MISSION V I S I O N VA L U E S

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Contents

Rationale foR Reviewingthe iShCMC MiSSion and viSSion 2014 3

the MiSSion expanded 6

iShCMC leaRning pRinCipleS 8

Rationale foR SeleCting ouR 3e’SfoR the MiSSion StateMent 10

eneRgized, engaged and eMpoweRedin MoRe detail 13

gloSSaRy of Relevant teRMSfoR iShCMC MiSSion and viSion 16

inteRnational MindedneSSinteRCultuRal leaRning 18

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Rationale for reviewing the ISHCMC Mission and Vision 2014

AccreditationThe CIS/NEASC response to their 5 Year visit clearly states, “The school is strongly encouraged to continue the process already begun to revise the school Guiding Statements. The school should consider both CIS/NEASC Standards as well as IB expectations when formulating the statements.” This forms a large part of Standard A1: The school is guided by clear and broadly accepted statements of vision for students, mission, and educational objectives. Hence in preparation for the Special Report and our revisit in September 2014 it is important that ISHCMC reviews its mission and vision.

Time for ReviewThe previous review of the School’s Mission and Vision carried out by the previous Head of School was not fully implemented before he departed. This has meant that there is a variety of different statements in existence across school documentation that requires proper alignment to one point of truth.

New Administrative Leadership TeamWith the arrival of a completely new administrative team as noted by NEASC/ CIS on page 1 of their letter for authorization,” a new and dedicated Leadership Team is now in place with the experience the school needs to support further strategic development” it has been an important part of settling and visioning to be thinking strategically about where the school should be positioned in 2016-17. In order to achieve this, the Mission and Vision have been reviewed by the Senior Leaders of the School in order to create ownership of the School’s strategic direction.

Achievement as opposed to AbilityAt present the School’s most prominent guiding statement is, Fostering Individual Ability. As a 21st Century school the senior admin team would like this statement changed to encompass a broader ambition for ISHCMC. There are several reasons for wanting this change.

Firstly, ability is something that you are born with and therefore is to a large extent beyond the control of the school. Whereas achievement can be applied to all students though individualized learning plans and goal setting within a structured and managed Culture of Achievement.

Secondly, the change of emphasis from ‘individual ability’ to ‘achievers’ broadens the focus of the vision to encompass a wide range of skills that will ensure students are successful in their futures.

We believe it is also important to move from fostering to a word like nurturing because it implies the caring, deliberate creation of achievers whereas fostering is more separated and distant from the individual. By desiring to change this statement it was therefore necessary to review the whole Mission.

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ValuesAt ISHCMC we value:

• Individual learners

• Creative and inquiring thinkers

• Learning beyond the classroom

• International mindedness

• Reflection and goal-setting

• Collaboration and connectivity

• Environmental sustainability

• Healthy and mindful choices

• Honest and principled actions

To achieve its Mission, ISHCMC focuses on:

Development of the whole person• Ethical, Principled and Compassionate• Resilience• IB Learner Profile• International Mindedness/Intercultural Learning• Positivism and mindfulness

Student Centered Learning• ISHCMC Principles of Learning• Individualized Learning Plans• Goal Setting• Constructivist Pedagogy• Curriculum• 21st Century Learning skills/technology

knowledge

Community• Communication• Collaboration• Collegiality• International Mindedness• Ethical and Principled role modelling• Wellness and Safety

MissionAs an IB World School, ISHCMC constructs a Culture of Achievement in an environment where students are energized, engaged and empowered to become active participants in their communities.

Educational GoalTo educate students to construct an understanding of knowledge and of their world through carefully developed learning and social skills.

VisionTo be widely recognized as a school that nurtures a creative and collaborative learning environment in which students and teachers seek to achieve beyond their goals, flourish as individuals, display compassion, embrace challenge, take principled action on local and global issues and enjoy being part of their community.

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As an IB World School, ISHCMC constructs a Culture of Achievement in an environment where students are energized, engaged and empowered to become active participants in their communities.

Rationale for reviewing the ISHCMC Mission and Vision 2014

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Culture of Achievement (Built on the work of Fisher, Frey and Pumpian)

The culture of achievement is what our mission is built upon and the 5 pillars of achievement connect our culture with our vision.The pillars are first and foremost philosophical agreements that are then turned into policy and practice. Building the culture is part of our strategic effort.“The collective power of a school community that turns its attention to building a culture of achievement cannot be underestimated.”

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The Mission Expanded

1. Welcome: We make everyone at ISHCMC feel comfortable so that every person who crosses our threshold believes they are entering a place of wonder. Every person should feel; welcome, noticed and valued. If not then our community will not be engaged, energized or empowered. This affective experience sends a powerful message as to what we value.

2. Do no harm: A responsive school culture should first seek to prevent harm to others through measured words and behaviors. All rules, policies and procedures should be intended to frame the way that ISHCMC students learn. What is the purpose of an ISHCMC education? How do the students who graduate from ISHCMC match our mission? ISCHMC discipline codes should teach students to assess their actions as appropriate or not, based on an ethical standard and not simply adherence to a set of rules that are subjectively judgmental and too often inconsistently enforced. Our aim is to build our behavior codes on the principle that one’s actions have consequences and that student’s must learn to take care of themselves, others and the environment.

3. Choice words: We are shaped by the language we use about ourselves and by the language used by others about us. “Language creates realities and invites identities” Peter Johnstone, Choice Words (2004). The language students hear should help them tell a story about themselves. School should be a place students rediscover, develop, and use their talents, gifts and natural capabilities. Students should feel they are capable of great learning and of finding their passions. Teachers must believe in students, their learning and their ability to cultivate quality through their efforts. A growth mindset is necessary for achievement as it produces greater willingness to confront problems, take risks and develop resilience.

4. It’s never too late to learn: Are we willing to do what it takes to teach all students in ISHCMC? Can we develop systems that hold learning not time, as the constant? Can we push students to go beyond the minimum to discover what they are capable of achieving? At ISHCMC we presume competence in all students. This positive presupposition is important for the way we encourage teachers and students to interact. We expect teachers to uncover topics and not just to cover them and this is an important part of our Principles of Learning. We support a gradual release model of teaching that empowers students as they go through ISHCMC to take more and more control of their learning.

5. Best School in the Universe: Declaring this puts our beliefs in the public arena and illustrates that we are confident that we can be what we claim. It’s not just about the future or where we are going and what we can achieve it is also about NOW and every lesson that is being taught, the learning that is taking place, the interactions with and between stakeholders. Every day there are thousands of planned or unplanned interactions between students and teachers some of which will be perfect and make ISHCMC the Best in the Universe for a minute or so and others are not. To be the best we have to acknowledge the slip and think some more, reflect, act more responsibly, learn from each experience and want to be better and build that in the fabric of our culture. Everyone in the ISHCMC community needs to be committed and prepared to proclaim our goal is to be the best we can be all the time.

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All learners are capable of achieving their goals in a guided environment where there is an appropriate balance of standards, challenge and support.It is expected that all students will make the effort to progress in their learning and achieve their goals. Clear learning goals and performance objectives will be set for and by students. These objectives and goals involve meaningful performance criteria and answer genuine questions that challenge students to make an effort to attain their goal. A growth mindset will be purposefully developed by teachers in the classroom as they nurture curiosity and higher order thinking in their students. Students will be provided with exemplars, models and formative rubrics to support their learning.

Learning builds on prior knowledge and experiences and is contextual, meaningful and social.Students do not learn isolated facts and theories in an abstract state of being separated from the rest of their lives: they learn in relationship to what else they know, what they believe, their prejudices and their fears. Learning should be purposeful, age appropriate and personal to the students, drawing on and valuing their prior knowledge and experiences. The more students know, the more they can learn. Prior learning provides a context to new learning whilst at the same time providing a degree of ownership of the learning process. It is expected that students use what they already know to construct new meanings. Teachers will model effective questioning routines for and with students to construct meaningful, trans-disciplinary learning experiences in order to guide the student to see the value of what they are learning in the wider world and ask students to demonstrate their understanding through “real world” applications that

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ISHCMC Learning Principles

genuinely use the knowledge and skills that have been acquired in an authentic setting.

Learning is an active process that requires practice, making mistakes, reflection and self-adjustmentIt is generally accepted that learning is not the passive accep¬tance of knowledge which exists but that learning involves the learner engaging with the world through real world applications of their learning. For significant learning to take place it is important that students are given plenty of time and the opportunity for trial and error, practice, pondering, reflecting, drafting and redrafting their ideas. Reflection and metacognition will be required of all students. This should be guided by the teacher, be meaningful, natural and lead to progression of learning through continuous self-assessment and self-adjustment. Learning is seen as a continuous process that when effective produces life-long learners.

Purpose, Autonomy and Mastery are key factors in learningMotivation is seen as essential for learning. Learners’ motivation to learn and sense-of-self affects what is learned, how much is learned, and how much effort will be put into the learning process. Three important components of motivation are: Purpose, Autonomy and Mastery. Hence, it is important that teachers explain clearly the learning objectives of each class, provide opportunities for students to learn independently and at their own pace, whilst providing students with the opportunity to display their learning in different ways. In order to maintain student motivation, it is expected that teachers will provide authentic feedback that students can use to build their mastery of concepts and knowledge.

Learning is most effective when personalizedIt is important to recognize that learners have different strategies, approaches, patterns of abilities and learning styles. Hence, learning is most effective when it is differentiated. Learning activities and assessments should embrace individual differences, drawing

upon a rich repertoire of teaching and assessment strategies matched to learning goals. Teachers should develop innovative ways of teaching using: learning styles, multi-sensory approaches, experiential learning, providing student choice and engaging minds as well as hands.

Learning should take place in a safe engaging environmentLearning is a social activity that is most effective in a safe, scaffolded environment that encourages students to: feel able to take risks, collaborate, be creative and learn from each other. Social interactions exert an influence on learning. The teacher should create a socially, emotionally and physically welcoming and inspiring environment that encourages the well-being and flourishing of students through the use of positive language and expectations. The teacher will encourage learning by providing regular and timely formative feedback to students that drives continued engagement and growth.

Learning should encompass the personal, local and global, aiming to make for a better worldBy relating learning to real world scenarios and asking students to use their understanding and skills to problem solve, students become more engaged in the learning process. This process is best achieved if one begins with the “I” and moves systematically to the “us” and the “we”.

Through this experience student will develop a greater empathy and compassion for others as they develop their international mindedness. Teachers can facilitate this growth by using inquiry pedagogy; valuing student experiences; introducing global examples; inviting outside consultants to share their knowledge and connecting students to communities beyond the classroom.

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• Energized: Individual, physical, emotional and interpersonal well-being at school

• Engaged: A Rational, emotional and behavioural attachment to learning by students that is fuelled by the inquisitive young minds through inquiry, wonder and prediction.

• Empowered: The ability of students to direct and control their own learning and lives.

1. Diversity of ISHCMC Community One has to realize that there are hundreds of

words that are associated with education that could be used in a school mission. With the large number of different nationalities in ISHCMC, each with their own cultural backgrounds, and educational expectations finding a condensed list of key words that suits everyone would be an almost impossible task. Hence, we believe that the choice has to be one that the educational leaders can see as having a positive effect upon the culture of ISHCMC and fitting with a modern 21st Century vision of education, learning and students.

2. Form the foundation for a 21st Century Education

Key educational terms such as connected, collaborative, resilient and creative are all sub sets of these three words. Energized, Engaged and Empowered students naturally connect with and have the skills and motivation to work with others both within and beyond their classrooms. From this collaboration, creativity arises as students are truly engaged with their learning and empowered to think differently, searching for original solutions and conclusions to the problems they face. Students who are energized, engaged and empowered understand that effort is important and that often it is important to fail before enjoying

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Rationale for selecting our 3E’s for the Mission Statement

meaningful success. Energized, Engaged and Empowered form the perfect foundation for building programmes such as CAS.

3. Enables the IB Learner Profile The 10 characteristics of the IB Learner Profile:

Open Minded, Principled, Knowledgeable, Communicator, Inquirer, Risk-taker, Caring, Thinker, Balanced and Reflection; can only truly come to fruition if students are energized, engaged and empowered through their learning. By ensuring that the three E’s are at the centre of ISHCMC’s educational goals it is felt it will ensure students are prepared and have the temperament and skills to fully access the traits of an IB Learner.

4. Develop the type of students who will make a difference in 21st Century

Students who display these three characteristics will be well skilled to take action in the future. They will have the skills to mentally and physically face challenge, discover new knowledge and information and think independently. By being engaged and empowered by their learning they will have the principles and ethics to stand up for their beliefs. This aspect combines perfectly with the pillar of our achievement culture; Do no harm.

5. Creates natural cycle to build upon These three words naturally link together.

Energized is built around being healthy, mindful, positive and in control of one’s life. Research shows that this improved state of mind and physical being forms the foundation that allows

students to become engaged and active in their learning. It has also been shown that mindfulness boosts cognitive resources and breadth of attention to help students manage many events at once. When students are actively engaged they become life-long learners, passionate and connected to their learning and this in turn empowers students in their lives.

6. Students are put at the centre of our Culture of Achievement

Energized, engaged and empowered refer directly to students and their individual learning. By using these words to frame the educational goals at ISHCMC it will ensure that students and their learning are at the centre of the Schools programmes and priorities.

7. Encourage ISHCMC to be different Teachers and leaders that engage, empower,

and energize will work tirelessly to push student choice, student voice, and authentic audience into daily learning. They will use these areas to measure rigor and relevance. If they don't exist, it isn't good enough. By focusing on these elements, and judging ourselves against them, ISHCMC will produce students who are equipped

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to be successful in facing the challenges of the 21st Century whilst allowing the school to create structures to support this success that will differentiate it from other schools.

8. Increases the need for Connectivity We know that if students are going to be truly

energized, engaged and empowered they have to forge multiple connections. Creating the ability to connect for students will shape the future structure of ISHCMC. When we talk about connectivity we are not just talking about technology. Obviously safe and knowledgeable technological connection is essential but beyond this it is important that students know how to connect with each other; have the emotional intelligence needed to be collaborative problem solvers; are connected to their environments and understand the importance of green time and finally that they are connected to communities.

9. Walking the Talk Putting energizing, engaging and empowering at

the centre of our thinking and strategic planning means that ISHCMC will need to ensure that student passion is allowed to flourish in a positive and supportive environment. For this to be successful the School will need to ensure that there are numerous pathways and opportunities available for students to explore their creativity and passion. Students will be encouraged and passionate enough to create, risk failure, and demand their place in the world.

10. Teacher vision for 21st Century Classroom It was clear from faculty meetings that creating a

balance for students that involved a mindful and healthy balance to learning was an important aspect of a 21st Century Learning environment. Hence the lead word energizes, that captures the essence of this thinking and provides the foundation on which to build engagement and empowerment.

11. Can be embedded in classroom pedagogy It is felt that these three words can be built into

the classroom pedagogy of the school and can be modelled by teachers for their students. They can form the cornerstone of relations between and amongst students and teachers and produce a dynamic culture within ISHCMC. If the classroom pedagogy of the school ensures that students are energized, engaged and empowered then there will be a buzz of learning and a resilient can do attitude amongst the students.

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Energized, Engaged and Empowered in more detail

*Mindfulness is a foundation for education; mindfulness provides the optimal conditions for learning and teaching and also supports all pedagogical approaches. Mindfulness is paying attention here and now with kindness and curiosity. Mindfulness reconnects students to their five senses, bringing them into a moment to moment awareness of themselves and their surroundings. Research shows that mindfulness increases attention skills, reduces test anxiety, and improves emotional regulation.

DefinitionEnergized students have:

Teachers give students:

Direct links to:

ENERGIZED

Learner Profile focus:

Balanced

Reflective

Caring

Open minded

Risk Taker

Individual, physical, emotional and interpersonal well-being at school

•Open minded and welcoming towards other

•Mindful of themselves and others

•Positive attitude

•Able to manage both their social and emotional and their physical

•Caring about others

•Resilient

• Improved attention and concentration

• Increased social-emotional awareness

•Greater body awareness and coordination

•Developed interpersonal skills and strategies

•Having fun at school

•Demonstrating happiness at school

•Low absentee rates

•High satisfaction with school surveys results

•High self esteem

•Resilience and independence

•Mindful approach* to learning

•Activities that value physical, emotional and social well being

•The ability to identify and develop strengths

•Encouragement to visualize their best self’s

•The opportunity to cultivate gratitude

•Tools to nurture happiness in themselves

•Activities that involve the development of collaboration and other interpersonal skills

• Improved attention and concentration

•Greater social-emotional awareness

• Increased body awareness and coordination

•Better interpersonal skills

•Homerooms and advisory groups

•Life skills programme

•Positive psychological intervention activities

•Goal setting

•Achievement Culture

• IB Learner Profile

•Creativity, Action and Service Programmes

•Physical Education programmes

•Cafeteria

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DefinitionEngaged students are:

Teachers give students:

Direct links to:

ENGAGED

Learner Profile focus:

Knowledgeable

Thinker

Inquirer

Reflective

Risk taker

Rational, emotional and behavioural attachment to learning

•Passionate about their learning

•Determined to grow as learners

•Have the skills to collaborate with and learn from others

•Searching to deepen their learning

•Able to ask relevant questions that provoke inquiry

•Creative in their thinking

•Problem solvers

•Life-long learners

•Willing to set challenging goals

•Approaches to learning skills

•Regular opportunities to set learning goals

•Plenty of opportunities to create high quality work and demonstrate their learning in different ways

•Time for inquiry

•Ability to ask good questions

•The chance to decide what they learn

•Feedback on their learning using formative assessment tools

• Individual attention

•Opportunities to reflect about their learning

•A fun learning experience

•Control of their learning

•The tools to share their learning with others in the community

•Engage their families in the learning process

•Principles of Learning

•Constructivist pedagogy

• Individualized Learning Plans

•Digital citizenship

•Goal setting

•Round Square

•Service activities

•Achievement Culture

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DefinitionEmpowered students are:

Teachers give students:

Direct links to:

EMPOWERED

Learner Profile focus:

Knowledgeable

Principled

Communicator

Risk Takers

Open Minded

Inquirer

The increased capacity of students to make choices that direct and control their own learning and lives

•Understanding of the world in which they live

•Able to access and analyse information wisely

•Knowledgeable

•Willing to learn from failure

•Prepared to express their thoughts and opinions to different audiences using a variety of techniques

•Connected locally and globally

•Curious about their lives

•Able to plan and take action to support their values and beliefs

•Comfortable working collaboratively

•Confident to take risks with their learning

•A safe environment in which to grow their ideas

•Models of empowerment

•The opportunity to take risks with their learning

•Choice

•Responsibility

•A voice

•Structures to ask good questions

•Ownership of their learning

•Opportunities to learn from mistakes

•Collaboration skills

•Chances to share their learning to wider audiences

•Access to Professional Learning networks

•Culture of Achievement

•Child Protection Policy

•Advisory/ Life skills programme

• IB Learner Profile

•Student governance

•ECA’s

•Community and Service activities

•Principles of Learning

•Approaches to Learning Skills

•Digital Citizenship

•Coding

•UbD

•Education outside the classroom

•Round Square

•MUN

•GIN

Energized, Engaged and Empowered in more detail

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CollaborationCollaboration is seen as the process of shared creation: two or more individuals with complementary skills interacting to create a shared understanding that none had previously possessed or could have come to on their own in an environment of trust. Collaboration creates a shared meaning about a process, a product, or an event. Collaboration can occur by email, the internet, Skype, the telephone, and in person. Collaborators, not only plan, decide, and act jointly; they also think together, combining independent conceptual schemes to create original frameworks. When people collaborate, there is also commitment to shared resources, power, and talent: no individual’s point of view dominates, authority for decisions and actions resides in the group, and work products reflect a blending of all participants’ contributions.

CommunitiesAt ISHCMC diverse and varied communities are an intrinsic part of our identity; through them all learners participate and interact within a personal, local and global context.

ConstructivismConstructivism encourages us to see learning as an active, constructive process. The learner is an information constructor. Learners actively construct or create their own subjective representations of reality. New information is linked to prior knowledge thus mental representations are subjective. Constructivists shift the focus from knowledge as a product to knowing as a process. Constructivism recognizes the importance of the prior knowledge in students' learning, recognizing that students are not blank slates or empty vessels waiting

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Glossary of Relevant Terms for ISHCMC Mission and Vision

to be filled with knowledge. Instead, students bring with them a rich array of prior experiences, knowledge, and beliefs that they use in constructing new understandings. A constructivist approach engages and empowers the learner by valuing the part they play in creating meaning.

International Mindedness/Intercultural LearningAt ISHCMC, international-mindedness relies on the development of learning environments that value the world as the broadest context for learning. ISHCMC strives through our philosophy, organization and curriculum to create active and principled contributors to the world. In school, students learn about the world from the curriculum and from their interactions with other people. Students from all nationalities are welcomed at ISHCMC. They are taught to appreciate; value and respect all cultures; religions and languages. Students learn to see themselves as global citizens and are asked to look beyond: gender, class, race, nationality and culture to understand human nature.

Internationally minded is developed when we:• activelylistentotheideasofothers• feelslightlyuncomfortablewiththeactionsofothersandwanttounderstandwhywefeeluncomfortable• questionwhetherviewpointsweholdareculturallyspecific• areopentoexploringnewideas• trytocommunicateacrosslanguagebarriers• seektounderstandthepointofotherseventhoughwemightultimatelyendupdisagreeingwithit• acceptthatpeopleviewactionsdifferentlydependingontheirculturalbackground• realizehowlittleIknowandamexcitedbyhowmuchIhavetolearnabouttheworldanditspeoples.

LearnerAt ISHCMC, learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Positive EducationPositive Education brings together the science of Positive Psychology with best practice teaching to engage and empower individuals within our community to flourish. Flourishing is a combination of ‘feeling good and doing good.’ Positive Education focuses on specific skills that energize students by strengthening their relationships, building positive emotions, enhancing personal resilience, promoting mindfulness, and encouraging a healthy lifestyle. Positive education has been shown to foster engagement amongst students, encouraging them to achieve and, ultimately, equipping them with the qualities to enable them to fulfil their life purposefully.

PrincipledAt ISHCMC, learners act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

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Why this direction?The videos on this list provide a broad set of visions about education in the future. The first video is short but takes snap shots from leading educationalists and their thoughts. The videos that follow are from a range of different sources and authors.

http://www.youtube.com/watch?v=jAoOmzKn_Sg&list=PLcZh5egZcnTvvlqBU_3Ujlm9TWJYzuFBY

These articles raise good questions that support the suggested focus for our Mission and Vision in line with 21st Century thinking

http://aprincipalspeaking.blogspot.com/2014/03/demand-different.html

http://blogs.kqed.org/mindshift/2013/12/whats-our-vision-for-the-future-of-learning/

http://blogs.kqed.org/mindshift/2013/09/reinventing-school-new-learning-environment-ecosystems-for-inquiry-learning/

ENERGIZING: Individual, physical, emotional and interpersonal well-being at school

Mindfulness: http://blogs.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/

http://blogs.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/

http://www.mindfulschools.org/

http://www.mindfuled.org/

http://mindfuleducation.org/

Social and emotional:http://www.casel.org/social-and-emotional-learning

https://www.youtube.com/watch?v=XgRlrBl-7Yg

http://raikesfoundation.org/Documents/Teaching%20Adolescents%20to%20Become%20Learners%20%28CCSR%20Literature%20Review%20June%202012%29.pdf

http://greatergood.berkeley.edu/article/item/can_mindfulness_enhance_job_performance

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Supporting Research and Articles for our Key Words

ENGAGING: Rational, emotional and behavioural attachment to learning

http://www.youtube.com/watch?v=8vBAQUFojZ0

http://blogs.kqed.org/mindshift/2014/01/are-your-students-engaged-dont-be-so-sure/

http://rightquestion.org/what-we-do/

http://blogs.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/

http://blogs.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/

http://www.edutopia.org/blog/gamifying-student-engagement-matthew-farber

http://blogs.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

http://blogs.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/

EMPOWERING: The increased capacity of students to make choices that direct and control their own learning and lives

General: http://www.edutopia.org/blog/india-school-empowering-schools-teachers-suzie-boss

Teachers:http://blogs.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/

Students:http://www.youtube.com/watch?v=up4hFj-jcTY

Collaboration:http://www.edutopia.org/blog/collaboration-new-school-year-pbl-suzie-boss

http://www.edutopia.org/stw-collaborative-learning-research

Social media:https://www.youtube.com/watch?v=YqRXgKKtoNg#t=52

http://blogs.kqed.org/mindshift/2013/11/empowering-kids-online-an-important-strategy-to-keep-them-safe/

http://www.commonsensemedia.org/educators/curriculum/

https://sites.google.com/a/vmbulldogs.com/shannonmmillerfetc/getting-connected-global-collaboration-communication-and-digital-citizenship-through-social-media

http://www.connectsafely.org/online-safety-30-empowering-and-protecting-youth/

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Tel: +84 (28) 3898 9100

Fax: +84 (28) 3898 9382

Email: admissions@ishcmc.edu.vn

Primary Campus28 Vo Truong Toan St., An Phu Ward,D2, Ho Chi Minh City, Vietnam

Secondary Campus1 Xuan Thuy St., Thao Dien Ward, D2, Ho Chi Minh City, Vietnam

www.ishcmc.com