啟明星教師參加IB中國(guó)教育論壇和ACAMIS會(huì)議

啟明星是學(xué)習(xí)型社區(qū)，所有社區(qū)成員都在不斷學(xué)習(xí)、成長(zhǎng)，包括我們的老師和校長(zhǎng)。他們定期參加職業(yè)培訓(xùn)和對(duì)外交流，不斷獲得新知，保障教學(xué)水平持續(xù)“高位運(yùn)行”。

上個(gè)周末，啟明星北皋小學(xué)部的校長(zhǎng)和老師兵分兩路，參加了2024年IB中國(guó)教育論壇和ACAMIS年度ELL會(huì)議（中蒙國(guó)際學(xué)校協(xié)會(huì)英文教學(xué)年度會(huì)議）。

IB中國(guó)教育論壇

啟明星北皋校區(qū)小學(xué)副校長(zhǎng)和教學(xué)指導(dǎo)參加了IB中國(guó)教育論壇，并為與會(huì)的老師以及校長(zhǎng)們開設(shè)了工作坊。工作坊主題是《支持教師實(shí)施IB小學(xué)課程（PYP）》，深入研究PYP的核心部分，為教師提供必要的工具和策略，以便達(dá)到課程的實(shí)施要求。

此次工作坊，重點(diǎn)關(guān)注學(xué)習(xí)社區(qū)的重要作用，以及它如何構(gòu)成為成功實(shí)施PYP的基礎(chǔ)。大家了解了分層協(xié)作備課模式，該模式突出了學(xué)生、教師和更廣泛的學(xué)校社區(qū)在支持探究教學(xué)方面的協(xié)同作用。

工作坊主要的探索領(lǐng)域之一是介紹啟明星如何將行動(dòng)驅(qū)動(dòng)的課程與社會(huì)創(chuàng)新融合在一起。這種方法不僅可以增強(qiáng)學(xué)術(shù)學(xué)習(xí)，還可以鼓勵(lì)學(xué)生成為積極主動(dòng)、有社會(huì)責(zé)任感的公民。

最后，老師們介紹了實(shí)現(xiàn)概念驅(qū)動(dòng)備課的路徑和方法，幫助教師提高創(chuàng)造有意義和基于探究的學(xué)習(xí)體驗(yàn)的能力。

ACAMIS年度ELL會(huì)議

北皋校區(qū)校區(qū)長(zhǎng)兼小學(xué)校長(zhǎng)Susan Jane Jarnot-Benthem和中方校長(zhǎng)何立杏參加了 ACAMIS年度ELL會(huì)議，并組織工作坊，分享了啟明星學(xué)校的讀寫項(xiàng)目：

因應(yīng)環(huán)境變化的需要，啟明星實(shí)施了一套創(chuàng)新的、建立在研究基礎(chǔ)上的讀寫項(xiàng)目，來(lái)支持語(yǔ)言學(xué)習(xí)者達(dá)到中英文雙語(yǔ)雙文化的卓越。

這個(gè)讀寫項(xiàng)目，包括在每個(gè)探究單元中確定中文語(yǔ)言藝術(shù)和英文語(yǔ)言藝術(shù)的共同讀寫標(biāo)準(zhǔn)，差異化教學(xué)，在所有學(xué)科領(lǐng)域?qū)嵤┱Z(yǔ)言學(xué)習(xí)實(shí)踐和跨學(xué)科策略，以及教學(xué)組織者作為讀寫項(xiàng)目的倡導(dǎo)者。這些組成部分構(gòu)建了一所豐富、包容的雙語(yǔ)學(xué)校，促進(jìn)了學(xué)生的雙語(yǔ)和雙文化能力的發(fā)展，實(shí)現(xiàn)了全年級(jí)水平學(xué)術(shù)成績(jī)的提升。

Daystar is a learning community, where all community members are learning and growing. Our teachers also regularly participate in professional training and inter-school conferences, constantly gaining new knowledge and ensuring that the teaching continues to run at a high level.

Last weekend, Daystar Beigao Elementary teachers and principals participated in the IB China Education Forum 2024 and the ACAMIS Annual ELL Conference.

IB China Education Forum 2024

Tracie Chen, Elementary Vice Principal at Daystar Academy Beigao Campus and our instructional coaches attended the IB China Education Forum 2024 and conducted workshops for the participating teachers and principals. The workshop is about "Supporting Teachers in Implementing the IB Primary Years Program (PYP)." This interactive and engaging session was designed to delve into the core aspects of the PYP and to provide teachers with the tools and strategies necessary to bring the curriculum to life in the classroom.

Throughout this workshop, the teachers focused on the vital role of the learning community and how it forms the foundation of a successful PYP implementation. The participants learned about the layered collaboration model that highlights the synergy between students, teachers, and the wider school community in fostering a supportive learning environment.

One of the key areas of exploration is how an action-driven curriculum can be seamlessly interwoven with social innovation. This approach not only enhances academic learning but also encourages students to become proactive, socially responsible citizens.

Finally, the teachers examined the planning structures that underpin concept-driven planning, ensuring them being well-equipped to create meaningful and inquiry-based learning experiences.

ACAMIS Annual ELL Conference

Susan Jane Jarnot-Benthem, Head of Beigao Campus/Executive Elementary Principal, and Lixing He, Chinese Principal of Daystar, attended the ACAMIS Annual ELL Conference and organized a workshop to share Daystar School's shared literacy model:

Daystar Academy is an IB dual-language private day school in Beijing. Over the past five years, the Chinese national curriculum increased importance and fidelity of implementation. Thus we implemented an innovative, research-based, shared literacy model to support all language learners to achieve excellence within Chinese and English in an inclusive environment.

Shared literacy model including identifying shared literacy standards in Chinese Language Arts and English Language Arts within each unit of inquiry, differentiated instruction, implementing language learning practices and transdisciplinary strategies in all subject areas, and leaders as champions of shared literacy. These components create a rich, inclusive dual-language school that promotes bilingualism and biliteracy, grade-level academic achievement which utilizes all of the students’ linguistic and cultural repertoires.