Annabelle Villamarin
Annabelle Villamarin has substantial experience in a variety of roles. She has been a School Teacher, Coordinator, Grade Level Head, Department Head, PYP Coordinator and School Principal. These positions have enabled her to provide students with relevant skills in preparation for their future. Within these posts, she has liaised with teachers in the planning and implementation of all areas of the curriculum. As School Principal, she is equipped to mentor and coach teachers in promoting international-mindedness, academic excellence, concept-driven teaching and learning and sustainable education.
Within her core duties, she is aware of the pastoral responsibility to regularly meet parents to reflect on student progress. Additionally, she is able to empathise with all student concerns of both academic and pastoral nature to ensure a high level of motivation and success. The specific duties also include ensuring that all students within various grade levels maintain excellent progress within the curriculum and achieve their full potential.
Annabelle Villamarin is passionate about contributing to the development of progressive education in international schools for more than 20 years now. She holds a certificate in School Management and Leadership from the Harvard Graduate School of Education USA, a masters degree in Advanced Teaching in the Elementary, Middle and Senior School from the University of the People USA, a diploma in Language and Literacy Education from the University of the Philippines and a Bachelor's Degree in Education with specialization in Mathematics from Saint Louis University Philippoines. She is currently pursuing a doctorate degree in educational leadership from the Philippine Women's University and a National Professional Qualification for Headship (NPQH) from Best Practice Network, DfE in the UK.
Within her core duties, she is aware of the pastoral responsibility to regularly meet parents to reflect on student progress. Additionally, she is able to empathise with all student concerns of both academic and pastoral nature to ensure a high level of motivation and success. The specific duties also include ensuring that all students within various grade levels maintain excellent progress within the curriculum and achieve their full potential.
Annabelle Villamarin is passionate about contributing to the development of progressive education in international schools for more than 20 years now. She holds a certificate in School Management and Leadership from the Harvard Graduate School of Education USA, a masters degree in Advanced Teaching in the Elementary, Middle and Senior School from the University of the People USA, a diploma in Language and Literacy Education from the University of the Philippines and a Bachelor's Degree in Education with specialization in Mathematics from Saint Louis University Philippoines. She is currently pursuing a doctorate degree in educational leadership from the Philippine Women's University and a National Professional Qualification for Headship (NPQH) from Best Practice Network, DfE in the UK.
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This research paper aims to identify the challenges that school leaders in North India faced during the pandemic and to understand how they responded. The author conducted a survey of school leaders in North India from private and public schools. The survey asked about school leaders' challenges and their perspectives on what might have happened in an ideal scenario.
The study found that school leaders faced several challenges during the pandemic and were able to mitigate the risks using a variety of ways. School leaders responded to these challenges and believed that they could have done even better with careful planning and a positive mindset.
To be able to accomplish goals in learning, schools are required to consider the value of self-efficacy and leadership. Students and teachers can personify attributes that contribute to improving the educational system and making learning more progressive and active for every learning community member.
There are many instructional approaches and strategies that can support and extend teaching and learning at a school. It has wide-ranging effects and impact on a variety of learners, but all aim to improve engagement, increase retention, enhance motivation and achieve academic targets.
Instructional rubrics vary in many ways, and they all contain a list of criteria items and the gradations of quality. As we reflect on the value of rubrics in promoting creativity, problem-solving and decision-making, we need to define what constitutes these elements in the classroom.
Robert Mills Gagné (1916–2002), an American psychologist, identified nine events of learning that illustrates learning processes based on a learner's response to stimuli, prior knowledge, received support, understanding of concepts, understanding, application and problem-solving. The lesson events above ensure that there is a structure that the teacher uses to engage the learners in the class.
Carol Ann Tomlinson (2001) identifies ways to engage in mixed ability students in the classroom. Tomlinson posits that a teacher must identify the different abilities in the classroom. Teachers must fine-tune instruction for individual learners and should provide learning options, either to differentiate content, process, product or the learning environment (Tomlinson, 2001).
The co-teaching of math concepts has proven effective in teaching Math for children with special needs (Treachy & Gurganus, 2010). The team-teaching concept added in the lesson plan above has proven to support the teacher in developing differentiated learning plans.
This lesson plan offers choices in how the learning objective can be achieved. Students were provided varying levels of lesson presentation, guidance and assessment. Each student is provided with appropriate tools to support them and is given opportunities to extend the learning beyond the classroom. Offering the students a choice supports in developing self-determination, pride in accomplishment and increases the level of belongingness to the class (UDL Guidelines, 2014).
Research on enriching a learners background knowledge proved that activating a learner's prior knowledge increases understanding (Hayes and Tierney, 1982). The research indicated that reading previews increased learning from stories at an impressive level. Alvarez (1990) used activating prior knowledge instruction that proved that learners use concept mapping to better construct understandings.
These brain-based researches confirm the fact that schools need to design an environment that incorporates experience as learners show curiosity and hunger for new learning. As we activate prior knowledge and build on what students already know and can do, we move away from rote learning and bring our classrooms to meaningful learning. Activating prior knowledge is a necessary element in making meaning.
This research paper aims to identify the challenges that school leaders in North India faced during the pandemic and to understand how they responded. The author conducted a survey of school leaders in North India from private and public schools. The survey asked about school leaders' challenges and their perspectives on what might have happened in an ideal scenario.
The study found that school leaders faced several challenges during the pandemic and were able to mitigate the risks using a variety of ways. School leaders responded to these challenges and believed that they could have done even better with careful planning and a positive mindset.
To be able to accomplish goals in learning, schools are required to consider the value of self-efficacy and leadership. Students and teachers can personify attributes that contribute to improving the educational system and making learning more progressive and active for every learning community member.
There are many instructional approaches and strategies that can support and extend teaching and learning at a school. It has wide-ranging effects and impact on a variety of learners, but all aim to improve engagement, increase retention, enhance motivation and achieve academic targets.
Instructional rubrics vary in many ways, and they all contain a list of criteria items and the gradations of quality. As we reflect on the value of rubrics in promoting creativity, problem-solving and decision-making, we need to define what constitutes these elements in the classroom.
Robert Mills Gagné (1916–2002), an American psychologist, identified nine events of learning that illustrates learning processes based on a learner's response to stimuli, prior knowledge, received support, understanding of concepts, understanding, application and problem-solving. The lesson events above ensure that there is a structure that the teacher uses to engage the learners in the class.
Carol Ann Tomlinson (2001) identifies ways to engage in mixed ability students in the classroom. Tomlinson posits that a teacher must identify the different abilities in the classroom. Teachers must fine-tune instruction for individual learners and should provide learning options, either to differentiate content, process, product or the learning environment (Tomlinson, 2001).
The co-teaching of math concepts has proven effective in teaching Math for children with special needs (Treachy & Gurganus, 2010). The team-teaching concept added in the lesson plan above has proven to support the teacher in developing differentiated learning plans.
This lesson plan offers choices in how the learning objective can be achieved. Students were provided varying levels of lesson presentation, guidance and assessment. Each student is provided with appropriate tools to support them and is given opportunities to extend the learning beyond the classroom. Offering the students a choice supports in developing self-determination, pride in accomplishment and increases the level of belongingness to the class (UDL Guidelines, 2014).
Research on enriching a learners background knowledge proved that activating a learner's prior knowledge increases understanding (Hayes and Tierney, 1982). The research indicated that reading previews increased learning from stories at an impressive level. Alvarez (1990) used activating prior knowledge instruction that proved that learners use concept mapping to better construct understandings.
These brain-based researches confirm the fact that schools need to design an environment that incorporates experience as learners show curiosity and hunger for new learning. As we activate prior knowledge and build on what students already know and can do, we move away from rote learning and bring our classrooms to meaningful learning. Activating prior knowledge is a necessary element in making meaning.