Academics – Page 4 – Barry Dequanne

Celebrating History and Building for the Future

In August of 1961, EAB opened its doors for the first time and offered classes to a small group of students in an apartment in 113 Asa Sul. A few years later, the construction of the school’s first building, located at EAB’s current site, was completed. It was this move, in part, to a permanent facility that provided EAB with the facilities and resources to develop into an internationally recognized American school serving the American, Brazilian, and international communities.

EAB 1961

The fact that EAB has been in existence for approximately the same time period as its host city highlights a unique aspect of the relationship EAB has with Brasilia. What also makes EAB special is the large number of families who are enrolling a third generation of their children at the school, demonstrating their long-term commitment to EAB and the deep connection families have with the school. The same can be said of the international communities and the 52-year relationship embassies and institutions have developed with EAB during this time period. It is also striking to note the large number of EAB alumni who return to work at the school and continue as members of this very special community.

Students celebration EAB’s 52nd Birthday

The long-term relationship between EAB families, alumni and teachers has been fostered, in part, through identification with the school’s mission. During the last 52 years, EAB’s mission has guided our community and provided a framework for the development of the holistic educational program that EAB is known for in international and local school settings. The ideals of the current mission will continue to act as a compass to guide the future development of academic programs, facilities, and hiring processes.

MISSION: The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

Borrowing a phrase from Isaac Newton, it is only by standing on the shoulders of those who worked so hard before us to establish EAB as a school of distinction that we are able to better foresee the future to ensure EAB is a leader among the best schools. While we will continue to celebrate EAB’s rich history, our school must not only adapt to the ever-accelerating societal changes that will influence the learning process, but also anticipate future societal changes that will impact education such that EAB is at the forefront of the innovation curve. This is certainly easier said than done but it is the only acceptable way forward. It is the very least we must do for the sake of our children and future generations.

Barry Dequanne
Head of School

Celebrando a História e Construindo para o Futuro

Em agosto de 1961, a EAB abriu suas portas pela primeira vez e ofereceu aulas para um pequeno grupo de alunos em um apartamento na quadra 113 da Asa Sul. Alguns anos depois, a construção do primeiro prédio da escola foi concluída no local onde agora fica a EAB. Em parte, foi essa mudança para uma instalação permanente que deu a EAB as instalações e recursos necessários para crescer e se tornar uma escola americana, internacionalmente reconhecida, que atende à comunidade americana, brasileira e internacional.

EAB 1961

O fato de que a EAB existe há quase o mesmo número de anos que a cidade onde foi construída, destaca o aspecto único da relação da EAB com Brasília. O que também torna a EAB especial é o grande número de famílias que estão matriculando a terceira geração de suas crianças na escola, demonstrando seu longo compromisso com a EAB e a conexão profunda que essas famílias têm com a escola. O mesmo pode ser dito sobre as comunidades internacionais e a relação de 52 anos com embaixadas e instituições que cresceram com a EAB nesse período de tempo. Também é impressionante notar o grande número de ex-alunos que retornam para trabalhar na escola e continuam como membros dessa comunidade tão especial.

Alunos Celebrando o 52º Aniversário da EAB

Essa longa relação entre as famílias da EAB, ex-alunos e professores foi estimulada pela identificação que as pessoas têm com a missão da escola. Durante os últimos 52 anos, a missão da EAB guiou nossa comunidade e promoveu a estrutura para o desenvolvimento do programa educacional holístico pelo qual a EAB é reconhecida nas comunidades internacionais e locais. O ideal da missão atual continuará a servir de bússola para nos guiar até o desenvolvimento de futuros programas acadêmicos, instalações e processos de contratação.

MISSÃO: A Escola Americana de Brasília atende às comunidades internacional e brasileira, em um ambiente cultural diverso, oferecendo um programa credenciado de educação dos Estados Unidos e do Brasil, do ensino infantil até o ensino médio, e Diploma de Bacharelado Internacional. Nossa escola de língua inglesa desenvolve e apoia a criança como um todo para que ela possa atingir todo o seu potencial. Através de uma experiência diferenciada e inovadora, nós cultivamos cidadãos responsáveis e contribuintes, líderes e administradores ambientais, com uma base sólida em excelência acadêmica.

Pegando emprestada uma frase de Issac Newton, digo que é somente nos colocando de pé nos ombros daqueles que trabalharam com tanto empenho antes de nós para estabelecer a EAB como uma escola de distinção que poderemos vislumbrar o futuro e assegurar que EAB seja líder entre as melhores escolas. Enquanto continuamos a celebrar a rica história da EAB, nossa escola deve não somente se adaptar às contínuas mudanças sociais que agora acontecem em um ritmo acelerado, mas também deve antecipar futuras mudanças sociais que vão impactar a educação, de tal forma que a EAB continue a frente da curva da inovação. É muito mais fácil falar do que fazer, mas é a única forma aceitável de continuarmos em frente. É o mínimo que podemos fazer pelo o bem das nossas crianças e pelas gerações futuras.

Atenciosamente,
Barry Dequanne
Diretor Geral

Technology’s Impact on Writing

The August 5th edition of Education Week highlights the impact of technology on the development of student writing. The research presented in the article Digital Education: Teachers Say Tech Helps Student Writing, But Encourages Shortcuts indicates that the majority of teachers feel that technology encourages students to share their writing, leads to greater degrees of collaboration, and increases creativity and personal expression. In summary, the use of technology and the internet has clearly led to an increase in student writing, editing and publication. However, teachers did raise concerns that digital tools increase the likelihood of students taking shortcuts and making careless errors, such as poor spelling and incorrect grammar usage.

According to the Pew Research Center’s Internet and American Life Project, the general conclusion is that technology does ultimately contribute to improved student writing, though there are several concerns that need to be carefully addressed by teachers to ensure the quality of student writing is maintained.

Featured image: cc licensed ( CC BY-NC-SA 2.0 ) flickr photo by palo: http://www.flickr.com/photos/paloetic/6381538651/

The Rule of Law and its Enemies

Each year, the British Broadcasting Corporation (BBC) presents the Reith Lectures. The most recent version of these lectures featured the economic historian Professor Niall Ferguson. BBC’s website describes the focus of the lecture on exploring, “the role of man-made institutions on global economic growth and democracy, referencing the global economic crisis and financial regulation, as well as the Arab Spring.” This four-part podcast will appeal to those interested in reflecting on the impact of our institutions. The podcast can be access through the following link: BBC’s Reith Lectures: Niall Ferguson

A note about podcasts: I regularly listen to podcasts when running, walking my dog, cleaning, and during other activities. This blog will periodically highlight podcasts of interest that are connected, on some level, to the academic pillar. It is important to note that am not endorsing any specific view point but rather sharing podcasts that challenge our thinking, hopefully along the lines of the International Baccalaureate’s Theory of Knowledge class.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by Control Arms: http://www.flickr.com/photos/controlarms/5861481206/

The Learning Process

Last week, I was invited by a group of EAB students to participate in a formal debate over whether or not cell phones should be allowed in classrooms. While listening to the students’ arguments for and against the proposition, I reflected, as I often do, on the process of learning and what constitutes effective instruction. While the issues associated with the use of technology in education are complex, it was the process the students were embracing that was of most interest. Preparing a rational and researched defense of their argument that will pass the scrutiny of their peers is no easy feat. The fact that there is no clearly defined response to the cell phone proposition is emblematic of the issues we often face as adults; meaningful and important problems are rarely categorized as simple, binary black and white options, but rather reside in the awkward grey areas.

The critical thinking element of the learning process is arguably one of the most important skills students can develop, especially when navigating the challenges associated with establishing informed opinions about issues that fall into the thorny grey areas. It was, therefore, reassuring to hear an EAB alumna, speaking at today’s high school assembly about her transition to university, highlight this very point through the following statement: “EAB prepared me for the expectations of an UnB teacher: proactivity and critical thinking.”

Critical thinking is a focus area that is prioritized at EAB. While it is often easier to deal with categorical problems that can easily be pigeonholed, a more essential learning process involves a commitment to thinking deeply about complex issues and forming an educated and defensible opinion. However, this deeper form of learning is only achieved through a higher degree of commitment, perseverance, patience, and deferred gratification.

The question of deferred gratification was examined in a Stanford University experiment conducted more than 40 years ago. Young children were left alone in a room with one marshmallow sitting on plate in front of them. The children were told that if they did not eat the marshmallow while the adult was not present, then the child would receive a second marshmallow when the adult returned. Of the 600 children who participated in the experiment, approximately one third were able to delay gratification by not eating the marshmallow, who were then rewarded with a second marshmallow. While it appeared to be a simple experiment, the consequences associated with the ability to delay gratification were significant. Over the next 30 years, the researchers followed the students as they matured into adulthood and discovered a very strong correlation such that the students who waited had ended up with better grades and higher SAT scores, were healthier and in better physical shape, enjoyed more successful relationships, and achieved greater professional success. The implications related to the ability to delay gratification have had a significant influence on education and learning. [More information about the “marshmallow experiment” can be found via the following links: Businessweek, New Yorker, TED]

Returning to the cell phone debate, it was intriguing to hear one of the students comment on her inability to control a tendency to check her cell phone every few minutes for messages, which the group concurred represented a distraction that everyone in the room also found to be a challenge. The concept of delayed gratification was a prominent feature with the use of cell phones in this class, as it also seems to be with many of us.

The cell phone debate ended with both student groups presenting compelling arguments for and against the use of cell phones in the classroom. Beyond the debate, however, it was the instructional practice that I found to be the most intriguing aspect of the class. Students were developing the skills to delay gratification through the process of learning how to think critically about a complex issue, rather than blindly accepting a simple “yes” or “no” response, and publicly articulating their refined thoughts in a passionate and articulate manner. It was learning at its best.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Octavio Solórzano: http://www.flickr.com/photos/octaviosolorzano/5010443243/