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Students who understand how they learn and teachers who understand how they teach are better able to improve their performance, according to education experts at the Pakistan Schools Conference, hosted by Cambridge Assessment International Education in Karachi on 29 March 2017.
Focused on 'Reflective learning', the conference was attended by over 200 educators from almost 180 Cambridge schools in Pakistan.
During the conference, principals discussed how to encourage reflective practice among both students and teachers, including techniques for managing and evaluating reflective learning and how to encourage an open and honest school culture where mistakes are viewed as opportunities to learn.
Speakers included Mark Winterbottom, Senior Lecturer, Faculty of Education, University of Cambridge, Dr Charles Wall, Principal, Karachi Grammar School, Michael O’Sullivan, Chief Executive, Cambridge Assessment International Education and Christopher Hunt, Director, Sindh & Balochistan, British Council Pakistan. A panel discussion also explored ideas for encouraging honesty when reflecting on teaching and learning.
Michael O’Sullivan, Chief Executive, Cambridge Assessment International Education, said: 'The power of reflection in education is brought home to me every time I meet Cambridge learners who show awareness and understanding of their own learning processes. Such students are evidently more consistently motivated to learn, and more capable of learning.'
The Pakistan Schools Conference has become an annual event to help Cambridge schools share knowledge and ideas. A principal who attended the conference said it had been an excellent learning opportunity for participants: 'We not only learn immensely form the keynote speakers, but from our colleagues too and take back home many points to reflect upon afterwards. Cambridge is striving to be an education system which does not prize test scores as the ultimate goal, but wants its teachers and learners to have a strong virtue of reflection as well.'
View photos from the conference