Carla Marschall has vast experience in Pre-K to Grade 8 curriculum development and implementation, having held in various leadership positions at international schools in Switzerland, Germany and Hong Kong over the past ten years. She currently works in dual roles at United World College South East Asia in Singapore, co-leading the K-12 curriculum articulation project as well as facilitating curriculum implementation in the Early Years.

 

A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla has led Concept-Based workshops with Lynn Erickson in Hong Kong and independently in China, Switzerland and Germany. An IB workshop leader, she has led specialised PYP workshops on the role of concepts in the teaching of science and transdisciplinary units of study.

Carla is currently working with a colleague on a book and accompanying video project entitled “Inside the Concept-Based Classroom”, collecting examples of best practice in concept-based learning from around the globe. Carla contributed ideas for lesson design to Lynn Erickson and Lois Lanning’s last book published by Corwin (2014), Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together.

Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London.

Newsflash

FROM URGENCY TO AGENCY – Sustainability at the Heart of Learning

Sustainability Workshop 26th & 27th November 2021

The UN has called ‘Code Red for Humanity’ in its most recent IPCC report. How do we as educators mitigate the climate anxiety our students may experience (and staff, we might add) and use it as an opportunity to forge local actions? In this workshop we base ourselves on the conviction that schools are capable of, and obligated to, play an important role in mitigating Climate Change.

In our view, schools should reinvent themselves to become learning communities that go beyond preparing for the future; instead they should help shape that future, by allowing students and educators to prototype solutions for today’s challenges. By allowing students to actively engage with the local impacts of Climate Change, they could learn about the SDGs, Systems Thinking, Design Thinking, collaboration, etc - all skills which will serve them well in their further lives. In that way, sustainability can become a core driver of education, very much in line with IBO’s vision about student agency. It will allow for learning to be challenge-based, relevant, local and utterly engaging. It will give students a voice and allow them to make necessary changes in their school environment, at home and beyond.

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