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My final discussion of the day was with Ange, the technology integration specialist at the high school. The gist of our conversation? ISB is in the process of determining technology expectations that are vital for students at the elementary, middle, and high school levels. Ange said it's difficult because currently, students' technology proficiencies vary greatly, depending on their teacher. "We're trying to achieve a balance of ownership and trust in teachers to design learning experiences, while also making sure students get what they need, tech-wise," she said. She was kind enough to send me a copy of the elementary school's Tech Learning Map, one of the documents that is guiding their work. I've included a link below. More on this in my final reflection!

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My final discussion of the day was with Ange, the technology integration specialist at the high school. The gist of our conversation? ISB is in the process of determining technology expectations that are vital for students at the elementary, middle, and high school levels. Ange said it's difficult because currently, students' technology proficiencies vary greatly, depending on their teacher. "We're trying to achieve a balance of ownership and trust in teachers to design learning experiences, while also making sure students get what they need, tech-wise," she said. She was kind enough to send me a copy of the elementary school's Tech Learning Map, one of the documents that is guiding their work. I've included a link below. More on this in my final reflection!

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Later in the morning, I visited Ms. Macden's third grade math class. Here, I was hoping to see co-teaching in action, but the learning specialist of the duo wasn't there. Still, I collected more evidence of the literacy goals I learned about yesterday. On their desk, each student had a specific and measurable personal learning goal. Pictured are a few examples. 

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Later in the morning, I visited Ms. Macden's third grade math class. Here, I was hoping to see co-teaching in action, but the learning specialist of the duo wasn't there. Still, I collected more evidence of the literacy goals I learned about yesterday. On their desk, each student had a specific and measurable personal learning goal. Pictured are a few examples. 

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I met with a group of fifth grade students during snack. They shared a variety of apps, with rationale that justified how the apps support them in their learning. After the group left, one student named Elinor stayed to give me a tour of her academic reflections (on various tasks and learning goals). These examples connected with Matt's comment yesterday that mentioned the students at ISB can speak about their learning, growth, and challenges at a depth he's never seen. Pictured (left) is a screenshot of one type of reflection. 

# data[].attributes.subject
I met with a group of fifth grade students during snack. They shared a variety of apps, with rationale that justified how the apps support them in their learning. After the group left, one student named Elinor stayed to give me a tour of her academic reflections (on various tasks and learning goals). These examples connected with Matt's comment yesterday that mentioned the students at ISB can speak about their learning, growth, and challenges at a depth he's never seen. Pictured (left) is a screenshot of one type of reflection. 

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My first classroom visit today was in Mr. Moore's classroom, a fifth grade literacy class. The focus of the lesson was on the three sentence types-- a similar focus of third grade literacy yesterday.

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My first classroom visit today was in Mr. Moore's classroom, a fifth grade literacy class. The focus of the lesson was on the three sentence types-- a similar focus of third grade literacy yesterday.

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My academic day started with a discussion with Courtney, one teacher librarian at ISB. The bulletin board pictured shows evidence of her tech use during library:  students use QR codes to access quizzes to vote for the Iris Award, a Brussels-wide book award started at ISB. (The iris is the official flower of the city.) Not pictured, though, are the mini-inquiry design projects she leads with students (often connected to read alouds), that culminate in a 3D printing project. I'll describe specific examples of such projects in my final reflection!

# data[].attributes.subject
My academic day started with a discussion with Courtney, one teacher librarian at ISB. The bulletin board pictured shows evidence of her tech use during library:  students use QR codes to access quizzes to vote for the Iris Award, a Brussels-wide book award started at ISB. (The iris is the official flower of the city.) Not pictured, though, are the mini-inquiry design projects she leads with students (often connected to read alouds), that culminate in a 3D printing project. I'll describe specific examples of such projects in my final reflection!

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Today, I got a few pictures of the front of the campus and the forest, surrounding the school, that extends for miles into Brussels. The white building pictured is called the Chateau, which serves as the welcome center for the school. It's now a registered historical site in Belgium because of its many roles throughout history-- one of which was a hospital in WWI and II. 

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Today, I got a few pictures of the front of the campus and the forest, surrounding the school, that extends for miles into Brussels. The white building pictured is called the Chateau, which serves as the welcome center for the school. It's now a registered historical site in Belgium because of its many roles throughout history-- one of which was a hospital in WWI and II. 