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DISRUPTING THE NORM – ARE WE PROVIDING CHILDREN THE LEARNING TOOLS THEY’LL ACTUALLY NEED FOR THE FUTURE?
PERSONALISED LEARNING – PASSING FAD OR FUTURE IMPERATIVE?
In response to Richard’s session, our panel of Principles examine to what extent Middle East-based schools challenging current perceptions of effective learning models Do our existing models meet the needs of transnational global students? Is the drive for change a positive contribution to the education agenda or disruption for disruption’s sake?
A school leader’s role is clear and the same for all; to improve the life opportunities for students and quality of education that they receive. The challenge for leaders is that all schools are individual, so although the requirement is the same, the way to achieve it will vary greatly. There is no ‘one size fits all’. However, I believe that there are some fundamental elements that are consistent for all school leadership and my session will hopefully explore some of these.
How possible is it to have a truly unique selling proposition, when so many schools claim to offer the same curriculum with the same approach? Ensuring a clear brand, identity, vision and future mission that can be easily communicated and emulated by all levels of your community.
This presentation will introduce the audience to myON Reader, a recently acquired library of digital books by Renaissance Learning. It will show how myON Reader links to other platforms such as Star Assessment and Accelerated Reader and demonstrate how the product will innovatively support learners to practise reading using technology, enabling institutions, especially those who are lacking sufficient numbers of readily available reading materials, to ensure reading becomes a daily habit; enabling readers to understand, use and reflect upon texts in order to develop their own knowledge and potential. The presentation will offer practical suggestions on how myON can be used in the classroom and at home.
(Renaissance Learning - Supporting UAE National Agenda and Vision 2021)
Introducing a whole-school wellbeing programme can be far more complex and require far greater involvement than many believe. Hear how schools can create a ‘culture of care’ – including mindfulness training, advisory programmes and schoolwide values. Understand how the neuroscience behind stress, emotions, adolescence and memory can have an impact on student wellbeing, and how successful wellbeing programmes contribute to academic success.
Headship requires a huge range of skills. Leading a school in an international context brings additional complexity across a greater diversity of issues. How do we build effective communication with our parents where our parental communities are often so diverse and dynamic? Kai will invite delegates to consider four questions related to parental engagement in an international context: