Friday Newsletter: March 22, 2019

NEXT WEEK’S EVENTS: (March 25 – March 29)

  • Tuesday, March 26: Preparations for our Learning Conferences from 2:45 – 3:45
  • Wednesday, March 27: TA PD- First Aid: facilitated by the AISM Nurses (Room TBD) from 1:45 – 2:30
  • Wednesday, March 27: Primary School Learning Conferences from 7:30 – 3:30. No School for Students
  • Wednesday, March 27: Bedtime Stories Event from 6:00 – 7:00p.m. in the PS Library
  • Thursday, March 28: Primary School Collaboration Meetings from 2:45 – 3:45 in MP1. The Learning Spaces Design Team (LSDT) will present their initial draft to the PS staff for feedback
  • Friday, March 29: Learning Spaces Design Team (LSDT) retreat in the Learning Hub from 7:30-2:30
  • Friday, March 29: Movie Night from 2:30 – 5:30 in the Auditorium



  • Rigorous Project Based Learning By Design

    Facilitator: Dr. Michael McDowell

    April 10-11, 2019 – Internal AISM Cohort

    April 12-13, 2019 – AISA Professional Learning Institute

    American International School of Mozambique


    Project Based Learning (PBL) is a research-based instructional approach that allows teachers to incorporate authentic learning experiences that provide students agency and complexity in their learning. PBL allows teachers within a discipline and across discipline to design learning experiences where students connect conceptual understandings. Using PBL, teachers are able to offer students a wide degree of voice and choice while ensuring that students master essential disciplinary content and skills. This training targets teachers from Grade 4 through Grade 12 and will focus on classroom-based strategies that empower learners to inquire and master essential content.

    The aim of this workshop is to grow teachers’ ability to develop disciplinary and trans-disciplinary Project Based Learning units that are authentic and rigorous.

    Participants attending this institute can expect to:

    • Understand the foundational elements of Project Based Learning
    • Design PBL units that are authentic and rigorous
    • Expand their knowledge of strategies to facilitate authentic PBL instruction
    • Understand effective, authentic assessment in a PBL unit.
  • The IB has collaborated with the University of the People (UoPeople) and launched a tuition-free, online Master’s of Education (M.Ed.) programme. The M.Ed. offers teachers and schools across the world an opportunity to further their careers, regardless of where they live and teach.
  • Maker March PD in your PJ’s by Seesaw:March is for Makers! We’re going full STEAM ahead with PDs that support design, creativity, and building in your classroom. This month, we’re recommending the following webinars. Click on the link to see times, dates, and register. Attending your first webinar? Watch this: View recorded webinars anytime on our YouTube channel!
  • Teachers from the Aga Khan Academy in Maputo will be visiting AISM on the following dates.  All visits will take place between 10:00am and 2:00pm.

    Emily/ Jessica Kinder and Maike (Principal)                  Tuesday April 2

    Pinto/ Nancy grade 1/2                                                     Wednesday April 3

    Edna/ Sandra  3/4-year-olds                                              Thursday April 4

    Leila / Messias grade 3                                                     Wednesday, April 10

    Thank you to all of our staff for hosting these educators.  It should be a great learning experience for us all!

(If you know of a learning experience that should be shared on our blog please share with me via email)


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  • Primary School Learning Conferences on March 27th from 7:30am-3:30pm 
  • Need books for your upcoming lessons? Click here to access the Library request email:

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  • PLT Meeting Agenda and Minutes  Please contact me if you have any questions about the PLT minutes or would like to propose a topic for discussion. All staff now have the ability to comment directly on the document!

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What Apps are Compatible with Seesaw?

CURRICULUM RESOURCES: Learner Agency in the Early Years

Play is fluid, unpredictable, and at times scornful of authority, so it is not surprising it can seem at odds with the goals and structures of school. The spontaneous and non-utilitarian nature of play can make it an uneasy fit with the social and cultural contrivance of school. As Kuschner (2012) argues, a series of “unremitting contradictions” arises between play and school. In play, the players lose their sense of time; schools are governed by timetables. Play can be chaotic, messy, and loud; schools aspire to be places of order. In play, children take risks (physical and psychological); schools are places where children should be safe. Play is unpredictable and full of surprises; school has a clear agenda (M. Karlsen, personal communication, May 26, 2016). Play emerges from children’s desires and vitality—the child is in charge; at school, the adults set the agenda often based on standards created by authorities distant from individual children and their teachers.” Towards a Pedagogy of Play : A Project Zero Working Paper


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