World Arabic Language Day
احتفالاً باليوم العالمي للّغة العربية، والذي يصادف في الثامن عشر من شهر ديسمبر، تنظّم صفوف اللّغّة العربيّة خلال أسبوع ١٢-١٥ ديسمبر أنشطة منوّعة مسلّطة الضوء على أهمية هذه اللّغة ودورها في إبراز هويتنا العربية. نشجّعكم على التّحاور مع أبنائكم وبناتكم عن هذا الموضوع وتزويدهم بمعلومات مفيدة ومناسبة ليشاركوها مع زملائهم في الصَّف.
In celebration of World Arabic Language Day (Saturday, December 18), ASD’s Modern Standard Arabic (MSA) classes, KG through Grade 12 and the High School Arabic as a Foregin Language (AFL), will be carrying out a variety of activities throughout the week of December 12-15. The purpose of this focus holds great relevance: to highlight the importance of nurturing identity through language and to also reaffirm the important role of the Arabic language in connecting people through culture, science, literature and many other domains.
We strongly encourage parents to discuss identity and heritage language with their children at home. It will also be helpful to provide our learners with any additional information that they can bring to class to share with their classmates. Thank you for your support!
Please click here if you would like to know more about World Arabic Language Day.
ASD's School- Wide Goals
Last Spring, ASD reached out to the community for feedback about how and where ASD should focus its energy for school-wide goals following the learning from the ACE Accreditation Internal Reflection process (May 25 - Community Workshop). Over 300 participants (students, teachers, leaders, parents and even a Board member) were present and involved in learning more about potential goals ASD might move forward with. The attending participants additionally offered important feedback (both quantitative and qualitative) to best inform the direction and decisions for ASD moving forward toward school transformation.
The quantitative data from the Community Workshop highlighted interest for the following goals as top priorities for ASD to emphasize:
The extensive qualitative data received after the Community Workshop presented the following themes:
Intentionality: the desire to be consistent and purposeful in what we do
Clarity: the need to ensure clear goal statements and clear steps toward the goals are present and visible
Manageability: assurance that the goals are approached in manageable, bite-sized chunks where expectations are not excessive and small successes can be realized and built upon
Realistic: where ASD is currently at (clear sense of reality) needs to be taken into consideration when determining the goals and unfolding the steps toward the goals
Building: the desire to start at basic blocks of learning (where needed) that embrace a continuum of learning, understanding and doing in order to build both collective efficacy and sustainability
The ASD Leadership Team took the quantitative and qualitative data and determined that ASD would focus on the top 2 Major Learning Plans. The intention is to develop and unfold the Major Learning Plans into incremental goals over the next several years that build toward the desired impact. The 2 major learning plan areas are:
While 2 “Major Learning Plans” may appear like a small number to focus on, the implications for each of these Major Learning Plans are massive with the potential to entail many, many goals to fall under the umbrella of each Major Learning Plan. In consideration for the important community feedback, ASD established 4 goals for the 2021-22 school year. Each of the goals fall under one or both of the 2 determined Major Learning Plans and will serve as foundational pieces to further build upon in the years to come. The 2021-22 ASD school goals are as follows:
MAJOR LEARNING PLAN Inclusivity and Belonging Focus Goals
Revise ASD Mission, Vision and Values
Goal Statement:
If we revise our Mission, Vision and Values then our ASD community’s intellectual and personal actions will be grounded in and informed by the guiding statements that enable us to articulate and live the identity we aspire toward.
Rationale for the Goal:
The ASD Mission, Vision and Values are our community pillars that we anchor to. The Mission serves as our commitment to our community. Our Vision is who we aspire to be and our Values are the core beliefs we share that inform how and what we do. Through the pandemic and heightened awareness of racial unrest, not just globally, but also at ASD, ASD acknowledges that we are forever changed and can never return to “normal”. We do not want to return to “normal”. We have all increased our awareness and we strive to do and be better. By revising our Mission, Vision and Values, ASD believes that we will “reset” as a more aware, informed, and intentional community with a greater sense of identity and aspiration for who we are and who we strive to be. The new, revised guiding statements will continue to ground us and serve as our anchors.
Relearn How to Think and Be Together through Collaborative Practices
Goal Statement:
If we engage in professional learning around collaborative practices, then our ASD teachers and leaders will develop a guided structure for ensuring inclusive practices that support all learner needs, resulting in a professional community that knows and feels they belong in making an impact on learning.
Rationale for the Goal:
Inclusion and belonging function hand-in-hand. Inclusion means truly being embraced in the community academically, socially and emotionally. Belonging means each individual feels their worth, value and importance because dignity is honored and personal needs are met, whether social, emotional or academic. Through the pandemic we acknowledge the impact; fragmented learning, fragmented collaboration and fragmented relationships. As a result, we know our inclusivity and belonging have suffered. ASD feels that intentionality and structure with collaborative practices can guide us to focus on repairing and rebuilding these important facets that have suffered. Our ability to impactfully collaborate is at the core of being able to achieve anything.
Continue Building on EDIJ Work
Goal Statement:
If we design a multi-year plan to make progress towards increased action for equity, diversity, inclusion and social justice then our ASD community will know and understand our personal responsibility for this work, resulting in a truly inclusive community.
Rationale for the Goal:
Last school year, our ASD community was awakened to the reality of splintered relationships within our community, particularly with our host community. Our school acknowledged that we have important learning and growing to do to improve equity, diversity, inclusion and social justice at ASD. To raise awareness (moving beyond just being “awake”) our entire faculty and staff engaged in 3 explicit modules of learning to build common vocabulary and to create a foundation to build from. The 3 modules emphasized the concept of looking inward first and foremost in order to activate outward behavior that is intentionally inclusive. This foundational work was helpful and generated many important conversations, but it was only a tiny step forward in what we believe is lifelong work that our whole community requires. We need to keep moving forward with this work (additionally extending beyond our faculty and staff) and this therefore makes carving a clear plan for this school year (and beyond) essential.
MAJOR LEARNING PLAN Authentic Learning Through Interdisciplinary Skills Focus Goal
Understand Interdisciplinary Skills
Goal Statement:
If we design and implement foundational professional learning experiences to build a common understanding about interdisciplinary skills then our ASD teachers and leaders will be equipped to intentionally implement interdisciplinary skills, resulting in preparing our learners for life.
Rationale for the Goal:
The qualitative feedback provided from the community about the “Authentic Learning Through Interdisciplinary Skills” Major Learning Plan emphasized a range of thinking and understanding about what “interdisciplinary skills” are and mean and the implications on our teaching and learning community. The multiple understandings and perspectives highlight a strong need to collectively build a common understanding, belief and approach within our community to support moving forward with this important work. The very base of knowing and understanding comes from intentional professional learning as a starting point to build from, including having a common vocabulary and common definitions.
These 4 goals for the 2021-2022 school year will be more formally unfolded by diverse teams but at this time, we are excited to share where we are and the direction we are moving toward. Stay tuned for more information! Your involvement, thinking, and ideas will be needed!
Asd's Community Workshop
Update May 2021
On Tuesday, May 25 ASD hosted a “Community Workshop” to invite our students, parents, teachers and leaders to come together to look at potential goals for moving our school community forward. The proposal draft of goals emerged from data that ASD teachers and leaders have been collecting for over a year. At the Community Workshop, we engaged the voices of our attending ASD students, parents, faculty, staff, Board member, and Leadership Team to come together to collectively share their thinking, ideas and provide feedback about the potential goals. This feedback continues to be open to any ASD community members who would like to take the time to review the presentation of the goals and fill in the feedback forms.
The 4 top emerging goals were presented through a 1-page document (linked below), a video (found in the presentation), an opportunity to talk in small-group Zoom break-out rooms followed by a brief recap of the goal (also found in the presentation) and opportunity to share feedback.
Authentic Learning through Interdisciplinary Skills
There were also 3 secondary goals that came forward and were briefly discussed (please find these in the presentation). The meeting culminated with our community prioritizing the goals they see as the most important for helping to transform our teaching and learning community. At this time, the prioritization data (gathered from 245 respondents thus far) highlights the following:
We invite our community members who were not able to attend to visit these materials and add your important thinking.
Thank you!
ASD’s Accreditation “Internal Reflection” and Upcoming Community Workshop
The ASD Accreditation Process
While the pandemic has brought forward significant challenges on multiple fronts, ASD has been able to persevere and forge ahead in its Accreditation process, which began in September 2019. We would like to provide a brief recap of what ASD has experienced through this Internal Reflection phase, share what still lies ahead, as well as invite our ASD parent community to virtually join us in thinking about and solidifying our “Major Learning Plans” (school goals). Community input will be essential and valuable information regarding decisions for the near-future ASD goals.
COMMUNITY VOICES WANTED!
Virtual “Community Workshop” Invitation: Tuesday, May 25 @ 2:00pm (Click the link to RSVP)
Click HERE to join the Workshop via Zoom
- Meeting ID: 994 5646 1534
- Passcode: 942094
Be part of the process! Learn the proposed goals that emerged from the “International Reflection” phase of ASD’s Accreditation.
Give your feedback and ideas about these goals! Share your thinking and ideas for which goals you see as most important to our community and share ideas for how we might reach these goals.
The Internal Reflection Timeline Recap; Accreditation Progress:
September 2019: Our accrediting body, NEASC (New England Association of Schools and Colleges), came to ASD to ensure the expected foundation standards are solidly in place and to introduce our school to the ACE Learning Principles as exemplars for considering school transformation.
October - December 2019: The creation of an ACE Design Team; collective learning about in the 10 ACE Learning Principles in greater depth; all faculty and leaders joined a specific Learning Principle team to anchor to throughout the Internal Reflection phase.
December 2019: ACE surveys went out to all Parents, Students (from 5th grade onward), Faculty and Leadership. The surveys were meant to provide data about teaching and learning at ASD to help provide a snapshot of our current reality.
January 2020: Report to the Board and Sahifa community sharing the data that emerged from each survey:
February 2020: Community Meeting with parents, students, faculty, staff, leaders (nearly 300 participants involved). The following learning took place:
Beginning to design a new ASD Definition of Learning
Beginning to design ASD’s own set of Learning Principles and beliefs about what ASD learners might think like and be like in an ideal teaching and learning situation.
Designing the Internal Reflection process (the way in which we would gather evidence to determine our “current reality” and identify where we stand against NEASC’s ACE Learning Principles)
March 2020 - September 2020: ASD was approved by NEASC to temporarily halt its Internal Reflection work due to COVID-19.
October 2020 - March 2021: Full immersion back into the Internal Reflection phase
Using our collectively designed protocol all ASD teachers and leaders engaged in “learning walks” to collect and document evidence of “impacts” related to each of the 10 ACE Learning Principles.
Analyze the collected data
Reach consensus on where we see ourselves against each Learning Principle and as aligned to the NEASC provided continuum.
Use the emerged evidence to construct goal statements to support moving ASD forward.
December 2020-January 2021: Completing and voting on an ASD Definition of Learning (students voted in homeroom classrooms and advisories, parents voted through a Google Form provided through Sahifa and divisional TENEEN Office Pages)
January 2021: New ASD Definition of Learning published.
February 2021: ASD’s Principles of Learning and Profile of a Learner solidified (these were developed from the work that came from the February 2020 meeting as well as continued input over the course of 2020-21 school-wide meetings).
April 2021: The ASD Design Team taking the goal statements collectively constructed in March 2021 to find overlaps and themes.
Grouping the goals statements and narrowing into 8 specific categories.
Creating 8 general goal statements
Prioritizing the goals (What do we see as the top 3 most important goals?)
May 2021:Presenting the 8 goals, as well as the top 3 identified prioritized goals to the ASD Leadership Team for feedback.
May 25, 2021: Presenting the top 3-4 prioritized goals (thus far; also including the top 8) to the ASD community (parents, students, Board members, teachers, ASD alumni) for feedback.
PLEASE JOIN US! You are invited and encouraged to be part of this process!
black history month
Throughout this past month of February, ASD has been showcasing black legacy learning that has been happening around our school. We have seen an array of learning experiences, explorations and activities. In this last week of February, we will highlight 2 more recent learning experiences as well as feature ASD’s African Student Union (ASU) in the high school.
Celebrations of Learning
Mrs. Brita Fray’s Upper Elementary students (Grades 3-5) have been engaging with a “Choice Board” that highlight several options for learning. Each slide of the Choice Board represents a new learning experience and an aligning activity. Some of these choices include learning about the origins of African American music, Spirituals, and a wide range of Black musicians. The multiple activities available allow our learners to engage in new learning, practice a concept, and also make choices based on their personal interest. For the past week, the learners have been choosing one or more of these learning experiences to engage with, increasing both understanding and awareness.
To see the SLIDE DECK click here
ASD African Student Union President, Titilope Akinade
In honor of Black History Month, The ASD high school groups, “Girl Up” combined forces with the African Student Union (ASU) to host a community workshop and discussion regarding influential women of color in history. This incredible learning experience took place on Sunday, February 21 from 4:00 to 5:00 pm. Nearly 30 participants took part to learn, discuss, and celebrate the accomplishments of women of color. This interactive workshop allowed participants to explore important women of color who have made a significant contribution to our world and inspire enthusiasm and interest for continued learning about influential women of color.
To see the SLICK Deck click here
ASD’s African Student Union (ASU)
ASD’s African Student Union (ASU) President, Titi Akinade, and Vice President, Lena Idris welcomed questions and discussion about not only the recent partnership with “Girl Up” to present the “Celebrating Women of Color” but the work they do as founding members of the African Student Union (ASU). The ASU group was initiated in December 2019 and more formally launched in February 2020 to the ASD learning community. The ASU group initially began as an informal way to connect and celebrate African culture and their first event was a social potluck. The ASU group quickly evolved from celebrating black heritage to also discussing more global matters such as the emerging force for democracy in West Africa, Mali, global trends in colonization, politics and additional issues that directly impact black lives. These important conversations continued to surface, particularly as Black Lives Matter movements became a much needed global focus across the globe late last Spring 2020.
In June 2020, ASU hosted an informal Black Lives Matter discussion. The conversation included many people from the ASD community, as well as several ASD alumni. This connection brought forward conversations about race itself, present day racism, as well as the opportunity to have conversations that may not have necessarily been an intentional element of ASU earlier in the year. When asked what the vision for ASU’s future was, President Titi Akinade responded, “Our intent is to strike a balance between those important conversations we need to have but also to continue to engage in the fun, celebratory events like having game or movie nights or potluck meals.” Titi and Lena assert their interest and desire to widen the ASU community. They are trying to ensure their message and intent are more widespread: the ASU is an inclusive group open to everyone, not just people of African descent. President Titi spoke of last school year’s “Recruitment Day” that served as an opportunity to explore the ASU group and widen the message that everyone is invited and embraced to be part of this ASU community. President Titi asserts, “There is truly a way for everyone to be an active part of this”.
When discussing the future of ASU at ASD, Titi and Lena are passionate about the continuation and sustainability of this group. They anticipate that it will grow and thrive with intentional practices of reaching out to younger students to become active members and by appointing executive positions earlier to allow for not only ease in the transfer of position but also to increase sustainability in general. The ASU group currently has about 20-30 members and envisions further growth. They are excited about what they do, particularly as they actively work to reduce the negative or limited narrative about poverty and government corruption in African societies. President Titi asserts, “Not just at ASD, but globally, we tend to get lost in the concepts of slavery, colonization or incessant talk about opression. ASU is actively seeking to change the narrative and increase the awareness to highlight historians, scientists, authors, and other black leaders who achieve excellence. President Titi also reiterated the need to extend black learning beyond a month in the year. “It would be so easy because it bleeds naturally into the curriculum with the way it is already woven into our history. It simply just needs to be consistently acknowledged and embedded...increasing black authors, black scientists, black historians. All of this excellence already exists and we do not need to look far”.
Thank you President Titilope Akinade and Vice President Lena Idris for all that you have done to continue to increase awareness and action at ASD!
ASD African Student Union President, Titilope Akinade
The Continuation of Celebrating Black Legacy
In the United States, the month of February is traditionally dedicated to celebrating the legacy of black culture (a similar celebration exists in the month of October in the United Kingdom). While ASD is a multinational, multicultural, multilingual school we do draw from some American practices to enrich our American curriculum and we are proud to bring Black History into our learning experience.
Throughout this month of February, ASD is showcasing black legacy learning that is happening around our school. This week’s highlighted celebrations come from across several grades and subject areas.
For the past weeks, the Middle School (MS) Student Life Coordinator, Ms. Krista Jorch-Bou Haidar has organized the MS SWAT classes to engage in daily learning snapshots and highlights that recognize and celebrate Black History. Among this learning was the history of celebrating Black legacy; understanding why this learning is important and featuring several Black leaders who are innovators, inspirerers, leaders and more. Among some of these highlights of black excellence are:
Alexander Miles, an American Black inventor of the late 19th century who contributed to the elevator industry. The influence of his elevator patent remains part of today’s modern elevator designs, since the automatic opening and closing of elevator and elevator shaft doors is a standard feature.
Dr. Mae C. Jemison is an American engineer, doctor, and former NASA astronaut. She became the first black woman to travel into space when she served as a mission specialist aboard the Space Shuttle Endeavour. She has also written several books and appeared on many television programs including an episode of “Star Trek: The Next Generation”. In addition to her many awards, Jemison has been inducted into the National Women's Hall of Fame and the International Space Hall of Fame.
Nia Dennis, an American collegiate artistic gymnast who is currently a senior at University of California, Los Angeles (UCLA). Nia Dennis wowed judges and the world with her fantastic 9.95 floor routine the last week of January 2021. Nia’s 9.95 was the highest score given by the judges that day and her routine helped clinch a significant win. Here is an example of what Black excellence looks like:
Middle School Math teacher, Mr. Marrice WIlliams, has also added to this daily learning. For each Grade 8 math lesson, Mr. Williams begins class by sharing a picture, paragraph or photo of a Black inventor, engineer, mathematician, political activist, etc. from the past or present. He provides learners the time to listen or read about the featured leader and engages the learners to think about and talk about why this person is important and should be recognized. One recently highlighted Black leader is Garrett Augustus Morgan. Mr. Garrett Augustus Morgan is one of the USA’s most successful African-American inventors. He had a number of influential inventions but the 2 most prominent and well known is the creation of a breathing device that is an integral aspect of the gas mask, often used for rescue missions as well as the three-position traffic signal that has changed all of our lives by increasing safety on the roads across the entire globe.
An additional celebration of Black legacy learning comes from ASD High School teacher, Mr. Marty Chaffee. This 10th grade English class has been engaged in a poetry unit of study. This unit highlights specifically protest within poetry; how poets use language to protest; how authorial choice contributes to the meaning within poems; how poetic devices contribute to interpretation and ways in which we analyze poetry based on our own perspectives. A significant number of learners selected Black poets’ work to examine and analyze through their independent and collective lenses. Just a few of the many powerful poem choice options are as follows:
“Ballad of Birmingham,” by Dudley Randall
“Caged Bird,” by Maya Angelou
“Let America Be America Again,” by Langston Hughes
“Home” by Warsan Shire
“Still I Rise,” by Maya Angelou
Engaging in a myriad of Zoom Break-Out rooms throughout the lesson highlighted learner conversations that showed not only the ability to think critically about the poem and the poet but also emphasized growing and expanding cultural competence. Some student discussions talked about poem analysis being a challenge but how having an in-depth awareness of their own culture has allowed them to make deeper connections and make sense of what they are reading within the lines of poetry and between the lines of poetry. The learners also had open, candid conversations about worldview perspectives coupled with a positive and open attitude toward accepting and respecting differences.
This powerful learning experience brings culture, history, and world views to the table with poetry as the platform. However, it also teaches our learners that life is richer when we engage with diverse learning perspectives by inviting those around us into their world and learning we care about it. Listening to one another, seeking to truly hear others, whether poets or peers, and understand perspectives, is a crucial step toward peace rather than protest.
Celebrating Black History Month
In the United States, the month of February is traditionally dedicated to celebrating the legacy of black culture (a similar celebration exists in the month of October in the United Kingdom). While ASD is a multinational, multicultural, multilingual school we do draw from some American practices to enrich our American curriculum and we are proud to bring Black History into our learning experience.
Throughout this month of February, ASD is showcasing black legacy learning that is happening around our school. This week’s highlighted celebration comes from the High School class, “Mixed Chorus”, where the learners have been examining black musicians. In this particular lesson, the learners briefly revisited the names of the historical black musicians they have learned about thus far. The High School’s “Mixed Chorus” teacher, Ms. Karma Wood, set the stage for introducing another, more contemporary, black artist for her students to learn about and from.
Ms. Wood shared how through this unit of study about black musicians, she became inspired by one of her ASD students who shared a powerful video where a 7-year old girl from the United Kingdom developed her own musical work of art that was sparked and inspired by a black artist:
Ms. Karma Wood spoke about where this young child’s inspiration came from; one of this child’s favorite musicians, professionally known as Dave or Santan Dave. Dave is a British rapper, singer, songwriter, record producer and actor. This young girl’s own rap creation, inspired by Dave, celebrates her experience of being black and being beautiful. This musical and cultural inspiration sparked interest and action by Ms. Wood. She began examining Dave, his art, his messages within his work, his socially conscious lyricism and the wordplay he generates. This exciting learning prompted Ms. Wood to develop a unit of study that aligns with the curriculum and also aligns with the celebration of black legacy. Ms. Wood shared with her learners one of Dave’s famous works. She asked the students to think about the message Dave is conveying and the feelings this particular song evokes for them.
After learning further information about Dave and listening to this particular work of art, the learners shared the following sentiments:
"This was a powerful message but also so true. It's astounding to me how people can think this [racism] doesn't exist".
"Part of this message really resonated with me and my own personal history. He talked about essentially white-washing. I can relate to this element of not having a concrete history"
"The piano projections with the images made the message even more powerful".
"I felt the passionate message"
"I love the resounding message again and again; 'Black is beautiful and I wouldn't change it'".
"I sent this out to our staff and Ms. Abrams responded how she loved the balance of the struggles coupled with the triumphs of beauty".
"A little racist is still racist...but when we know better we do better".
As a follow-up to learning about a new black musician who creates and inspires, Ms. Wood challenges her own learners to think about feelings of being “otherized” or dismissed and some of the words that might be used to make us feel less than who we are. She challenges her learners to take that theme, that word (the way Dave takes the word “black”) and use it to bring to life the challenges and triumphs of being just who we are as individuals.
The learners will begin by modeling Dave’s lyric format to create their own 6-10 line verse. The learners will follow this by then adding music to their lyrics; developing visual art to align with their music, as well as producing a recording of their music and a reflection about their created work.
This learning has sparked immense enthusiasm, engagement and connection to Black History Month. Thank you, Ms. Wood, for engaging learning and inspiring positive, active, global citizens. Here is what learners are saying about this project thus far:
“I appreciate so much how you are using Black History Month to educate and inspire us! Thank you for this creative opportunity to gain power over a word that was used to bring me down. I love this project!!!!”
“I finished my lyrics. I worked longer than you said I needed to work because it was so fun. I wrote 20 lines and submitted it and am really proud of myself”
“When I started writing my verses for the Dave Project Remix, it brought up some bad memories from my younger years where the word I picked was often used. It got me thinking about all the things I should have been focusing on during those hard times and made me realize how far I’ve come in taking back that word.”
“I started the Dave project and I am excited to see everyone else and how mine will turn out in the end.”
Black HIstory Month
In Honor of Black History Month: The Power of Diverse Books
By Sweta Agrawal
I was the biggest bookworm as a little girl. While I adored all the characters I met (Matilda and Anne of Green Gables to name a few) none of them looked like me or ate the food I did. There was always something missing in the books I read...ME. It wasn’t until college that I met a book character that was like me. As a teacher and mother I know that I must do better and here’s why.
I believe that books are a powerful force. Books can be a mirror to some children and a window to many others. A mirror book is one where you read a story about someone like you. As a teacher the magic of books is when a child feels that thrill of a shared connection. The hands that shoot up as they shout, “that’s like me!” Those connections, those little things that a child gets excited about, are really BIG things. The things that make a child feel seen and valued and included.
Books can also be windows that help us understand lives and experiences different than our own. The world is not perfect and children see more than we think. They are also not colorblind. They see differences. They see injustice. They want to understand what’s happening and what they can do. Window books can make us confront our biases. They can heal and unify and build bridges rather than walls against “others”. Books are a way to make space for those important conversations that need to be happening.
For me, finding that ONE book that will speak to a child, is my passion and my responsibility. I feel like I’m a treasure hunter on the lookout for beautiful, brave, powerful books. Books that generate conversations about empathy, equality, self-love and antiracism.
Want to join me? It’s simple! First, I flip through the pages to see if it jumps out at me as a story that kids would enjoy. Next, I consider diversity. I actively look for stories that represent a wide variety of people and cultures. I also look for joyful and empowering stories that involve characters of color. Last, I look for stories of diverse people in everyday situations. Those are my ingredients for teaching empathy, compassion and inclusion. I deeply believe that by doing this my children and students will group up to become adults who are kind, who speak up when someone is wronged and who fight for social justice.
Ready to go hunting? Check out some of these sites. Happy reading!
Honoring Black Lives Virtual Library
If you are looking for a great book to add to your home library look through the books in this collection.This is the most thorough and amazing collection of books that were curated by a librarian. You can also watch the read-alouds with your child. All books have publisher’s permission to be shared.
Diversity and Inclusion Epic Book Collection
This is a collection of diverse children’s books that I have curated on Epic.
This is a new show on Netflix where every episode celebrates a children’s book written by Black authors about the Black experience. Hooray!
100 Children’s Books About Diversity and Inclusion
Another great list of books with follow up questions that will start those important conversations.
Questions to ask after reading diverse books from [source: Sarah Krajewski, Art of Education] :
What qualities make you unique? What qualities make other people unique?
What can we learn from stories different than our own?
What will you do to spread love and acceptance?
What do your actions say about what kind of person you are?
What did you do when you saw someone being hurt?
Parents as Partners 2.0
Dear ASD Families,
This past Fall, the Near East South Asia (NESA) region supported 8 online learning sessions that were designed specifically for parents and presented by renowned researchers. The learning sessions served to support several challenges parents are faced with such as at-home learning, COVID-19 and family mental health, socialization in a socially disconnected time, and so much more! This series was so popular across the region that a brand new parent learning series, with new and different sessions, has been launched.
These learning opportunities are **FREE to our ASD parents** and strongly encouraged! We had significant feedback from our parent community about not only the high quality of excellence from the previous sessions, but also appreciation for the many practical strategies that parents were provided from these sessions.
WEBINAR 1: JANUARY 19, 2021
PARENTS AS LEARNING COACHES
Presented by STEVE BARKLEY
The recording for this session can be found through THIS LINK
The remaining webinar sessions available can be found below:
WEBINAR 2: FEBRUARY 2, 2021
BRINGING OUT THE BEST IN YOUR CHILDREN AND YOURSELF
Presented by JOY MARCHESE
Time (Doha): 5:00 PM - 6:00 PM
Zoom Registration Link: CLICK HERE
Explanation of the Session:
This session is hosted by Joy Marchese who is a mother, educator, author, and well-being advocate. Joy Marchese will increase the confidence of parents and give them a plan for those (inevitable) challenging times. Attendees can expect to leave equipped with practical, easy-to-implement strategies to foster connection, cooperation, and encouragement within the home.
WEBINAR 3: FEBRUARY 16, 2021
PARENTS AS PARTNERS IN LEARNING: MANAGING DIGITAL MEDIA IN THE HOME
Presented by RENEE HOBBS
Time (Doha): 5:00 PM - 6:00 PM
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
This session addresses how parents can optimize the use of media, technology and digital devices for learning purposes. What should parents do when children are very small? What is appropriate for children in their adolescent years? How do parents keep children's mobile devices from interfering with school work and sleep? Learn five strategies that enable parents to be partners in helping children learn to be strategic in the attention, time, and choices they make in using media and technology for play and learning.
WEBINAR 4: March 2, 2021
PARENTS SUPPORTING LEARNERS TO BE MASTERY ORIENTED
Presented by STEVE BARKLEY
Time (Doha): 5:00 PM - 6:00 PM
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
Mastery oriented learners are motivated by building competency. They are intrinsically motivated rather than driven by extrinsic rewards or by fear of punishment. Mastery oriented learners want to learn for the sake of learning rather than for grades or teacher or parent approval. They believe that failure is part of success. Mastery oriented learners believe that their ability is changeable. That’s why it has been labeled as a growth mindset. Explore how to motivate a growth mindset and to use the “Goldilocks” challenge to encourage just the right amount of struggle.
WEBINAR 5: March 16, 2021
THE HUMAN SIDE OF CHANGING EDUCATION
Presented by JULIE WILSON
Time (Doha): 5:00 PM - 6:00 PM
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
We are witnessing a rising tide of popular consensus that the traditional, century-old model of education is no longer serving our children. Performance on standardized test scores is becoming the floor of school performance, not the ceiling. More and more schools are drafting strategic plans that state skills such as problem solving, collaboration, and creativity must become an integral part of the school’s DNA.
In this webinar, we will explore the skills, knowledge and habits of mind that children will need in order to thrive in an unknowable future, the shifts schools will need to make to support that learning, and how parents can be partners in the change process.
WEBINAR 6: March 30, 2021
PARENTING IN THE PANDEMIC, PART II
Presented by MICHAEL THOMPSON
Time (Doha): 4:00 PM - 5:00 PM **Note that the time is different from previous sessions**
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
As the pandemic reaches the one-year mark, the worries of parents about their children's mental health and their learning have changed. Dr. Thompson has been tracking the evolving concerns of parents; he will address parental fears about learning loss, disengagement from school, social isolation and sibling relationships. There will be ample time for questions. (Note: Part I of "Parenting in a Pandemic" took place during the fall Parents as Partners webinar series.)
WEBINAR 7: April 13, 2021
BEHIND THE SCREENS: DIGITAL WELL-BEING DURING TOUGH TIMES
Presented by CAREY GOLDSTEIN
Time (Doha): 4:00 PM - 5:00 PM
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
How can we help young people find the balance with social media and technology when so many other options for social interaction have been taken away? How can we help them navigate friendships and conflict online and offline that may come up during this time?
During this session you will learn…
Strategies to support your child’s digital wellbeing and balance technology.
Create and maintain a routine to balance social media and technology while distance learning.
How to manage your own digital use.
WEBINAR 8: April 27, 2021
PROMOTING A SUMMER STRIDE, DIMINISHING THE SUMMER SLIDE
Presented by ERMA ANDERSON
Time (Doha): 4:00 PM - 5:00 PM
Zoom Registration Link: CLICK HERE (If you signed up for any of the previous sessions, you can use the same Zoom link)
Explanation of the Session:
As summer approaches and families begin planning for changes in family routines — having fun and relaxing — many parents are also wondering about what they can do to keep their child engaged in learning. Summer learning loss or the summer slide has been well documented in a number of countries and studies suggest that in a ‘normal’ year, students can lose 25-50 percent of their school year gains in mathematics. Overall losses in reading, writing, and spelling tend to be less dramatic.
The challenges of this unprecedented year, the many and varied disruptions in student learning, have produced additional concerns about student learning loss. Studies suggest we can prevent summer learning loss by engaging our children in summertime reading, math games, and hands-on STEM activities. But the benefits depend on making sure children are truly stimulated — and having fun! Join us as we provide strategies and resources for engaging your child in a rewarding educational summer. With a little time, planning, and creativity, you can play an important part in making sure this summer matters in advancing your child’s learning, health, and well-being.
Stanley Hass Luke Hansen Winner
The American School of Doha is excited and honored to announce this year’s Stanley Haas/ Luke Hansen award winner, Aila Toivonen. Aila is a delightful, high-energy, 14-year old Grade 8 student at ASD. Alia has actually been a student with us at ASD since Pre-K!
The Haas/Hansen award was established in 1996 through the Near East South Asia (NESA) Board and with generous support from TIE-CARE. This annual award is in the spirit of the late Executive Director of NESA, Stanley Haas, in conjunction with a remarkable former NESA student, Luke Hansen, who passed away in an accident. The annual Haas/Hansen award recipients are selected middle school aged students enrolled in NESA schools and who have been identified as significant assets to their school. It’s important to note that there are 45 NESA member schools. It goes without saying that ASD winner, Aila Toivonen, had significant competition and this earned accomplishment speaks volumes about who Aila is as a person.
Aila is an incredible example of a student who models the character traits that are sought: persistence, a willingness to take risks, acceptance of self and others and a genuine interest in and sustained commitment to the welfare of others.
In the following interview, Aila highlights these valued characteristics as well as additional commendable qualities that truly exemplify just how Aila earned this award and honor.
Question: What made you apply for this opportunity?
Aila’s answer: The answer that first comes to mind is “time”. Let’s be honest, our worlds have been turned upside down with quarantine, hybrid learning and just not having all the amazing opportunities we are accustomed to having at ASD. So with all this - quarantine was a perfect time to get my name and myself out there as an applicant. I really just wanted to put myself out there in a different way and share with people who I am and the timing for the application was just perfect with everything going on.
Question: You beat out hundreds of other middle schoolers. What do you think made you stand out from the other applicants?
Aila’s answer: I think it was my overall honesty. I am very straightforward in who I am. I am OK to admit that I am not a “straight-A student”. I think I genuinely put it out there that I am truly someone who is really open to continued growth. I am who I am and what you see is what you get, but I am also open and accepting. Everyone has something unique to share but I think it was my overall honesty that probably stood out the most.
Question: For others who may be interested in the future, can you talk about what the application process was like?
Aila’s answer: I felt the process was a little stressful at first, but as I dug into it I realized that the whole process was preparing me in bigger ways… really setting me up for real world application. I have been watching my older sisters go through the college application process and there is total alignment with forms, essays, letters of recommendation and just really reflecting on who you are as a person. I ended up really having fun with this. Yeah, it started off a bit challenging but hard things can actually be fun and this was.
Question: What are some achievements that have shaped who you are?
Aila’s answer: I am really active and enthusiastic about whatever I try. One thing that has been shaping is that I have been in Girl Scouts forever... since I was a “Daisy” [roughly age 5]. I am really so just grateful for the experiences that have been provided to me for all these years in Girl Scouts. It has been really amazing and I would not be the person I am without the Girl Scouts experience.
Question: What plans do you have for the money you have won through this award?
Aila’s answer: Right now, I am pretty confident that I am going to donate it to an animal shelter here in Doha. I am an active animal lover. I have been a member of PAWS Rescue, QAWS (Qatar Animal Welfare Society), and ASD Animal Rescue. Animals are my whole life. I have 2 dogs, 5 cats and 1 rabbit. I am not allowed to have any more pets at home but if I see a stray animal, I just bawl. I really want to continue to make a difference in the world by supporting animals.
Question: Who are some people in your life that have inspired you or who you admire?
Aila’s answer: Oh, so many. My mom has always been a solid guide for me, especially when I am freaking out about something. She has just always been there for all of us. I also have two older twin sisters. I am the youngest in the family and obviously not one of the twins so I have had to really learn to stand up for myself because it is always 2-against-1 when it comes to siblings. My sisters taught me to be a strong and self-advocating person. Another person I really admire is Dr. Turner. She was one of my 7th grade teachers. I just loved being around her. She is strong and sassy and just inspired me to be my true self like she is. She also taught me about “tough love”. Life isn’t always perfect or it doesn’t always go the way you want and Dr. Turner just taught me how to work through that kind of stuff.
Question: What 3 words do you think people might use to describe you?
Aila’s answer: Definitely energetic. I put my whole self and all of my energy into whatever I do. Every second you waste is a second lost. Another word people might say is “positive”. I think I have a good outlook on life and see the positive in the world. We get out of life what we put into it. And a third word is probably creative. I love art so much and music, theater, drama… Oh! And I love sewing!
Question: What is some advice you would offer to future applicants?
Alisa’s answer: Just do it. Give your heart to the process, don’t be fake, and find a way to show your true self. This might sound tacky but being yourself is the most important and authentic way to be. If you approach it in this way, you will be seen for who you are.
Thank you, Aila Toivonenl, for sharing so much about yourself and serving as a role model for your peers. ASD is beyond honored to have you represent our school as a Haas/Hansen award recipient. We would also like to commend your family and your teachers for providing inspiration, opportunity, and support to you in your learning journey. Congratulations and thank you for being such an asset to our ASD community!
Thank you, parents! Thank you, Teachers!
Update, December 16, 2020
The year 2020 has been unique, challenging, and unmatched to anything we have ever experienced. For many, this pandemic time has been incredibly trying, stressful and scary. For others, it has been a time of grounding, reconnecting, and relearning. The wave of emotions, feelings, and personal experiences are across a spectrum in ways we cannot assume or predict. We have needed to be gentle with ourselves and others in these unpredictable times. We have also needed to seek out the positives or “silver linings” that have emerged.
One of the things that has most resonated with our ASD learning community is the very important partnership between parents and teachers. Parent partnerships are something we consistently talk about in education, for decades now, but never have these partnerships been as relevant, important and needed as they are now. We have truly become partners with our parents and are hopeful this positive, silver lining experience will continue as we make our way out of the pandemic. We truly need each other to support the well-being of our learners both academically and emotionally.
Thank you ASD Parents, thank you, ASD Teachers! Have a restful and safe winter break ahead!
Your Vote Matters: ASD's NEW Definition of Learning!
Update Wednesday, November 25
The American School of Doha is accredited by the New England Association of Schools and Colleges (NEASC). Our school is currently in the “Internal Review” element of the ACE protocol we are using (see the article posted on November 5 for further detail).
One of the elements of the ACE Accreditation protocol is to revisit some of ASD’s guiding statements including redefining learning at ASD. Last February, prior to COVID-19 impacting our community, all of our teachers and leaders, as well as many staff, parents and students came together in the Sports Hall on a designated Professional Learning Day to begin taking steps toward constructing a new definition of learning with all stakeholder input. Our community work that started in February 2020 was drawn from currently existing definitions of learning constructed by cognitive psychologists and scientists. Our collective learners (students, parents, faculty, staff and leaders) closely examined 7 different definitions and selected words, phrases and ideas from these existing definitions to begin constructing our own ASD definition. This work started in February was halted, but small groups have since come back together using all of the data gathered from our Professional Learning Day to develop some ASD Definition of Learning possibilities. At this time, we have 4 “finalist” definitions that we would like further community input on. Our students, parents, faculty, staff and leaders will have the opportunity to vote.
Prior to voting for a definition, we are asking for reflection on the following:
Which definition best sticks in my mind?
Which definition is easiest to understand? (meaning that all learners, from child to adult, can make sense of it)
Which definition personally speaks to me; it is a definition I believe in and would be excited to see ASD work toward.
Parents, your votes are incredibly important to us. We are eager to have your continued input. Thank you so much! Please vote HERE
ASD ACE Accreditation Continues with Safety at the Forefront
Logo created by ASD Grade 9 student, Ayar Chalco
Update Thursday, November 5, 2020
The American School of Doha is accredited by the New England Association of Schools and Colleges (NEASC). NEASC accredits and supports a wide range of international schools both within the United States of America and around the globe. ASD is currently in the “internal reflection” phase of our accreditation cycle using the provided “ACE” protocol.
The ACE acronym represents the three domains (Architecture, Culture, Ecology) that create an interdependent and interrelated “Learning Ecosystem” sustained by ACE’s ten Learning Principles (the 10 Learning Principles are shown in the graphic below):
The most exciting part of this protocol is its full focus on teaching and learning - the heart and soul of what we do and why we are here. The ACE protocol also embodies a growth mindset. The growth mindset approach is a belief that we can grow and get better at something with the dedication of time, effort and energy. With this approach in mind, we gather evidence as a learning community to determine our strengths and our areas for growth (as measured against the 10 ACE Learning Principles). Through careful analysis of the impact evidence collected, ASD will then identify our “current reality” by placing ourselves on a continuum according to each Learning Principle (see image below). A consolidation of identifying ourselves on a continuum across 10 Learning Principles will enable us to see how and where we need to focus our energies for further growth.
ACE Protocol Learning Principle Continuum
How is ASD “collecting evidence” for the ACE protocol as part of Accreditation?
All teachers and leaders are currently (and will be throughout the course of this school year) engaged in “Learning Walks”. There are both physical learning walks and digital learning walks included in this process. The physical learning walks are small groups of teachers visiting learning environments with a set of “look-fors” as related to 1 specific Learning Principle. Evidence is collected and consolidated. We will spend time from Fall 2020 - Spring 2021 gathering evidence to analyze to then give us a clear picture of reality in terms of where we align on the continuum.
The digital learning walks are walkthroughs within our curriculum warehouse to also look for evidence of impact in the written aspect of our work (the written curriculum should always mirror the taught curriculum). Our curriculum warehouse is a platform called “Atlas” that is a transparent view of our written curriculum; the standards assessed the essential questions we are exploring; the enduring understandings we are acquiring; the knowledge and skills being developed and; the assessments experienced. The Atlas learning walks maintain a similar lens of focus aligned to one of the 10 ACE Learning Principles.
We have a global pandemic and with the ASD created bubbles of safety in each division, is it safe for ASD teachers and leaders to be physically coming into classrooms to collect evidence in alignment with the ACE Learning Principles?
ASD has developed a set of safety protocols in alignment with the Ministry of Health to ensure the safety of both students and staff are not compromised. Teachers and leaders will be coming into learning spaces over the course of this school year to collect evidence, but with strict safety measures in place. The safety protocols are as follows:
During a physical Learning Walk participants must keep physically distanced from others (approximately 1.5 meters) while observing
Meetings with Learning Principle group members should be socially distanced and masked, and can also be held outside or virtually on Zoom if preferred. (Please respect the desires of the participants as each person has individual levels of comfort).
If Learning Walk participants are comfortable asking learners questions, they may do so, but must ask permission first (“Is it OK if I ask you a few questions?”). If the Learning Walk participant is uncomfortable or sense others (teachers or students) might be uncomfortable - asking the target questions should be skipped.
Observers are not permitted to spend more than 15 minutes in each learning environment visited. This ensures safety and that contact tracing is not necessary.
For increased feelings of personal safety (of everyone involved) - for all learning walks participants are required to wear a mask and strongly requested to wear a face shield.
To increase feelings of safety, teachers are welcome to place signs on their classroom doors requesting any visitors to have a shield on in addition to the required mask
Do families/parents need to be notified in advance about physical Learning Walks that are taking place for the ACE Accreditation process?
No, parents do not need to be notified due to the approved safety protocols in place. All teachers and leaders are required to follow the safety protocols. These safety measurements are approved by the Ministry of Health. When the safety protocols are closely followed, students and teachers do not experience any level of increased risk through these Learning Walks. No external participants will be allowed in a learning environment for more than 15 minutes, and Learning Walk participants should additionally be masked and shielded for the physical and psychological safety of all parties.
What is the timeline of the ACE accreditation process?
The following graphic highlights the timeline. The “internal reflection” is the phase of collecting evidence and aligning ourselves on the continuum for each of the 10 Learning Principles. The “internal reflection” (evidence collection) phase, started last school year, will continue, from Fall 2020 - Spring 2021. In the Fall of 2021 an external NEASC Accreditation Team will come visit our school (either physically or virtually) to evaluate our measurements against their own observations. They will evaluate us by reviewing our evidence collection, looking at where we have aligned ourselves, and examining the “major learning plans” we have developed as a result of our learning experience. After this process including their findings and recommendations, NEASC will then determine our accreditation status.
If I have further questions, who should I contact?
Any ASD community member with further questions about the Accreditation process, safety protocols, or otherwise are welcome to contact the ASD Director of Teaching and Learning, Heather Vlach (heather.vlach@asd.edu.qa)
2020-2021 ASD Teaching & Learning theme
Update Thursday, October 29
Each new school year, the ASD faculty and staff adopt a theme as a means for anchoring the “in-house” / “on-site” professional learning we engage in. Last school year the theme was “EMPOWER” and the professional learning we created over the course of the school year was centered around empowering learners (both student and adult). The 2019-2020 EMPOWER logo to support the theme was created by High School Math and Science teacher, Garret Robbins.
Our 2020 school year has obviously brought forward new challenges as well as many uncertainties. We (everyone in our community) have experienced times of turbulence, feelings of being deflated, personal wellness compromised, disconnect from loved ones, and an overall sense of missing security from the continued unknowns and lack of predictability we need to create a sense of safety.
As we embark on this school year in a new way, and what we hope is not our “new normal”, we find solace in anchoring to something we do all know and believe in: our ASD values. While our ASD values are something we say in name we are beginning to recognize that our practices and actions may have strayed from matching the ASD community values that are meant to encompass the core of who we are. This disconnect has become more apparent with impactful events such as COVID-19 and racial unrest. We may have lost some sight of our ASD values and recognize that we would all benefit and find deep value in RELEARNing our values; what they mean in our community and how we can better live them. We want to think more deeply about how to better unpack these values, relearn these values and how we respond when they are compromised. As part of this thinking and the learning we hope to engage in, ASD is launching the 2020-2021 theme RELEARN, with the following aligned message and logo:
RELEARN
Honesty Respect Responsibility Compassion
The ASD values are meant to serve as the heart and soul of teaching and learning experiences in our community. In times of challenge, our heart and soul may become bruised or fractured. When we rally together as a community we can progress forward by revisiting, unlearning and relearning anew the values that ground and unite our community inviting us to reconnect with the inspiration and energy that constructed these values.
We hope this refocus and relearning of our values will help to support our community to get back on track toward where we aspire to be.
Thank you and congratulations to our two-time logo design winner of our new 2020-2021 logo to align with the theme, Mr. Garret Robbins (High School Math & Science teacher). As we look more carefully at our ASD values, we will see this wonderful logo connected.
Parents Learning Opportunity
The 8-part “Parents as Partners” webinar series for school parents offered by the Near East South Asia Council of Overseas Schools (NESA) continues to be available to our ASD parent community for FREE. The learning is facilitated by high-quality researchers who are knowledgeable and known in their fields. Many parents have expressed great satisfaction with the learning presented. We would like to invite you to continue to take part in these wonderful learning opportunities.
The next webinar will take place on Tuesday, October 27 (click on the session below for the registration link).
Presented by MICHAEL THOMPSON
Outline of the Webinar topic
Social cruelty among kids is one of the most difficult things that adults have to confront in raising or educating children. This presentation addresses a number of questions: What do social relationships in school predict about happiness in adult life? What is the normal sequence of child friendships? Why do cliques form and what are the differences between boy and girl groups? Why are children scapegoated and how can their parents and school protect them? Dr. Thompson will draw on research and make suggestions about the management of social problems in schools.
If interested in any of the previous sessions, parents are welcome to access the following recording links:
Presented by SEAN TRUMAN
Presented by JENNIFER ABRAMS
Presented by JOY MARCHESE
Presented by MICHAEL THOMPSON
Parents as Partners
AN EIGHT-PART WEBINAR SERIES FOR SCHOOL PARENTS OFFERED BY THE NEAR EAST SOUTH ASIA COUNCIL OF OVERSEAS SCHOOLS (NESA)
** FREE Learning for ASD parents**
Join with parents across the Near East South Asia (NESA) region to hear from distinguished specialists and to explore and learn new strategies in support of your child as a learner. Years of research reveal that schools that partner with parents positively impact student growth and achievement. This series will address child development within the context of family and school. Parents are welcome and encouraged to join one, several, or all of the webinars available.
A new webinar will take place every second Tuesday between September 1 and December 8, 2020. The sessions are run from Greece. There will be a time change to one hour earlier from October 27**
How to Join
ASD parents are requested to register in advance at any time before the webinars at the following link: https://us02web.zoom.us/webinar/register/WN_IxGkYj3mT7-JQxteIl3mTw After registering, you will receive an email with subject “Your Link to Join Parents as Partners”. Please check your junk mail if it does not arrive. The email will contain a personalized link to join the webinars. This link is unique to you: please do not share it. This single link will allow you to access all the webinars. If you lose it, please register again and you will receive a new link.
Topics by Week
WEBINAR 1: September 1, 2020 Parenting in the Time of COVID-19
Presented by MICHAEL THOMPSON
The pandemic has made family life complicated and sometimes stressful, keeping parents and children in close quarters for months. It has forced many parents into the demanding role of supervising and supporting their child's online learning, often while they themselves have been working from home. Dr. Thompson will address the stresses of parenting in the time of COVID-19, offering suggestions about how to manage your child's mental health and their own.
WEBINAR 2: September 15, 2020 Growing Stronger Together: Parents as partners supporting learning and well-being in the home
Presented by JOY MARCHESE
This is an unpredictable time for everyone — teachers, parents and children. This session will focus on navigating together as adults in partnership and learning strategies for being a positive force in each child’s education.
WEBINAR 3: September 29, 2020 Collaborating Effectively: The Parent-Teacher Partnership
Presented by JENNIFER ABRAMS
Given this time of uncertainty with more distance learning and lots of Zoom conferences, parents and educators are both asking, How might we communicate effectively with each other at this time? What do we know about the best strategies for these specific moments? What questions should we be asking ourselves before we speak, and what specific wording is best for when we do speak? Based on Jennifer’s books, Having Hard Conversations and Hard Conversations Unpacked, and her work in interpersonal communication, this session will provide parents and guardians with language tools for having humane and growth-producing conversations with teachers and school leaders.
WEBINAR 4: October 13, 2020 Mental Health Risk and Living as an Expat: Thinking Beyond COVID
Presented by SEAN TRUMAN
Over the last decade there has been a significant increase in child and adolescent mental health risk; these problems are affecting our children's ability to function at home, in school and with their peers. As a parent, it is extraordinarily difficult to support a child who is experiencing emotional disruption and mental health problems, particularly so in communities where there are few local clinical resources available. Dr. Truman will talk about factors that underlie the increase in mental health risk, and ways that parents can support vulnerable children more effectively.
WEBINAR 5: October 27, 2020 Best Friends, Worst Enemies: Understanding the Social Lives of Children
Presented by MICHAEL THOMPSON
Social cruelty among kids is one of the most difficult things that adults have to confront in raising or educating children. This presentation addresses a number of questions: What do social relationships in school predict about happiness in adult life? What is the normal sequence of child friendships? Why do cliques form and what are the differences between boy and girl groups? Why are children scapegoated and how can their parents and school protect them? Dr. Thompson will draw on research and make suggestions about the management of social problems in schools.
WEBINAR 6: November 10, 2020 Building Racial Literacy and Building Human Empathy
Presented by HOMA TAVANGAR & ERIC DOZIER
At this crucial moment in the movement for racial justice around the world, how can schools move beyond the semblance of diversity and inclusion into centers of justice and equity that nurture, encourage and safeguard all of their students? This dynamic session will explore how key terms like diversity and empathy are used generously in schools with little examination of the conditions necessary to bring either to full expression. In addition to building racial literacy, this session integrates live music and storytelling to stimulate empathy and activate the imagination needed to transform our educational environments - and nurture meaningful conversations at home.
WEBINAR 7: November 24, 2020 Partnering with Parents To Improve Student Achievement
Presented by ERMA ANDERSON
A multitude of factors go into a child’s success in school. At a minimum, academic success takes dedicated teachers and administrators, adequate resources, and a rich curriculum. Parents, as their child’s first and most important teachers, also play a critical role by supporting their child’s academic life. To do this key job, parents must know what their children are expected to learn by the end of each academic year. Clear, consistent and rigorous standards are key to increasing student achievement and readiness for college, career, and life. The webinar provides an overview of Academic Standards, what they are, as well as how they influence curriculum, instruction, and assessment. Understanding the standards enables parents to be partners in the education of their children. Information to help engage and support student learning will be shared.
WEBINAR 8: December 8, 2020 Raising Children to Thrive as Global Citizens Presented by HOMA TAVANGAR
More information coming soon.
Accessing Summer Learning Resources
Dear Parents,
Congratulations on making it through 10 weeks of ASD Teneen Virtual School (TVS). It has been an excellent and productive success that our community should feel very proud of. During a very difficult and challenging time, ASD was prepared and able to provide continued robust quality learning. This consistency and quality served, for many, as emotional safety and direct connectivity during a time when social distancing has separated us. We fully recognize that our success with TVS would not have been possible without the strong support from our ASD parent community. Please know how grateful we are. Thank you!
After it was announced that the ASD school year would end 2 weeks early, Dr. Tom Hawkins met with the parent community to share the rationale for this decision and accept questions. Many parents asked if there might be opportunities for their children to continue learning into the summer months. A survey went out on April 23 to gather interest levels for the potential of summer learning opportunities. The survey data only revealed 16 responding participants but we also heard from several additional parents in other capacities such as emails, phone calls, and Zoom meetings to voice requests for or opposition to summer learning. As a compromise to support both sides regarding summer learning, ASD has collected and vetted a wide range of learning resources across the curriculum, reaching Pre-Kindergarten through Grade 12. These are resource links for learning that we recommend you/your child access to continue and maintain learning during the summer but they are optional and not required. We recognize the many families who have asked for this well-earned break.
The Summer Learning Resources are available from each division of the school (Lower Elementary, Upper Elementary, Middle School, and High School). With TVS student responsibilities now at an end, these Summer Learning Resources are now available to access. This bank of robust learning resources is available through each of the TENEEN platforms in each division of the school. The following links will take you directly to the Teneen Office page that houses the Summer Learning Resources or, with the case of the High School, the direct “High School Summer Assignments and Learning Resources” TENEEN class.
High School Summer Learning Resources
The following slides below highlight an additional guide for how to reach each of these summer learning opportunities if you do not use the direct links above or see the Summer Learning resource page.
Accessing Summer Learning Resources.pptxThank you again. If you experience any challenges accessing these Summer Learning Resource TENEEN pages, please do not hesitate to contact me directly.
Warmly,
Heather Vlach, EdD
ASD Director of Teaching & Learning
heather.vlach@asd.edu.qa
Summer Resources
Thursday, May 7
Summer Resources
Dear Parents,
Thank you for your continued support as we near the end of Teneen Virtual School (TVS). Many parents have commended ASD for the schedule, consistency and rich continued learning that have existed through this challenging time. We also commend you as parents for being an integral part of this experience.
As our learners head into the summer months, please know that ASD will provide continued learning resources for you to access and utilize as you choose. There will not be mandated summer learning but rather opportunities for your family to look at and select from as you wish.
Each section of the school - Lower Elementary (LES), Upper Elementary (UES), Middle School (MS) and High School (HS) - will have its own link with a wide variety of enrichment resources to support solidifying or continuing learning across the curriculum. The Department of Teaching and Learning will provide you with a single platform that will guide you directly to each of these resource pages.
What to expect:
The TVS Summer Resource pages will go live upon the completion of this school year (May 21)
Learning resources will be divided by LES, UES, MS and HS. There will be some grade specific content available.
The provided resource links will span across the core subject areas but also include other content areas such as Physical Education and Social Emotional Learning.
Any continued learning opportunities are not mandated. These are options to access and explore as you choose.
ASD paid subscriptions that your child has had access to through out the school year will continue into the summer months (examples, RazKids, Mind Yeti, MathType,)
Teachers will not be running learning courses or providing instructional feedback. Summer learning is at the discretion of families.
We are aLl Teachers Now
Dear Parents,
More than 800 million children are now learning from home as countless schools globally shutter in an attempt to slow the spread of COVID-19. With ASD’s Teneen Virtual School learning now in place for 2 full weeks parents are readily finding themselves functioning as teachers to support the learning provided by our ASD educators. We are learning from parents how navigating home learning alongside their children comes with challenges. The following are some resources that might support augmenting school assignments and support the other hours in ways parents and Students can feel good about.
Each age presents its own special challenges. As we can readily see with our ASD Middle School and High School aged learners these children are able to not only direct their own learning with their synchronous schedules but also find digital ways to continue their socialization. Our younger children, too, deeply crave these peer experiences and have an increased need for structure. As a result, much of the following suggestions emphasize elementary-aged learners.
Here are a few helpful basics:
Make a schedule together as a family. This will help to create order in a time where order is missing. This global situation is essentially a level of uncharted territory for most people. A schedule can help create purpose, boundaries, routines, variety and consistency. There are increasing examples of possible schedules for families to try. We are very aware that our learners are on screens way more than anyone wants and a schedule can support keeping a closer eye on everyone’s well-being and better regulate healthier patterns.
Khan Academy has a schedule for families (This is applicable for all ages)
CDC also has some recommendations for supporting consistency (specifically for younger children)
Prioritize well-being. This is a unique time in life that will never be forgotten. Many adults and children are expressing feelings of uncertainty, fear, and worry for self and others. As role models and pillars for our children, we are most effective for meeting our children’s needs when we remain and support them to be calm and focused.
Reach out and organize a “Zoom Playdate” with your child’s classmates
Online Art Courses for at home
Free online mindful classes for kids
Article: Teaching Ourselves and Our Kids to Get Through Coronavirus Anxiety
Access the countless free resources that exist to extend learning as needed (You are also welcome to email heather.vlach@asd.edu.qa for support in finding helpful, targeted resources. These are just a few of many, many out there).
LITERACY
FREE non-fiction read-alouds for PK-12
Epic Digital library for students 12 and under with books, learning, videos, and quizzes.
Padlet filled with PK-2 teaching & learning resources
Use the code VSCFree90 upon registration for Vocabulary Spelling City
NEWSELA: Free for the rest of the school year! Great for all grade levels
The New York Times Learning Network has free writing prompts (log-in required) for Students 13 and up and guidance for creating meaningful student projects in response to crises
Amazon Global Audiobooks: Listen to all audiobooks for free, with content ranging from preschool to classic literature, no download of apps, no login required, no ads, with languages like English/German/French/Italian/Japanese
MATH
Hit the Button: Interaction math games for ages 6-11. Quick-fire questions on everything from number bonds to multiplying and dividing.
Bedtime Math: Offers off-screen, fun activities to engage kids in building numeracy in a fun way - for kids aged 3 years to 9 years.
SCIENCE
Bill Nye the Science Guy: endless videos about science concepts
BrainPop videos. Explains challenging concepts in a simple, easy way
High quality Science Resources from California Academy of Sciences
Take a virtual field trip
SOCIAL STUDIES
Schedule Examples
Please do not hesitate to reach out to ASD’s Director of Teaching & Learning, Heather Vlach, for your instructional needs as a Parent Teacher. There is a plethora of existing resources that are available to guide and support Parents and Teachers navigate this new (and hopefully short-lived) normal. We are all in this together!
Warmly,
Heather Vlach
Director of Teaching & Learning
Stanley-hass luke hansen winner
Your Voice Matters!
February 27th is a scheduled Professional Learning Day where the students are not scheduled to attend school. The faculty and leadership at ASD will engage in learning as a collective community. We would like to invite parents and students (aged 10 and older) to be part of this through a morning of shared thinking and learning.
Why are parents and students invited (and needed)? ASD would like to collectively construct a “Definition of Learning” for our school that includes the voices, thinking and ideas from our faculty, students, and parents. Our ASD learners are students and adults alike. Each voice in our community matters and is valued.
Why is having a Definition of Learning important? The constructed ASD Definition of Learning will serve as an anchor for our school. It will guide our instructional practices (how and what we teach and learn) as well as support informing decisions we make. The Definition of Learning will be a published statement, but more importantly, a lived practice that is collectively constructed.
What is the commitment involved? The collaborative learning experience as a community will be just over 3 hours: from 8:30am - 12pm on February 27th at the ASD campus. We will begin in the ASD theater at 8:30am for a short introduction of what is ahead and then we will move to the Sports Hall at 9am for more engaged learning.
How will we work together to define learning at ASD? All participants will be guided through several thinking and learning activities. To ensure all voices are active and engaged, we will work together in small groups that are a broad mixture of students, parents, teachers, and leadership. This will be an active experience where your voices lead the learning.
How do I sign up? Please fill in the following Google Form. The sign-up form will be open from February 13-20th. You will be personally contacted via email on February 23rd for all additional details to best prepare you for the morning of February 27th.
Questions? If you want to learn more or have additional questions about this, please do not hesitate to contact ASD’s Director of Teaching and Learning, Heather Vlach: heather.vlach@asd.edu.qa
Stanley-hass luke hansen winner
Stanley Haas Luke Hansen Winner -Thomas Bull
The American School of Doha is excited and honored to announce this year’s Stanley Haas/ Luke Hansen award winner, Thomas Bull. Thomas is a 12-year old 6th grade student at ASD and to date, our youngest Haas/Hansen winner yet.
The Haas/Hansen award was established in 1996 through the Near East South Asia (NESA) Board and with generous support from TIE-CARE. This annual award is in the spirit of the late Executive Director of NESA, Stanley Haas, in conjunction with a remarkable former NESA student, Luke Hansen, who passed away in an accident. The annual Haas/Hansen award recipients are selected middle school aged students enrolled in NESA schools and who have been identified as significant assets to their school. ASD winner, Thomas Bull, is a wonderful exemplar of a student who models the character traits that are sought: persistence, a willingness to take risks, acceptance of other cultures and points of view, and a genuine interest in and demonstrated, sustained commitment to the welfare of others.
In the following interview, Thomas highlights these valued characteristics as well as additional commendable qualities that truly exemplify why Thomas earned this award and honor.
Question: In your application for this award, what information did you share about yourself?
Thomas’ answer: I put together a portfolio that could tell a story about who I am. It had my goals, my achievements and things like what I want to be when I grow up. There was a lot about Boy Scouts, which has shaped who I am in many ways. I also included reference letters from my swim coach, who has known me since I was a baby; Mr. Olsen, my UES [Upper Elementary School] counselor, and; Dr. Gordon Dickinson, who is a top doctor and specialist in the field of Infectious Diseases. He is a family friend and someone I look up to.
Question: Can you tell me about some of your goals?
Thomas’ answer: Well, I have two top priority goals. One is to be accepted into an Ivy League college, specifically Cornell Medical College here in Qatar. My heart is here and Qatar is my home. I would be honored to attend this school and eventually become a doctor myself; a pediatrician. Another goal is about trying many activities so I can learn and grow as a person. I am involved in a number of things already but I think it is important to keep trying new activities so I can keep learning about myself.
Question: What are some achievements you talked about in your application for the Haas/Hansen award?
Thomas’ answer: Some of the achievements I am proud of are, first of all, getting into ASD. This is a high quality school and it’s pretty common to be on a waiting list. I was on the waiting list for a long time to get in, so it’s a great accomplishment for me to be a student here. Also, last school year in 5th grade I won the Citizenship Award. I have also earned the Presidential award for academic achievement. And in Boy Scouts, I have earned a lot of achievements that I am proud of. One thing I really want to say is that none of these achievements would have been possible without my mom. She is a single, hard-working mom who does everything on her own to provide us with the best possible life. My mom is literally my everything and my inspiration for everything I accomplish.
Question: What was your reaction when you learned that you won this award?
Thomas’ answer: I am pretty sure I didn’t breathe for a good 30 seconds. My head was spinning!
Question: What plans do you have for the money you have won through this award?
Thomas’ answer: I haven’t fully decided but there are some things I am thinking about. Saving for college is at the top, but I really hope to earn a scholarship for my advanced education. Another thing I am thinking about is one of my passion areas, “Evo Sports” (Evolution Sports). I love discus and am considering further developing my skill in this. I am also thinking about charity donation. With my interest in the medical field I like the idea of putting some money toward cancer research. We’ll see. I haven’t really decided yet.
Question: What is some advice you would offer to future applicants?
Thomas’ answer: Definitely don’t procrastinate. There are a lot of things to put together and you want to be thorough in doing it. You also need to consider other people and their time, like when you are asking for a letter of recommendation. Also, if you try out for or involve yourself in more activities you can really enhance your application. So it’s a good idea to put yourself out there to try new things.
Thank you, Thomas Bull, for sharing so much about yourself and serving as a role model for your peers. ASD is beyond honored to have you represent our school as a Haas/Hansen award recipient. We would also like to commend your family for providing inspiration, opportunity, and support to you in your learning journey. Congratulations and thank you for being such an asset to our ASD community!
MEET Ismail
Student Shadow Day Learnings - Meet Ismail
Meet Ismail. Ismail is a 7th grade Middle School student. He is from Qatar and has been an ASD student since Pre-K. Ismail was 12 years old at the time of the “shadow” experience but turns 13 today! Happy birthday, Ismail! Ismail’s favorite sport is football (soccer) and a quality about himself that he is proud of is his creativity.
Ismail was selected by the Middle School administrators to be my learning leader for the day. I followed Ismail’s schedule and he readily invited me to learn alongside him. Ismail took the time to introduce me to his friends, talk about his ASD experience and share how he maximizes learning at ASD.
Ismail’s first class of the morning was Social Studies. In Social Studies class the learners were engaged in a “warm up” activity to continue practicing to think critically using debate skills they have learned. The focus was around freedom of speech. Ismail and his peers “objected” or “concurred” with a rationale presented by a group of students. When concurring or objecting, Ismail and his peers responded to present additional ways of thinking.
After the warm up activity, the learners worked in small, collaborative groups to explore 3 different landmark cases that exhibit challenge with free speech. Ismail and a peer looked at the case, Morse vs. Frederick. They shared their arguments for and/or against the ruling of the case and discussed their thinking behind these ideas. Ismail definitely highlighted his creative mind in this activity.
After Social Studies, Ismail guided me to his SWAT (“Super Wicked Advisory Team”). The activity for SWAT was outdoor collaborative challenge games to earn points for their “House”. Ismail and the members of his SWAT strategized their approaches and then Ismail explained the game of “GaGa Ball” to me. The students played several rounds of this popular game. I definitely saw some healthy competition in the pit!
Ismail then took me to his Computer class. Ismail has been learning a lot of coding which has given him a strong understanding of all the layers and complexities that are in place for the multiple functions that our digital devices do. Ismail and his classmates engaged in several coding activities throughout the class. They used a “breadboard” and several wires alongside their coding. Ismail and his peers used coding skills to make an LED light blink and at differing rates (depending on the coding they inserted). They also collaborated with each other to support mutual success in the coding activities. Ismail was a great help to his peers.
Lunchtime in the Middle School allows for some choice and flexibility. Ismail and his friends have a routine of first eating and socializing prior to going outside to get some exercise. Ismail introduced me to his friends. Most of them have been long time ASD students, similar to Ismail. They all shared their ASD experiences, highlighting what they appreciate about ASD and what they might also like to see changed. One thing they highlighted value for is when teachers allow them the opportunity to speak Arabic as needed in their classes, provided no one is excluded. They discussed how valuable and rewarding it is to be exposed to so many cultures and languages at ASD and also how the home language is powerful in allowing learners to express themselves at a deeper level before translating it to English. Ismail, and all of his friends, greatly value their bilingual (and multilingual) experiences. After eating (and deep discussions) we headed outdoors to play football (I watched). Ismail kicked off his shoes and immediately jumped into the game in progress. I was fortunate enough to see Ismail score a goal and enjoy friendship and competition with many more of his peers.
After the lunch break, Ismail directed me to his Science class. The students were presented with a “Gizmo” activity to get their brains engaged with thinking about speed, time, and distance. One of Ismail’s peers noted how Science and Math readily connect with one another as she calculated for speed using distance divided by time. After the initial activity the students worked in peer groups to explore rates of speed of a variety of animals. They responded to a challenge booklet and checked their work with their teacher. Ismail and his learning group were proud of their consistent success in learning. They also had great conversations making data comparisons as they completed their calculations.
After the brain break, the students learned about the concept of velocity and aligned it to their understanding of speed, distance, and time. They engaged in some independent but guided practice to absorb this newer learning and practiced some problems. The class ended with a recap of the learning and next steps ahead.
All Middle School students had a break after this class period. Ismail and his friends got together and chatted during this time. The last class of the day consisted of an assessment. Ismail expressed that testing is not his favorite thing but he also reflectively added that test results can help him know and understand how to grow as a learner.
In our final conversations, Ismail shared his thinking about what makes the Middle School great and also what challenges he experiences and how he handles them. Ismail said it is his friends that make ASD Middle School a great place to be. He also shared that while he is less than excited when assessments have common due dates, he is working, as a learner, on strategies of organizing his time and being more cognizant of due dates to set himself up for success. Ismail’s ability to express his thinking and strategies for further developing himself were most impressive. It was an outstanding day of learning with and from Ismail. Thank you, Ismail for being such a fabulous learning leader!
MEET Anaya
Student Shadow Day Learnings - Meet Anaya
Meet Anaya! Anaya is a Pre-K student in Mr. Paul Hodgson’s class in the Lower Elementary School (LES). Anaya is 5 years old and from Texas. Her favorite teacher is Mr. Paul. She likes the colors purple and pink; she loves her family, friends and animals. Anaya was selected to serve as a “learning leader” for my Lower Elementary School Shadow a Student Day just before the holiday break. Anaya’s parents graciously helped to prepare Anaya for her experience ahead of time. Upon my arrival to her cubby in the morning, Anaya offered me with a warm greeting stating, “I already know about you. I am going to help you today”. Anaya was absolutely correct and a delightful (and adorable) help to me all day!
Anaya put her things away in her cubby, took my hand, and led me into her Pre-K classroom. Anaya showed me around the room a bit before all the Pre-K learners gathered together at the front of the classroom on the carpet. Mr. Paul shared the schedule for the day and also learned from the students which friends were absent. The students shared some math problems around both their absent and present friends including additional math equations about how many are bus riders versus car riders; how many present children were girls versus boys as well as predictions for how tomorrow’s numbers might be different with absent and present learners. While generating math problems, the children also shared their strategies of thinking and knowing making their mathematical thinking visible.
After a brief community time on the carpet with Mr. Paul, we were led to PE class. Mr. Pratley, the PE teacher, started the children off with a familiar warm-up game of “Bridge Tag”. Through this game the children showed gross-motor skills in side-stepping, galloping, skipping and creating a “bridge” with their bodies. This warm-up challenge prepared the learners for their next physical challenge movements.
The children engaged in four different rotating stations where they highlighted through play their abilities to engage in different physical movements and coordination. Anaya and her friends moved to the fun music playing and showed me how they “dribble and trap” a soccer ball; climb and balance; hop and walk through curve, straight, and zig-zag paths; and throw a ball overhand using a “T, L, Step” approach. It was a very active and exciting PE class.
After PE class, we were greeted back in Mr. Paul’s class by Ms. Zoe, the LES Guidance Counselor. Ms. Zoe joins the class as a regular visitor. On this day she was supporting a Guidance lesson on car safety. The children practiced several scenarios of seatbelt safety. Anaya enjoyed roleplaying the adult “mom” who was “driving to Mall of Qatar”. She buckled up herself and reminded “the kids” in the backseat to also buckle up. Each of the children in the class were able to speak about car safety and why it is important for them, as children, to sit in the backseat buckled up when traveling by car..
After the Guidance lesson, the children had snack followed by an opportunity for free playtime. The recent recent rain prevented the children from playing outside but they were just as thrilled to play in the open common space with children from all the Pre-K classes. Anaya loves the “Magna-Tiles”. The children have a variety of sizes they can work with. Anaya and her friends enjoyed building a “rocketship” around one of their Pre-K classmates. With the smaller “Magna-Tiles” Anaya and her friend Charlie built a deluxe car garage.
After play time the children cleaned up the common space and returned to their Pre-K classroom. Mr. Paul read the children a story and had the children lead the calendar routine. Anaya and several of her friends had jobs to both share and teach the children elements of the calendar.
Mr. Paul also shared the learning stations the children would engage with. They had several areas they would rotate among for self-exploration, guided learning, and creation. Prior to transitioning into the learning stations, Mr. Paul led the group in some therapeutic yoga practices by a “warm fire”.
Anaya shared with me the self-exploration, creation and learning that she engaged in:
Anaya verbally shared a story plan she created with her friend. She then began the work to publish her story.
Anaya investigated some glitter bottles to look for letters that she knows. She documented and named all the letters she could find in each of the bottles. Her favorite part of this activity was also locating mystery objects that were hidden in the bottles. In this bottle she found a star and wrote the letter “s” to represent this finding.
Anaya investigated some glitter bottles to look for letters that she knows. She documented and named all the letters she could find in each of the bottles. Her favorite part of this activity was also locating mystery objects that were hidden in the bottles. In this bottle she found a star and wrote the letter “s” to represent this finding.
Anaya also decorated a gingerbread cookie. As she admired her beautiful creation she said she was thinking about saving it to share with her sister.
During some self-exploration time, Anaya organized some of her friends in the task of “fixing the pond”. The children decided to sort everything in the pond into categories. The children began naming their various categories and explaining why and how they sorted them as they did. I imagine Anaya must have a very organized bedroom at home!
The end of the Pre-K day arrived very quickly. Mr. Paul re-gathered all of his young learners to close their day together as a community. The learners then packed up, said good-bye to their friends and separated into bus riders and car riders. Anaya shared that she was a bus rider. We said our “good-byes” at the exit just before she got on the bus to go home for the day. It was an amazing day in Pre-K with wonderful and insightful learning from my new Pre-K friend, Anaya. Thank you, Anaya!
MEET SENAI
Student Shadow Day Learnings - Meet Senai!
Senai is an 11th grade ASD student in the High School (HS). Senai is Canadian with a strong and proud sense of Ethiopian heritage. His parents were both born and raised in Ethiopia and later moved to Canada where Senai and his (10th grade) sister were born. Senai has been at ASD since he was in Kindergarten. He has been on the ASD Varsity Basketball team all 3 years of high school and primarily plays the position of Point Guard. Senai is very focused on his academics and is a passionate learner. Senai was selected to serve as a learning leader for my “High School Shadow a Student Day” that took place on Wednesday, December 11th.
As the new Director of Teaching and Learning at ASD, there are many facets to know and understand about our school, including how we engage with the curriculum and the teaching and learning practices in place. While classroom learning walks have been a powerful element in my repertoire for better learning about ASD, researchers have also long known the value of student “shadowing”. As a result, I am shadowing one ASD student per division. The goal of shadowing ASD students is to immerse into the student experience. Shadowing offers the opportunity to add greater clarity about teaching and learning practices; perspectives on student focus and motivation; increase awareness about student successes and challenges; experience logistics and practicalities that come with the flow of the day; and most important, shadowing a student can lead to increased respect and empathy for students and their school experience.
Wednesday, December 11th was a “Day 3” in the High School. Day 3 consists of Block 4, Block 2, Block 3, and Block 1. On Wednesdays, there is also Advisory embedded after lunch and before Block 1. Senai and I met in the library at 8:00 am. Senai’s Block 4 is a “free block”. Senai expressed appreciation for both the flexibility and freedom he has within his free block. Senai shared how he has learned (through his own trial/error experiences) how to best utilize his free block to be most efficient with his time. Senai expressed how having this block allows him to better manage his academic workload to support the additional things he has taken on, such as basketball or performing with the Percussion Ensemble (where he played the marimba) in the recent Holiday Concert. Additional students I spoke with throughout the day shared this same appreciation for the “free block”. Some high school students use this block socially and shared the benefits of this opportunity. Most of the students stated that they remain on campus during their block even if it provides the opportunity for a sleep in or early release. They are happy to be at ASD and "mostly talk about classes and work anyway". Senai spent his free Block 4 working on an English class assignment in the library.
After Block 4, Senai guided me to his Block 2 Pre-Calculus class. The students can choose where to sit and have a routine of sharing an example of their homework completion using a “vertical whiteboard” strategy. This opportunity is meant for sharing and clarifying thinking and understanding. As the students share their learning, they have the opportunity to “phone a friend” (ask for help/guidance) if they need it. Students feel a greater sense of support when they can learn with and from one another. The students also engaged in a number of Pre-Calculus problems to determine a “Rate of Risk”. The learners discovered that smoking has the greatest rate of risk (for death), followed by riding motorcycles, homicide, sky-diving, drowning, getting struck by lightning - or the safest, flying in an airplane. The equations provided interesting insight and unique conversations among the learners.
Senai next directed me to Block 3, which is his Business class. Senai and a team of two other students (Raed and Carter) are working on solutions to guide and support the company they founded called, “Help Incorporated”. This company was established and has since further developed through their Block 3 Business class. The “Help Inc.” company is meant to support youths, aged 4 to 18, who are interested in playing baseball or softball. Senai’s company is looking to both support and expand the work Qatar Little League is involved in. Senai’s company is currently exploring options for additional field space to allow for increased flexibility with locations to play baseball/softball and specifically to support the current limitation of hours and shared space through the only baseball field in the country, Farmer Field, at ASD. Senai, Carter and Raed requested an interview with Mr. Dave Farmer to not only learn about all the work he has engaged in at ASD as related to baseball but to also gather ideas for how they might move forward. Mr. Farmer was an excellent resource for this developing company!
Following Business class was the scheduled high school lunchtime. Senai shared that his Advisory group (scheduled for immediately after lunch) had a planned potluck event and that he preferred to use this lunch break as an opportunity to further engage with his studies, knowing he would have the opportunity to eat during the Advisory time. As a Junior, Senai is continuing to build his academic life in preparation for university and is quite focused on continued academic success at ASD.
After the lunch break, Senai directed us to his Advisory group. Senai’s Advisory group consists of 15 students who have been together since their Freshman year. This group has primarily remained intact. Only one student has left and another student has since joined. Senai shared how this Advisory group is very much like a family. They care about and support one another. While the students ate, they shared “one good thing and one bad thing”. This could encompass something that has occurred over the course of the last week or something upcoming. Some of the “good things” captured were: “I was on an MUN [Model United Nations] trip this past weekend. It was really fun and I made new friends”; “I have a tournament coming up this weekend that I am excited for”; “I am excited for winter break because my brothers and some friends are coming.” Some of the “bad things” expressed were: “After traveling for MUN, I now have a lot of work to make up, but it’s worth it”; “There’s a heavy workload to manage right now”; “My knee injury has me out for the Cross Country season”; “There are too many tests crammed in a short amount of time”; “There are so many tests ahead that it doesn’t feel like the break is near”. While most of the students expressed concern about the exams ahead, they still found collective friendship, laughter, support and conversation over shared food. This was a great opportunity for me to learn more from Senai’s Advisory peers. I took this opportunity to speak with many students to further learn about ASD from the learner perspective. Several students talked about the variety of teaching and learning styles they experience, personal preferences for learning, and of course - favorite teachers. They also talked about their overall appreciation for the ASD experience.
After Advisory Senai and I went to his English class. In English class, the learners were immersed in developing an argumentative essay focused on a topic of their choice that aligned with how recent technological developments have impacted lives. To start the class, Ms. Carlson taught a mini-lesson on 3 ways to cite sources within the text. The learners then had time to continue work on their essays or confer with their teacher as needed. The learners also spent significant time engaged in peer feedback to support their essay’s introduction, argument, coherence, conclusion, and sources. The purpose of the lesson and collaborative partnerships was to support the learners to add quality to their academic research essays. As the learners paired up, they provided ideas and guidance to one another. Senai and his editing partner shared a synopsis of each of their arguments and offered one another suggestions and strategies for moving forward. Other partnerships shared their documents and provided written feedback. Each partnership left the class with both guidance and ideas for continuing their work.
The end of Senai’s English class brought us to the end of the school day. Senai and I shook hands and shared our mutual gratitude for spending the day together.
Shadowing Senai for a day offered such a unique and rare learning experience to truly see our ASD high school through his eyes as well as the eyes of his peers. Senai shared how the courses he is immersed in have offered additional insight to himself. Among Senai’s favorite courses this school year are AP Seminar, Advanced Percussion, and Sports for Life. Senai shared how these courses, as well as the teachers leading them, have widened his lens on life and learning and helped him to be more well-rounded and balanced in his thinking, understanding, experiences, and views. Senai was a perfect and very gracious learning leader to spend the day with. He readily shared his passion for learning as well as his growth over time as an ASD student. This experience further highlighted how truly incredible our ASD students are. Our HS learners are busy but they are also engaged, motivated and gaining a wide range of experiences and passions. Thank you again, Senai for sharing a day of your high school career with me!
MEet Lujain
Meet Lujain! Lujain is a 4th grade ASD student in the Upper Elementary School (UES). Lujain served as a learning leader for my “UES Shadow a Student Day” on Tuesday, November 26th.
As the new Director of Teaching and Learning at ASD, there are many facets to know and understand about our school, including how we engage with the curriculum and the teaching and learning practices we engage with. While classroom learning walks have been a powerful element in my repertoire for better learning about ASD, researchers have also long known the value of student shadowing. My goal for shadowing ASD students is to immerse myself in the student experience at each division.
Shadowing offers the opportunity to add greater clarity about teaching and learning practices; perspectives on student focus and motivation; increase awareness about student successes and challenges; experience logistics and practicalities that come with the flow of the day; and most important, shadowing a student can lead to increased respect and empathy for students and their school experience.
I met my learning leader, Lujain, at her cubby at 7:55 am. Lujain introduced me to her teacher, Mr. Nick Zarter. She then walked me through the morning routine of checking in homework, writing down homework and meeting on the carpet as a whole group with a whiteboard and marker to work on a thinking challenge to get our brains ready for a day of learning.
After the thinking activity, we moved into interactive math groups. Lujain taught me a strategy called “Partial Quotient”. She showed me how she dissects word problems and then uses this strategy to divide large numbers. She also shared how she creates a visual model for math challenges as well as how she checks her work, both on her own and with her peers. Lujain definitely challenged my thinking with this strategy.
At snack time, we could eat with our friends and relax in a classroom space where we felt comfortable. Mr. Zarter read to us from a “Joey Pigza” chapter book as we ate. Lujain chose to eat snack with her best friend, Nabiha.
Lujain next showed me some of her recess time routines. She talked about how she feels she has a lot of space and freedom to choose different activities during recess. Lujain typically enjoys one round of tether ball, followed by a “walk to the waterfall”. Sometimes she will choose to challenge herself with different activities added into her routine. It just depends on how she feels.
After recess, Lujain led me to her Art, Music and World Language classes. Art is Lujain’s favorite of her ”Specials” classes. Lujain explained to me what a “brayer” is and demonstrated how she used it to create a tri-colored background for the dream house she is designing. She saved yellow as the last color because it is her favorite color. Lujain stated, “I saved the best for last”.
In Music class, we started off with listening and watching for 8-count rhythm patterns that we would then repeat.
This exercise prepared us for synchronized physical movement to a song. During the music class, Lujain and her classmates also read and sang music notes in preparation to play 2 songs on their recorders. This was followed by combined singing accompanied with varied instruments. Lujain and I both left music class with a fun song stuck in our heads!
World Language Arabic class was our next adventure together. Prior to walking into class, Lujain taught me the appropriate way to greet Ms. Rima upon entry: “As-Salaam-Alaykum". While Arabic was a challenge for me I understood the students were reviewing vocabulary and language structures. After a brief lesson, the learners worked in groups of four to construct a paragraph in Arabic using the vocabulary and language they had just practiced. Each of the learners wrote sentences to contribute to the construction of their shared paragraph. The biggest highlight of the class was continued language practice through a computer-based game called Kahoot. Lujain and her partner were very excited to be among the top 5 scoring students in the challenge.
After the World Language Arabic class, we went to lunch. Lujain said the biggest challenge about lunch was the waiting period outside before the students entered the cafeteria. We only waited in line for 3 minutes but everyone was hungry by this time. Lujain helped me to navigate the lunch line, showed me where Grade 4 sits, and then we enjoyed a quick meal together. Lujain typically chooses pasta for lunch - “no sauce, please”.
Tuesdays are typically shortened PACT days but on this particular Tuesday, we still had a full afternoon ahead. Lujain told me about what we would be doing for “Principal Sessions”. We had about 4 different activities led by the UES Principals, Counselors, Coordinators, Tech, and other helpful teachers. It was a very active afternoon. Lujain and I both enjoyed the downtime of playing a game called, “Roll a Turkey” with UES Principal, Mrs. Schroeder.
At the end of the day, Lujain led me back to the 4E class to pack up for the day. We both high-fived Mr. Zarter and then said our final “good-byes” at Lujain’s cubby. Lujain was a fabulous learning leader and gave me excellent insight into a typical UES day at ASD. Some of my favorite quotes from Lujain were,
“This is my favorite year in school. I have the best teacher ever. Mr. Zarter makes learning fun and he is funny too.”
“I literally eat pasta every day”.
“Maybe it seems loud to you, but this is actually a quiet day in the cafeteria”.
Lujain and I both had huge smiles at the end of our wonderful day together (one last selfie)!
Thank you to my outstanding learning leader, Lujain! This is “literally” one of MY best days at ASD! I learned so much!
