Volume 3
Number 6
08 February 2024
Dwardu’s Scoops ST EDWARD’S COLLEGE NEWSLETTER
Lesson Study—an oxymoron? By Daniel Caruana Smith
At St Edward's College we strongly believe in the concept of a having a learning environment built on peer driven, community of practice. Teaching is a compartmentalized profession, with educators all having their own area of expertise, and refining their practice according to the subject. It is only when the walls are knocked down that educators can catch a glimpse of what others are doing, and benefit from the sharing of good practice. Literature and research supporting such an open approach is extensive and t St Edward’s College we embrace this philosophy. At its core, lesson study is a collaborative approach towards the planning, delivery and observation of a lesson. Educators work together to generate a lesson plan, identify potential pitfalls, and deliver the lesson, all whilst being observed to further improve the pedagogy. The process fosters a culture of continuous improvement, where teachers collectively refine their instructional strategies, benefiting the entire school community. Bartalo (2012) highlights lesson study as an opportunity for educators to examine the impact of their teaching on students. It is an ideal scenario for teachers to plan, discuss and reflect on
their practice collaboratively, and serves as a chance to develop a common, shared vision for Continues on Pg 2
Creating Poetry— Page 11
A Heart-
Inter-cultural
warming expe-
dialogue—
rience—Page 14
Page 20 1
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Number 6
From Pg 1
school development and improvement. Bartalo (2012) also points out that although data can be gathered from lesson study, the scope of the exercise is to promote
collaborative
practice. Lesson study should not be used as a tool for performance monitoring or management. Lewis (2009) points out how lesson study allows teachers to come up with goals collaboratively and discuss and re-evaluate the resulting learning that took place following the lesson delivery. Lewis (2009) also goes on to highlight the key factors that come out of lesson study. These include the development of interpersonal skills and qualities within teachers, the construction of a knowledge base and the development of a driven, collaborative community of practice. In later research J. M. Lewis (2016) supports the findings of C Lewis (2009), and also places importance on the fact that not much is known about how teachers facilitate their own professional development through activities such as lesson studies. Lewis (2016) goes on to point out that teachers in their area, referencing the US, were not accustomed to taking part in lesson studies. Their Chinese counterparts in contrast were and subsequently seemed more open to practices such as reflection,
delib-
eration
and
practical judgement of pedagogies and practices. Lewis (2016) strongly implies that lesson study provides educators with opportunities to generate knowledge 2
February 8, 2024
through practical educational research. This in turn, places educators as not just consumers of knowledge, but also as producers. The above-described concept is one that has been studied and developed at length in Asia. Kyozaikenkyu is, literally, the study or investigation (kenkyu) of instructional materials (kyozai), the word kyozai means much more than textbooks or curriculum materials and needs to involve learning goals. This study, development and research into teaching materials and methods is widely practiced in China and Japan, and as Watanabe et al (2008) highlight, is considered an essential practice in the region’s educational practice. Watanabe et al (2008) stress the responsibility teachers have to teach subject matter through resources, and not the other way around. Writers of textbooks may keep the learning
of their readers in mind, however it is the teacher’s use of the resource that contributes to a significant learning experience. Fujii (2016) also highlights the importance of the neriage phase of lesson study. Predominantly developed in Japan, the basic premise of neriage is that educators have to allow space for student to arrive at different solution methods, and not follow one preset learning route. Educators have to allow for this and allow for the different anticipated routes students may take, as well as those that may not be anticipated.
The lesson study carried out at St Edward's College within the geography department is just another step towards achieving a strong, peer led community of practice that contributes to the teaching profession overall. In conjunction with the learning walks (peer led mini observations) that have been up and running since last year, we strongly believe that our community of educators are pushing towards what education should be, and what we all might acknowledge as a new phase in education in the coming years.
References
Bartalo, D. B. (2012). The “Teaching Gap”. In D. B. Bartalo (Ed.), Closing the teaching gap: Coaching for instructional leaders. Corwin Press. Lewis, C. (2009). What is the nature of knowledge development in lesson study? Educational Action Research, 17(1), 95-110. Lewis, J. M. (2016). Learning to lead, leading to learn: How facilitators learn to lead lesson study. ZDM, 48(4), 527-540. Watanabe, T., Takahashi, A., & Yoshida, M. (2008). Kyozaikenkyu: A critical step for conducting effective lesson study and beyond. In F. Arbaugh & P. M. Taylor (Eds.), Inquiry in Mathematics Teacher Education (Vol. 5): Association of Mathematics Teacher Educators (AMTE). Fujii, T. (2016). Designing and adapting tasks in lesson planning: A critical process of Lesson Study. ZDM, 48(4), 411-423. 3
Volume 3
Number 6
Can-do Kendra There are many LSEs doing sterling work, but how many of them are veritable mermaids? Well, Kendra Navarro is one such. In a recent feature on a national daily, Kendra has been described as one of the finest talents in women’s water polo on a national level in recent years. In her interview Kendra described her journey in this popular sport, a journey
which she has described having lasted most of her life so far, a clear indication that she has been passionate about the sport since her early youth. Having trained with various clubs, Kendra has absorbed different disciplines and styles, enriching her ability in the sport and flexibility within the game. “I had various notable experiences including playing in the 8 nations Cup, the EU Nations and three times in the European Qualifiers,” said Ms. Navarro. Kendra Navarro observed that over the past years, there has been a considerable improvement in women’s water polo since the number of athletes has increased and the quality of the game and training have improved. The Aquatic Swimming Association, said Ms. Navarro, has helped in the continuous improvement of this sport. “I firmly believe that if all women’s teams continue down this path, encouraging more ladies to participate and improving the quality of training, the level of the sport in Malta will definitely improve,” said Ms. Navarro.
An educator through and through, Ms. Navarro took this opportunity to remind everyone that sports is an education which develops skills which are important in life such as discipline and commitment. She appealed for more help and support to be given to athletes since such assistance will help to overcome the disadvantages incurred because Malta is a small nation. Ms. Navarro said that while an athlete encounters several obstacles, both physical as well as psychological, self-belief remains crucial. “It is important that the athlete retains belief in themselves because opportunity may knock when one least expects it and from a source completely unthought of”, concluded Ms. Navarro.
This interview was conducted by Cristian Muscat for L-Orizzont (10.01.24) and is being abridged, translated and reproduced in this publication by kind permission of the author. All rights reserved to the original author. 4
February 8, 2024
Good-bye Ms Juela! Last term, in Year 8Y, we had the pleasure of hosting Ms Juela Spahiu-Ckolli with us from Germany. Ms Juela is furthering her studies with the University of Johannes Gutenberg in Mainz and reading for a Masters Degree in Education. As part of her degree, Ms Juela had to gain experience abroad in a secondary school. We feel privileged that she chose our College to do her internship.
Towards a digital classroom By Catarina Passariello
The outcomes of the QUID Project, funded by the European Commission, were enjoyed by the St. Edward's College teachers, being support partner of MACTT during this fantastic journey. During the last PD Day, teachers have the chance to participate to a training session held by Ms. C. Passariello, on how to use the QUID toolkit and how to register for a free online training, on digital skills for the Teacher 4.0. During the past months, some of them have completed the training, and started using some tools during their lessons, making them more engaging and interactive for the students. "I enjoyed doing the online QUID course on the digital classroom. I did it in two days, over the weekend, and it gave a good database of literature articles, digital resources, and new insights in how to delivery an online lesson. It is important that during the videos explaining the subject content one pays attention because there will be a test at the end of each module, and you need to pass from each module test to acquire a successful completion of the course. I found the feature of continuing where you left of extremely helpful since I had to constantly stop to read the articles, or try out new tools, from the given links in the videos themselves. Ultimately the course covers a holitstic approach, from class inclusion to digital skills to feedback assessment methods. Hence I do recommend doing this online course to enhance one’s educational portfolio. " Mr. Dean Manuel Galea Pellicano Continues Pg 7
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Volume 3
Number 6
Counting in hundreds By Margaret Bartolo
Counting in hundreds tens and ones has never been this fun. Through Maths Mastery the boys take part in engaging and hands-on activities. They use different blocks to build 3 digit numbers and move from the concrete to the pictorial stage with ease. The CPA approach helps children to develop a deep understanding of mathematical concepts whereby they take an active part in the learning process.
Thinkers and Collaborators By Ann Cassar Torreggiani
Our IB students are developing a learner profile which includes being thinkers and collaborators. This blends beautifully with our school policy of TUL - Think Understand Learn. Apart from just learning content, students need to learn how to access knowledge, how to recall previous knowledge and how to put everything together
in order to learn. Collaboration is a useful tool when going through this process. IB students use whiteboards as a tool on which they can put down their ideas in order to share their knowledge and discuss problems. This helps them sort out their thoughts and learn from each other. They can then organize what they have learnt and create a presentation - oral or written - to share this with other members of their class. 6
February 8, 2024
From the Green Fingers League By Josette Malani
Our young gardeners At the Gardening club at St Edward’s have been very active. We have recycled plastic bottles, painted them in with vibrant colours and made pots out of them. These pots were created from thrown away plastic that would have ended up in the landfill. The paint was kindly borrowed from the Art department. These pots were hung on the fence encompassing the track. Earlier on in November, broad beans were planted. These were left to soften in water overnight to ease the process of germination. They have been planted and are sprouting nicely. They are being monitoring diligently by our young gardeners. The determination of these gardeners is admirable as this is all carried out
From Pg 5
"When introduced to the QUID project by Ms. Passariello during a workshop, I eagerly enrolled. Transitioning from a career as a professional software developer to the dynamic world of education brought its challenges, especially in managing a diverse classroom with varying abilities. Recognizing the potential of digital tools to engage students and address specific needs, I naturally incorporated them into my teaching environment. “Having a technical background, I was familiar with various tools, but it was the QUID project that truly illuminated the importance of their use. As the saying goes, 'those who know, do; those who understand, teach.' Despite my extensive qualifications in technology, my expertise lacks a pedagogical foundation. Pursuing postgraduate education now would mean leaving my students without a Computer Science teacher. “The QUID project emerged as a beacon, offering a valuable understanding of essential pedagogical principles. This initiative provides a significant background that goes beyond my technical proficiency, proving to be an invaluable resource for educators committed to enhancing their teaching methods." Ms. Erika Camilleri 7
Volume 3
Number 6
Synth-illating beauty By Ryan Falzon
After returning from the first-term break, Middle School students were treated to an exclusive live performance by the international artist Joon as part of the Synthesize project. The students actively participated and engaged during the performance, showing great enthusiasm in the subsequent Q&A session. This event provided them with a unique opportunity to wit-
ness the behind-the-scenes aspects of a live music performance and even step onto the stage to gain insights into both the technical and artistic facets of the show. The College has collaborated with Electronic Music Malta to introduce students to the world of electronic music and visuals. This initiative involves theoretical learning, hands-on workshops, and live performances to give students a comprehensive understanding of this art form. The Synthesize project receives support from Arts Council Malta.
Prehistory—an interpretation By Oliver Mallia Yr6Y
For my History project I decided to do a model of the Mnajdra Temples as I am fascinated by the way these were built thousands of years ago, when there was no machinery to carry the stones and huge slabs. The temples consist of three structures from different prehistoric periods, with the oldest one possibly having
over 5500 years. Continues on Pg 9
8
February 8, 2024
Only constant quality control can raise standards In January, the head of Senior School Mr Daniel Caruana Smith and the head of Early Years Ms Stephanie Grech attended a national conference aimed at the discussion and evaluation of the quality assurance framework system in Malta. The conference was beneficial for all educators in leadership positions as it harmonized views about the im-
portance of quality assurance within the educational sector. Educators were invited to participate in ranking elements of accountability within schools via an interactive survey, and open debate was encouraged. Mr Caruana Smith highlighted the point that it is only through effective quality assurance that a College can not only meet the expectations set out by the DQSE, but also move on to going from good to great. The overarching conclusion of the conference was that through effective quality assurance and external review, quality education can be achieved, allowing students to learn within an environment which is physically and emotionally safe. Quality education is there to provide educational experiences which translate into a range of social, developmental benefits that in turn lead to active global citizenship, and a preparedness for the world of lifelong learning. From Pg 8
To build this model I used a cork notice board as the base. Then, I used air dried clay to make the shapes of the temples and inserted toothpicks to help keep them in place. To create the surroundings of the temples, I placed moss and small pebbles. 9
Volume 3
Number 6
The garden of learning By Margaret Bartolo
Library sessions are a great opportunity to enhance literacy skills and cultivate a love for reading. In year 3y the boys are regularly visiting the Junior School Library, where they spend time to choose a book and
enjoy a reading session. Reading does not only expand vocabulary and comprehension but it sparks imagination and opens the doors of knowledge and information.
A round of applause for our dear Dorianne Farrugia, the patient and helpful staff member of the month. This loving and lovable housekeeper takes care not only of the staff but also of our boarders and students. Always quiet, incredibly helpful, and extremely thorough in her work, Dorianne is a joy to work with. Thank you for all your hard work.
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February 8, 2024
Exploring the Harmony of Rhyme: A Poetry and Music Integration Activity – Year 5X By Etienne Deguara
In an endeavour to nurture creativity and linguistic expression, a compelling activity was organised to explore the intersection of poetry, specifically rhyming couplets, and their application in music among stu-
dents. This initiative sought to not only boost language appreciation but also inspire the creation of original rhyming couplets. The activity kicked off with an introduction to rhyming couplets through the use of a comprehension text, emphasizing their prevalence in poetry and their role in establishing rhythm and harmony. Students were then exposed to diverse musical compositions featuring rhyming couplets. To deepen comprehension, students analysed lyrics from selected songs, identifying rhyming couplets and understanding their contribution to the overall musical experience. This phase bridged written language with musical expression, fostering an appreciation for the synergy between poetry and music. Encouraged to unleash their creativity, students were tasked with crafting their own rhyming couplets. A notable highlight emerged as a young boy, Denzel Farrugia, inspired by the activity, spontaneously composed an entire poem using rhyming couplets, showcasing a remarkable blend of imagination
and emotion, especially since he confessed that the poem was about his late grandmother. This integrated approach not only deepened understanding of literary devices but also cultivated an appreciation for the cross-disciplinary nature of artistic expression. The connection between poetry and music became evident as students recognised the impact of rhyme on auditory experiences. In conclusion, the activity successfully underscored the symbiotic relationship between rhyming couplets in poetry and their enhancement of the musical realm, empowering students to explore and express their unique voices. 11
Volume 3
Giving back is a joy
Number 6
Co-ordinated by Daphne Camilleri and Ritienne Buttigieg
Mikael Schiavone Yr 6Y writes:
During the Christmas holidays, I had to do a good deed in the
community as part of my religion project. I decided to help the nuns at the convent in Marsaxlokk where I live. Together with my mother, we went to them and explained my wish to help them. The Madre was very kind and accepted that I would help
for a few hours. I went the next day and started cleaning the windows. After that, I did a lot of gardening work, including removing weeds. I have to admit that I enjoyed working in their beautiful and peaceful garden. All the nuns were very pleased that I was volunteering with them. The Madre even presented me with a note of appreciation. It all started as a school project, but I have grown very fond of this convent and its nuns and I plan to help them again during the summer holidays. Samuel Spiteri Yr 6Y writes:
Over the holidays I spent a couple of hours volunteering with an animal shelter called MSPCA. I first joined one of the employ-
ees and took out Snow for a walk. Snow is a young dog, full of life but well behaved. We walked for an hour before returning to the shelter. I later met some of the other dogs. Lily was the cutest by far. Meeting the dogs was real fun. It was time to go to the cattery. All of the cats were shy except one, named Simba. He we really playful and I got to play with him for quite a while. After all of this I sadly
had to go, but if I have the chance, I will surely go again. 12
February 8, 2024
Mapping a fort By Daniel Caruana Smith and Javier Joseph Formosa
Our dedicated team of geography students undertook the formidable task of mapping out Fort St Elmo. Their enthusiasm was evident as they set out to the task. As they delved into the project, the enormity of the Fort and its bastions became apparent. Undeterred, they meticulously mapped out two significant sections with considerable precision. Armed with scale measurements, compass points, and angles, the students crafted a series of detailed maps, created a key that highlighted crucial landmarks, and oriented their maps using a compass. Among the features marked, a formidable firing point and an imposing, very large gun emerged as pivotal references. Despite only covering a fraction of the fort's vast size, the students' dedication and exceptional work
left them proud, having crafted maps that were nothing short of outstanding.
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Volume 3
A heart-warming experience
Number 6
By Samantha Abela
In a heartwarming and unforgettable experience, Len and Jacob, two remarkable boys with boundless energy and an adventurous spirit, spent a day with the Middle School Year 8 boys in December, at the end of term. Like their peers, Len and Jacob love to explore the world around them, but their physical impairment due to Zellweger - Infantile Refsum Disease has presented them with unique challenges. Despite facing obstacles that limit their full enjoyment
of life, Len and Jacob radiated positivity
and
enthusiasm as they integrated seamlessly into the bustling middle school environment. Zellweger - Infantile Refsum Disease affects their coordination and motor skills, requiring a specific diet and therapy to navigate daily activities. The Middle School Year 8 boys, recognizing the importance of supporting their peers, embarked on a heartwarming initiative. The students and parents, rallied together, collecting funds to assist Len and Jacob and their family in accessing therapies vital to their well-being. These therapies, including Hippotherapy, hydrotherapy, and other forms of physical activity, play a crucial role in enhancing their quality of life. The initiative, now known as the Len and Jacob Wellness Fund, supports the immediate needs of these two extraordinary boys and seeks to raise awareness and funds for ongoing research. The family's goal is clear: to contribute to finding a much-needed cure for Zellweger - Infantile Refsum Disease, offering hope to Len, Jacob, and others facing similar challenges.
The heartening collaboration between the middle school students and Len and Jacob shows the power of empathy, compassion, and collective action in a school community. By extending a helping hand, these young students are not only enriching the lives of their friends but actively participating in a cause that goes beyond the classroom. As the Len and Jacob Wellness Fund continues to grow, the family remains committed to spreading awareness and inspiring others to join the journey towards a cure. Through the simple yet powerful hashtag #LenandJacob #DontBeAfraidJustBelieve, the family invites everyone to be part of this meaningful movement, fostering a sense of unity and belief in a brighter future for Len, Jacob, and countless others affected by rare diseases. 14
February 8, 2024
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Volume 3
Number 6
Put your thinking caps on Student council elected members participated in a dynamic training session at the Agenzija Zghazagh center in St Venera on the 15th of January 2024. The purpose of the training was to equip these aspiring leaders with essential skills and knowledge to enhance the effectiveness of our Student Council. The training session proved to be an invaluable experience, providing our student representatives with a deeper understanding of the inner workings of the council. The facilitators guided them through the intricacies of organizing and conducting meetings, a fundamental aspect of effective leadership within the school community. A significant portion of the training focused on event planning, enabling the students to gain insights into the meticulous process of conceptualizing, organizing, and executing successful school events. The goal is to empower these young leaders to contribute meaningfully to the school's vibrant and inclusive atmosphere. One highlight of the training session was the introduction to the Edward Debono (also an Old Edwardian) 6 Thinking Hats strategy. This innovative approach to problem-solving and decisionmaking encourages participants to wear metaphorical hats representing different perspectives, fostering a more comprehensive and well-rounded analysis of issues. The Student Council members eagerly embraced this strategy, recognizing its potential to enhance their collaborative problem-solving capabilities. The interactive nature of the training allowed our student leaders to engage in practical exercises, role-playing scenarios, and group discussions. This hands-on approach proved effective in instilling confidence and refining the skills necessary for effective leadership within the Student Council. Agenzija Zghazagh, renowned for its commitment to youth development, provided an ideal setting for our students to learn and grow. The collaborative atmosphere at the center facilitated meaningful interactions among the Student Council members, fostering a sense of camaraderie and shared purpose. As our students return to their roles within the Student Council, they bring with them a wealth of knowledge and skills acquired during this training ses16
February 8, 2024
sion. The school community can look forward to a more dynamic and proactive Student Council, dedicated to creating memorable events and fostering a positive environment for all students. We extend our gratitude to the Agenzija Zghazagh center for their invaluable contribution to the development of our student leaders. The investment in their training reflects our commitment to nurturing a generation of empowered, responsible, and proactive individuals within our school community. The Student Council eagerly anticipates implementing their newfound knowledge and skills to enhance the overall student experience and contribute positively to the school's vibrant atmosphere.
We’re better together By Stephanie Grech
Year 1s love working in teams to further their understanding and skills. Whether it's mathematics or Maltese, teamwork is encouraged and practiced. Working on cooperation, discussion, and listening skills together.
Understanding each other's perspectives and contributing are crucial skills to establish a solid Edwardian foundation.
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Volume 3
Number 6
Prize Day 2024 Traditionally held on Foundation Day, we had two guests of honour this year. Mr Carlos Cluett, renowned footballer and Old Boy and Mr Miguel Aquilina, Head Boy for the second year running. An evening of well deserved celebration of success.
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February 8, 2024 .
. Catching Fire@ Aġenzija Zgħazagħ
By Vladimir Barsukov
During the Catching Fire sessions, I’m in a group of 12 students, 3 assistants and 1 mentor. Each lesson lasts 3 hours and it is divided into 3 parts. During the first part, we warm up and play physically active games. In the second part, our group plays verbal games that develop our communication skills. Last but not least, comes the third part when we are preparing to perform on stage with our project. There I’ve made new friends with whom, I can speak and perform freely. I think that this activity helped me to develop my communications skills, that my speech has gained in gravity.
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Volume 3
Number 6
Intercultural dialogue—a Japanese exchange experience By Ayrton Senna Spiteri
During the Christmas holidays, St. Edward's College experienced an enjoyable exchange as a group of Japanese students paid a visit to our school. Adding to the cultural fusion, a small Maltese contingent from Yr 8,10,11 and IB joined in the festivities, creating a memorable experience for all. The two-day affair kicked off with warm welcomes and a comprehensive school tour, allowing our guests to immerse themselves in the vibrant atmosphere of our College Grounds. Walking along the bastions, highlighting the history of our College and showing them the graffiti left behind as well as the WWI museum is found always very interesting by our guests. Alongside exploring our facilities, students engaged in unique team-building games that fostered camaraderie and friendship among participants. In addition to the exciting activities, the Japanese students treated us to an informative and entertaining presentation about their school and culture, offering valuable insights into their traditions and way of life. This exchange of knowledge and experiences further enriched the cultural exchange and deepened our understanding of each other's backgrounds. One of the highlights of the visit was a hands-on session where participants tried their hand at a unique Maltese wooden craft, painting iconic symbols such as the Luzzu eye, Maltese Cross, and picturesque landscapes of Malta. This activity not only showcased our cultural heritage but also provided an opportunity for creative expression and collaboration. The following day, the group embarked on a fascinating exploration of the Inquisitor's Palace, delving into its rich history and traditions. From a tour of the palace kitchen to the hands-on experience of baking traditional Maltese pudina, students gained a deeper appreciation for our local customs and cuisine. The cultural exchange culminated in a vibrant cultural night, where the best of Maltese cuisine and musical traditions were
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February 8, 2024
showcased. From savory pastizzi to lively folk dances, the evening was a celebration of diversity and unity, leaving a lasting impression on all those who participated. Such activities not only enhance crosscultural understanding but also foster a sense of belonging and unity within our school community. By engaging in meaningful exchanges with students from different backgrounds, our students develop valuable skills such
as empathy, communication, and cultural awareness, preparing them to thrive in an increasingly interconnected world. We eagerly anticipate meeting and hosting another group of Japanese students during the Easter Break and possibly even during summer. Should students be interested in joining in the activities, they should email sabela@stedwards.edu.mt. This activity was
managed by the 'Summer Camp' Team.
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Number 6
Founded in 1929, St Edward’s College is an all-boys college for both day and boarding students. Boarding is offered between the ages of 11 to 18. At nursery and kindergarten as well as at post-secondary level, the college is co-educational. As a private educational college, St Edwards offers excellent teaching facilities, high teacher-pupil ratio, a very wide range of sports facilities and scrupulous personal attention to the students. St Edward’s College Malta Triq San Dwardu Birgu BRG 9039 Citta Vittoriosa
At St Edward’s College, students receive a well—rounded education ending up in the IB Diploma. Most of the students go on to study at world class universities. Our top students are leaders in society ranging from Science and Business to traditional professions and the arts. Most Edwardians retain a love and appreciation of sports throughout their lives.
Phone: +356 27 88 11 99 Editor: Sylvana Debono Email: communications@stedwards.edu.mt
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