.<b><span style="font-weight: bold;"></span></b></span></span></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">Signing up for the
ISA?</span></span></b></div>
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<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">To sign up for the ISA please fill out the attached
registration forms and return to the address given below with the appropriate
registration fee. (<i><span style="font-style: italic;">Cheque/draft for the
correct amount may be drawn in favour of “British Council
Division</span></i>”)</span></span></div>
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<div class="MsoNormal">
<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">The Connecting
Classrooms School
Team</span></span></b></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">British Council
Division</span></span></b></div>
<div class="MsoNormal">
<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">17 Kasturba Gandhi Marg
</span></span></b></div>
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<b><span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;">New
Delhi</span></span></b><b><span style="color: black; font-size: x-small;"><span style="font-size: 11pt; font-weight: bold;"> 110001
</span></span></b></div>
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<div class="MsoNormal">
<span style="color: blue; font-family: Arial; font-size: x-small;"><span style="color: blue; font-size: 11pt;">The ISA Briefing Dates in the near future
are </span></span></div>
<div class="MsoNormal">
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<b><span style="color: red; font-family: Arial Bold; font-size: x-small;"><span style="color: red; font-family: 'Arial Bold'; font-size: 10pt; font-weight: bold;">20
January 2012 - 10.00 am – 4.00 pm
Delhi</span></span></b></div>
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<b><span style="color: blue; font-family: Arial Bold; font-size: x-small;"><span style="color: blue; font-family: 'Arial Bold'; font-size: 10pt; font-weight: bold;">23rd
January 2012 – 10.00 am – 4.00 pm
Bhopal</span></span></b></div>
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<b><span style="color: blue; font-family: Arial Bold; font-size: x-small;"><span style="color: blue; font-family: 'Arial Bold'; font-size: 10pt; font-weight: bold;">10<sup>th</sup>
Feb 2012 – 10 AM to 4 PM
Chandigarh</span></span></b></div>
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<b><span style="color: blue; font-family: Arial Bold; font-size: x-small;"><span style="color: blue; font-family: 'Arial Bold'; font-size: 10pt; font-weight: bold;">14th
Feb 2012 – 10.00 am - 4.00 pm Jaipur</span></span></b></div>
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<b><span style="color: blue; font-family: Arial Bold; font-size: x-small;"><span style="color: blue; font-family: 'Arial Bold'; font-size: 10pt; font-weight: bold;">24<sup>th</sup>
Feb 2012 – 10.00 am – 4.00 pm Delhi (depends on
seats available)</span></span></b></div>
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<div class="MsoNormal">
<span style="color: black; font-family: Arial; font-size: x-small;"><span style="font-size: 11pt;">Please indicate your preferred date on the form. The
dates will be on first come first serve basis. </span></span></div>
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