GME Graduates 16 from the first Leadership Institute!


We are very proud of our first 16 graduates for the GME Learner-Centered Leadership Institute!  The group was very diverse spanning formal and non-formal education leaders including teachers, principals, edupreneurs, and NGO leaders.  The level of engagement was high and we all learned from each other!  GME plans to offer this institute again in the spring both in Lebanon and abroad.




Announcing New GME Inquiry Institute: Learner-Centered Leadership




GME Inquiry Institutes:  Learner-Centered Leadership

Our newest GME Inquiry Institute invites participants to take an inquiry stance toward reflecting on their own behavior and practice as leaders in educational settings of all kinds.  Teaching can be thought of as a leadership role and leaders are also teachers.  So it is highly appropriate and also very useful to conceive of and reflect on leadership in terms of an Inquiry-Action-Reflection cycle. 

Leaders in an educational setting must also be learners first and foremost, they must use their knowledge in action and they must be reflective and create space for learning, reflection and dialogue in the communities they lead.  Leaders have to shift their mindset from “something must be done” to “I must do something!”  Great leaders make things happen for others.  And in educational settings, formal or informal, the success of leaders depends heavily, not only on their own learning, but on the learning of those they lead.

Fully realizing this concept of leadership can be very challenging to think about, let alone to live by.  The main aim of this Institute is to provoke our leader-participants to reflect deeply together in a safe, collegial environment on what these ideas might mean in their own daily practice, and to envision a path forward for themselves that will strengthen their own practice and personal development.

Participants must fully attend all sessions both days to receive a certificate, no exceptions.

Take advantage of the special Early Bird rates this week only and Register now using the above link or send an email to today!


GME Does October Tour in China!


DR. MARJ HENNINGSEN AND COLLEAGUE LAMA MARJI, in partnership with Hong Kong-based IBE (International Bilingual Experts), facilitated the GME Student-Led Inquiry Institute in Beijing and Wuxi China during the month of October.  Over 30 participants in each site experienced the light and shadow atelier as a rich hands-on inquiry experience to reflect on throughout the institute.

The Beijing institute (Oct. 20-22) was hosted by Xin Fugue International Academy with participants from all over the north of China.  Our Wuxi experience (Oct. 27-29) with participants from Shanghai, the Yangtze river delta region, and as far as Hunan Province was hosted by LTSK International Kindergarten of Wuxi with the kind and generous support of Meliora Education Group.   Dr. Marj and Lama also spent the week prior to the Institute working closely with the leaders and teachers at LTSK to launch our new project transforming the school to meet its goal of becoming an IB World School.



GME Goes to CHINA!

GME Founding Partner Dr. Marj Henningsen travelled to Shanghai in June to participate as the Keynote Plenary speaker at a 3-Day seminar for teachers and coordinators interested in the IB-PYP and MYP programs.  The Seminar was organised by Hong Kong-based International Bilingual Education Experts (IBExperts) and hosted by the KangChiao International School in Shanghai.

Dr. Marj loved the experience and really appreciated all the hospitality shown by Kate Lin and her team at KCIS, as well as Wesley Han and John Sperandio from IBExperts/GlobalSchoolManagement.

As a result of that initial trip to China, GME is now getting more involved in Chinese schools.  In September Dr Marj and GME co-founder Mary Henningsen visited Weifang High Tech International School in Shandong province in order to conduct a readiness assessment for IB-PYP implementation as well as an introductory workshop for teachers and school leaders on Inquiry Pedagogy (bilingual English/Chinese).


GME is proud to have expanded our bilingual horizons!

The same week they also travelled south to Zhejiang province to Huayuan Village city where the Garden Group is collaborating with Zhejiang Normal University Overseas Study Centre to build a beautiful new K-12 school campus.  GME is part of the team led by GSM that has been contracted to design and manage the International Division of the new school, which plans to seek authorisation for IB programs as it opens and grows.  The school is slated to open Fall 2017 officially.

Also in December our other founding partner Ghinwa Itani Malas will join Dr. Marj to offer our GME Student-Led Inquiry Institute at two different locations in southern China.

We couldn’t be more excited about this new path for us!

School as we know it

TEDx School as we know it needs a revolution if it is to retain any relevance in the modern world.

This morning I was reading an article published online at Huff Post by Will Richardson about the 9 Elephants in the Classroom that we are unwilling to face or even sometimes to discuss. I have to admit that kind of work we do at GME sometimes can feel rather futile as we wonder whether it’s even possible to have any long term impact on institutions where no one is really talking openly about at least some of these 9 Elephants, which include:  our knowledge that most children will forget most of what they learn, most children are bored and disengaged in school, the curriculum is an historical tradition (mostly Western) rather than a universal imperative and is very outdated, the way time is organised and spent serves efficiency more than learning, obsession with grades, testing and homework does not lead to better outcomes, and the most effective and lasting learning usually happens informally and often NOT in school.  One of my dear friends and colleagues said she would also add that we know school is not a place that doesn’t bring about children’s happiness and does not build the kind of community that protects children.  The institution more often works to protect itself and preserve those long-held practices that are now really holding us back from realising all our potential as individuals and as communities.  And even though we know all of this, we still keep finding ways to justify why we can’t do things differently, doubling down on the same old practices–sometimes holding on to them for dear life.   How do we get out of this dysfunctional space that on some level I think we all know we are living in?

Recently I was asked to give a keynote session at a conference for mathematics teachers.  The organisers requested that I focus on teaching practices that are responsive to learners.  As I worked to prepare the talk I realised that apart from things related to technology– there is very little I would say or emphasize now in 2016 that I would not have also said back in 1996–or that I have not also given numerous lectures, workshops and courses on during the past 20+ years.  Some ideas might be more nuanced now or organised differently, but our collective knowledge about what we should be doing in the classroom has not really changed much in all the time.  So the gnawing question is, “If we know what we are supposed to be doing (we do know a lot!!), why aren’t we doing it?”  And furthermore, “if we want to do it, how can we get ourselves to take real action and do it?

I believe that a fundamental step is to start talking more openly about these 9 Elephants and others and acknowledging our responsibility in all of it.  We adults involved in education as policy  makers, proprietors, board members, consultants, school leaders, teachers, parents, and so on–we adults have to own our responsibility in allowing these 9 elephants not just to exist, but to grow and flourish on our watch.  We have to stop making excuses for why we fall so short of our very good intentions.  We have to stop protecting ourselves from blame in the inadequacies of what is happening to our children in schools due to the choices and decisions we make for them as adults.  If we allow ourselves to dedicate time and resources to talking honestly about these issues, we might have a chance to actually change school as we know it.