ISA Liwan

文化响应式教学会对文化环境进行考量。该教学方法鼓励并考虑种族、信仰、民族和学生背景的多元化。讲解有关文化差异的知识，鼓励学生在不同的文化语境下对广泛的话题展开辩论和分析，保留不同文化信仰和观点差异，例如不同社区如何看待类似问题，这些方式可以加强课堂的文化响应性。在实践文化响应式教学时，教师应根据自己对学生的观察，在教学实践中做出相应调整，以满足来自任何具体文化背景的学生的文化需求。有时候，教育机构会改变自己的政策和程序，以鼓励更多的社区参与。 Culturally responsive teaching considers cultural contexts. A culturally responsive pedagogic approach takes into consideration diverse races, beliefs, ethnicities, and the background of students. The cultural responsiveness of a lesson can be enhanced through the provision of access to information about cultural differences, by fostering debates and analysis of a wide range of topics in various cultural contexts, and by keeping various cultural beliefs and differences in view such as how different communities might view similar issues. To apply culturally responsive teaching, teachers make changes in their pedagogical practice, after child observation, to suit the cultural needs of a child belonging to any specific cultural background. Sometimes the educational institute makes changes in its policies and procedures to facilitate more community participation.

优质学校专业评估 Quality Schools Professionally Evaluate 专业评估可视为综合人力资源系统的一部分。传统的专业评估通常是总结性的，经常在没有参考任何统一标准或框架的情况下做出简单评判。某些水准更高的评估也只是依靠最低标准来评判教学成果。事实上，专业评估需要强调专业发展和专业学习，并强调形成性评估比总结性评估更具优势。在教师自身也积极参与教师专业评估的情况下，专业评估系统才能带来最大成效。积极的专业评估可以促进协作性学习和最佳实践分享，因此 “绝对有必要让教师通过同行协作来探索课堂教学”（Loose, 2020, p. 92）。此外，批判性自我反思是教师专业评估现代思想的核心。Loose (2020, p.76) 进一步阐释了同行协作在批判性自我反思过程中的裨益，因为“教师们会互相分享他们在课堂教学中暴露的缺点，发现自身的不足并向同事寻求帮助，以求改进”。因此，专业评估系统应在采用课堂观察等传统方式的同时，利用批判性反思和同行评审。 Professional evaluation can be seen as part of an integrated human resource system. Traditional attempts at professional evaluation tended to be summative. These evaluations are all too often simple judgements that are made without reference to any formalised standards or frameworks. Even at a more advanced level, evaluations simply rely upon comparing outcomes to minimum acceptable standards. Instead, professional evaluation needs to emphasise professional development and learning, and therefore the benefits of formative evaluation as against summative. Professional evaluation systems for teachers produce the greatest outcomes when they actively involve the teachers themselves. Positive professional evaluation fosters collaborative learning and the sharing of best practice, which is why “it is essential that teachers begin exploring classroom instruction through the use of peer collaboration” (Loose, 2020). Furthermore, critical self-reflection is central to modern thinking surrounding the professional evaluation of teachers. Loose (2020) further explains the benefits of peer-collaboration within the critical self-reflection process, because “teachers reveal to each other the weaknesses found in the instruction of the lesson. Teachers also identify one’s shortcomings and seek help from colleagues to facilitate improvement”. Therefore, any system for professional evaluation should ideally utilise critical self-reflection and peer-review processes, as well as more traditional processes such as classroom observations.

乐教（yuè jiào） Music Education “乐教”与“诗教”都是中国古代官方教育的重要科目，是中国礼乐文明的重要组成部分。乐教作为一种独特的教化方式，其在古代最为重要的功能是礼仪功能。如果说礼仪主要是通过形式规范人的行为，是一种外在的、具有强迫性质的作用力，那乐教则刚好相反。音乐的作用力是内在的，正如《荀子·乐论》中所云：“夫声乐之入人也深，其化人也速。”音乐可以直接深入人的心灵，打动人的情感，从根本上影响人的思想、性情，从而使人形成向美向善的良好品质。如今，现代的音乐教育仍承袭了这一传统，致力于培养学生的艺术素养、提高审美情趣、夯实人文底蕴、提升整体精神风貌。 Both ‘Music Education’ and ‘Poetry Education’ were important subjects in ancient China’s official education system, forming a key part of early Chinese ritual and music culture. Music Education, as a distinctive form of indoctrination, primarily served a ceremonial function in ancient times. If ritual helped standardise human behaviour through formalities, exerting an external, coercive influence, then Music Education is just the opposite. The power of music is internal, as stated in ‘Xunzi’: ‘Music touches people profoundly; its transformative power is rapid.’ It is argued that music directly penetrates people’s ‘souls’, moves emotions; and influences thoughts and temperaments. It is further argued that music enables people to develop positive personal qualities. Modern music education has inherited these traditional ideas and is committed to helping students cultivate artistic accomplishments, enhance their aesthetic interests, strengthen their cultural heritage, and uplift their spiritual outlook.

多项选择题（MCQ）应包含一个问题（称为题干）、正确答案（关键）和干扰项（其它似是而非的选项）。多选题可在学习过程的不同阶段使用，以检查学生的理解程度或作为低风险的检索任务。在课堂上使用这种测验技巧有一系列益处。然而，多选题有其局限性，并不是一种完美的课堂策略。多选题的优点包括：多选题是一种灵活的提问技巧；可以在学习过程的不同阶段使用；既可用于形成性评估，也可用于总结性评估；可以为低年级学生和有学习困难的学生提供检索支持；可以支持课堂上的响应式教学；可以客观地评分和计分；可以用于不同年龄和不同学科的学生。然而，如果多选题的设计欠佳，学生不需要通过费力的或有意义的检索就能答题，只需要低水平的理解或排除能力。 Multiple-choice questions (MCQs) should contain a question (known as the stem), the correct answer (key) and distractors (other plausible options). MCQs can be used at different points in the learning process, to check for understanding or as a low-stakes retrieval task. There is a range of benefits linked to using this quizzing technique in the classroom. However, multiple-choice questioning has limitations and is not a perfect classroom strategy. Advantages of  using MCQs include the idea that MCQs are a flexible questioning technique; they can be used at various points in the learning process; they can be used for both formative and summative assessment; they can provide retrieval support for younger students and students with learning difficulties; they can support responsive teaching in the classroom; they are graded and scored objectively; and they can be used with students across different ages and subjects. However, If MCQs are not designed well, they will not require effortful or meaningful retrieval but instead are more likely to involve low-level recognition or power of elimination. 

教师讲解能力提高五步法 Five steps to improve teacher explanations 教师工作的一个重要部分就是讲解自己所知道和理解的事物，让学生也能知道和理解它们。这听起来容易，但要做好却需要时间、思考和练习。 第一步：充分了解要讲解的内容 阻碍讲解的第一个障碍就是对自己要讲解的内容缺乏了解。只在课前准备一页材料还不够，教师需要检查自己的知识是否足够渊博，是否能够围绕该主题进行详细讨论；同时还应充分了解该话题，提前消除误解，找出难懂的概念，并厘清讲解的顺序。这需要扎实的学科知识。 第二步：准备 在《掘金：高效教师的故事》一书中，作者Fergal Roche回顾了他一生中所遇到的优秀教师。他在书中提到，优秀教师在上课前都会做好充分准备，并做好讲解笔记。教师应仔细斟酌如何讲解。 第三步：提问 大家在观察优秀教师上课的时候，可以看到他们经常提问学生。他们通过提问来检查是否每个学生都在认真听讲，是否每个人都听懂了；通过提问将当前话题与先前话题联系起来，确保误解得到解决。他们根据自己对班级的了解有针对性地提问，并根据得到的答案调整自己的讲解。 第四步：避免离题和分散注意力 正如Peps Mccrea在他的《难忘的教学》一书中解释的那样，优秀的讲解不能偏离正轨。如果教师不断偏离正题，附带次要信息，学生就很难记住讲解的内容。教师应紧扣重点。 第五步：提高工作记忆 如果讲解中包含大量新信息，教师应确保这些信息易于记忆。使用视觉提示有助于强化口头讲解。 改编自希斯菲尔德社区学院的 Mark Enser A significant part of a teacher’s job is to explain things that they know and understand in such a way that their pupils might also come to know and understand them. This sounds simple, but to do it well takes time, thought and practice.  Step one: Know your stuff The first hurdle for a good explanation is a lack of knowledge in what is being explained. It is not enough to just keep one page ahead of the class. Teachers need to check that their own knowledge is deep enough for detailed discussions. They also need to know the subject well enough to pre-empt misconceptions, identify difficult concepts and identify how to order the explanation. This needs a secure subject knowledge. Step two: Prepare In Mining for Gold: Stories of Effective Teachers, the author, Fergal Roche considers great teachers he has encountered throughout his life. One thing that he mentions is teachers coming to lessons well prepared, with notes for their explanation. It is worth considering very carefully how you will explain it.  Step three: Question When you watch excellent teachers at work, you see them constantly asking questions. They ask questions to check that everyone is listening, that everyone has understood, to connect this topic to a previous one and to ensure that misconceptions are being addressed. They target their questions based on their knowledge of their class and adapt their explanation according to the answers they get. Step four: Avoid diversions and distractions As Peps Mccrea explains in his book, Memorable Teaching, good explanations stay on track. It is hard for pupils to keep the narrative of the explanation in their heads if there are constant tangents and incidental information. Keep to what matters. Step five: Support working memory If explanations includes a lot of new information, make sure they are memorable. A verbal explanation can be improved with the use of visual prompts.  Adapted from Mark Enser, Heathfield Community College 

Wishing everyone a safe a prosperous Year of the Horse

见贤思齐 - Krišjānis Valdemārs Educator of the Week - Krišjānis Valdemārs Krišjānis Valdemārs是一名作家、编辑、教育家、政治家、词典编纂者、民俗家和经济学家。1864年，在Valdemārs的帮助下，拉脱维亚第一所海军学校在Ainaži成立，随后几年，更多的拉脱维亚海军学校在拉脱维亚的海滨城镇相继建成。这些学校对当地的经济和文化产生了重要影响，因为它们让数百名拉脱维亚人民第一次享受到了免费教育，并开始了海军事业生涯。这个时期被称为拉脱维亚的“水手时代”，因为当时造船业在其海滨城镇和村庄蓬勃发展，由当地建造、持有，且配备当地船员的船只开始活跃于欧洲和跨大西洋的商业贸易中。 Krišjānis Valdemārs was a writer, editor, educator, politician, lexicographer, folklorist and economist. In 1864 Valdemārs helped establish the first Latvian naval school in Ainaži. Many other Latvian naval schools were established during the subsequent years in the coastal towns of Latvia. These schools had a substantial influence on local economy and culture because hundreds of Latvians received a free education for the first time, and access to a naval career. This period was soon termed the ‘Age of Sailors’ in Latvia as shipbuilding blossomed in coastal towns and villages with locally built, owned, and crewed ships becoming active in European and transatlantic merchant trade.

ISA’s annual party was truly a night to remember. The air was filled with music and dance, laughter and warm embraces. It was far more than just a show; it was a vibrant celebration of our diversity and the unforgettable bond we share. To every single ISA member who shines so brightly in your daily roles—thank you. Here’s to 2026—let’s continue this journey side by side and create even more magic! 🌟 https://lnkd.in/gWDaH3jF

社区项目可以为学生提供良好的机会，帮助他们提高学习，培养创造力，获得实践经验，同时还可以让当地社区获益。寻找机会与创意、教育和社区组织合作举办展览和演出，最好以当地感兴趣的主题为重点，这可以让学生有机会在专业背景下应用自己的知识或创意技能，与真正的“客户”合作完成任务。学生可以从资金申请、项目管理、团队合作和报告等实际经验中获益。根据展览或演出的主题，学生还可以了解当地的历史或文化问题，并学会如何以真实而又谨慎的方式来展示这些问题。 Community-based projects can provide valuable opportunities for students to enhance their learning, become creative and gain practical experience, while also benefitting local communities. Look for opportunities to partner with creative, educational and community organisations to host exhibitions and shows, ideally focused on topics of local interest. This gives students a chance to apply their knowledge or creative skills in a professional context, working with a real ‘client’ to deliver the brief. Students benefit from real-world experience in practicalities such as funding applications, project management, teamwork and reporting. Depending on the subject of the exhibition or show, they may also learn about a local historical or cultural issue and how to present this in an honest but sensitive way.

对话式教学主要是通过对话，尤其是教学对话（IC）来吸引学生参与学习。在这种方法中，教师应对教室进行布置，以便教师和学生小组定期、频繁地开展对话；教师应设定明确的学术目标，以指导对话；教师应确保学生的发言频率高于教师发言；教师应引导对话，利用文本依据和其它实质性支持，接纳学生的观点、判断和理由；教师应确保所有学生都能根据自己的喜好参与对话；教师应认真倾听学生发言，以评估学生的理解程度；教师应在对话过程中通过提问、复述、表扬和鼓励来协助学生学习；教师应指导学生准备成品以展示教学对话的目标成果。 改编自Dalton（1998）的著作《教学法的重要性：教学实践有效性标准》 Teaching through conversation is the idea of engaging students through dialogue, especially through Instructional Conversation (IC). In this approach, the teacher arranges the classroom to accommodate conversation between the teacher and small groups of students on a regular and frequent basis; the teacher has a clear academic goal that guides conversations with students; the teacher ensures that student talk occurs at higher rates than teacher talk; the teacher guides conversation to include students’ views, judgments, and rationales, using text evidence and other substantive support; the teacher ensures that all students are included in the conversation according to their preferences; the teacher listens carefully to assess levels of students’ understanding; the teacher assists students’ learning throughout the conversation by questioning, restating, praising and also by encouraging; and the teacher guides the students to prepare a product that indicates the Instructional Conversation’s goal was achieved. Adapted from Dalton (1998) Pedagogy Matters: Standards for Effective Teaching Practice