Pippin’s First Day at Doggie School

Dear Fans,

Pippin started school today with a big bang – literally.  He saw what was happening inside the glass door and went crashing into it in an effort to get through it faster.  But his bravado was short-lived.  With puppies ranging from a lab and a husky, to a Dalmatian, he soon saw that his macho demeanor didn’t stop the bigger dogs from sitting on him, biting his ears and boxing with him.  Finally put in his place, he soon went after the Pomeranian, who was more his size.

It was hard for him to concentrate on his lessons, but he was one of the few who didn’t have a toileting accident, and when we heard about some of the problems others were having with their dogs (eating their poop so they wouldn’t get in trouble for doing it inside, or biting their owners) it began to feel like we’re pretty lucky to only have the problems of our thumbtack eating, cigarette smoking mascot.

Thanks for your interest in Pippin’s educational adventures.
Have a good weekend, everyone,

Liz

Cell Phones in the Classroom?

Believe it or not…

some teachers are incorporating cell phones into their classroom activities.

Here’s a bit about how they are being used:

“I integrated the phones into everything we did,” says Cook. “I could have students draw solar system orbits on their devices, and then animate them to show them in real orbit.” In math, Cook’s students used animations to change number values by moving around decimal points. And for joint research projects, they used their smartphones to take pictures, explore relevant Web sites, fill in spreadsheets, and compose Word documents that they shared by pointing the devices end-to-end and beaming the information to each other. From District Administration

Let’s cut to the chase with a list of pros and cons:

Pros

• Real world technology
• Includes texting, Web browsing, and game playing
• Part of “anytime, anywhere” learning
• Reduce “the digital divide” as cell phones are relatively inexpensive (compared to computers)

Cons

• Some find cell phones distracting
• Small screen size
• Requires wireless

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What do you think?

Local Schools in Thailand: A Personal Account

By Liz Perelstein, president of School Choice International

“I was delighted to see caring teachers,

motivated and happy students.”

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In early January I had the extraordinary opportunity to take a cycling trip in Northern Thailand and Laos. Although I travel whenever I can, this experience was unforgettable for me. We rode alongside people working in rice paddies, tackled dirt roads (with only one set of broken ribs) that lead to remote villages consisting of a handful of shacks, and stopped our bikes at factories where manufacturing took place laboriously, by hand.

The poverty we encountered among hill tribes in both Thailand and Laos was eye opening. We observed people who still live without electricity, cook over an open fire and brush their teeth and wash their hair in the Mekong River. Children as young as three years old knew enough English to beg for money, reminiscent of Fagin’s gang in Oliver.

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Girls dancing at a local school

For those of you who read Anne Fadiman’s The Spirit Catches You and You Fall Down, we visited Hmong villages and found the Hmong tribe to be extremely entrepreneurial and pragmatic. The women, who customarily marry around age 14 and have as many children, are responsible for making and selling their exquisite handicrafts. Sadly, too often men spend the days in their huts without windows, smoking Opium while young children parent those even younger than themselves.

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“Of greatest concern was the absence of

uniform guidelines for safety or sanitation.”

Classroom

I visited many local schools and found them surprisingly similar to local Western schools in certain respects, although they were as different as can be imagined in others. Of greatest concern was the absence of uniform guidelines for safety or sanitation. But I observed many lovely practices such as children growing their own vegetables and taking them to market. We had the good fortune to come upon children preparing for a dance contest between schools and were treated to a demonstration of local dances and tribal costumes. I was delighted to see caring teachers, motivated and happy students, and classrooms equipped with desks, books, musical instruments, and at times a computer, revealing that education is valued even in relatively poor communities.

Warm Holiday Wishes

Report Cards from Around the World: Ontario, Canada

For the next several weeks, we’ll look at report cards from around the world.

~ Report Cards, Eh? ~

~ 8 ^th Stop ~ Ontario ~

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The most populated province in Canada, Ontario has a multicultural background with relatively high immigration rates. The largest minority groups in Toronto include South Asians, Chinese, African Canadians, Latin Americans and Aboriginal peoples. Unlike most other national public systems, Ontario has four publicly funded school systems: English-language schools, French-language schools, English-language separate schools (“separate” refers to the inclusion of religious studies), and French-language separate schools. The Canadian educational system has a great reputation all over the world.

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Report Card Basics

• Type of School: English-language local public school
• Academic Year: Current model
• Class: Primary School (Years 1-6)

Here’s the report card! The blue numbers highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

1. A Standard Format for Report Cards

Students in Ontario public (secular) schools receive the same report cards, which are available on a government website. The system creates a standard which makes transferring schools easier, but also some rigidity. On the other hand, the report card includes lots of space for teacher comments and individualized assessment.

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2. Promotion Status

This is a first for us! This section tells the child and parents whether students are progressing well towards promotion. Each child receives one of the following: progressing well towards promotion, progressing with some difficulty towards promotion or promotion at risk.

3. Expectations… What does an A- means anyways!

This report card clearly explains the meaning of each letter grade… An A isn’t just better than a B; a B suggests the child has required knowledge and meets provincial standards, while an A represents knowledge and skills that exceed provincial standards.

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4. English, Second Language and Mathematics…

A half page (of two pages total) is dedicated to English, the second language (French or the native language) and mathematics. This illustrates the importance of the three fundamental subjects. Each subject is broken down into a few components (for instance, English is composed of reading, writing and oral and visual communication). Notice that half the grading space is dedicated comments from teachers. This shows some flexibility in a relatively rigid reporting system.

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5. Learning Skills

Besides, class and subject grades, students receive grades on skills they should be learning throughout the curriculum: independent work, initiative, homework completion, use of information, cooperation with others, conflict resolution, class participation, problem solving and goal setting to improve work. This list reflects provincial values as well!

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6. Response Form

We haven’t seen this before! The Ontario report card has a whole page dedicated to responses from parents and students (I condensed the page for ease of viewing). Parents and students can write about student achievement, goals and support. This page can be an excellent venue to communicate with the teachers.

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See Report Card from: Mexico City, Mexico;    Zomba, Malawi; Sydney, Australia, week 1;    Sydney, Australia, week 2;   Dalhousie, India; Kathmandu, Nepal;    Soro, Denmark

Report Cards from Around the World: Mexico City, Mexico

For the next several weeks, we’ll look at report cards from around the world.

~ Habla Español! ~

~ 7^th Stop ~ Mexico ~

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Mexico, with 111 million people, is the 11^th most populous country. While Mexico can be seen as a powerful country, with the largest GDP per capita in Latin America, issues with income disparity and drug violence continue to plague the country. With a rich and ancient history, Mexico remains a popular tourist destination (for more than the sun and lovely beaches!).

Note ~ This is an international and NOT a local school as some other countries.

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Report Card Basics

• Type of School: British International School
• Curriculum: International Baccalaureate Primary Years Programme (PYP)
• Academic Year: 2008-2009
• Year: 3

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Here’s the report card! The blue numbers highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

1. The Five Parts of English

A large portion of the report card is dedicated to assessing English, illustrating the importance of the language at this school (English, rather than Spanish), as well as language acquisition. The assessment has been broken down into five core parts: speaking, listening, reading, writing and handwriting.

2. Look, Hear! ~ Units of Inquiry

Rather than set subjects or courses, this curriculum includes Units of Inquiry, which allow flexibility in teaching and learning. This differs greatly from educational systems that have concrete course expectations and teach to a national, standardized test. The Units of Inquiry this semester are “Look, Hear!” and “Exploration and Encounter.” Sounds fun to me!

3. A Big Old for Effort!

How age appropriate! Rather than assign a number or letter assessment of effort, this report card uses smiley faces, which can be understood regardless of age or culture. Colon, Capital D for a great practice!

4. A Descriptive Grading Scale

This report card has a slightly different grading scale than other assessments we’ve seen: good, very good and excellent, as well as reaching expectations. Reaching expectations seems to be given when a mark of “good” might be subjective, for instance, what is “good” use of information technology or  “excellent” in music at 9 years old?

5. Spanish and Social Studies… Get Numbers Grades

Though I’m not sure why (and I’ve scoured the internet!) Spanish and Social Studies get numbers instead of “descriptive” grades. Hm… I’m stumped. Any suggestions?

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See Report Cards from:    Staffordshire, England;    Zomba, Malawi; Sydney, Australia, week 1;     Sydney, Australia, week 2;    Dalhousie, India; Kathmandu, Nepal;     Soro, Denmark

Report card analysis to look forward to: Palestine, Canada and more!

Report Cards from Around the World: Zomba, Malawi

For the next several weeks, we’ll look at report cards from around the world.

~ Safari Time! ~

~ 5^th Stop ~ Malawi ~

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A landlocked country in southeast Africa, the Republic of Malawi is home to two UNESCO World Heritage sites, Lake Malawi National Park and Chongoni Rock Art Area. Another impressive geologic formation, the Great Rift Valley, runs through Malawi like a vein. Malawi gained independence from the British in 1964 (only 45 years ago), though examples of colonization remain, such as British standard schools. Unfortunately Malawi ranks as one of the least developed and most populated countries in the world. With a population of about 14 million, low life expectancy and high infant mortality, Malawi relies on foreign aid to develop.

Note ~ This is an international and NOT a local school as some other countries.

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Report Card Basics

• Type of School: International Primary School (British Standard)
• Academic Year: 1996 – 1997
• Year: 6

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Here’s the report card! The blue numbers highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

1. Performance, Effort and Teacher’s comments

This school has a relatively short report card (1 page, as opposed to the 11 page report card from Australia). Using space allocation as a measure of importance, teacher’s comments constitute the main aspect of the report, followed by performance and, equally as important, effort. Note the use of letter grades, as opposed to number or percentages that are popular in some other areas.

2. Enjoy, Good, Able… Positive reinforcement

The teachers use positive reinforcement in their comments, detailing the student’s capabilities, rather than areas for improvement (assuming the Bs indicate at least a little room for improvement).

3. It’s a Matter of Effort!

For music, drama, design and physical education, this school only gives grades for effort (and not participation). This indicates a slightly different value system in regards to extra-curricular classes… This may help develop intrinsic motivation, but also indicates that these subjects are less important than the core academic curriculum.

4. On a Personal Note…

At the end of the report, the teacher includes a personal note to the parents, and thanks them for “your kindness and support over the years.” This personal connection indicates the relatively small size of the school but also the closeness of the school community. (The music teacher also includes a “thank you note” in her comments!)

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See Report Card from: Sydney, Australia, week 1; Sydney, Australia, week 2; Dalhousie, India; Kathmandu, Nepal; Soro, Denmark

Report card analysis to look forward to: Palestine, Canada, Mexico and more!

Report Cards from Around the World: Sydney, Australia, 2nd week

For the next several weeks, we’ll look at report cards from around the world.

~ Unpack Your Bag… ~

~2^nd Excursion ~ Sydney~

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Sydney, the largest Australian city and state capital of New South Wales, has a population of about 4.3 million. Known for landmarks such as the Sydney Opera House and the Sydney Harbour Bridge, the multicultural city attracts tourists from all over the world. Sydney also boasts a well-established educational system, including public, denominational and independent schools as well as several universities. An Australian degree is recognized and well-regarded around the world.

Report Card Basics

• Type of School: Independent, Presbyterian for boys (day and boarding)
• Academic Year: 2002 (Did you know? Australian schools run January to December)
• Class: 9

Here’s the report card! The blue numbers highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

1. One Class, Three Subjects: English, History and Geography

This school offers Integrated Studies, which combines English, History and Geography in order to develop “essential skills common to all subjects, such as research, note-taking and report writing.” New Zealand and Australia have been revolutionary in adapting this new style of teaching.

A British concept, the House System originally applied to boarding schools, where each house had a name, housemasters (adult caretakers) and house captain. Houses also function as teams for in-school competitions, such as sports days!

2. Words, Words and MORE Words

Where are the percentage grades? Where is the B + and A –? Much like the second grade report card we looked at, this school specifies specific outcomes, for instance, “Identifies, locates, selects and organizes information from a variety of sources.” This student can achieve this outcome on an advanced level. His ability to “demonstrate a sense of place and chronology within the context of 20^th century Australia” is competent. Shown here are 4 of 13 outcomes for Integrated Studies… This is another LONG report card!

3. EXCELLENT Effort, Attitude and Homework

The teacher also assesses the student for soft skills, such as effort, attitude, as well as homework (completion and quality). The teacher may comment on the student as well, “I was particularly pleased with his recent class presentation.” Well done!

4. PDHPE ~ Personal Development, Health and Physical Education

The Australian education system takes physical education seriously, linking physical activity to life skills, such as setting and achieving goals. While this student chance accomplish each outcome at an advanced level, the teacher comments on participation, “He could benefit from participating more in class”—note the positive phrasing of this critique.

5. A Modern Walkabout

The walkabout is an Australian Aboriginal tradition that functions as a rite of passage for boys, consisting of an extended stay in the bush. At this school, all Year 9 students participate in “residential outdoor education program” intended to “discover the tools they need to grow into fine young men.” Activities include climbing and abseiling, camping and canoeing.

The first two paragraphs describe the program. In the final paragraph, teachers assess the student’s effort, social rapport, teamwork and perseverance. I want this adventurer on my team!

6. I believe I have done quite well… I might have been able to do a little better if I had studied more, but not by much.

The Student Self Assessment is a relatively unique aspect of this report card. The student writes about academic success, the Outdoor Education Program, dorm life (I do not really like dorm life…), the fitness program (now I can run 10km), and learning to trust people.

The highlight of the year? “Probably our trip to Canberra, because I had never been there before, and we also got McDonald’s that night.”

 

See Report Card from: Sydney, Australia, week 1; Dalhousie, India; Kathmandu, Nepal; Soro, Denmark

Report card analysis to look forward to: Palestine, Malawi, Canada, Mexico and more!

Report Cards from Around the World: Sorø, Denmark

For the next several weeks, we’ll look at report cards from around the world.

~ Pack Your Coats! ~

~ Third Stop ~ Sorø ~

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Sorø, a small town of 7,708, rests on the island of Zealand in the Kingdom of Denmark. Home to Sorø Akademis Skole (Sorø Academy), the second oldest school in Denmark, Sorø is also a popular residential area for those who work in Copenhagen, the capital city.

The Danish government values education, providing compulsory education free of charge, which results in a 99% education rate for both men and women. About 82 % continue formal education after Flolkeskole (public school), often at one of the public universities.

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Final Report Card Basics

• Type of School: Local, Danish school
• Academic Years: 2002 – 2005
• Class: 1st to 3rd grade* (equivalent to 11th to 13th grade)
  

* In Denmark, high school consists of three years, called 1st, 2nd and 3rd, though this is not to be confused with elementary school.

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Here’s the report card! The blue circles highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

Hint ~ If you are having trouble viewing the report card, try the Zoom function under your browser’s View tab.

1. Matematisk Anyone?

Secondary students attend Gymnasium after 10^th grade (no, not the kind of gym you exercise in, but a secondary school, comparable to English grammar schools or U.S. college-prep high schools). Pupils must choose a studieretning or a “line of study,” which usually includes mathmatical or linguistic streams.

2. Obligatoriske fag ~ Compulsory Courses

Like most students around the world, Danish students must take their local language (Danish), math and science, but they have some unique required courses as well, including geography, religion and classical studies (which focuses on the Greek and Roman civilizations).

3. Niveau ~ A, B and C Levels

This may look like the student’s grades, but in fact they are levels. Students may take classes at A, B or C levels (A being the highest). This student explains that many of the C-level courses were mandatory and taken within the first year. Does anyone know of another system that offers 3 levels? (Advanced Placement and International Baccalaureate offer 2 levels…)

4. Oh dear! I got a -3 in Geography!

This report card shows an older version of the Danish grading system, the current grading scale is based on 12 points, although negative points are possible too. Here’s a chart of the “Marking Scale.”

-3	For an unacceptable performance.
00	For an inadequate performance.
02	For an adequate performance.
4	For a fair performance.
7	For a good performance.
10	For a very good performance.
12	For an excellent performanc

5. Eksamens-karakter ~ Exam grade

This report card shows both the class grade, as well as an exam grade, however students do not take an exam for every course. At the end of the year, students choose three or four courses in  which to complete an exam. Compare this to India’s education system, which is primarily based on tests!

6. Gymnasium 335088

Danish schools receive an institution number, which helps the national education system run smoothly in terms of file sharing and data base maintenance. This demonstrates unity of the public school system, largely a centralized, federal institution.

7. Specialized Study

Students choose a specialized study program of three courses, usually of 2 high level (A-level) and one medium level (B-C level) courses. Of course, the gifted student may choose to take three high level courses. This student choose matematik (math), samfundsfag (social studies) and Film and TV.

8. What did you study in TV class today?

Students may also choose shorter elective courses in the last year, including: psychology, geography, astronomy, Greek and more. This student chose TV and Film. Here’s her explanation of the class, and film in Denmark.

“I was really interested in Film and TV and it’s a strong growing business, not only in Hollywood. In fact, Denmark is the one country in Europe that releases the most movies a year and we are really good at making low-budget movies.

In class, we would watch movies, analyze and critique them. We would talk about different genres, lighting, camera work, etc., and then make our own little films. We would write scripts, draw story boards, act, direct, shoot and edit. And then, in complete agony, show them to the whole school at morning assembly!!!

It’s just one of those courses that are made to help kids figure out what they want to do. I found it super interesting and now it’s what I want to do. There are some who found out it wasn’t something for them, and are doing completely different things today.”

See Report Card from: Kathmandu, Nepal; Dalhousie, India

Report card analysis to look forward to: Malawi, Australia, Canada, Mexico and more!

Report Cards from Around the World: Kathmandu, Nepal

For the next several weeks, we’ll look at report cards from around the world.

~Fasten Your Seat Belts~

~Second Stop ~ Kathmandu~

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Kathmandu, the capital city of Nepal, which is home of the mighty Mount Everest. Though troubled by unrest in the last few years, Kathmandu remains a popular tourist destination, especially among the adventurous. As a developing country, Nepal has made enormous strides, though life expectancy (at 63 years) remains low and infant mortality rates highest in the region. Although Wikipedia suggests a 98% literacy rate in the city of Kathmandu, the World Bank reports a literacy rate of 48.2% for the country, and highlights gender disparity (female: 34.6%, male 62.2%). Regardless, Kathmandu has many schools that offer a quality education.

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Pupil Progress Report Basics

• Type of School: Local, English-standard school
• Academic Year: 2000 – 2001
• Class: X (10)

Here’s the report card! The blue circles highlight a few interesting aspects of the report and the numbers correspond to notes below the image.

1. Population and Environment

Some schools offer Population and Environment, a class that may be equivalent to Human Geography (offered as an Advanced Placement class in the American system).

2. Percentage and Position in Class

This student received 70s in her classes (which would be a C average in the United States), however this is considered “Very Good to Excellent” in the Nepali education system. Her high achievement becomes evident in her position in class: 2^nd, 3^rd or 4^th out of 19 students. Speaking of which, the class rank would rarely be reported in most American classrooms, except for the valedictorian at graduation. This illustrates differing values in competition within the educational system.

3. Division

In the Nepali system, students are separated into three divisions, a sort of “streaming.” Here’s a break down of the divisions:

Here’s the second page of the progress report:

4. Teacher’s Comments… “Try harder and do better”

Unlike the report card from Dalhousie, the Nepali progress report includes teacher’s comments (which covers about 50% of the card). The general theme, even for one of the highest achieving students, seems to be “to do better,” “prove her worth,” and “aspire higher.”

5. “She should shed her over confidence”

This statement clearly demonstrates a cultural difference in the value of confidence versus, perhaps, humility? Has your teacher ever said you were over confident?

See Report Card from Dalhousie, India; Soro, Denmark

Report card analysis to look forward to: Malawi, Australia, Canada, Mexico and more!