ISP-Camtree Life Competencies Project 2023-2024

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/769

The International Schools Partnership partnered with Camtree on an innovative research project into teaching life competencies across 90+ schools with over 85,000 students.

The project aimed to provide insights into learning, teaching, and assessment to improve existing practice and to create a research-informed, inquiry-driven educational ecosystem to support teachers at all ISP Schools in further developing the ISP Life Competencies Model. Teachers involved in the project participated in Research Lesson Studies to explore and develop their practice related to life competencies.

Partnership research has identified the importance of:

Signature Pedagogies: Developing effective teaching methods tailored to different Life Competencies.
Bringing Life Competencies to Life: Making abstract concepts relatable and engaging for students.
Foundational Skills: Identifying essential Life Competencies that provide a solid base for further development.
The Language of Life Competencies: Equipping students with the vocabulary to discuss their progress confidently.
Engaging Stakeholders: Creating a collaborative environment where educators, families, and communities work together to embed Life Competencies.
Inquiry-Led Innovation: Empowering teachers to actively participate in research and share best practices.
Scaling Up Success: Developing strategies to integrate Life Competencies seamlessly into the broader educational framework.

Research reports from teachers participating in the project will be published by the end of 2004.

Browse

Now showing 1 - 2 of 2

Enhancing Communication Skills through Vertical Project Lessons: A Research Lesson Study on Life Competency Development
(2024) Marshall, Olga
Context: This study was conducted at Laude San Pedro International College, Marbella, Spain, involving a mixed-ability group of Year 3 and Year 5 students. The lesson study took place within the Vertical Project, where students design and lead their own projects, with this cycle focusing on board game creation. The primary aim was to develop students' communication skills as a life competency through structured, collaborative tasks within the project. Aims: The main goals were to enhance students’ communication abilities, particularly in active listening, turn-taking, and collaborative discussions, as well as to foster these skills as part of a broader life competency framework. The study targeted students’ capacity to apply communication skills in teamwork, especially through specific activities and guidelines to facilitate group discussions. Methods: The study implemented a series of three research lessons. In RL1, students discussed and created effective communication guidelines; in RL2, they applied these skills in the group design of their board games; and in RL3, they presented their projects. Observations focused on three case students with differing communication capabilities and needs. Teachers used classroom posters and role-playing demonstrations to reinforce communication guidelines. Feedback was gathered through teacher observations and student interviews. Findings: All students showed progress in communication skills, though the extent varied by individual traits. Active listening, turn-taking, and question-asking improved across the group.. Overall, students found structured practice in communication helpful and engaging, linking it to real-life interactions. Implications: The study highlights the value of explicitly teaching life competencies such as communication within project-based learning. Observations suggest that structured opportunities for practice, role-play, and feedback can support diverse learners in developing communication skills. Teachers may find that incorporating communication guidelines and structured activities can foster collaborative skills, especially in mixed-ability and multilingual classrooms.
Developing Time-Management Skills with Grade 9 Students
(2024) Castro, Raquel; Leandro, César; Betanco, Andrés
Context: The study was conducted at the International St Jude School in San José, Costa Rica, focusing on a group of 16 Grade 9 students aged 15–16, preparing for International Baccalaureate (IB) applications. The students faced challenges with time management and sleep routines. To address this, gamification, collaborative learning, and reflective practices were employed to foster time management and self-leadership skills. Aims: The research aimed to develop students' abilities to identify and address procrastination, balance time across life domains, and apply effective time management strategies. The specific goals were for students to recognize their time use, create action plans, execute them, and evaluate outcomes, ensuring preparedness for both academic and personal responsibilities. Methods: Three research lessons were implemented, each with distinct objectives. The first analysed students' time allocation across various life areas using data from Habilmind assessments. The second introduced and explored the procrastination cycle, focusing on its stages. The third session emphasized goal setting (short-, medium-, and long-term), creating schedules, and avoiding procrastination through practical tips. Selected case students with diverse behaviours were monitored for detailed insights. Findings: Students gained awareness of their time management habits and the procrastination cycle. They identified areas for improvement, established personal deadlines, and reflected on strategies to avoid procrastination. While progress varied among individuals, most students achieved better planning and task completion. Insights revealed that collaboration-heavy projects were more prone to delays, and students lacked intrinsic motivation in some subjects. Implications: The study suggests that teachers may benefit from modelling time management behaviours and providing explicit instruction on planning and prioritization. Tools like agendas, timers, and goal-setting exercises can be integrated into teaching to support students' self-leadership development. Future lesson designs could further incorporate reflective and applied exercises to enhance internalization of strategies.

Browse

Recent Submissions