作為一所獨特而不凡的現(xiàn)代化學校，君誠在建校之初，就設定了以雙語制和沉浸式教學作為我們的核心教學理念，并一直致力于把學生培養(yǎng)成博物君子、學貫西東的世界公民。關(guān)于君誠的中文教學，請移步：這所國際學校開創(chuàng)了小學中文分級閱讀的先河，你想來上嗎?。而君誠的英文教學，19-20學年中的進步達標率增長了近36%，我們是怎么做到的呢?在今天的文章里，我們請到了課程和教學協(xié)調(diào)員Rainey Mock，與大家一起分享現(xiàn)階段小學英文教學成果、學生們的進步以及將來的改進計劃。

　　Rainey老師教學經(jīng)驗豐富，曾在美國，韓國、沙特等多樣化的教學環(huán)境中授課并制定教學計劃。她有著豐富的班級教學、非母語英語教學、針對學習有困難學生教學的經(jīng)驗。她有著課程和教學設計的碩士學位，以及教育領導力方面的研究生教育專業(yè)學位。她同時還是一名持有面向K-12閱讀教育和特殊教育資質(zhì)的教育者。

　　作為課程和教學協(xié)調(diào)員，Rainey的工作重點是給君誠現(xiàn)有的教學計劃和模式帶來提升，確保有效滿足所有學生的需求，并充分發(fā)掘?qū)W生在成長過程中的潛力。

　　In an effort to effectively communicate with our families regarding our current successes and student achievement in Elementary Literacy, as well as our plans for further growth and improvement, our Curriculum and Instruction Coordinator, Rainey Mock, will be sharing a series of updates for parents in this and coming newsletters.

　　Rainey is an experienced educator who has taught and coordinated instructional programs here, as well as in the United States, South Korea, and Saudi Arabia in a variety of settings, including homeroom instruction, English as an additional language, and intervention for students with outlying learning needs. She is a certified Reading Specialistand Special Educator for students from early childhood through grade twelve. She has a graduate degree focused in Curriculum and Instructional Design as well as a postgraduate, educational specialist degree in Educational Leadership, which certified her to be a Senior Administrator in the United States.

　　As Curriculum and Instruction Coordinator, Rainey’s primary focus is the efficacy and improvement of educational programs and instructional practices at SIBS. The goal is to ensure the needs of all students are effectively met and they reach their full potential for growth and achievement. Based on an analysis of the needs of our students, the current primary focus is English Reading. Please read ahead for an update on the progress achieved in this area to date as a result of the curriculum initiatives put in place to enhance programs and instruction for the 2019-2020 school year. Further updates focused on plans for further enhancement to SIBS’curriculum and instruction will be forth coming in future newsletters.

　　君誠教師和管理團隊一直致力于通過靈活且有深度的沉浸式課程，為學生們提供高質(zhì)量的教學以及提高學生們的英文素養(yǎng)，其中閱讀教學一直是我們的重點，因為這是學生在各類學科中取得成功的關(guān)鍵基礎技能。

　　在上學期末，我們介紹過了在19-20學年我們?yōu)榇怂�做的努力。我們使用了新的Wonders系列閱讀教材。這本教材內(nèi)容新穎，依據(jù)美國國家核心課程標準編寫，并在美國各州廣泛使用。我們還通過Reading A-Z平臺，針對學生個性化需求及在課堂外繼續(xù)學習的需求提供了分級英文文學教學。

　　上學期最大的改變還要數(shù)在閱讀教室里教學方法的提升了。這里我們增加了平衡讀寫教學法以及引導閱讀教學法。平衡讀寫教學法可以向?qū)W生提供適合他們受教水平的指導，從而滿足孩子的個性化需求。老師們會指導學生閱讀那些比受教水平稍難的文章，這樣的話學生就不會因為太難而感到受挫。向?qū)W生提供受教水平的結(jié)構(gòu)化教學提升了他們對文學和信息的理解能力。在下面的視頻里，Rainey會為您詳細介紹有關(guān)“引導閱讀”的教學細節(jié)。

　　我們對這些改變都充滿信心，因為他們背后都有著諸多研究數(shù)據(jù)的支持。君誠堅持參考研究結(jié)果作為教學決策，并用實際數(shù)據(jù)說話，追蹤及衡量我們的教育計劃和實踐是否成功有效。通過這種衡量方法，我們可以確定學生是否充分發(fā)揮了他們的全部潛能, 幫助有困難的學生提升他們的受教水平，并讓學有余力的學生在之后的學習中有更好的發(fā)展。

　　實施以上改變后，數(shù)據(jù)顯示達到進步目標的學生人數(shù)顯著增加。分析顯示，與18-19年數(shù)據(jù)相比，19-20學年截至學年中的進步達標率增長了近36%。這證明了這些新計劃和實踐的有效性，同樣也離不開教師們的辛勤工作和家長們的全力支持。

　　正是因為教師團隊的不斷努力，君誠學校小學部在以往的國內(nèi)國際比賽中屢獲殊榮。在我們?yōu)閷W生們?nèi)〉玫倪M步感到欣喜的同時，仍不能放過每一個不斷進步的機會。我們將繼續(xù)和我們的學生，教職員工和家長共同前行，讓學生們保持持續(xù)進步的態(tài)勢，這是通向教育的關(guān)鍵。未來幾周內(nèi)我們會與各位家長再次分享進一步優(yōu)化教學方法的計劃，敬請關(guān)注。

　　去年君誠學校包攬SPBCN北京賽區(qū)總決賽小初組冠亞軍

　　Teachers and administrators are continually working to improve the quality of instruction and educational programs for our students. Our primary focus has been on English Literacy, particularly Reading instruction, as we know this is a foundational skill critical to a child’s success in all academic disciplines. As was introduced to you at the end of last school year, several changes were put into place for the 2019-2020 school year to support this focus. We introduced a new Reading textbook, Wonders(published by McGraw Hill), which is up to date, aligned with Common Core State Standards, and widely used throughout the United States. We implemented Reading A-Z to provide leveled literacy instruction targeted at students’ specifi clearning needs during the school day as well as high quality independent practice at home. Finally, and perhaps most importantly, we have enhanced the quality of Reading instruction inside the classroom. We have shifted to a Balanced Literacy approach with the addition of guided reading instruction. The guided reading approach meets students’ individual needs by providing reading support at their instructional level. Teachers support students in reading material that is slightly above the level they have currently mastered but not too challenging as to cause frustration. Structured instruction at this level ensures students are continually growing in their ability to accurately read and comprehend literature and informational texts.

　　We were confident in these enhancements as we knew them to be heavily supported by educational research. However, we are committed to data-based decision making and clearly tracking the success and efficacy of our educational programs and instructional practices. We measure success in terms of the percentage of students who meet their goals for growth.This makes conditions fair for all as the focus is on a standardized, anticipated growth rate from the starting point to ending point of a given time period. This is the most effective way of determining if all students are meeting their full potential, including raising achievement levels for struggling students and continuing to support the further development of very high performing students.

　　We are pleased to share that we have seen are markable increase in students meeting growth targets following the implementation of these initiatives. Based on the analysis of students’ Reading performance from the beginning to the middle of the 2019-2020 school year, we have seen a 36% increase in the percentage of students meeting or exceeding their goals for growth as compared to the 2018-2019 school year results. This is a testament to the efficacy of these new programs and practices, the hardwork of the teachers, and all your essential support at home. Thank you for sharing in our celebration of this achievement!

　　While we are thrilled with the seimprovements, we are mindful of our great opportunity for continued progress. We firmly believe this is only the beginning and are very excited to continue the journey with our school community, including students, faculty, and parents, for continued growth and success. With this goal in mind, we are currently finalizing plans for further enhancements to educational programs and instructional practices. We are excited to share those upon finalization, which we expect in the coming weeks.

　　Take care and stay well,

　　SIBS ES Team