International School of Ulaanbaatar

Learning

ISU offers a balanced, holistic education by which intellectual and personal growth is promoted through inquiry-based, experiential study in the languages, humanities, sciences, mathematics, arts, technology, and physical education.

Language Philosophy

At the International School of Ulaanbaatar (ISU), we believe that:

  • language is socially constructed and everywhere.
  • learners must interact and engage with language which develops thinking and an inquisitive nature.
  • language learning is more meaningful when acquired in an authentic, transdisciplinary context, involving all members of the school community.
  • language can act as a tool in social settings.
  • within a transdisciplinary programme, all forms of literacy are valued, helping to create inquisitive and lifelong learners.
  • home language is crucial to the cognitive development of students.
  • on-going assessment and differentiation is essential for student progress.
  • language development is individual to each student and is measured on a continuum

At ISU, we foster the development of home languages within the capabilities of the school, while encouraging parental support at home. We support language learning by providing a meaningful context and utilizing students’ previous experience and prior knowledge. 

Reading

Essential Agreements for Reading

 

We believe that reading is important because: 

-          reading development is a continuous process throughout life. 

-       readers must have the ability to find and construct meaning from the diversity of information that influences our daily lives. 

-        readers must have the ability to use information meaningfully in all aspects of our daily lives, whether it is reading for pleasure or for information.

We believe that parents have a vital role to play in the development of reading


At ISU, our instruction includes:

  • modeling (including thinking skills, comprehension strategies, fluency, reading skills)

  • differentiating to meet student needs and abilities
  • fostering a passion for reading

  • connecting reading to the individual student

  • integrating strategies and skills to be used across the curriculum

  • encouraging students to experience many kinds of text
  • articulating how thinking helps readers understand what they read

  • using visible thinking strategies with students

  • having high expectations and helping students set personal learning goals

  • naming explicit skills using the language of the ISU scope and sequence

  • using a range of tools

We use flexible student groupings, including grouping by:

  • interest

  • task

  • PM Benchmark instructional level

  • independent reading level

We use a flexible classroom environment, including:

  • a reading area and class library

  • displays of student work and visible learning

  • seating to allow for flexible grouping

  • visuals and reading prompts

We have time for :

  • adults to read aloud to students every day

  • students to read every day

  • students to practice skills, either stand-alone or in context with the UOI

  • students to ask questions

  • students to share their thinking


We use assessment data to track learning and modify teaching by using :

  • formative assessment  (ongoing assessment that helps the student and teacher reflect on their learning)

  • summative assessments (to allow students the ability to demonstrate their reading ability)

  • self assessments (eg. reading response journals, self-evaluation continuums or rubrics)

  • peer assessments (eg. peer editing, various rubrics, or peer verbal conferencing)

  • standardized assessments (to display a student’s ability to perform in reading through the PM Benchmarks, CAP test, or MAP test)
Four Seasons Garden
Khan-Uul District, 15 Khoroo
PO Box 36/10
Ulaanbaatar, Mongolia-17032
  • T: +976-70160010
  • T: +976-70160020
  • F: +976-70160012
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