KDSL Global Intern Reflection

As a fresh International Baccalaureate® (IB) Diploma graduate I was seeking a job or perhaps an internship to learn and experience more than just what is presented in textbooks. Kevin Simpson, the Founder of KDSL Global, required an intern over the course of 3 months. Delighted that I had heard of a vacant intern position, I applied. As the company revolves around education and empowering educators, I was asked to write a 250-word essay on the future of education.

During my writing process, I realized that I actually wanted to fulfill the position as the new intern. Despite the fact that I won’t be studying or working in the education field, I thought to myself that it is crucial to really ‘throw yourself out there’ and experience as much as you can.

This internship focused on empowering educators; hence, it gave me the chance to empower myself and push myself beyond the limit. As a virtual internship that relied heavily on writing, research and communication, I was given an opportunity to show my own perspective and interpretations. Not many teenagers are allowed to perceive things through their own eyes due to focused school curriculum. Hence, the writing and research components enabled me to share my opinions through a professional lens that could be applied to a real world setting.

As we live in a dynamic world, it is essential to communicate feverishly with others whether it is in person or via the Internet. After having attended several functions, I was able to quickly learn to effectively communicate with others. As a result, improving my interpersonal skills and professionalism.

The internship at KDSL Global isn’t reliant on having skills—in fact, throughout the course of the internship; I learnt different skills, which are essential in today’s world.

 

 

Kimia Bayat
KDSL Global Intern
Website: www.kdslglobal.com
Twitter: @KDSL07
Facebook: KDSL Global

 

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WhooSaid

whoosaid

In the educational world, it is imperative to adopt the skill of group collaboration; not only is it a means of learning but also a skill that is essential for the real world. Derien Stephens, the founder of WhooSaid, developed an interactive learning platform that revolves around group collaborations. Derien’s concern was the “problem of workload distribution between group mates, when traveling away from college. I found myself able to complete my required segment of projects while group mates of mine often struggled to do the same thing resulting in a lower grade for the group as a whole.”

 WhooSaid focuses on creating transparency between each group member and their teacher to know who is responsible for which area of the task. It offers a “distinct solution to collaborative learning by encouraging group mates to select project-based tasks based on their personal strengths and weaknesses within the group.” This further encourages students to communicate with one another, which results in improving their interpersonal skills.

As technology is advancing day by day, WhooSaid ensures that hard working team members are credited for their work—this is apparent by their submissions and interactions via the platform. “This not only creates autonomy for students to collaborate from any computer or smart device but also prevents any confusion about the shared workload.”

 

For more information about WhooSaid visit: http://www.whoosaid.com

 

 

 

Aligning the Next Generation Science Standards (NGSS) with IB curricula

Are you an IB teacher in the US and grappling with how to align the requirements of both the Next Generation Science Standards (NGSS) with your IB programme? We asked Dr Sudha Sunder from KDSL Global, to tell us about NGSS and the new resource for IB teachers that she produced in collaboration with several science educators and Achieve (the organization that drafted the NGSS) to help educators with implementation.

By Sudha Sunder

Essentially, the goals of the IB programmes and the NGSS are complementary. However, the NGSS, guided by the conceptual framework of the National Research council (NRC), have set new priorities for science education in IB World Schools in the United States, that are engaged in the dual implementation of the IB Diploma Programme (DP) and the NGSS. Educators in these schools are being called upon to ensure that their students are prepared to demonstrate proficiency in the NGSS performance indicators, while achieving the goals of the DP.

 

To view the complete post please visit http://blogs.ibo.org/blog/2016/12/09/aligning-the-next-generation-science-standards-ngss-with-ib-curricula/.

BILINGUAL AND MULTILINGUAL SPEAKERS

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The acquisition of language in a dynamic world is crucial as it serves as a means of interaction between other cultures. As a valuable source of communication, bilingual or multilingual people disclose diverse perspectives that would be considered valuable today. Despite their skills, many bilingual or multilingual speakers are frowned upon; due to language barriers some may view multilingual speakers as dyslexic.

Due to such talented speakers being viewed as ‘abnormal’, Alison Schofield and Francesca McGeary launched their own book: “Bilingual and Multilingual Learners from the Inside-Out: Elevating expertise in Classrooms and Beyond.” Their book now serves as a guiding path for their innovative, professional course they introduced this fall. The course aids teachers and educators around the global to better understand bilingual and multilingual speakers. “Most teachers are not trained in second (additional) language acquisition, they do not understand that it would be perfectly normal for a BML to struggle with tasks and how to support them.”

Alison argues that, “our society tends to hold bilingual or multilingual adults in high esteem and it is very clear that they have a skill-set that is important not only for the future, but for cross-cultural interaction and diverse perspectives that are valuable right now. Nevertheless, the challenge is that bilingual and multilingual speakers attending English-speaking schools often need additional support due to language barriers. “They are viewed from a deficit perspective because their other language and/or culture is not considered an asset.”

If you are an educator and are looking to better comprehend the science and thought process behind bilingual and multilingual speakers visit: http://educatorsofbmls.com/courses