Learning communities are ubiquitous in schools around the world but too often they are not effective for a variety of reasons including a lack of inclusivity, focus and intentionality both in their formation and operation.

Successful communities require the intentional teaching, learning and practicing of skills and strategies, as well as the development of student self- awareness of their own progress towards effective collaboration.

Participants will become familiar with explicit and intentional teaching of the IB/21st century approaches to learning skills in the categories of collaboration, self-management and critical thinking.

The session will draw upon the work of Howard Gardner, George Walker and Lance King.

Lynne Coleman

Lynne Coleman began teaching in her hometown of Lewiston, Idaho, some 40 years ago. But it was in international schools that her dual passions for learning and adventure took root.

With degrees in English, art and English as an additional language, she loved the enthusiasm and excitement of secondary education and taught English both in the AP and the IB Diploma Programs as well as the German Abitur in Germany, and later in Kuala Lumpur, Malaysia, and Beijing. She accepted a role in senior administration as curriculum and professional development coordinator at Shanghai American School in Shanghai, China, in 2006 and continued in that role as Director of Educational Programs at Lincoln Community School in Accra, Ghana.

As an administrator and educational leader, she has worked with elementary and secondary teachers in professional dialogue about student learning – those experiences have been particularly enriched through work with the School Reform Initiative. She has experienced first-hand the power and excitement of collaborative adult learning.

Two-thirds of her career has been in international schools. Most recently she has joined Cornerstone Educational Consulting as consultant to international and U.S. schools as well as to businesses on topics ranging from creating and maintaining professional learning environments to differentiation, from pedagogical leadership to strategic planning and accreditation.