1. Art and Diseño

WAYS OF KNOWING
MODES DE LA CONNAISSANCE
FORMAS DE CONOCIMIENTO
IB AFRICA, EUROPE
AND MIDDLE EAST
REGIONAL CONFERENCE
ROME
16 - 19 OCTOBER, 2014
PROGRAMME
The International Baccalaureate
Mission statement
Education for a better world
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
Déclaration de mission du
Baccalauréat International
L’éducation pour bâtir un monde meilleur
Le Baccalauréat International a pour but de développer chez les jeunes la curiosité intellectuelle, les
connaissances et la sensibilité nécessaires pour contribuer à bâtir un monde meilleur et plus paisible,
dans un esprit d’entente mutuelle et de respect interculturel.
À cette fin, l’organisation collabore avec des établissements scolaires, des gouvernements et des
organisations internationales pour mettre au point des programmes d’éducation internationale
stimulants et des méthodes d’évaluation rigoureuses.
Ces programmes encouragent les élèves de tout pays à apprendre activement tout au long de leur vie,
à être empreints de compassion, et à comprendre que les autres, en étant différents, puissent aussi
être dans le vrai.
Declaración de principios
del Bachillerato International
Una educación para un mundo mejor
El Bachillerato Internacional tiene como meta formar jóvenes solidarios, informados y ávidos
de conocimiento, capaces de contribuir a crear un mundo mejor y más pacífico, en el marco del
entendimiento mutuo y el respeto intercultural.
En pos de este objetivo, la organización colabora con establecimientos escolares, gobiernos y
organizaciones internacionales para crear y desarrollar programas de educación internacional
exigentes y métodos de evaluación rigurosos.
Estos programas alientan a estudiantes del mundo entero a adoptar una actitud activa de aprendizaje
durante toda su vida, a ser compasivos y a entender que otras personas, con sus diferencias, también
pueden estar en lo cierto.
IB learner profil
IB learner profile IB learn
IB learner prof
IB learner profile IB lear
IB learner profile
IB learner profile
IB learner profile IB lea
IB learner profi
IB learner profile
IB learner pro
file
e
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and
research. We know how to learn independently and with others.
We learn with enthusiasm and sustain our love of learning
throughout life.
We critically appreciate our own cultures and personal histories, as
well as the values and traditions of others. We seek and evaluate a
range of points of view, and we are willing to grow from the
experience.
We develop and use conceptual understanding, exploring
knowledge across a range of disciplines. We engage with issues
and ideas that have local and global significance.
We show empathy, compassion and respect. We have a
commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take
responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.
We approach uncertainty with forethought and determination;
we work independently and cooperatively to explore new ideas
and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than
one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and
groups.
We act with integrity and honesty, with a strong sense of fairness
and justice, and with respect for the dignity and rights of people
everywhere. We take responsibility for our actions and their
consequences.
We understand the importance of balancing different aspects of
our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and
experience. We work to understand our strengths and weaknesses
in order to support our learning and personal development.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
them, can help individuals and groups become responsible members of local, national and global communities.
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REGIONAL CONFERENCE AND LANGUAGES
The 2014 Africa, Europe & Middle East Regional Conference offers a broad variety of sessions:
• Plenary sessions
• Featured sessions
• Workshop sessions
• Focus groups
• TED Talks
• Expo sessions from our
Exhibitors, Supporters
and Sponsor
The Conference programme booklet contains different types of information in one or more of the official
working languages; English, French and Spanish.
All Pre-Conference sessions are in English. Translations are not provided, due to the high level of interactivity.
All plenary sessions are conducted in English. Live French & Spanish translations
are available. Please obtain a headset at the entrance of the Michelangelo Ballroom for live translations.
All other sessions can be conducted in English, French, Spanish, Arabic or Italian.
The session description in this conference programme booklet reflects the language of the presentation.
The Caravaggio Lecture on Saturday 18 October will be conducted in Italian. Simultaneous translation to
English will be available.
Diverses séances seront proposées lors de
l’édition 2014 de la conférence de la région
Afrique, Europe et Moyen-Orient de l’IB :
La conferencia regional de IB África, Europa y
Oriente Medio de 2014 contará con una amplia
variedad de sesiones:
• séances plénières ;
• conférences TED ;
• Sesiones plenarias
• Charlas de TED
• séances tenues par des
conférenciers invités ;
• séances tenues
par les exposants,
contributeurs et
bienfaiteurs de l’IB.
• Sesiones con oradores
destacados
• Presentaciones de
nuestros expositores,
patrocinadores
y entidades
colaboradoras
• séances d’atelier ;
• groupes de discussion ;
Le programme de la conférence renferme des
informations d’ordres différents, rédigées dans une ou
plusieurs langues de travail officielles de l’IB, à savoir
l’anglais, le français et l’espagnol.
Toutes les séances précédant la conférence se
tiendront en anglais. En raison de la forte interactivité
qui les caractérise, aucune traduction ne pourra être
proposée.
Toutes les séances plénières se tiendront en anglais.
Des traductions simultanées seront proposées en
français et en espagnol. Pour en bénéficier, les
participants pourront se procurer un casque à l’entrée
de la salle de bal Michelangelo.
Toutes les autres séances se tiendront en anglais, en
français, en espagnol, en arabe ou en italien. La
langue de chaque intervention est précisée dans les
descriptions des séances fournies dans le programme
de la conférence.
La conférence sur le Caravage, prévue le samedi
18 octobre, se tiendra en italien. Une traduction
simultanée sera proposée en anglais.
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•Talleres
• Grupos de discusión
El programa de la conferencia ofrece distintos tipos de
información en una o varias de las lenguas de trabajo
oficiales del IB: español, francés e inglés.
Todas las sesiones previas a la conferencia se
celebrarán en inglés y, dado su alto nivel de
interactividad, no contarán con servicio de
interpretación.
Todas las sesiones plenarias se celebrarán en inglés
y contarán con interpretación simultánea al español
y francés. Para escuchar la interpretación a estas
lenguas, obtenga unos auriculares en la entrada de la
sala Michelangelo Ballroom.
Todas las demás sesiones serán en árabe, español,
francés, inglés o italiano. La descripción de cada
sesión que encontrará en este programa de la
conferencia refleja la lengua en que se desarrollará
la sesión.
La charla sobre Caravaggio que tendrá lugar el
sábado 18 de octubre será en italiano y contará con
interpretación simultánea al inglés.
CONTENTS
Introduction by Regional Director 3
Conference Schedule
Venue Map
9
13
Sponsors15
Supporters16
Exhibitors20
Conference Evening
21
Speaker Profiles
25
25
Opening Plenary
Dr. Yong Zhao
Overview
Thursday85
Friday
86
Saturday
91
Sunday
95
My Planner
97
Workshop Sessions
99
Pre-Conference Workshops
99
Session One
101
Session Two
107
Expo Sessions
112
Session Three
117
Expo Sessions
122
Session Four
124
Session Five
127
Session Six
132
Expo Sessions
137
Session Seven
143
Session Eight
147
Plenary
Professor Andreas Schleicher
31
Plenary
Cathryn Berger Kaye M.A
37
Plenary
Professor Michael Fullan
43
Plenary
Professor Marcus du Sautoy
49
Featured Speaker
Professor Michael Fullan
55
Featured Speaker
Dr. Robin Ann Martin &
Alanna MacPherson Can
61
Featured Speaker
Cristóbal Cobo Ph. D
67
Featured Speaker
Dinos Aristidou
REGIONAL CONFERENCE IB AFRICA, EUROPE
AND MIDDLE EAST HAS GONE MOBILE!
73
Download the free IPhone/Android app here:
http://guidebook.com/g/IBAEM
Featured Speaker
Dr. Fran Martin
79
Or search in Appstore / Google Play for
Guidebook and then IBAEM
Bus Transport for conference evening
venue, city centre & hotels
157
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INTRODUCTION
It has been said that all roads lead to
Rome, and in Rome, every road leads
to eternity. The 2014 Annual Regional
Conference will take place in this
fascinating city, also known as "The
Eternal City". It gives me great pleasure
to welcome you to the International
Baccalaureate Africa, Europe, Middle East
conference in this magnificent city.
In the Learner Profile we ask our students
to be inquirers and risk-takers, to explore
new ideas and innovative strategies, and
in the IB Global Centres we challenge
ourselves in the same way. We have done
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our utmost to make this conference a
forum for inspiration, motivation, and
knowledge, just as you do every day in
the classroom.
This year’s theme, Ways of Knowing, is a
reminder to us that we as a community
are a vessel for shared knowledge. It is by
active participation in activities like the
Regional Conference that we contribute
to a vast pool of knowledge, which can
provide for each of us “a horizon against
which the significance of the events of our
lives is measured” (Theory of knowledge
guide, 2013).
The Annual Regional Conference is an
unparalleled opportunity to share best
practices with fellow educators, and also
to engage with IB staff. This year we
have many presentations offered by IB
staff, which we hope signals to you the
dedication we have towards engagement
with schools.
I would like to express gratitude to all
those who submitted presentations for the
conference this year. Your dedication to
your craft is what makes this conference a
success year after year.
I would also like to thank our exhibitors
and supporters. In particular, I would like
to thank our sponsor, LUISS University for
their generous support.
This Latin saying is attributed to Augustus
Caesar to “Marmoream se relinquere,
quam latericiam accepisset” meaning “I
found Rome a city of bricks and left it a city
of marble.” I hope this year’s Conference
leaves you with the same feeling.
Enjoy the Conference!
Adrian Kearney
Regional Director, IB Africa, Europe, Middle East
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MOT D’ACCUEIL DU DIRECTEUR RÉGIONAL
On dit souvent que tous les chemins
mènent à Rome et qu’à Rome, tous les
chemins mènent à l’éternité. L’édition 2014
de la conférence régionale annuelle aura
lieu dans cette ville fascinante, surnommée
la « ville éternelle ». Je suis très heureux
de vous accueillir dans cette magnifique
cité à l’occasion de la conférence de la
région Afrique, Europe et Moyen-Orient du
Baccalauréat International.
Dans le profil de l’apprenant, nous
demandons à nos élèves d’être des
chercheurs et de se montrer audacieux,
d’explorer de nouvelles idées et des
stratégies innovantes. Ce sont ces mêmes
qualités que nous nous employons à
développer dans les centres mondiaux
de l’IB. Nous avons tout mis en œuvre
pour que cette conférence soit pour
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vous une source d’inspiration, de
motivation et de connaissances, faisant
ainsi écho aux efforts que vous déployez
quotidiennement dans vos classes.
Le thème choisi cette année – les
modes de la connaissance – vient nous
rappeler que nous formons, en tant
que communauté, une confluence de
connaissances. C’est en nous investissant
activement dans des événements tels
que la conférence régionale que nous
contribuons à accroître cette étendue de
connaissances, dans laquelle chacun de
nous peut venir puiser « une perspective
en fonction de laquelle nous mesurons
la portée des événements de notre
existence » (Guide de théorie de la
connaissance, 2013).
La conférence régionale annuelle
constitue une occasion unique d’échanger
les meilleures pratiques avec d’autres
professionnels de l’éducation et de
discuter avec le personnel de l’IB. Cette
année, un grand nombre de présentations
seront animées par des membres du
personnel de l’IB. Nous espérons que
vous saurez y déceler la marque de notre
engagement envers les établissements.
Je tiens à exprimer ma gratitude envers
toutes celles et ceux qui nous ont proposé
des présentations à l’occasion de cette
édition. L’attachement que vous portez à
votre profession constitue le pilier de
la réussite de cette conférence, année
après année.
Je souhaite également remercier tous
nos exposants et contributeurs. Je
tiens particulièrement à exprimer ma
reconnaissance à notre commanditaire,
l’université LUISS, pour le généreux
soutien qu’elle nous a apporté.
On attribue à Auguste le proverbe
latin « Marmoream se relinquere, quam
latericiam accepisset », ce qui signifie : « J’ai
trouvé Rome en briques, et l’ai quittée en
marbre ». J’espère que vous ressentirez
une exaltation comparable à l’issue de
cette conférence.
Je vous souhaite à tous une
excellente conférence !
Adrian Kearney
Directeur de la région Afrique, Europe et Moyen-Orient de l'IB
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PRESENTACIÓN DEL DIRECTOR REGIONAL
Se dice que todos los caminos conducen
a Roma, y en Roma todos los caminos
conducen a la eternidad. La conferencia
regional anual de 2014 tendrá lugar en
esta fascinante capital, también conocida
como "la ciudad eterna". Es un gran
placer para mí darles la bienvenida a la
conferencia del Bachillerato Internacional
de África, Europa y Oriente Medio en esta
magnífica urbe.
En el perfil de la comunidad de
aprendizaje pedimos a nuestros
estudiantes que sean indagadores y
audaces, y que exploren nuevas ideas y
estrategias innovadoras. En los centros
globales del IB nos planteamos los mismos
desafíos. Hemos hecho cuanto hemos
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podido por hacer que esta conferencia sea
un foro para la inspiración, la motivación y
el conocimiento, tal y como hacen ustedes
todos los días en sus aulas.
El tema de este año, “Formas de
conocimiento”, es un recordatorio de que
como comunidad somos una vasija de
conocimiento compartido. Mediante la
participación activa en actividades como
la conferencia regional contribuimos a
un vasto conjunto de conocimientos que
pueden ofrecer a cada uno de nosotros
"un horizonte con respecto al cual
medimos la importancia y el significado
de los acontecimientos en nuestras vidas"
(Guía de Teoría del Conocimiento, 2013).
La conferencia regional anual es una
oportunidad incomparable para
compartir las mejores prácticas con otros
educadores, y también para relacionarse
con el personal del IB. Este año tenemos
muchas presentaciones ofrecidas por
miembros del personal del IB, lo que
confiamos señale nuestro compromiso
con la comunicación con los colegios.
Quiero expresar mi agradecimiento
a todos aquellos que han enviado
presentaciones para la conferencia de
este año. La dedicación que demuestran
a su profesión es lo que hace que esta
conferencia sea un éxito año tras año.
También quisiera expresar mi gratitud
a los expositores y a las entidades
colaboradoras. En particular, me gustaría
agradecer a nuestro patrocinador, la
Universidad LUISS, su generoso apoyo.
La frase en latín atribuida a César Augusto
“Marmoream se relinquere, quam
latericiam accepisset” significa "Encontré
Roma como una ciudad de ladrillos y la
dejé convertida en una ciudad de mármol".
Confío que la conferencia de este año les
deje con el mismo sentimiento.
¡Que disfruten de la
conferencia!
Adrian Kearney
Director regional de IB África, Europa y Oriente Medio
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PRE-CONFERENCE SCHEDULE THURSDAY 16 OCTOBER
PRE-CONFERENCE REGISTRATION
08:00 - 10:00
PRE-CONFERENCE WELCOME
10:00 - 10:30
PRE-CONFERENCE SESSIONS
10.30 - 12:00
LUNCH & EXHIBITION
12:00 - 13:00
PRE-CONFERENCE SESSIONS
13:00 - 14:30
COFFEE BREAK & EXHIBITION
14:30 - 14:45
PRE-CONFERENCE SESSIONS
14:45 - 15:45
CONFERENCE SCHEDULE
THURSDAY 16 OCTOBER
REGIONAL CONFERENCE REGISTRATION
14:00 - 17:00
CONFERENCE OPENING AND PLENARY: DR. YONG ZHAO | MICHELANGELO BALLROOM
17:00 - 19:00
WELCOME RECEPTION
19:00 - 20:30
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CONFERENCE SCHEDULE
FRIDAY 17 OCTOBER
REGIONAL CONFERENCE REGISTRATION
08:00 - 08:45
PLENARY: PROFESSOR ANDREAS SCHLEICHER | MICHELANGELO BALLROOM
08:45 - 10:00
WORKSHOP SESSIONS 1
10:15 - 11:15
COFFEE BREAK & EXHIBITION
11:15 - 11:45
WORKSHOP SESSIONS 2
11:45 - 12:45
LUNCH & EXHIBITION
12:45 - 14:15
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS
13:40 - 14:10
PLENARY: CATHRYN BERGER KAYE M.A. | MICHELANGELO BALLROOM
14:15 - 15:15
COFFEE BREAK & EXHIBITION
15:15 - 15:45
WORKSHOP SESSIONS 3
15:45 - 16:45
WORKSHOP SESSIONS 4 / ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS
16:45 - 17:15
CONFERENCE EVENING DINNER AND ENTERTAINMENT
ROME CAVALIERI WALDORF ASTORIA
18:30 - 23:45
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CONFERENCE SCHEDULE
SATURDAY 18 OCTOBER
PLENARY: PROFESSOR MICHAEL FULLAN | MICHELANGELO BALLROOM
08:45 - 10:00
WORKSHOP SESSIONS 5
10:15 - 11:15
COFFEE BREAK & EXHIBITION
11:15 - 11:45
WORKSHOP SESSIONS 6
11:45 - 12:45
LUNCH & EXHIBITION
12:45 - 14:15
ASSOCIATION MEETINGS / EXPO SESSIONS
13:40 - 14:10
FEATURED SPEAKERS:
PROFESSOR MICHAEL FULLAN | MICHELANGELO BALLROOM
DR. ROBIN ANN MARTIN | TIZIANO 2
CRISTOBAL COBO PH.D | TIZIANO 1
14:15 - 15:15
COFFEE BREAK & EXHIBITION
15:15 - 15:30
WORKSHOP SESSIONS 7 /FOCUS GROUPS
15:30 - 16:00
CARAVAGGIO LECTURE WITH MR. CLAUDIO STRINATI | MICHELANGELO BALLROOM
15:30 - 16:00
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CONFERENCE SCHEDULE
SUNDAY 19 OCTOBER
WORKSHOP SESSIONS 8
09:00 - 10:00
FEATURED SPEAKERS:
DR. FRAN MARTIN | TIZIANO 1
DINOS ARISTIDOU | MICHELANGELO BALLROOM
10:00 - 11:00
COFFEE BREAK & EXHIBITION
11:00 - 11:30
CLOSING PLENARY: PROFESSOR MARCUS DU SAUTOY | MICHELANGELO BALLROOM
11:30 - 13:15
LUNCH & EXHIBITION
13:15 - 14:15
END OF THE AFRICA, EUROPE AND MIDDLE EAST REGIONAL CONFERENCE
14:15
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13
Stairs
Bernini 1
Bernini 2
Bernini 3
Bernini 6
Bernini 5
Bernini 4
VENUE MAP
Toilets
Elevators
IB Office
Stairs
Cloakroom
Lunch, Refreshments,
& Exhibition Area
Tintoretto 2
Tintoretto 1
Entrance
Lunch, Refreshments,
& Exhibition Area
Toilets
Registration /
Information Desk
Tiziano 2
Tiziano 1
Plenary
Michelangelo Ballroom
First Aid &
Ambulance
MAIN LOBBY LEVEL 0
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Bramante 9
Bramante 8
Bramante 7
Bramante 6
VENUE MAP
Fire Exit
Bramante 15
Bramante 14
Bramante 12
Bramante11
Bramante 10
Bramante 5
Bramante 4
Bramante 3
Bramante 1
Bramante 2
Toilets
Stairs
GARDEN LEVEL -1
SPONSORS • COMMANDITAIRE • PATROCINADOR
LUISS
www.luiss.edu/university
LUISS Guido Carli is an independent university
founded in 1974 and located in the heart of Rome.
It consists of four departments (Economics and
Finance, Business and Management, Political Science and Law), three schools (School of European Political
Economy, LUISS Business School and School of Government) and offers a wide range of undergraduate,
graduate and post-graduate education.
An increasing number of courses taught in English makes LUISS accessible to students from all over
the world. Its international scope is further boosted by an extensive network of international exchange
programs, both within and outside of Europe, and its double degrees and structured partnerships.
LUISS is specialized in Social Sciences. It is the first among Italian private universities for Political Science
and the second for Economics and Law. Through its affiliation with Confindustria, the Confederation of
Italian Industries, LUISS holds a privileged position in the business environment.
Université LUISS Guido Carli de Rome
L’université LUISS Guido Carli est un établissement autonome créé en 1974 et situé en plein cœur de
Rome. Elle se compose de quatre départements (Économie et finance, Commerce et gestion, Sciences
politiques et Droit) et de trois écoles (School of European Political Economy, LUISS Business School et
School of Government), et propose une large gamme de cursus de premier, deuxième et troisième cycles.
Avec un nombre toujours plus important de cours offerts en anglais, l’université est désormais accessible
aux élèves du monde entier. Sa portée internationale est en outre renforcée par un important réseau
de programmes d’échanges internationaux, au sein et en dehors de l’Europe, ainsi que par les doubles
diplômes qu’elle propose et les solides partenariats qu’elle a établis.
L’université LUISS est spécialisée dans les sciences sociales. Elle se classe première des universités italiennes
privées dans le domaine des sciences politiques, et deuxième dans ceux de l’économie et du droit. Grâce
à son affiliation à Confindustria, l’organisation patronale du secteur industriel italien, l’université LUISS
occupe une place privilégiée dans l’environnement économique.
Universidad LUISS Guido Carli de Roma
La LUISS Guido Carli es una universidad autónoma fundada en 1974 y ubicada en el centro de Roma.
Consta de cuatro departamentos (Economía y Finanzas, Empresa y Gestión, Derecho, y Ciencias Políticas),
tres escuelas (la Escuela de Economía Política Europea, la Escuela de Empresariales, y la Escuela de Estudios
Gubernamentales) y ofrece una gran variedad de cursos de grado y de postgrado.
El creciente número de cursos impartidos en inglés convierte a LUISS en una universidad a la que tienen
acceso estudiantes de todo el mundo. Su alcance internacional está reforzado por una extensa red de
programas de intercambio internacional, tanto dentro como fuera de Europa, por sus titulaciones dobles y
por sus sólidos acuerdos de colaboración.
LUISS se especializa en Ciencias Sociales, y es la primera universidad italiana privada para Ciencias Políticas
y la segunda para Economía y Derecho. Gracias a su afiliación a Confindustria, la Confederación General de
la Industria Italiana, LUISS posee una posición privilegiada en el entorno empresarial.
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SUPPORTERS • CONTRIBUTEURS • ENTIDADES COLABORADORAS
CEM
www.cem.org
Accurately measuring a child’s potential and progress is an
invaluable tool in understanding and responding to their individual
educational needs.
Used by education professionals for over 30 years in over 70 countries, CEM is one of the largest and
longest established research groups providing learning assessment for children of all ages. CEM’s
methods are research-based, evidence driven and market-tested, built on a foundation of noncommercial academic practice with the School of Education at Durham University.
CEM – Centre for Evaluation and Monitoring de l’université de Durham
L’évaluation précise du potentiel et des progrès de l'enfant constitue un outil précieux pour cerner
les besoins éducationnels qui lui sont propres et y répondre. Plébiscité depuis plus de 30 ans par des
professionnels de l’éducation répartis dans plus de 70 pays, le CEM compte parmi les plus anciens et les
plus importants groupes de recherche fournissant des services d’évaluation de l’apprentissage destinés
aux élèves de tous âges. Les méthodes du CEM sont basées sur des recherches, fondées sur des preuves
et mises à l’essai sur le marché. Elles reposent sur des pratiques pédagogiques non commerciales
élaborées avec le concours du département des sciences de l’éducation de l’université de Durham.
CEM - Centro de Evaluación y Supervisión de la Universidad de Durham
Medir de forma precisa el potencial y el progreso de los niños y los jóvenes es una herramienta
indispensable para poder comprender y responder a sus necesidades educativas individuales.
Usado por profesionales de la educación de más de 70 países desde hace más de 30 años, y con
una excelente reputación, el CEM es uno de los mayores grupos de investigación que proporcionan
evaluación del aprendizaje para niños de todas las edades. Los métodos del CEM están basados en la
investigación, impulsados por resultados comprobados y probados en el mercado; están construidos
sobre los cimientos de prácticas académicas no comerciales con la Facultad de Educación de la
Universidad de Durham.
16
SUPPORTERS • CONTRIBUTEURS • ENTIDADES COLABORADORAS
Haese Mathematics
www.haesemathematics.com.au
Haese Mathematics are a specialist publisher of mathematics textbooks and
software for schools, especially schools that offer the IB Diploma and Middle
Years programmes. Our books are well known throughout IB and other schools,
and noted for their student-friendly approach and purpose built interactive
software. At this year’s conference, we’re looking forward to showcasing new editions of our Middle
Years Mathematics textbooks and demonstrating our recently introduced interactive website. We also
look forward to meeting current customers and getting to know new ones.
Haese Mathematics est une maison d’édition spécialisée dans la publication de manuels et de logiciels
de mathématiques destinés aux institutions d’enseignement, en particulier à celles qui proposent le
Programme du diplôme et le Programme d’éducation intermédiaire de l’IB. Nos ouvrages jouissent
d’une excellente réputation au sein des écoles du monde de l’IB et de nombreux autres établissements
scolaires, qui sont séduits tant par la convivialité de nos produits que par les logiciels interactifs intégrés
que nous proposons. À l’occasion de cette conférence, nous aurons le plaisir de présenter notre nouvelle
collection de manuels dédiés aux mathématiques du Programme d’éducation intermédiaire ainsi
que le site Web interactif que nous venons de mettre en ligne. Nous nous réjouissons à l’idée de faire
connaissance avec nos clients, à la fois actuels et potentiels.
Haese Mathematics es una editorial especializada en libros de texto y software de matemáticas para
colegios, especialmente colegios que ofrecen el Programa del Diploma y el Programa de los Años
Intermedios del IB. Nuestros libros son muy conocidos en la esfera del IB y en otros colegios, y destacan
porque resultan fáciles de utilizar a los alumnos y por el software interactivo creado especialmente como
acompañamiento. En la conferencia de este año, presentaremos nuevas ediciones de nuestros libros de
texto de matemáticas para el Programa de los Años Intermedios y mostraremos nuestro nuevo sitio web
interactivo. También esperamos ver a nuestros clientes actuales y conocer clientes nuevos.
17
SUPPORTERS • CONTRIBUTEURS • ENTIDADES COLABORADORAS
Lanterna Online
www.lanternaonline.com
Lanterna Online specialises in interactive digital textbooks for
the IB Diploma Programme. Developed in partnership with the International School of Geneva, they
contain text, videos, exam questions, and automate formative assessment for teachers.
Lanterna Online est une société spécialisée dans la publication de manuels numériques interactifs
dédiés au Programme du diplôme de l’IB. Nos ressources sont développées en partenariat avec l’École
Internationale de Genève et contiennent des textes, des vidéos, des questions d’examen ainsi qu’une
évaluation formative automatisée spécialement conçue pour les enseignants.
Lanterna Online se especializa en libros de texto digitales e interactivos para el Programa del Diploma
del IB. Desarrollados en colaboración con la International School of Geneva, contienen texto, videos,
preguntas de examen y evaluación formativa automatizada para profesores.
ManageBac
ManageBac
www.managebac.com
Planning,
ManageBac is the leading planning, assessment and
reportingAssessment & Reporting for the IB Conti
system for IB world schools founded by three former IB Diploma students in 2007. Today ManageBac is
the trusted choice of 4 in 5 IB Diploma students at over 1,400 leading schools.
Créé en 2007 par trois anciens élèves du Programme du diplôme de l’IB, ManageBac est le système de
planification, d’évaluation et de transmission des résultats le plus plébiscité par les écoles du monde
de l’IB. À l’heure actuelle, pas moins de 4 élèves du Programme du diplôme sur 5 font confiance à
ManageBac dans plus de 1 400 écoles du monde de l’IB.
Fundado en 2007 por tres exalumnos del Programa del Diploma del IB, ManageBac es el sistema líder
de planificación, evaluación y producción de informes para Colegios del Mundo del IB. ManageBac
es la opción preferida de 4 de cada 5 alumnos del Programa del Diploma del IB en más de 1.400
prestigiosos colegios.
Middle Years
Primary Years
D
Units of Inquiry
Unit Planners
CAS
Assessment & Reflection
Curriculum Mapping
Exten
Exhibition
Personal Project
Theor
Portfolio
Criterion-based Gradebook
IA Gra
18
SUPPORTERS • CONTRIBUTEURS • ENTIDADES COLABORADORAS
INTESCO
http://np-intesco.org/eng
INTESCO is a non-profit organization assisting its members in carrying out activities
aimed to developing international educational programs in educational institutions
of the Russian Federation and distribution of best Russian schools practices in the
international educational space.
The main objectives of the Partnership, as well as achieving its goals, are: 1.Providing mutual support for schools implementing international educational programs;
2.Promotion of international educational programs in the Russian Federation;
3.Submission of interests of the Partnership in government offices of the Russian Federation and
international educational organizations;
4.Development and support of cooperation programs between schools and universities;
5.Assisting professional development of teachers and school administrators from Russian schools
implementing or preparing to implement international education programs;
6.Ensuring protection of rights and legitimate interests of the Partnership for the dissemination of
educational services provided by the members of the Partnership.
7.Harmonization and adaptation of Russian and foreign educational norms, standards, programs and
models and their subsequent implementation. Legal entities, including foreign entities and fully
capable citizens of the Russian Federation can become members of the Partnership.
19
EXHIBITORS • EXPOSANTS • EXPOSITORES
Association of IB World
Schools in Italy
InThinking
www.aibwsi.it
itslearning A/S
Best of Both Project, British
School of Brussels
www.facebook.com/TheBOB
Cambridge University Press
www.cambridge.org
Capita SIMS International
www.capita-independent.co.uk
Capstone
www.capstonepub.com
CASIE
www.casieonline.org
Cengage Learning
EMEA Ltd
www.gale.cengage.co.uk
CES Holdings Ltd
www.cesholdings.co.uk
Council of
International Schools
www.cois.org
Finalsite
www.finalsite.com
Follett
www.follett.com
GL Education
www.gl-education.com
Goñi and Rey Foundation
www.fundaciongyr.es/
wp-content/eng/
Hobsons
www.hobsons.com
Hodder Education
www.hoddereducation.com
Ibicus
www.ibicus.org.uk
IBID Press
www.ibid.com.au
www.inthinking.co.uk
www.itslearning.net
John Catt Educational Ltd
www.johncatt.com
Lanterna Education
IB Pavilion
IB Finance
www.ibo.org
IB Publishing
www.store.ibo.org
IB Answers
www.answers.ibo.org
Lightspeed Systems
School Assessment
Services
www.lightspeedsystems.com
www.ibo.org
NEOMA Business School
IB Primary Years
Programme
www.lanternaeducation.com
www.neoma-bs.fr
Oxford Study Courses
www.osc-ib.com
Oxford University Press
https://global.oup.com
Pamoja Education
www.pamojaeducation.com
Pearson
www.pearsonglobalschools.com
Pronin IB
www.proninib.com
ReasoningLab
www.reasoninglab.com
Scholastic International
www.scholastic.com
The New York Times in
Education
www.ibo.org
IB Professional
Development
www.ibo.org/ibaem
IB Examiner Recruitment
and Training
www.ibo.org
IB Global Recognition
www.ibo.org
IB Global Professional
Development
http://ibo.org/programmes/pd
IB Global Research
www.ibo.org
IB Regional Office
www.ibo.org
www.nytimesineducation.com
The NO Project
www.thenoproject.org
The University of British
Columbia
www.ubc.ca
University of Bocconi
www.unibocconi.eu
Wenger Corporation
www.wengercorp.com
IBSCA
www.ibsca.org.uk
20
CONFERENCE EVENING FRIDAY 17 OCTOBER
The conference evening will be held at Rome Cavalieri,
Waldorf Astoria
Via Alberto Cadlolo 101, 00136 Roma
Far more than just a hotel, the Rome Cavalieri
is home to one of the greatest private art
collections in the world. This prestigious luxury
hotel houses well over a thousand artistic
treasures in its public spaces and suites: they
range from the 16th Century to the modern day,
from Old Masters to contemporary art, from
French antiques to rare tapestries, sculpture
and ceramics. There is a crib commissioned by
Napoleon for his baby son, a coiffeuse table
designed for Marie Antoinette, a commode
made for the King of Poland. There are Warhols
and Indianas, Bacchanalian frescoes, bronze and
marble sculptures. In the lobby are the famous
Beauvais tapestries - the only other examples on
public display are at the Metropolitan Museum in
New York and the Getty Museum in Los Angeles
- and the prize possession, the Tiepolo cycle,
purchased at auction in 2006 for a record sum.
Welcome reception and the opportunity to view
the impressive private art collection:
18:30 – 20:00
Hilton Garden Inn Airport, Sheraton Golf Park
Rome, Sheraton Roma Hotel & Conference
Centre, Novotel Roma EUR, IBIS Style Roma EUR
Conference Dinner & Entertainment from
20:00 – 23:45
The bus schedule is available on page 157.
Bus transport will be provided to and from
Rome Marriott Park Hotel, Hilton Rome Airport,
21
Information can also be found in the fold up
leaflet and at the Conference Venue.
SOIRÉE DE CONFÉRENCE
La soirée de conférence se déroulera au complexe hôtelier
Rome Cavalieri, Waldorf Astoria
Via Alberto Cadlolo 101, 00136 Rome – Italie
Bien plus qu’un complexe hôtelier, Rome Cavalieri
est le foyer de l’une des plus importantes
collections d’art privées au monde. Plus d’un
millier de trésors, du XVIe siècle à nos jours, trônent
dans les parties communes ainsi que dans les
suites de ce somptueux hôtel de luxe. Les grands
maîtres côtoient les artistes contemporains tandis
que les antiquités françaises cohabitent avec
des tapisseries, sculptures et céramiques toutes
plus rares les unes que les autres. L’hôtel compte
dans sa collection un berceau commandé par
Napoléon pour son fils, une coiffeuse créée pour
Marie-Antoinette ainsi qu’une commode réalisée
pour le roi de Pologne. Les œuvres pop art
de Warhol et Indiana se mêlent aux fresques
bacchanales et aux sculptures en bronze et en
marbre. Les célèbres tapisseries de Beauvais
ornent les murs du hall de l’hôtel – les seules
autres tentures exposées au public se trouvent
au Metropolitan Museum of Art de New York et
au J. Paul Getty Museum de Los Angeles – de
même que la pièce maîtresse de la collection, le
triptyque de Tiepolo, acheté aux enchères en 2006
moyennant une somme record.
Réception d’accueil et possibilité d’apprécier
l’impressionnante collection d’art privée :
18:30 – 20:00
Inn Airport, Sheraton Golf Park Rome, Sheraton
Roma Hotel & Conference Centre, Novotel Roma
EUR, IBIS Style Roma EUR
Dîner et divertissement de 20:00 à 23:45
Leurs horaires peuvent être consultés en
page 157.
Des bus seront à votre disposition au départ et
en direction des hôtels suivants : Rome Marriott
Park Hotel, Hilton Rome Airport, Hilton Garden
Vous trouverez tous ces renseignements dans le
dépliant et à la conférence.
22
VELADA DE LA CONFERENCIA La velada de la conferencia tendrá lugar en el Rome Cavalieri,
Waldorf Astoria
Via Alberto Cadlolo 101, 00136 Roma
El Rome Cavalieri no es simplemente un hotel,
ya que alberga una de las mejores colecciones
privadas de arte del mundo. Este prestigioso
hotel de lujo contiene más de mil tesoros
artísticos en sus espacios públicos y sus suites,
que abarcan desde el siglo XVI hasta el presente,
de los viejos maestros al arte contemporáneo,
de antigüedades francesas a inusuales tapices,
esculturas y cerámicas. Hay una cuna encargada
por Napoleón para su hijo, un tocador diseñado
para María Antonieta, una cómoda hecha para
el rey de Polonia. Hay obras de Warhol e Indiana,
frescos de bacanales y esculturas de bronce y
mármol. En el lobby se encuentran los famosos
tapices de Beauvais (los únicos otros ejemplos
que se muestran al público están en el Museo
Metropolitano de Nueva York y en el Museo Getty
de Los Ángeles), y la pieza más importante, el ciclo
de Tiepolo, adquirido en subasta en 2006 por una
cifra récord.
Recepción de bienvenida y la oportunidad de
ver la impresionante colección de arte privada:
18:30 - 20:00
Sheraton Roma Hotel & Conference Centre,
Novotel Roma EUR, IBIS Style Roma EUR
Cena y entretenimiento: 20:00 - 23:45
Se proporcionará transporte en autobús
hacia y desde el Rome Marriott Park Hotel,
Hilton Rome Airport, Hilton Garden Inn Airport,
Sheraton Golf Park Rome,
23
El horario de los autobuses está disponible en la
página 157.
La información también será incluida
en el folleto y en el lugar donde se realiza
la conferencia.
Non-profit Partnership for providing
assistance in
International Schools development
«INTESСО»
NP «INTESCO» is a non-profit organization assisting its
members in carrying out activities aimed to developing
international educational programs in educational
institutions of the Russian Federation and distribution
of best Russian schools practices in the international
educational space.
«INTESCO» now unites 17 schools from different regions of
the Russian Federation.
Partnership members hold the following set of privileges:
Promotion of international educational programs in the Russian
Federation.
Assistance of Partnership members in implementation of activities
aimed to the development of international educational programs. Expert
support for schools implementing international programs , including IB.
Professional development. Implementation of initiatives aimed to
improving all aspects of quality and development of school education
within the framework of organization for Partnership members.
Organizational and informational support for partners’ activities.
Online access to methodological content on educational topics.
3 3-ya Sokolnicheskaya St.,
107014 Moscow, Russia
+7 495 210-90-43
np-intesco.org/eng/
Email: [email protected]
24
Thursday 16 October
Opening Plenary
Dr. Yong Zhao
World Class Learners; Educating
Creative and Entrepreneurial Students
Synopsis
We have entered a new age when
globalization, automation, and population
growth have transformed our economy.
This new economy has redefined the value
of talents, skills, and knowledge, making
traditionally undervalued talents and skills
more valuable and rendering old skills
obsolete. In this new economy, creativity
has become a necessity; entrepreneurship
25
a must; and global competency the new
literacy. But traditional schools have
followed a paradigm that aims to cultivate
locally-oriented, compliant employees
instead of globally competent, creative
entrepreneurs. In this presentation, Dr.
Zhao proposes that we need a paradigm
shift to cultivate the talents we need for
the new economy.
Profile
Dr. Yong Zhao is an internationally known
scholar, author, and speaker. His works
focus on the implications of globalization
and technology on education. He has
designed schools that cultivate global
competence, developed computer games
for language learning, and founded
research and development institutions
to explore innovative education models.
He has published over 100 articles and 20
books, including Catching Up or Leading
the Way: American Education in the Age
of Globalization and World Class Learners:
Educating Creative and Entrepreneurial
Students. He is a recipient of the Early
Career Award from the American
Educational Research Association and
was named one of the 10 most influential
people in educational technology in 2012
by Tech & Learn Magazine. He is an elected
fellow of the International Academy
for Education.
26
Jeudi 16 octobre
Séance plénière d’ouverture
Yong Zhao
Apprenants d’excellence : former des
élèves créatifs et entreprenants à
travers l’enseignement
Résumé
La révolution de notre économie,
provoquée par les facteurs de la
mondialisation, de l’automatisation et de
la croissance démographique, marque
notre entrée dans une nouvelle ère. Cette
nouvelle économie bouleverse la valeur
accordée aux talents, aux compétences
et aux connaissances, par un mécanisme
selon lequel des talents et compétences
traditionnellement sous-estimés gagnent
aujourd’hui en prestige tandis que
des compétences conventionnelles
tombent en désuétude. Au sein de
ce nouveau contexte économique, la
27
créativité est désormais indispensable,
l’entreprenariat est devenu incontournable
et la compétence mondiale constitue
le nouveau savoir. Néanmoins, les
établissements scolaires traditionnels
adoptent un paradigme propice à la
formation d’employés dociles, raisonnant
selon un contexte local plutôt que
d’entrepreneurs créatifs, compétents sur
le plan mondial. Dans cette présentation,
M. Zhao propose d’opérer le changement
de paradigme qui s’impose pour cultiver
les talents adaptés à notre nouvelle
économie.
Profil
Yong Zhao est un universitaire, auteur et
conférencier de renommée internationale.
Ses travaux s’intéressent aux effets de la
mondialisation et de la technologie sur
l’enseignement. On lui doit la création
d’établissements scolaires axés sur le
développement des compétences
mondiales, ainsi que la conception de jeux
informatiques dédiés à l’apprentissage
des langues. Il a également fondé
des institutions de recherche et de
développement ayant pour mission
d’explorer des modèles d’éducation
innovants. Il a publié plus d’une centaine
d’articles et plus d’une vingtaine de livres,
parmi lesquels figurent notamment
Catching Up or Leading the Way: American
Education in the Age of Globalization et
World Class Learners: Educating Creative
and Entrepreneurial Students. Il a reçu
le prix « Early Career Award » décerné
par l’American Educational Research
Association en récompense de ses
travaux de recherche menés en début
de carrière, et se classe parmi les dix
personnalités les plus influentes dans le
secteur de la technologie pédagogique
au palmarès 2012 établi par le magazine
Tech & Learn. Il est membre élu de
l’International Academy for Education.
28
Jueves 16 de octubre
Sesión de apertura
Dr. Yong Zhao
Alumnos de talla mundial: cómo
educar a estudiantes creativos y con
espíritu emprendedor
Resumen
Estamos en una nueva era en la que
la globalización, la automatización y
el crecimiento de la población han
transformado la economía. Esta nueva
economía ha redefinido el valor del
talento, las habilidades y el conocimiento,
de tal modo que talentos y habilidades
que tradicionalmente se apreciaban
poco ahora se valoran más, y antiguas
habilidades han quedado obsoletas. En
esta nueva economía, la creatividad es
una necesidad, el espíritu emprendedor
29
es imprescindible, y poder competir a
escala mundial es la nueva alfabetización.
Pese a ello, los colegios tradicionales
han seguido un paradigma cuya
meta es formar a empleados dóciles y
orientados a su entorno local en lugar de a
emprendedores creativos y competentes
a nivel global. En esta presentación,
Yong Zhao propone que necesitamos
un cambio de paradigma para cultivar
los talentos que precisamos en la nueva
economía.
Perfil del orador
Yong Zhao es un académico, escritor
y orador de prestigio internacional. Su
trabajo se centra en las repercusiones
de la globalización y la tecnología sobre
la educación. Ha diseñado centros
educativos que cultivan competencias
para un mundo globalizado, ha
desarrollado videojuegos para el
aprendizaje de lenguas, y ha fundado
instituciones de investigación y desarrollo
donde se exploran modelos educativos
innovadores. Ha publicado más de
100 artículos y 20 libros, entre ellos
Catching Up or Leading the Way: American
Education in the Age of Globalization y
World Class Learners: Educating Creative
and Entrepreneurial Students. Recibió el
premio Early Career Award de la American
Educational Research Association, y la
revista Tech & Learn Magazine le nombró
en 2012 una de las diez personas más
influyentes en el terreno de la tecnología
educativa. Además, es miembro electo de
la International Academy of Education.
30
Friday 17 October
Plenary
Professor Andreas Schleicher
Strong Performers and Successful
Reformers in education
Synopsis
International comparisons are never easy
and they aren’t perfect. But they help
countries see themselves in the mirror of
the educational results and educational
opportunities delivered by the world’s
educational leaders.
That raises the question of what we can
learn from the world’s top performing
school systems. And can what works in
one context provide a model elsewhere?
Everybody agrees education is important.
But the test comes when education is
weighed against other priorities. How do
countries pay their teachers, compared to
other highly-skilled workers? How do the
media talk about teachers? What we’ve
learned from PISA is that the leaders in
high performing systems have convinced
their citizens to make choices that
value education, their future, more than
consumption today.
31
But placing a high value on education is
just part of the equation. Interestingly,
many of the world’s top performing school
systems combine strong and equitable
performance and also share clear and
ambitious standards across the board.
Top school systems embrace diversity
with differentiated instructional practices;
they personalize educational experiences
and deliver high quality across the entire
school system.
And nowhere does the quality of a school
system exceed the quality of its teachers.
Top school systems pay attention to how
they select and train their staff. They watch
how they improve the performance of
teachers who are struggling and how to
structure teachers’ pay.
Last but not least, high performing
systems tend to align policies and
practices across all aspects of the system
and make them coherent over sustained
periods of time.
The presentation will deal with an analysis
of the policies and practices the most
rapidly improving education systems have
put in place.
Profile
Andreas Schleicher is Deputy Director for
Education and Skills and Special Advisor
on Education Policy to the SecretaryGeneral of the Organisation for Economic
Co-operation and Development (OECD).
He also provides strategic oversight over
OECD's work on the development and
utilisation of skills and their social and
economic outcomes. This includes the
Programme for International Student
Assessment (PISA), the OECD Survey of
Adult Skills (PIAAC), the OECD Teaching
and Learning International Survey (TALIS)
and the development and analysis of
benchmarks on the performance of
education systems (INES). Before joining
the OECD, he was Director for Analysis
at the International Association for
Educational Achievement (IEA). He studied
Physics in Germany and received a degree
in Mathematics and Statistics in Australia.
He is the recipient of numerous honours
and awards, including the Theodor
Heuss prize, awarded in the name of the
first president of the Federal Republic
of Germany for "exemplary democratic
engagement". He holds an honorary
Professorship at the University
of Heidelberg.
32
Vendredi 17 octobre
Séance plénière
Andreas Schleicher
Les systèmes éducatifs de premier
plan : quand performance rime avec
excellence
Résumé
Établir des comparaisons en matière de scolarité
à l’échelle internationale n’est ni simple, ni idéal.
Les études comparatives permettent néanmoins
aux pays de se situer par rapport aux meilleurs
systèmes de scolarité du monde en matière de
résultats scolaires et d’accès à l’éducation.
Une telle démarche suscite plusieurs
interrogations. Que pouvons-nous apprendre
des systèmes éducatifs les plus performants au
monde ? Les méthodes qui font leurs preuves
dans un contexte donné peuvent-elles servir
de modèles dans d’autres contextes ? Certes,
le caractère essentiel de l’éducation n’est pas
contesté. Mais le véritable enjeu réside dans
la place qui lui est accordée face à d’autres
priorités. Comment les pays rémunèrentils leurs enseignants par rapport à d’autres
professionnels hautement qualifiés ? Quelle
image les médias donnent-ils des enseignants ?
Les résultats de l’enquête PISA révèlent que les
dirigeants des pays disposant des systèmes de
scolarité les meilleurs au monde ont convaincu
leurs citoyens de l’importance de l’éducation
pour l’avenir, qu’ils privilégient par rapport
au réflexe de consommation qui prévaut
actuellement. Mais l’importance accordée à
l’éducation ne constitue qu’une partie
de l’équation.
33
Ces systèmes scolaires ont également comme
caractéristique commune d’instaurer des
normes claires et ambitieuses à tous les niveaux.
Ils prônent la diversité en adoptant des pratiques
d’enseignement différenciées. Ils ont conscience
que les élèves ordinaires possèdent des
talents extraordinaires et adaptent les activités
d’apprentissage en fonction de leurs besoins.
En outre, la qualité d’un système scolaire
dépend inéluctablement de la qualité de ses
enseignants. Les systèmes les plus performants
accordent une importance capitale au
recrutement et à la formation des professionnels
de l’éducation. Ils s’emploient à améliorer les
compétences des enseignants qui rencontrent
des difficultés dans l’exercice de leurs fonctions
et apportent un soin particulier à l’élaboration du
barème de rémunération de leurs enseignants.
Dernier aspect, et non des moindres, ces
systèmes ont tendance à harmoniser leurs
politiques et leurs pratiques à tous les échelons.
Ils garantissent leur cohérence à long terme
et veillent à les mettre en œuvre de manière
homogène.
Cette présentation portera sur l’analyse des
politiques et des pratiques mises en place par
les systèmes éducatifs ayant progressé le plus
rapidement.
Profil
Andreas Schleicher travaille au sein de
l’Organisation de Coopération et de
Développement Économiques (OCDE) en
tant que Directeur adjoint de la Direction de
l’éducation et des compétences ainsi qu’en
qualité de conseiller spécial du Secrétaire
général concernant la politique éducationnelle.
Il assure également le suivi stratégique des
travaux de l’OCDE relatifs au développement
et à l’utilisation des compétences ainsi qu’à
leurs répercussions sociales et économiques.
Il supervise notamment le Programme
international pour le suivi des acquis des
élèves (PISA), l’étude menée dans le cadre du
Programme pour l’évaluation internationale
des compétences des adultes (PIAAC),
l’enquête internationale sur l’enseignement et
l’apprentissage (TALIS) ainsi que l’élaboration et
l’analyse des indicateurs permettant d’évaluer
les systèmes d’enseignement (INES). Avant
de rejoindre l’OCDE, Andreas Schleicher a été
directeur de l’analyse au sein de l’Association
internationale pour l’évaluation du rendement
scolaire (IEA). Il a étudié la physique en
Allemagne et obtenu un diplôme de
mathématiques et de statistiques en Australie.
Lauréat de nombreux prix et distinctions, il s’est
notamment vu décerner le prix « Theodor Heuss
», du nom du premier président de la République
fédérale d’Allemagne, en récompense de son
« engagement démocratique exemplaire ». Il est
également professeur honoraire à l’université
de Heidelberg.
34
Viernes 17 de octubre
Sesión plenaria
Andreas Schleicher
Resultados internacionales, éxito y
reforma en educación
Resumen
Las comparaciones internacionales nunca
son fáciles y no son perfectas. Sin embargo,
pueden ayudar a los países a verse a sí
mismos en el espejo de los resultados y
de las oportunidades educativas de los
líderes en educación del mundo. Esto
plantea algunas preguntas: ¿Qué podemos
aprender de los sistemas escolares de más
éxito del mundo? ¿Puede lo que funciona
en un contexto ser un buen modelo en
otros? Todo el mundo está de acuerdo en
la que la educación es importante, pero
esta convicción se pone prueba cuando la
educación se pone en una balanza con otras
prioridades. ¿Cómo pagan a sus profesores
los diferentes países en comparación con
otros trabajadores altamente cualificados?
¿Cómo hablan los medios de comunicación
sobre los profesores? Lo que hemos
aprendido de PISA es que los líderes de los
sistemas escolares con excelentes resultados
han convencido a sus ciudadanos de que
elijan las opciones que valoran la educación,
su futuro, más que el consumo en el
presente. No obstante, dar un gran valor
35
a la educación es solo una parte de la
ecuación. Es interesante comprobar que
muchos de los mejores sistemas escolares
del mundo muestran un desempeño a la
vez alto y equitativo, y también comparten
estándares claros y ambiciosos en todas
las áreas. Los mejores sistemas escolares
aprovechan la diversidad mediante prácticas
docentes diferenciadas, personalizan
las experiencias educativas y ofrecen
alta calidad en todo el sistema escolar.
Además, en ningún país la calidad de un
sistema escolar supera la calidad de sus
profesores. Los mejores sistemas escolares
ponen especial atención en la selección y
la capacitación de su personal. Miran cómo
mejorar el desempeño de profesores con
problemas y cómo estructurar la paga
de los profesores. Por último, si bien no
menos importante, los sistemas de alto
desempeño tienden a alinear políticas y
prácticas en todos los aspectos del sistema,
las hacen coherentes durante periodos
largos de tiempo y se aseguran de que
se implementen de manera sistemática.
La presentación analizará las políticas y
las prácticas que han implementado los
sistemas educativos que están mejorando
más rápidamente.
Perfil del orador
Andreas Schleicher es director adjunto de
Educación y Destrezas y asesor especial
sobre Política Educativa del Secretario
general de la Organización para la
Cooperación y el Desarrollo Económicos
(OCDE). También ofrece supervisión
estratégica del trabajo de la OCDE en el
desarrollo y la utilización de destrezas y
sus resultados sociales y económicos. Esto
incluye el Programa para la Evaluación
Internacional de los Alumnos (PISA), la
Evaluación de competencias de adultos de la
OCDE (PIAAC), la Encuesta Internacional de
Enseñanza y Aprendizaje de la OCDE (TALIS)
y el desarrollo y análisis de indicadores de
rendimiento de sistemas educativos (INES).
Antes de trabajar para la OCDE fue director
de Análisis en la Asociación Internacional
para la Evaluación del Logro Educativo (IEA).
Estudió Física en Alemania y obtuvo una
licenciatura en Matemáticas y Estadística en
Australia. Ha recibido numerosos premios
y distinciones, que incluyen el premio
Theodor Heuss, que lleva el nombre del
primer presidente de la República Federal
de Alemania, por "participación democrática
ejemplar". Es catedrático honorario en la
Universidad de Heilderberg.
36
Friday 17 October
Plenary
Cathryn Berger Kaye M.A.
Taking Action:
A Dynamic Way of Knowing
Synopsis
By applying academic skills and
knowledge to authentic community
needs, students become fully engaged.
They develop curiosity, ask more revealing
questions, address real problems, and
confirm that learning matters. Discover the
ways this process of service learning has
made a difference in the lives of students,
teachers, schools and communities.
As educators we continually seek
advanced strategies to compel
understandings that are applicable to
the dense and complex issues facing
our societies. Across the IB continuum,
the idea of bridging academics with
community and service is reflective of this
imperative. How can we ensure students
37
participate in appropriate and meaningful
ways that solidify what they learn and
establish transferable ways of knowing
that can be applied in the classroom
and the community? Service learning
becomes a reliable approach for moving
academics forward with a high level of
engagement motivated by the intrinsic
desire to transform ideas into action. Hear
memorable stories. See vibrant examples.
It has been said that service learning is the
fourth wall of the classroom that opens
up to the world. Discover the possibilities,
challenge your own practices and engage
in reflection to extend existing school
action to significant ways of knowing.
Profile
Cathryn Berger Kaye, M.A., author
and president of CBK Associates, she
travels globally providing professional
development programs, conference
keynotes, in-depth institutes, customdesigned curricula, and exceptional
education and learning resources
on service learning, 21st century
competencies and approaches to
learning, social and emotional realms,
school climate and culture, youth
engagement, effective teaching strategies,
and environmental sustainability. A
former teacher, Cathryn is the author
of numerous articles and eight books
including The Complete Guide to Service
Learning: Proven, Practical Ways to Engage
Students in Civic Responsibility, Academic
Curriculum, & Social Action, and two
books with environmental advocate
Philippe Cousteau to inspire students
to be environmental stewards, Make
a Splash! for primary levels, and Going
Blue for teens. Having taught in rural,
suburban and urban settings with years of
experience developing custom-designed
programmes for schools and districts
globally that build connections between
applied learning and meaningful action,
she is knowledgeable about the landscape
of education and communities today.
38
Vendredi 17 octobre
Séance plénière
Cathryn Berger Kaye
Passer à l’action : un mode de la
connaissance dynamique
Résumé
L’application de connaissances et de
compétences scolaires pour répondre
à des besoins communautaires
authentiques permet aux élèves de
s’investir pleinement. Cette démarche
les amène à développer leur curiosité,
à poser des questions plus éloquentes
et à aborder des problèmes réels, et
apporte la preuve que l’apprentissage est
essentiel. Cette présentation vous invite
à découvrir la manière dont ce processus
d’apprentissage par le service peut
changer la vie des élèves, des enseignants,
des établissements et des communautés.
En tant que professionnels de l’éducation,
nous sommes continuellement en quête
de stratégies de haut niveau susceptibles
de nous aider à mieux comprendre
les questions complexes auxquelles
nos sociétés sont confrontées. Dans le
continuum des programmes de l’IB, cet
impératif se traduit par l’idée de création
d’une passerelle entre l’apprentissage
théorique d’une part, et la communauté
39
et le service d’autre part. Comment
pouvons-nous veiller à ce que la
contribution apportée par les élèves soit
pertinente et riche de sens ? Comment
s’assurer que celle-ci leur permet en retour
de consolider leur apprentissage et de
forger des modes de la connaissance
transposables qu’ils pourront réutiliser
en classe et dans la communauté ?
L’apprentissage par le service constitue
une méthode fiable pour faire progresser
l’apprentissage théorique et amener
les élèves à s’investir pleinement, car il
est animé d’une volonté intrinsèque de
traduire les idées en actions. Les récits
captivants et les exemples tangibles
qui vous seront présentés sauront
vous en convaincre. On dit parfois
que l’apprentissage par le service est
le quatrième mur de la classe, celui
qui s’ouvre sur le monde. Découvrez
les possibilités qui s’offrent à vous,
remettez en cause vos propres pratiques
et prenez part à la réflexion visant à
transformer les actions déjà entreprises
par les établissements en modes de la
connaissance riches de sens.
Profil
Écrivaine et présidente de CBK Associates,
Cathryn Berger Kaye anime des ateliers
de perfectionnement professionnel,
présente des conférences, organise
des sessions d’étude intensives et
conçoit des programmes d’études sur
mesure aux États-Unis et partout dans
le monde. Elle élabore des ressources
d’enseignement et d’apprentissage
exceptionnelles consacrées à des thèmes
tels que : l’apprentissage par le service,
les compétences du XXIe siècle et les
approches de l’apprentissage, les aspects
sociaux et émotionnels, le climat et la
culture scolaires, l’engagement des jeunes,
les stratégies d’enseignement efficaces
et la durabilité de l’environnement.
Elle travaille également en tant que
consultante pour le compte du
Baccalauréat International. Auteure de
nombreux articles et de huit ouvrages,
cette ancienne enseignante a notamment
signé de sa plume The Complete Guide to
Service Learning: Proven, Practical Ways
to Engage Students in Civic Responsibility,
Academic Curriculum & Social Action
ainsi que deux ouvrages qu’elle a écrits
en collaboration avec le défenseur de
l’environnement Philippe Cousteau.
Respectivement destinés aux élèves du
primaire et du secondaire, Make a Splash!
et Going Blue ont pour vocation d’inciter
les jeunes à s’engager en faveur du respect
de l’environnement. Cathryn Berger
Kaye a enseigné tour à tour en milieu
rural, en banlieue et en ville et a conçu
de nombreux programmes sur mesure
axés sur les liens entre l’apprentissage
appliqué et l’action significative pour
des établissements et des districts
scolaires répartis à travers le monde. Ses
longues années d’expérience font d’elle
une spécialiste du paysage éducatif
contemporain et de la relation de ce
dernier avec les communautés.
40
Viernes 17 de octubre
Sesión plenaria
Cathryn Berger Kaye
Acción: una forma de
conocimiento dinámica
Resumen
Mediante la aplicación de destrezas y
conocimientos académicos a necesidades
reales de la comunidad, los estudiantes
pueden participar de forma plena, y
además desarrollan curiosidad, hacen
preguntas más reveladoras, abordan
problemas reales y confirman que
el aprendizaje importa. Descubra
los modos en que este proceso de
aprendizaje-servicio ha cambiado las
vidas de estudiantes, profesores, colegios
y comunidades. Como educadores,
buscamos continuamente estrategias
avanzadas para inducir comprensiones
que sean aplicables a los densos y
complejos problemas a los que se
enfrentan nuestras sociedades. En todo
el continuo del IB, la idea de acercar el
conocimiento académico a la comunidad
y el servicio refleja este imperativo.
41
¿Cómo podemos hacer que los
estudiantes participen de maneras
apropiadas y significativas que solidifiquen
lo que aprenden y establezcan formas de
conocimiento transferibles que puedan
aplicarse en la clase y la comunidad? El
aprendizaje-servicio se convierte en un
enfoque confiable para hacer avanzar el
conocimiento académico junto con un
alto nivel de participación motivado por
el deseo intrínseco de convertir las ideas
en acción. Oír historias memorables. Ver
ejemplos vibrantes. Se ha dicho que el
aprendizaje-servicio es la cuarta pared
del aula que se abre al mundo. Descubra
las posibilidades, cuestione sus propias
prácticas y participe en la reflexión para
extender la acción existente en el colegio a
formas de conocimiento significativas.
Perfil de la oradora
Cathryn Berger Kaye, escritora y
presidenta de CBK Associates, viaja por
todo el mundo ofreciendo programas de
desarrollo profesional, presentaciones
en conferencias, cursos intensivos,
currículos diseñados a medida, así como
excepcionales recursos educativos
y de aprendizaje sobre aprendizajeservicio, competencias y enfoques del
aprendizaje para el siglo XXI, ámbitos
sociales y emocionales, clima y cultura
escolar, participación juvenil, estrategias
de enseñanza eficaces y sostenibilidad
medioambiental. Cathryn también
trabaja de asesora para el Bachillerato
Internacional. Cathryn Berger Kaye fue
profesora y ha escrito numerosos artículos
así como ocho libros, entre los que se
encuentra The Complete Guide to Service
Learning: Proven, Practical Ways to Engage
Students in Civic Responsibility, Academic
Curriculum, & Social Action, y dos libros
con el defensor del medio ambiente
Philippe Cousteau para inspirar a los
estudiantes a convertirse en protectores
del medio ambiente: Make a Splash!
para niños de primaria y Going Blue para
adolescentes. Cathryn Berger Kaye conoce
muy bien el panorama de la educación
y las comunidades de hoy, ya que ha
dado clases en entornos rurales, urbanos
y residenciales, y tiene muchos años de
experiencia en el desarrollo de programas
diseñados a medida para colegios y
distritos escolares que crean conexiones
entre el aprendizaje aplicado y la acción
significativa.
42
Saturday 18 October
Plenary
Professor Michael Fullan
Integrating Technology, Pedagogy,
and Change Knowledge
Synopsis
This session will first identify powerful
push and pull factors in current schools
systems. Push factors for students show
that students are increasingly bored as
they move up the grade levels; teachers
are increasingly alienated. On the pull side
there are increasing strong pedagogies,
which, when coupled with technology
accelerate learning. Professor Fullan
43
will then focus on the new learning
partnership between and among students
and teachers that creates exciting
new learning linked to deep learning
outcomes. All of this will be connected to
change leadership - the kind of leadership
and change processes that generate
collective ownership and efficacy.
Profile
Michael Fullan, OC is the former Dean
of the Ontario Institute for Studies in
Education at the University of Toronto.
Recognized as a worldwide authority
on educational reform, he advises
policymakers and local leaders around
the world in helping to achieve the moral
purpose of all children learning. From
2004-2013 Michael Fullan served as Special
Adviser in Education to the Premier of
Ontario. He received the Order of Canada
in December 2012 and holds honorary
doctorates from Duquesne University,
Pittsburgh, Pennsylvania; University of
Edinburgh, Scotland; Newman University
College, University of Leicester; and
Nipissing University in Canada. Fullan is
a prolific, award-winning author whose
books have been published in many
languages. His book Leading in a Culture
of Change was awarded the 2002 Book
of the Year Award by Learning Forward
(formerly the National Staff Development
Council), Breakthrough (with Peter Hill and
Carmel Crévola) won the 2006 Book of the
Year Award from the American Association
of Colleges for Teacher Education,
Turnaround Leadership in Higher Education
(with Geoff Scott) won the Bellwether
Book Award in 2009, and Change Wars
(with Andy Hargreaves) was awarded the
2009 Book of the Year Award by Learning
Forward. His latest books are The Principal:
Maximizing Impact (in press), Motion
Leadership in Action (2013), Stratosphere:
Integrating Technology, Pedagogy, and
Change Knowledge (2013), and Professional
Capital: Transforming Teaching in Every
School (with Andy Hargreaves) (2012).
44
Samedi 18 octobre
Séance plénière
Michael Fullan
Intégrer la technologie, la pédagogie
et les clés du changement
Résumé
Lors de cette session, nous identifierons
dans un premier temps les principaux
facteurs exerçant des courants
contradictoires au sein des systèmes
scolaires actuels. Certains facteurs tirent
les systèmes scolaires vers le bas et
montrent que les élèves s’ennuient de
manière croissante alors qu’ils progressent
d’année en année et que les enseignants
se sentent de plus en plus aliénés. Parmi
les facteurs qui tirent ces mêmes systèmes
vers le haut, on peut citer les pédagogies
de plus en plus efficaces qui, combinées
avec les bons outils technologiques,
45
permettent d’accélérer l’apprentissage.
Dans un second temps, nous examinerons
le nouveau partenariat d’apprentissage
qui se met en place parmi les élèves et les
enseignants, et qui donne naissance à de
nouveaux apprentissages très stimulants
produisant des résultats éloquents. Ces
idées seront rapprochées du concept de
mise en marche du changement, c’està-dire les principes de direction ainsi
que les processus de changement qui
permettent une efficacité et une prise de
responsabilité collective.
Profil
Michael Fullan (O.C.) est l’ancien doyen
de l’Ontario Institute for Studies in
Education de l’université de Toronto.
Internationalement reconnu comme
spécialiste de la réforme de l’éducation,
il conseille les décideurs et dirigeants
locaux du monde entier pour favoriser
l’atteinte de l’objectif moral inhérent
à l’apprentissage des enfants. De
2004 à 2013, il a officié en tant que
conseiller spécial du premier ministre
de l’Ontario en matière d’éducation.
Nommé Officier de l’Ordre du Canada
en décembre 2012, il est titulaire de
doctorats honorifiques de l’université
Duquesne à Pittsburgh (Pennsylvanie,
États-Unis), de l’université d’Édinbourg
(Écosse), du Newman University College
de l’université de Leicester (RoyaumeUni) et de l’université Nipissing (Canada).
Michael Fullan est un auteur prolifique
et primé dont les ouvrages sont traduits
dans de nombreuses langues. Son livre
intitulé Leading in a Culture of Change
lui a valu le prix du livre de l’année 2002
de Learning Forward (anciennement
National Staff Development Council),
alors que l’American Association of
Colleges for Teacher Education lui a
attribué le prix du livre de l’année 2006
pour l’ouvrage intitulé Breakthrough
(écrit en collaboration avec Peter Hill
et Carmel Crévola). Le titre Turnaround
Leadership in Higher Education (écrit en
collaboration avec Geoff Scott) a reçu
le prix Bellwether en 2009, et Change
Wars (écrit en collaboration avec Andy
Hargreaves) s’est vu récompensé du
prix du livre de l’année 2009 décerné
par Learning Forward. Ses ouvrages les
plus récents sont The Principal: Three
Keys to Maximizing Impact (2014), Motion
Leadership in Action (2013), Stratosphere:
Integrating Technology, Pedagogy, and
Change Knowledge (2013) et Professional
Capital: Transforming Teaching in Every
School (écrit en collaboration avec Andy
Hargreaves) (2012).
46
Sábado 18 de octubre
Sesión plenaria
Michael Fullan
Cómo integrar la tecnología, la
pedagogía y el conocimiento del
cambio
Resumen
Esta sesión comenzará con una
identificación de los principales factores
de incentivación y disuasión de los
sistemas escolares actuales. Entre los
factores de disuasión se observa que los
alumnos cada vez se aburren más según
van pasando de curso, mientras que los
profesores están cada vez más aislados.
Por otro lado, los factores de incentivación
incluyen unas pedagogías cada vez más
sólidas que, combinadas con la tecnología,
47
aceleran el proceso de aprendizaje.
Michael Fullan se centrará a continuación
en una nueva colaboración de aprendizaje
entre alumnos y profesores que crea un
nuevo y estimulante tipo de aprendizaje
vinculado a resultados de aprendizaje
profundo. Todo esto se relacionará con el
liderazgo de cambio: el tipo de liderazgo
y los procesos de cambio que generan
eficacia y una toma de responsabilidad
colectiva.
Perfil del orador
Michael Fullan es el exdecano del Instituto
de Estudios en Educación de Ontario,
de la Universidad de Toronto (Canadá).
Reconocido como autoridad mundial en
materia de reforma educativa, asesora
a legisladores y responsables locales de
todo el mundo para ayudarles a alcanzar
el propósito moral del aprendizaje de
todos los niños. Desde 2004 hasta 2013,
Michael Fullan ejerció de asesor especial
en Educación del Primer Ministro de
Ontario. En diciembre de 2012 recibió
la Orden de Canadá y tiene doctorados
honorarios de la Universidad de Duquesne
(Pittsburgh, EE. UU.), de la Universidad de
Edimburgo (Reino Unido), del Newman
University College (Reino Unido), de
la Universidad de Leicester (Reino
Unido), y de la Universidad de Nipissing
(Canadá). Michael Fullan es un prolífico
y reconocido escritor cuyos libros se han
publicado en varios idiomas. Su libro
Liderar en una cultura de cambio obtuvo
en 2002 el premio Book of the Year Award
de la organización Learning Forward
(anteriormente denominada National
Staff Development Council), Breakthrough
(con Peter Hill y Carmel Crévola) ganó
en 2006 el Book of the Year Award de
la American Association of Colleges for
Teacher Education, Turnaround Leadership
in Higher Education (con Geoff Scott)
logró el Bellwether Book Award en 2009,
y Change Wars (con Andy Hargreaves)
consiguió en 2009 el Book of the Year
Award de Learning Forward. Sus libros
más recientes son The Principal: Three
Keys to Maximizing Impact (2014), Motion
Leadership in Action (2013), Stratosphere:
Integrating Technology, Pedagogy, and
Change Knowledge (2013), y Professional
Capital: Transforming Teaching in Every
School (con Andy Hargreaves) (2012).
48
Sunday 19 October
Plenary
Professor Marcus du Sautoy
Teaching the Shakespeare
of Mathematics
Synopsis
Governments across the world recognize
that a mathematically literate work-force
is more likely to capitalize on the ever
increasing technological changes that are
sweeping through society. The power of
Google to hunt out the page you want,
the ability of cameras to cram more
detailed pictures into tinier memories, the
sophisticated games and animations we
watch all depend on clever mathematics.
To innovate further you need to
understand the mathematical language
that underpins these technologies.
49
But for me this emphasis on utility
misses a key point. What turned me
on to the subject was being shown
what mathematics is really about. Real
mathematics. It was being exposed
to the big stories, the Shakespeare of
mathematics that inspired me. It is my
belief that more children should be given
the key to this secret garden. Why can't we
include the Shakespeare of maths in the
curriculum? We are not frightened to teach
Richard III to 13 year olds. Let's be more
brave and throw Riemann at them too!
Profile
Marcus du Sautoy is the Charles Simonyi
Professor for the Public Understanding of
Science and Professor of Mathematics at
the University of Oxford and a Fellow of
New College. In 2004 Esquire Magazine
chose him as one of the 100 most
influential people under 40 in Britain
and in 2009 he was awarded the Royal
Society’s Faraday Prize, the UK’s premier
award for excellence in communicating
science. He received an OBE for services
to science in the 2010 New Year’s
Honours List.
Marcus du Sautoy is author of The Music
of the Primes (Fourth Estate, 2003), Finding
Moonshine: a mathematician’s journey
through symmetry (Fourth Estate, 2008),
and The Num8er My5teries (Fourth Estate,
2010). He has also written for The Times,
Daily Telegraph, Independent and the
Guardian, and regularly appears on
television - most recently as presenter of
The Beauty of Diagrams (BBC 4, 2011),
and landmark 3-part series The Code
(BBC2, 2011).
50
Dimanche 19 octobre
Séance plénière
Marcus du Sautoy
Enseigner le « Shakespeare » des
mathématiques
Résumé
Les gouvernements du monde entier
s’accordent sur le fait qu’une population
active compétente en mathématiques est
plus à même de tirer profit des évolutions
technologiques qui ne cessent de
s’opérer au sein de la société. Trouver ce
que l’on cherche grâce à Google, stocker
des photos d’une résolution toujours
plus élevée dans des cartes mémoire
toujours plus minuscules, voir défiler sur
nos écrans des jeux et des animations
au graphisme sophistiqué... Rien de tout
cela ne serait possible sans le génie des
mathématiques. Pour continuer à innover,
il est indispensable de comprendre le
langage mathématique inhérent à
ces technologies.
51
Toutefois, selon moi, mettre ainsi l’accent
sur l’utilité des mathématiques éclipse un
aspect essentiel. Ma passion pour cette
discipline est née lorsque j’ai découvert ce
qu’étaient réellement les mathématiques.
Les vraies mathématiques. J’ai puisé mon
inspiration dans les grands récits, dans ce
qu’on pourrait appeler le « Shakespeare »
des mathématiques. Je suis d’avis
que nous devrions confier la clé de ce
jardin secret à plus d’enfants. Pourquoi
ne pas intégrer le « Shakespeare » des
mathématiques dans le programme
d’études ? Enseigner Richard III à des
jeunes de 13 ans n’effraie personne. Alors
prenons notre courage à deux mains et
partons avec nos élèves à la conquête
de Riemann !
Profil
Marcus du Sautoy est titulaire de la chaire
Charles Simonyi de vulgarisation des
sciences et professeur de mathématiques
à l’université d’Oxford. Il est également
chargé de cours au New College au sein
de cette même université. En 2004, il
s’est classé parmi les 100 personnalités
de moins de 40 ans les plus influentes de
Grande-Bretagne au palmarès établi par la
revue Esquire Magazine et a reçu en 2009
le prix « Michael Faraday » décerné par la
Royal Society – la plus haute distinction
britannique récompensant l’excellence en
matière de communication scientifique.
Il a été nommé Officier de l’Ordre de
l’Empire britannique en reconnaissance de
ses services rendus à la science en 2010.
Marcus du Sautoy est l’auteur de La
symphonie des nombres premiers (Éditions
Héloïse d’Ormesson, 2005), La symétrie
ou les maths au clair de lune (Éditions
Héloïse d’Ormesson, 2012) et Le Mystère
des nombres (Éditions Héloïse d’Ormesson,
2014). Il a également écrit des articles
pour The Times, The Daily Telegraph, The
Independent et The Guardian et est un
habitué des plateaux de télévision. Le
public britannique l’a récemment retrouvé
sur le petit écran en tant que présentateur
d’un documentaire en plusieurs parties
intitulé The Beauty of Diagrams (BBC 4,
2011), de même que dans sa célèbre sériedocumentaire en trois épisodes intitulée
The Code (BBC 2, 2011).
52
Sábado 19 de octubre
Sesión plenaria
Marcus du Sautoy
Enseñar el Shakespeare de las
matemáticas
Resumen
Los gobiernos de todo el mundo
reconocen que una mano de obra
matemáticamente culta es más probable
que aproveche los continuos cambios
tecnológicos que se extienden por
la sociedad. El poder de Google para
encontrar la página que quieres, la
capacidad de las cámaras para meter
imágenes cada vez más detalladas en
memorias cada vez más pequeñas,
los sofisticados juegos y animaciones
que vemos... todo esto depende de
las matemáticas. Para innovar más
es necesario entender el lenguaje
matemático que apuntala esas
tecnologías.
53
Pero para mí, al poner énfasis en la
utilidad se pierde un punto crucial. Lo
que me atrajo a la disciplina fue que me
mostraran en qué consisten realmente las
matemáticas. Las matemáticas de verdad.
Lo que me inspiró fue que me enseñaran
las grandes historias, el Shakespeare de
las matemáticas. Estoy convencido de
que se debería dar a más niños la llave de
este jardín secreto. ¿Por qué no podemos
incluir el Shakespeare de las matemáticas
en el currículo? No nos da miedo enseñar
Ricardo III a los adolescentes de 13 años.
¡Seamos más valientes y echémosles a
Riemann también!
Perfil del orador
Marcus du Sautoy es titular de la cátedra
Charles Simonyi de Comprensión
Pública de la Ciencia y es catedrático de
Matemáticas en la Universidad de Oxford,
así como miembro de la junta de gobierno
del New College. En 2004, la publicación
Esquire lo eligió una de las 100 personas
de menos de 40 años más influyentes de
Gran Bretaña, y en 2009 se le concedió
el premio Faraday de la Royal Society, el
premio más importante que se concede
en el Reino Unido por excelencia en la
comunicación de la ciencia. En 2010 se le
nombró oficial de la Orden del Imperio
Británico por sus servicios a la ciencia.
Marcus du Sautoy es el autor de The
Music of the Primes (Fourth Estate, 2003),
Finding Moonshine: a mathematician’s
journey through symmetry (Fourth Estate,
2008), y The Num8er My5teries (Fourth
Estate, 2010). También ha escrito para los
periódicos británicos The Times, The Daily
Telegraph, The Independent y The Guardian,
y aparece regularmente en televisión, más
recientemente como presentador de The
Beauty of Diagrams (BBC 4, 2011), y en la
destacada serie de televisión de tres partes
The Code (BBC 2, 2011).
54
Saturday 18 October
Featured Speaker
Professor Michael Fullan
Question and Answer session
Synopsis
This session will be a follow-up to Michael
Fullan's plenary presentation. During
this session participants will have the
opportunity to ask questions arising
from his plenary and together explore
in more depth some dimensions of his
morning session.
55
Profile
Michael Fullan, OC is the former Dean
of the Ontario Institute for Studies in
Education at the University of Toronto.
Recognized as a worldwide authority
on educational reform, he advises
policymakers and local leaders around
the world in helping to achieve the moral
purpose of all children learning. From
2004-2013 Michael Fullan served as Special
Adviser in Education to the Premier of
Ontario. He received the Order of Canada
in December 2012 and holds honorary
doctorates from Duquesne University,
Pittsburgh, Pennsylvania; University of
Edinburgh, Scotland; Newman University
College, University of Leicester; and
Nipissing University in Canada. Fullan is
a prolific, award-winning author whose
books have been published in many
languages. His book Leading in a Culture
of Change was awarded the 2002 Book
of the Year Award by Learning Forward
(formerly the National Staff Development
Council), Breakthrough (with Peter Hill and
Carmel Crévola) won the 2006 Book of the
Year Award from the American Association
of Colleges for Teacher Education,
Turnaround Leadership in Higher Education
(with Geoff Scott) won the Bellwether
Book Award in 2009, and Change Wars
(with Andy Hargreaves) was awarded the
2009 Book of the Year Award by Learning
Forward. His latest books are The Principal:
Maximizing Impact (in press), Motion
Leadership in Action (2013), Stratosphere:
Integrating Technology, Pedagogy, and
Change Knowledge (2013), and Professional
Capital: Transforming Teaching in Every
School (with Andy Hargreaves) (2012).
56
Samedi 18 octobre
Conférencier invité
Michael Fullan
Séance de questions-réponses
Résumé
Cette séance fait suite à la séance
plénière présentée par Michael Fullan. Les
participants auront la possibilité de poser
leurs questions suite à son intervention
et pourront revenir plus en détail sur des
aspects évoqués le matin même.
57
Profil
Michael Fullan (O.C.) est l’ancien doyen
de l’Ontario Institute for Studies in
Education de l’université de Toronto.
Internationalement reconnu comme
spécialiste de la réforme de l’éducation,
il conseille les décideurs et dirigeants
locaux du monde entier pour favoriser
l’atteinte de l’objectif moral inhérent
à l’apprentissage des enfants. De
2004 à 2013, il a officié en tant que
conseiller spécial du premier ministre
de l’Ontario en matière d’éducation.
Nommé Officier de l’Ordre du Canada
en décembre 2012, il est titulaire de
doctorats honorifiques de l’université
Duquesne à Pittsburgh (Pennsylvanie,
États-Unis), de l’université d’Édinbourg
(Écosse), du Newman University College
de l’université de Leicester (RoyaumeUni) et de l’université Nipissing (Canada).
Michael Fullan est un auteur prolifique
et primé dont les ouvrages sont traduits
dans de nombreuses langues. Son livre
intitulé Leading in a Culture of Change
lui a valu le prix du livre de l’année 2002
de Learning Forward (anciennement
National Staff Development Council), alors
que l’American Association of Colleges
for Teacher Education lui a attribué
son prix du livre de l’année 2006 pour
l’ouvrage intitulé Breakthrough (écrit en
collaboration avec Peter Hill et Carmel
Crévola). Le titre Turnaround Leadership in
Higher Education (écrit en collaboration
avec Geoff Scott) a reçu le prix Bellwether
en 2009, et Change Wars (écrit en
collaboration avec Andy Hargreaves)
s’est vu récompensé du prix du livre
de l’année 2009 décerné par Learning
Forward. Ses ouvrages les plus récents
sont The Principal: Three Keys to Maximizing
Impact (2014), Motion Leadership in
Action (2013), Stratosphere: Integrating
Technology, Pedagogy, and Change
Knowledge (2013) et Professional Capital:
Transforming Teaching in Every School
(écrit en collaboration avec Andy
Hargreaves) (2012).
58
Sábado 18 de octubre
Orador destacado
Michael Fullan
PREGUNTAS Y RESPUESTAS
Resumen
En esta sesión se ampliará la presentación
plenaria de Michael Fullan. Los
participantes tendrán aquí la oportunidad
de plantear preguntas surgidas durante
la sesión plenaria y explorar en grupo
algunos aspectos de la sesión matinal con
más profundidad.
59
Perfil del orador
Michael Fullan es el exdecano del Instituto
de Estudios en Educación de Ontario,
de la Universidad de Toronto (Canadá).
Reconocido como autoridad mundial en
materia de reforma educativa, asesora
a legisladores y responsables locales de
todo el mundo para ayudarles a alcanzar
el propósito moral del aprendizaje de
todos los niños. Desde 2004 hasta 2013,
Michael Fullan ejerció de asesor especial
en Educación del Primer Ministro de
Ontario. En diciembre de 2012 recibió
la Orden de Canadá y tiene doctorados
honorarios de la Universidad de Duquesne
(Pittsburgh, EE. UU.), de la Universidad de
Edimburgo (Reino Unido), del Newman
University College (Reino Unido), de
la Universidad de Leicester (Reino
Unido), y de la Universidad de Nipissing
(Canadá). Michael Fullan es un prolífico
y reconocido escritor cuyos libros se han
publicado en varios idiomas. Su libro
Liderar en una cultura de cambio obtuvo
en 2002 el premio Book of the Year Award
de la organización Learning Forward
(anteriormente denominada National
Staff Development Council), Breakthrough
(con Peter Hill y Carmel Crévola) ganó
en 2006 el Book of the Year Award de
la American Association of Colleges for
Teacher Education, Turnaround Leadership
in Higher Education (con Geoff Scott)
logró el Bellwether Book Award en 2009,
y Change Wars (con Andy Hargreaves)
consiguió en 2009 el Book of the Year
Award de Learning Forward. Sus libros
más recientes son The Principal: Three
Keys to Maximizing Impact (2014), Motion
Leadership in Action (2013), Stratosphere:
Integrating Technology, Pedagogy, and
Change Knowledge (2013), y Professional
Capital: Transforming Teaching in Every
School (con Andy Hargreaves) (2012).
60
Saturday 18 October
Featured Speaker
Dr. Robin Ann Martin
Co-presenter
Alanna MacPherson Can, M.A. student
Teacher development across
disparate cultures: A case study
Synopsis
One unique challenge of teacher
development for international education
runs parallel to that of international
schools: How to cope with and perhaps
even benefit from teachers' experiences
that are essentially disparate in terms of
their linguistic, professional, and cultural
backgrounds. In 2014, we faced this
challenge head-on with an MA course
entitled Curriculum in an International
Context. The video conferencing elements
of the course created the initial challenges
of delivery, but the real work was creating
open-ended activities and discussions that
would engage teachers with widely varied
levels of experience and English fluency.
More notably were the cultural differences,
having local/national teachers from Turkey
and northern Iraq (with Kurdish and
Turkmen identities), alongside of expatriate
61
teachers from Syria, England, Canada,
the United States, the Philippines, and
Thailand. This presentation will analyze the
Moodle forums, presentation assignments,
and midterm projects that evoked
collaboration across and within cultures.
In particular, with the help of one course
participant who chose this case study as
her own midterm project, we will address
these inquiry questions: (1) How did
comfort levels with the English language
influence participation in the course?
(2) How did participants' varied levels of
teaching experiences contribute to their
collaborative learning? (3) What cultural
differences were acknowledged by course
participants? (4) How can we make the
most of cultural differences for optimizing
teacher learning and participation in the
design of future courses?
Profile
Dr. Robin Ann Martin
Dr. Martin works as an assistant professor
at the Bilkent University Graduate School
of Education in Ankara, Turkey. Her
current work includes teaching general
courses in curriculum and instruction for
pre-service and in-service MA students.
Since 2010, she has served as coordinator
of the graduate school's IB Certificate in
Teaching and Learning for pre-service
teachers. From 2006 to 2009, Dr. Martin
worked with teacher trainees of English as
a foreign language at a private university
in The Sultanate of Oman. Her doctorate
in curriculum and instruction is from
Iowa State University, and she has an
MA in educational psychology from
the University of Iowa. In the U.S.A., she
served as teacher, tutor, administrator,
and researcher in small private schools in
California, Oregon, and Washington.
Alanna MacPherson Can, M.A. student
Ms. MacPherson Can works as the PYP
Coordinator at Ihsan Dogramaci Bilkent
Erbil College (IDBEC) in Erbil, Iraq. She is
currently participating in the Masters of
Curriculum and Instruction programme at
Bilkent Graduate School of Education in
Ankara, Turkey. Ms. MacPherson Can has
been working as a classroom teacher since
2011 and PYP Coordinator since 2013 at
IDBEC. Previously she worked as lower
primary classroom teacher in Egypt, Qatar,
and China.
62
Samedi 18 octobre
Conférencière invitée
Robin Ann Martin
Coconférencière
Alanna MacPherson Can, étudiante de
deuxième cycle universitaire
Le perfectionnement professionnel
des enseignants dans des cultures
d’ici et d’ailleurs : étude de cas
Résumé
Il existe, au niveau du perfectionnement
professionnel des enseignants travaillant
dans un contexte d’éducation internationale,
un défi allant de pair avec celui auxquelles
les écoles internationales sont confrontées.
Ce défi consiste à s’accommoder, voire
à tirer parti, des expériences diverses et
variées qu’ont les enseignants en termes
de parcours linguistique, professionnel
et culturel. En 2014, l’établissement où je
travaille a décidé d’aborder cette question
de front par le biais d’un cours de maîtrise
portant sur les programmes d’études dans
un contexte international. Ce cours était
en partie donné par vidéo conférence,
ce qui présentait une première difficulté,
mais le véritable enjeu consistait à créer
des activités ouvertes et à provoquer des
échanges amenant les enseignants à se
confronter à des expériences variées ainsi
qu’à des niveaux d’anglais divers. Il est
important de souligner que les différences
culturelles étaient nombreuses, puisque le
groupe était composé d’enseignants locaux
ou nationaux originaires de Turquie et du
63
nord de l’Irak (avec des identités kurdes
et turkmènes) ainsi que d’enseignants
expatriés venus de Syrie, d’Angleterre, du
Canada, des États-Unis, des Philippines et
de Thaïlande. Cette présentation proposera
une analyse des forums Moodle utilisés, des
travaux demandés aux participants et des
projets intermédiaires qui ont nécessité une
collaboration entre et parmi les différentes
cultures. Grâce à l’une des participantes qui
a choisi cette étude de cas comme projet
intermédiaire, nous pourrons notamment
aborder les questions de recherche
suivantes : 1) En quoi le niveau d’anglais des
participants a-t-il influencé leur implication
dans le cours ? 2) Comment les niveaux
d’expérience divers des participants en
termes d’enseignement ont-ils contribué
à un apprentissage coopératif ? 3) Quelles
différences culturelles ont été identifiées par
les participants ? 4) En quoi pouvons-nous
tirer parti des différences culturelles pour
améliorer la formation des enseignants et
leur participation à l’élaboration des cours
de demain ?
Profil
Robin Ann Martin
Robin Ann Martin est maître de conférences
à la Bilkent University Graduate School
of Education à Ankara en Turquie.
Elle est actuellement impliquée dans
l’enseignement de cours généraux sur les
programmes d’études et l’enseignement
destinés aux étudiants de deuxième
cycle universitaire en formation initiale
ou continue. Au sein de sa faculté, elle
coordonne depuis 2010 le certificat de
l’IB en enseignement et apprentissage
destiné aux enseignants en formation
initiale. De 2006 à 2009, elle a travaillé
avec des enseignants d’anglais langue
étrangère stagiaires dans une université
privée du Sultanat d’Oman. Elle est
titulaire d’un doctorat en programmes
d’études et enseignement de l’Iowa State
University et d’une maîtrise en psychologie
éducationnelle de l’University of Iowa.
Aux États-Unis, elle a été tour à tour
enseignante, tutrice, chercheuse et membre
de la direction dans des établissements
privés de petite taille situés en Californie,
dans l’Oregon et dans l’État de Washington.
Alanna MacPherson Can, étudiante de
deuxième cycle universitaire
Alanna MacPherson Can exerce la
fonction de coordonnatrice du PP
au Ihsan Dogramaci Bilkent Erbil
College (IDBEC) à Erbil, en Iraq. Elle suit
actuellement le master spécialisé en
programmes d’études et enseignement
proposé par la Bilkent Graduate School
of Education à Ankara en Turquie. Alanna
MacPherson Can travaille à l’IDBEC en
tant qu’enseignante titulaire depuis 2011
et en qualité de coordonnatrice du PP
depuis 2013. Elle avait auparavant occupé
des postes d’enseignante titulaire dans
des établissements de premier cycle
secondaire en Égypte, au Qatar et
en Chine.
64
Sábado 18 de octubre
Oradora destacada
Dra. Robin Ann Martin
Copresentadora
Alanna MacPherson Can
La formación de profesores de
culturas diferentes: caso práctico
Resumen
Uno de los desafíos típicos de la formación
de profesores para la educación
internacional tiene un claro paralelismo
con un desafío al que se enfrentan los
colegios internacionales: descubrir
cómo abordar e incluso aprovechar las
experiencias dispares de los profesores
en lo que respecta a sus circunstancias
lingüísticas, profesionales y culturales.
En 2014 decidimos agarrar el toro por las
astas y tratar este tema en una asignatura
de máster llamada "El currículo en un
contexto internacional". Las primeras
dificultades para impartir el curso
surgieron con las videoconferencias,
pero la labor más ardua consistió en
la creación de actividades y debates
abiertos que facilitaran la participación de
profesores con muy distintos niveles de
experiencia y fluidez lingüística en inglés.
Lo más destacable fueron las diferencias
culturales, ya que tuvimos profesores de
Turquía y el norte de Iraq (de identidad
65
kurda y turcomana) junto a profesores
expatriados de Siria, Inglaterra, Canadá,
Estados Unidos, Filipinas y Tailandia. En
esta presentación se analizarán los foros de
Moodle, las presentaciones de los alumnos
y los proyectos con los que se consiguió
la colaboración entre las diferentes
culturas. En particular, gracias a la ayuda
prestada por una de las participantes
en la asignatura, que eligió este estudio
de caso para su proyecto, abordaremos
las siguientes preguntas de indagación:
(1) ¿Hasta qué punto influyó el nivel de
inglés de los alumnos en su participación
en la asignatura? (2) ¿Cómo contribuyó el
variado nivel de experiencia pedagógica
de los participantes a su aprendizaje
colaborativo? (3) ¿Qué diferencias
culturales observaron los participantes? (4)
¿Cómo pueden aprovecharse plenamente
las diferencias culturales para aumentar
el aprendizaje y la participación de los
profesores en el diseño de futuros cursos?
Perfil de las oradoras
Dra. Robin Ann Martin
Robin Ann Martin trabaja de profesora
adjunta de la facultad de educación
de la Bilkent University de Ankara
(Turquía). Actualmente imparte cursos
generales de máster sobre currículo y
enseñanza para docentes en ejercicio y en
formación. Desde 2010 es coordinadora
en la universidad del Certificado del IB de
enseñanza-aprendizaje para docentes en
formación. Entre 2006 y 2009 trabajó con
docentes en formación de inglés como
lengua extranjera en una universidad
privada de Omán. Obtuvo su doctorado
en currículo y enseñanza en la Iowa State
University y su máster en psicología
educativa en la Universidad de Iowa. En
EE. UU. ha trabajado como profesora,
tutora, directiva e investigadora de varios
colegios privados de California, Oregón y
Washington.
Alanna MacPherson Can
Alanna MacPherson Can es la
coordinadora del PEP en el colegio Ihsan
Dogramaci Bilkent Erbil College (IDBEC)
de Erbil (Iraq). Actualmente estudia en
el Máster de Currículo y Enseñanza en
la facultad de educación de la Bilkent
University de Ankara (Turquía). Alanna
MacPherson Can trabaja como profesora
desde 2011, y como coordinadora del
PEP desde 2013 en IDBEC. Anteriormente
trabajó como profesora de la primera
etapa de primaria en Egipto, Qatar y China.
66
Saturday 18 October
Featured Speaker
Cristóbal Cobo Ph.D
Hacking education: what if the
traditional knowledge currencies are
not enough?
Synopsis
This presentation, based on a set
of international research, aims to
challenge some of the taken-for-granted
assumptions that exist on education. We
will explore how alternatives knowledge
currencies as well as more flexible
mechanisms of skills recognition need to
be included into the formal education.
Some of the questions to be explored are:
Are schools doing enough to embrace
67
expanded learning? What alternative tools
for knowledge recognition can be adopted
in the digital era? Can creativity be
assessed? How will these new currencies
affect our teaching and learning practices?
How can we provide an education that
remains meaningful beyond graduation?
How should we rethink education in the
21st century?
Profile
Cristóbal Cobo (Ph.D) is a research fellow
at the Oxford Internet Institute, University
of Oxford, where he coordinates research
on innovation, open knowledge initiatives
and future of learning research projects.
Currently he works on Internet Science
and OportUnidad project (funded by
European Commission). Cristóbal has
been a Visiting Fellow at the Centre on
Skills, Knowledge and Organisational
Performance, University of Oxford and
Professor and director of Communication
and New Technologies and editor of
the educational platform of the Latin
American Faculty of Social Sciences ,
Mexico. External Evaluator for National
Science Foundation and MIT Press (US),
International Labour Organization (UN),
International Development Research
Centre (Canada). Invited Expert for RAND
EU in future trends on technology and
education commissioned by the Bureau
of European Policy Advisors (BEPA). Dr
Cobo currently serves on the board of the
Global Open Educational Resource (OER)
Graduate Network.
68
Samedi 18 octobre
Conférencier invité
Cristóbal Cobo
Métamorphoser l’éducation – Et si les
formules traditionnelles d’acquisition
des connaissances ne suffisaient plus ?
Résumé
Cette présentation, qui repose sur un
ensemble de recherches internationales,
s’attache à remettre en question certains
présupposés en matière d’éducation qui
sont fermement ancrés dans les esprits.
Nous nous pencherons sur la nécessité
d’intégrer dans l’éducation formelle de
nouvelles formules d’acquisition des
connaissances ainsi que des mécanismes
plus souples propices à la reconnaissance
des compétences. Différentes questions
méritent ainsi une attention particulière :
les établissements scolaires déploient-ils
suffisamment d’efforts pour promouvoir
69
l’apprentissage élargi ? Quels autres
outils de reconnaissance des acquis
peut-on adopter dans l’ère numérique ?
La créativité peut-elle faire l’objet d’une
évaluation ? Quelles répercussions
ces nouvelles formules auront-elles
sur nos stratégies d’enseignement et
d’apprentissage ? Comment pouvonsnous proposer un enseignement dont
l’intérêt ne se limite pas à la réussite aux
examens ? De quelle manière devons-nous
procéder pour repenser l’éducation au
XXIe siècle ?
Profil
Titulaire d’un doctorat, Cristóbal Cobo
est un chercheur rattaché à l’Oxford
Internet Institute, au sein de l’université
d’Oxford. À ce titre, il coordonne les
recherches sur l’innovation, les initiatives
consacrées au savoir libre, ainsi que
les projets de recherche dédiés à
l’avenir de l’apprentissage. Il participe
actuellement aux projets « Networks
of Excellence in Internet Science » et
« OportUnidad », tous deux mis en place
par la Commission européenne. Cristóbal
Cobo est titulaire d’une bourse de
recherche au Centre on Skills, Knowledge
and Organisational Performance de
l’université d’Oxford. Il exerce également
plusieurs fonctions au sein de la Faculté
latinoaméricaine de sciences sociales,
au Mexique, en tant que professeur et
directeur des communications et des
nouvelles technologies d’une part, et
en tant qu’éditeur de la plateforme
d’enseignement d’autre part. Il travaille
par ailleurs en tant qu’évaluateur externe
pour le compte de la National Science
Foundation et de MIT Press (États-Unis),
de l’Organisation internationale du Travail
(ONU) et du Centre de recherches pour le
développement international (Canada). À
la demande du Bureau des Conseillers de
Politique européenne (BEPA), il collabore
avec RAND Europe pour définir les futures
tendances en matière de technologie et
d’enseignement en tant qu’expert invité.
Cristóbal Cobo siège actuellement au
conseil d’administration du Global Open
Educational Resource (OER) Graduate
Network (réseau des diplômés régi par
la Chaire UNESCO dédiée aux ressources
éducatives ouvertes).
70
Sábado 18 de octubre
Orador destacado
Cristóbal Cobo
Adentrarse en la educación: ¿y si los
tipos tradicionales de conocimiento
no son suficiente?
Resumen
Esta presentación, basada en un conjunto
de investigaciones internacionales,
aspira a cuestionar algunos de los
supuestos aceptados que existen sobre
educación. Exploraremos cómo se
tienen que introducir en la educación
formal herramientas de conocimiento
alternativas, así como mecanismos
más flexibles de reconocimiento de
destrezas. Algunas de las preguntas que
se explorarán son: ¿Los colegios hacen lo
suficiente para fomentar un aprendizaje
ampliado? ¿Qué otras herramientas de
reconocimiento de aprendizaje se pueden
71
adoptar en la era digital? ¿Puede evaluarse
la creatividad? ¿Cómo afectarán estas
nuevas modalidades a nuestras prácticas
de enseñanza y aprendizaje? ¿Cómo
podemos ofrecer una educación que
siga siendo significativa para los alumnos
después de su graduación? ¿Cómo
debemos replantearnos la educación en el
siglo XXI?
Perfil del orador
Cristóbal Cobo es investigador asociado
del Oxford Internet Institute de la
Universidad de Oxford, donde coordina
proyectos de investigación sobre
innovación, iniciativas de conocimiento
abierto y el futuro del aprendizaje.
Actualmente trabaja en Network of
Excellence in Internet Science y el
proyecto OportUnidad (financiados por la
Comisión Europea). Ha sido investigador
visitante en el Centre on Skills, Knowledge
and Organisational Performance de la
Universidad de Oxford; profesor y director
de Comunicación y Nuevas Tecnologías
y editor de la plataforma educativa de
la Facultad Latinoamericana de Ciencias
Sociales (México); evaluador externo
de la National Science Foundation and
MIT Press (EE. UU.), la Organización
Internacional del Trabajo (ONU) y el
International Development Research
Centre (Canadá); y experto invitado para
RAND EU en tendencias futuras sobre
tecnología y educación encargado por la
Bureau of European Policy Advisors (BEPA).
Actualmente es miembro del consejo de
Global Open Educational Resource (OER)
Graduate Network.
72
Sunday 19 October
Featured Speaker
Dinos Aristidou
Knowing me, knowing you;
Experiential learning, empathy and
the art of reflection
Synopsis
We reflect in order to learn and we learn by
reflecting. Reflection is the bridge between
internal and external experiences that
leads to deep learning. But what exactly
do we mean by reflection and why is it so
important, particularly in an international
programme? Is it a moving river in which
we catch glimpses of ourselves or is it a
mirror that we hold up to frame our world?
Reflection is a complex concept and a
challenging skill for children and young
people and yet it is a key skill required by
many programmes. Without it, experiential
and contextual learning run the risk of
being superficial. Without it, understanding
both self and an 'other' becomes
impossible. It is an essential component
of emotional intelligence and empathetic
action, a way to capture our fluid identities
and to make sense of our personal, social
73
and global interactions. There is, however,
a fundamental difference between the
act of reflection and the different modes
of representing and recording reflection.
This presentation will examine the role
reflection plays in meaning making and
learning through metaphor as well as
delving into the multi faceted nature and
art of representing reflection, which though
required, is often not explicitly taught.
Using elements of the presenter's work as
a playwright, the art of meaning making
and giving voice to self and others will
engage participants from all subject areas
with practical strategies for developing
effective reflection required for meaningful
affective, cognitive and somatic teaching
and learning. Participants are required to
bring pen and paper or any other device for
the recording of text.
Profile
Dinos Aristidou is a playwright, director
and education consultant who specialises
in working with educators, communities
and young people, both in the UK and
internationally. He is a workshop leader,
examiner and consultant for the IB and
has taught on the post graduate Arts
Management Diploma at the Royal Welsh
College of Music and Drama. He is also
an Artsmark validator and trainer for
Trinity College, London. He has worked
for a number of organisations in the UK,
directing large scale work with young
people for Birmingham Royal Ballet as
artistic director of a new ballet with over
80 young people. He has also worked
with UCAN, training blind young people
to be workshop leaders and facilitators.
As Development Officer for Children and
Young People and Creative Learning
Programme Manager at the Arts Council
of England, South East, he has contributed
to cultural policy and learning initiatives in
the UK. His research and interest in cultural
memory, experiential and contextual
learning has led to the development of
site learning programmes at the SEARCH
museum in Gosport, the American
Museum of Natural History, New York
and the British Museum, London. In 2012
he was commissioned to write a play as
part of the 2012 Cultural Olympiad for
the South East. He is at present working
on a commissioned play for production
in spring 2015 and is running a two year
programme developing young writers
16-25. He is a part of the artistic team
and a board member of the International
Schools Theatre Association (ISTA).
74
Dimanche 19 octobre
Conférencier invité
Dinos Aristidou
Se connaître soi-même et connaître les
autres – l’apprentissage expérientiel,
l’empathie et l’art de la réflexion
Résumé
C’est pour apprendre que nous opérons un
travail de réflexion, et c’est par la réflexion
que passe l’apprentissage. Le travail de
réflexion est une passerelle entre nos
expériences intériorisées et externalisées qui
permet d’approfondir l’apprentissage. Mais
qu’entendons-nous au juste par « travail de
réflexion » et pourquoi est-il si important, en
particulier dans le cadre d’un programme
international ? S’apparente-t-il plutôt à un
cours d’eau qui nous renvoie des fragments
de notre image, ou est-il comme un miroir
que nous tendons devant nous afin de
capturer le monde ? Pour les enfants et les
jeunes, le travail de réflexion représente
un concept complexe et une compétence
difficile à acquérir. Pourtant, il s’agit d’une
capacité essentielle, exigée par de nombreux
programmes. Sans elle, l’apprentissage
expérientiel et contextuel peut rester
superficiel. Sans elle, se comprendre soimême et comprendre l’autre devient
impossible. La réflexion est une composante
indispensable de l’intelligence émotionnelle
et des actes d’empathie envers autrui.
75
Elle nous permet de capter la mouvance
de nos identités et de mieux comprendre
nos interactions à l’échelle personnelle,
sociale et mondiale. Il existe cependant une
distinction fondamentale entre la réflexion
en tant qu’acte et les différentes modalités
de représentation et de consignation de
la réflexion. Cette présentation viendra
examiner le rôle que joue le travail de
réflexion dans la création de sens et dans
l’apprentissage par la métaphore. Elle se
penchera également sur la nature multiple
de la réflexion et sur l’art de représenter le
travail de réflexion qui, bien qu’il soit souvent
exigé, n’est souvent pas enseigné de manière
explicite. La présentation s’appuiera sur
des éléments du travail de dramaturgie du
conférencier et abordera la création de sens
ainsi que la capacité à se donner la parole et
à donner la parole à autrui. Elle invitera les
participants, quelles que soient les matières
qu’ils enseignent, à envisager des stratégies
concrètes permettant de développer une
réflexion efficace – celle-là même qui leur
servira à donner du sens à l’enseignement
et à l’apprentissage affectifs, cognitifs et
somatiques. Il est demandé aux participants
de se munir de quoi écrire et de prendre des
notes pendant la présentation.
Profil
Dinos Aristidou est dramaturge, directeur
de théâtre et consultant en éducation.
Spécialisé dans le travail avec les éducateurs,
les communautés et les jeunes, il mène
des projets au Royaume-Uni et dans le
monde entier. Il travaille pour l’IB en tant
qu’animateur d’atelier, examinateur et
consultant, et a enseigné dans le cadre du
certificat d’études supérieures en gestion
artistique du Royal Welsh College of Music
and Drama. Il est également validateur et
formateur du programme Artsmark pour
le Trinity College à Londres. Il travaille pour
plusieurs organismes au Royaume-Uni, et a
notamment été directeur artistique d’une
production inédite pour le Royal Ballet de
Birmingham qui a impliqué plus de 80 jeunes.
Il est également impliqué dans des projets
auprès d’UCAN visant à former de jeunes
aveugles aux rôles d’animateurs d’atelier
et de médiateurs. Au Royaume-Uni, Dinos
Aristidou a contribué à plusieurs initiatives sur
l’apprentissage et liées à la politique culturelle
en tant qu’expert-conseil en développement
pour la branche enfance et jeunesse du
ministère de l’Éducation, et en qualité de
responsable du programme apprentissage
et créativité du Conseil des arts du sud-est de
l’Angleterre. Il se passionne pour les domaines
de la mémoire culturelle et de l’apprentissage
expérientiel et contextuel, et ses recherches
l’ont conduit à développer des programmes
d’apprentissage spécifiques pour le musée
SEARCH de Gosport et le British Museum à
Londres, ainsi que pour le musée américain
d’histoire naturelle de New York. En 2012, il a
été invité à écrire une pièce de théâtre dans le
cadre des olympiades culturelles 2012 du sudest de l’Angleterre. Actuellement, il travaille
sur une commande dont la production est
prévue pour le printemps 2015 et il gère un
programme sur deux ans visant à développer
le talent de jeunes écrivains âgés de 16 à
25 ans. Il fait partie de l’équipe artistique
de l’association de théâtre des écoles
internationales (ISTA, International Schools
Theatre Association), dont il est également
membre du conseil d’administration.
76
Sábado 19 de octubre
Orador destacado
Dinos Aristidou
Conocerse a sí mismo y a los demás:
aprendizaje experiencial, empatía y el
arte de la reflexión
Resumen
Reflexionamos para aprender y aprendemos
reflexionando. La reflexión es ese puente
entre las experiencias internas y las externas
que nos conduce al aprendizaje profundo.
Pero, ¿exactamente a qué nos referimos
cuando hablamos de la reflexión y por
qué es una habilidad tan importante,
especialmente para los programas
educativos internacionales? ¿Se trata de
un río en movimiento en el que divisamos
nuestro reflejo o es más bien un espejo que
usamos para encuadrar nuestro mundo?
La reflexión es un concepto complejo y
una habilidad difícil de desarrollar para
niños y jóvenes. No obstante, es una de
las habilidades principales de muchos
programas. Sin ella, el aprendizaje
experiencial y contextual correrían el riesgo
de quedarse en un plano superficial. Sin
ella, resulta imposible entenderse a uno
mismo y entender a los demás. Se trata
de un elemento esencial de la inteligencia
emocional y la acción
77
empática, una forma de capturar nuestras
fluidas identidades y darles sentido a
nuestras interacciones personales, sociales y
globales. Existe, sin embargo, una diferencia
fundamental entre la acción de reflexionar
y las diferentes formas de representar y
registrar la reflexión. En esta presentación
se estudiará el papel que desempeña la
reflexión en la construcción de significado
y el aprendizaje a través de metáforas, y
se ahondará en la polifacética naturaleza
y arte de representar la reflexión: algo
que se exige pero que no suele enseñarse
explícitamente. Utilizando algunos
elementos de la obra teatral del ponente,
el arte de la construcción de significado y
la expresión personal y ajena, los asistentes
a esta sesión, independientemente de su
área disciplinaria, aprenderán estrategias
prácticas para desarrollar la reflexión eficaz
que se necesita para una enseñanza y
aprendizaje significativos desde el punto
de vista afectivo, cognitivo y somático. Se
ruega a los participantes que traigan papel
y bolígrafo o algún dispositivo para poder
anotar textos.
Perfil del orador
Dinos Aristidou es dramaturgo, director
y asesor educativo que se especializa en
el trabajo con educadores, comunidades
y jóvenes, en el Reino Unido y en otros
países. Trabaja como responsable de taller,
examinador y asesor del IB y ha impartido
clases en el diploma de posgrado de gestión
artística del Royal Welsh College of Music
and Drama. Además, es evaluador de
Artsmark (programa principal del Consejo
de las Artes de Inglaterra) y docente del
Trinity College (Londres). Ha trabajado
para varias organizaciones británicas y ha
dirigido grandes producciones juveniles para
el Birmingham Royal Ballet en calidad de
director artístico de un nuevo ballet con más
de 80 jóvenes. También ha colaborado con
UCAN, una cooperativa artística, formando
a jóvenes ciegos para que se conviertan en
responsables y facilitadores de talleres. En su
trabajo de director de desarrollo para niños y
jóvenes y director de programas educativos
creativos del Consejo de las Artes de
Inglaterra (sección sureste), ha contribuido
a la política cultural y a iniciativas educativas
del Reino Unido. Su investigación e interés
personal en los campos de la memoria
cultural, el aprendizaje experiencial y el
aprendizaje contextual han traído consigo la
creación de programas educativos internos
en el museo SEARCH de Gosport (Reino
Unido), el Museo americano de historia
natural (Nueva York) y el Museo británico
(Londres). En 2012 recibió el encargo de
escribir una obra de teatro para la Olimpiada
cultural del sureste de Inglaterra de 2012.
Actualmente está trabajando en una
obra bajo encargo que se producirá en la
primavera de 2015 y también gestiona un
programa de dos años de duración para
formar a jóvenes escritores de 16 a 25 años.
Además, Aristidou es miembro del equipo
artístico y la junta directiva de la Asociación
teatral de colegios internacionales (ISTA, por
sus siglas en inglés).
78
Sunday 19 October
Featured Speaker
Dr. Fran Martin
Ways of knowing: the place of cultural
knowledge in developing intercultural
understanding and respect
Synopsis
In this session, Dr. Fran Martin proposes
an expanded view of culture that goes
beyond race, ethnicity and nationality, and
a pedagogy that is founded on ways of
knowing that are multiple, relational and
fluid. She will draw on an online learning
resource, 'Frameworks for Intercultural
Learning',(www.gpml.org.uk) that has
been created using the outcomes of
a recent research project and meets
the demands of two IB units - global
learning and ways of knowing. Central to
intercultural learning are the relationships
between those in conversation. The aim
is to understand these relationships
by exploring two alternative ways of
being and knowing, each of which will
be used as a lens for understanding
79
how the concepts of cultural similarity
and difference are constructed: objectbased and relational. The first describes
a relationship between the self (the
knower) that is separate from the object
(the known); the second focuses on the
space between the self and the other
where knowledge is co-created through
the relationship. Both are important
ways of knowing and being, but in the
Western world, the object-based tradition
dominates and through the processes
of neoliberalism there is a danger that
it is coming to dominate on a global
scale – and Dr. Martin argues that this is
detrimental to developing intercultural
understanding and respect.
Profile
Dr. Fran Martin started her career as a
primary school teacher in 1980. She taught
in primary schools for thirteen years, and
for three years as an advisory teacher for
primary history and geography education
before entering into the university sector
in 1993. Since then she has worked
in three universities in Initial Teacher
Education, specialising in geography,
environmental studies, and global
citizenship education. In 2011-2012,
Dr. Martin was president of the
Geographical Association in England;
the theme for the year was Geographies
of Difference. This drew on her research
interests in ethno-geographies,
ethno-knowledges, global partnerships
and critical intercultural learning. She was
a principal investigator for an Economic
and Social Research Council project,
'Global Partnerships as Sites for Mutual
Learning'. A major outcome of the project
has been deeper understanding of what
it is possible to learn from intercultural
interactions. This is profoundly affected
by not only the socio-cultural-historical
backgrounds of those in conversation,
but also the ways of knowing of different
societies. Currently Dr. Fran Martin
is working on a book, Transforming
Intercultural Learning: Learning to live
with difference.
80
Dimanche 19 octobre
Conférencière invitée
Fran Martin
Modes de la connaissance : la place
des connaissances culturelles dans le
développement de la compréhension
et du respect interculturels
Résumé
Au cours de cette session, Fran Martin
proposera une vision de la culture
dépassant largement les notions de race,
d’ethnicité et de nationalité, ainsi qu’une
pédagogie fondée sur des modes de la
connaissance multiples, relationnels et
fluides. Elle s’appuiera sur des ressources
d’apprentissage disponibles en ligne
(sur www.gpml.org.uk, site disponible
en anglais) qui fournissent des cadres
pour l’apprentissage interculturel. Ces
ressources, qui ont été créées à partir
des résultats d’un projet de recherche
récent, répondent aux exigences de
deux domaines spécifiques à l’IB :
l’apprentissage à l’échelle mondiale et les
modes de la connaissance. Les liens qui
existent entre des individus qui participent
à une conversation sont le noyau de
l’apprentissage interculturel. L’objectif est
de comprendre ces liens ou relations en
étudiant deux modes d’existence et
81
de connaissance distincts (pouvant agir
chacun comme un prisme qui nous aidera
à comprendre comment les concepts de
différence et de ressemblance culturelles
se construisent) : le premier fondé sur
le rapport sujet-objet, le second sur la
relation à l’autre. Le premier mode décrit
une relation entre « je » (sujet connaissant)
séparé de l’objet (ce qui est connu). Le
second porte sur l’espace entre « je »
et l’autre, où la connaissance se crée
conjointement, à travers la relation établie.
Ces deux aspects constituent des modes
importants de connaissance et d’existence.
Cependant, dans le monde occidental,
c’est la tradition du rapport sujet-objet
qui domine, et, en raison des avancées
du néolibéralisme, il existe un risque que
ce mode devienne prééminent à l’échelle
mondiale. Fran Martin défend la thèse
selon laquelle une telle situation serait
néfaste au développement du respect et
de la compréhension interculturelles.
Profil
Fran Martin a débuté sa carrière dans
l’éducation en 1980 en tant qu’enseignante
de classes primaires. Après avoir
enseigné une douzaine d’années dans
des établissements primaires et occupé
la fonction d’enseignante consultative
pour l’histoire et la géographie au niveau
primaire, elle a intégré l’enseignement
supérieur en 1993. Depuis lors, elle a
travaillé dans trois universités dans le
domaine de la formation des enseignants.
Elle est spécialisée dans les domaines
de la géographie, des études de
l’environnement et des études civiques
internationales. Fran Martin a présidé
l’association géographique d’Angleterre
en 2011 – 2012. Le thème de travail
de l’association cette année-là était
les géographies des différences, un
thème directement lié à ses domaines
de recherche de prédilection : l’ethnogéographie, les ethno-connaissances,
les partenariats mondiaux et
l’apprentissage interculturel critique.
Elle a par ailleurs été l’un des principaux
chercheurs à la tête d’un projet du conseil
britannique de recherche économique
et sociale sur le thème des partenariats
mondiaux en tant que terrains
d’apprentissage réciproque. L’un des
principaux aboutissements du projet a été
celui de mieux comprendre les possibilités
d’apprentissage résultant des interactions
interculturelles. Ce potentiel est
profondément influencé non seulement
par les origines sociales, culturelles et
historiques des participants mais aussi
par les modes de connaissance des
différentes sociétés. Fran Martin travaille
actuellement à l’écriture d’un ouvrage
sur la transformation de l’apprentissage
interculturel et la tolérance des différences
(Transforming Intercultural Learning:
Learning to live with difference).
82
Sábado 19 de octubre
Oradora destacada
Dra. Fran Martin
Formas de conocimiento: el papel del
conocimiento cultural en el desarrollo del
entendimiento y el respeto intercultural
Resumen
En esta sesión, Fran Martin nos propone
una visión de la cultura más amplia de
lo habitual, que sobrepasa los límites
de raza, etnia y nacionalidad, así como
una pedagogía basada en las formas
de conocimiento, que son múltiples,
relacionales y fluidas. Se basará en un
recurso didáctico en línea, Frameworks
for Intercultural Learning (www.gpml.org.
uk), que se creó utilizando los resultados
de un proyecto de investigación
reciente y que cumple los requisitos
de dos unidades del IB: aprendizaje
global y formas de conocimiento. Las
relaciones entre los interlocutores son
el núcleo del aprendizaje intercultural.
El objetivo de la sesión consiste en
comprender estas relaciones mediante
el análisis de dos formas alternativas
de ser y conocer, cada una de las cuales
83
se usará para comprender cómo se
interpretan los conceptos de similitud
y diferencia culturales: la basada en
objetos y la relacional. La primera describe
una relación entre el yo (el actor del
conocimiento) y un objeto separado de
él (lo conocido); la segunda se centra en
el espacio que existe entre el yo y el otro,
en el que, a través de la relación, se crea
conjuntamente el conocimiento. Ambas
formas de ser y conocer son importantes
pero, en el mundo occidental, predomina
la tradición basada en el objeto y, con
los procesos del neoliberalismo, existe el
peligro de que esta tradición llegue a ser la
predominante a nivel mundial. Según Fran
Martin, esta posibilidad iría en detrimento
del desarrollo del entendimiento y el
respeto interculturales.
Perfil de la oradora
Fran Martin comenzó su carrera como
profesora de educación primaria en
1980. Dio clase en colegios de primaria
durante trece años y fue profesora asesora
de historia y geografía en la educación
primaria durante tres años, antes de
adentrarse en el sector universitario en
1993. Desde entonces, ha trabajado en tres
universidades en el campo de la formación
inicial de docentes, especializándose
en la enseñanza de geografía, estudios
ambientales y ciudadanía global. En 20112012, cuando Fran Martin era presidenta
de la Asociación geográfica de Inglaterra,
el tema anual de la asociación fue "Las
geografías de la diferencia". Esta elección
surgió de su investigación en el ámbito
de las etnografías, los etnoconocimientos,
las asociaciones globales y el aprendizaje
intercultural crítico. Fue una de las
investigadoras principales de un proyecto
del Consejo de Investigación Económica y
Social titulado "Las asociaciones globales
como centro de aprendizaje mutuo". Uno
de los resultados más importantes del
proyecto fue una mejor comprensión de lo
que puede aprenderse de las interacciones
interculturales. Estas se ven claramente
afectadas no solo por el contexto social,
cultural e histórico de los interlocutores,
sino también por las formas de
conocimiento de las diferentes sociedades.
Actualmente Fran Martin está escribiendo
un libro titulado Transforming Intercultural
Learning: Learning to live with difference.
84
PRE-CONFERENCE
THURSDAY 16 OCTOBER
PRE-CONFERENCE REGISTRATION
08:00 - 10:00
PRE-CONFERENCE WELCOME
10:00 - 10:30
PRE-CONFERENCE SESSIONS
10.30 - 12:00
LUNCH & EXHIBITION
12:00 - 13:00
PRE-CONFERENCE SESSIONS
13:00 - 14:30
COFFEE BREAK & EXHIBITION
14:30 - 14:45
PRE-CONFERENCE SESSIONS
14:45 - 15:45
OVERVIEW
THURSDAY 16 OCTOBER
REGIONAL CONFERENCE REGISTRATION
14:00 - 17:00
CONFERENCE OPENING AND PLENARY: DR. YONG ZHAO | MICHELANGELO BALLROOM
17:00 - 19:00
85
KEY
WELCOME RECEPTION
19:00 - 20:30
ROOM
PYP
MYP
DP
IBCC
OVERVIEW
FRIDAY 17 OCTOBER
REGIONAL CONFERENCE REGISTRATION
08:00 - 08:45
BRAMANTE
6
History and Memory: Deeper connections for TOK
instruction
Using the Design Cycle to teach robotics through
cooperative learning
BRAMANTE
10
BRAMANTE
11
BRAMANTE
12
MYP eAssessment developments
Drop In to visit the IBEN team
BRAMANTE
1
BRAMANTE
2
BRAMANTE
3
Nadeem Memon
Helen Jeffery, Kimberley McDonald,
Jill Shadbolt, Joseph Hamkari
Richard Penrose, Robert Harrison
CONTINUUM
Marta Soriano Cuba, María de Carmen
Castillo Cubero, Mercedes Blasco Peña
Gerard Calnin
CONTINUUM
Desarrollar la Inteligencia Emocional a través de los
atributos en EI
HEADS
CONTINUUM
Mapping skills across the IB Continuum
HEADS
CONTINUUM
Matt James
Dominic Robeau, Mike Worth,
Cathryn Berger Kaye, Chantell Wyten,
Concepción Allende-Urbieta, Conan de Wilde
HEADS
CONTINUUM
Just-in-time rather than just-in-case:
Informal and social learning for teachers
Bringing the IBCC core to life
Centring Arab culture and heritage in the IB
curriculum: A Dubai case study - CANCELLED
Angela Riviere
Adrian Kearney
Ruairidh MacKenzie
Leading through capacity building
Pedro Pozo
IB strategy and engagement in Africa,
Europe and Middle East
Fiona Clark, Katrin Fox,
Concepcion Allende-Urbieta
BRAMANTE
14
Kathleen Naglee
Engagement in the Extended Essay:
the role of reflection
BRAMANTE
5
Indigenous knowledge systems and crossing
epistomological boundaries in education
BRAMANTE
9
David Clapp, 3 IB DP Students
BRAMANTE
7
Scientific creativity live
BRAMANTE
8
Branka Sreckovic Minic
Working through the five-year self-evaluation
James Swetz, Melanie Swetz
BRAMANTE
15
BERNINI
4
BERNINI
3
Successful IB DP Online Learning as a new
'Way of Knowing'
How do we know we are
internationally-minded in a national school?
SESSION ONE 10:15 - 11:15
BERNINI
2
Christine Orkisz Lang, Anika Sommer
HEADS
BERNINI
1
Inquiry-based primary mathematics
curriculum development
HEADS
CONTINUUM
TINTORETTO
1
PLENARY: PROFESSOR ANDREAS SCHLEICHER | MICHELANGELO BALLROOM
08:45 - 10:00
Anne Olde Loohuis, Camelia Kazemi
KEY
COFFEE BREAK & EXHIBITION
11:15 - 11:45
ROOM
PYP
MYP
DP
IBCC
86
Different Ways of Knowing in the classroom: The effect
on teaching and learning
Understanding student potential and performance
monitoring for the IB Diploma
Rebecca Hamer
Stephen Burke, Jamie Scott
87
KEY
LUNCH & EXHIBITION
12:45 - 14:15
ROOM
PYP
MYP
DP
IBCC
The future of online learning
The concept of concepts
Bringing TOK into the student's preparation for the
Extended Essay
Teaching, learning and assessing for
understanding across the IB Continuum
HEADS
University application strategies for IB coordinators
and counsellors
Chris Drew
CONTINUUM
HEADS
Alexandra Holland, Naheed Bardai
CONTINUUM
HEADS
Graham Ranger, Fidelis Nthenge
Elizabeth Swanson, Patricia Deo
Denise Perrault, Paul Gallagher
CONTINUUM
HEADS
Alex Klaiss
Janice Dennis, Michael Perry,
Rebecca Hawtin-Russell
John Cannings, Thomas Brodie
Louis Marchesano, Christopher Overhoff
CONTINUUM
Andrew Atkinson, Pamela Bender,
Erin Albright
BRAMANTE
6
New School Enhancement Services for
for IB World Schools in 2014
BRAMANTE
7
Jenny Gillet
BRAMANTE
8
Demistifying TOK
(for coordinators and non-TOK teachers)
BRAMANTE
9
Nuria Miró, Monika Horch,
Juan AntonioFernández-Arévalo
BRAMANTE
10
Metodología de aprendizaje orientada al
servicio y basada en proyectos
CONTINUUM
DIRECTORES
DE COLEGIO
Vani Veikoso Twigg
Using MYP assessment criteria to promote autonomy,
mastery and purpose
BRAMANTE
11
Teachers' practices, values and beliefs for
inquiry-based teaching in the PYP
Inter-cultural intelligence in schools
BRAMANTE
12
Esmat Lamei, Iman Radwan
Pluralism: A key challenge of the
21st Century - Kofi Annan
BRAMANTE
14
J’entends et j’oublie. Je vois et je me rappelle.
Je fais et je comprends
Leading an effective evaluation:
CIS/IB synchronised visits
BRAMANTE
15
Karin Martin, James Brightman
CONTINUUM
Developing and supporting a multilingual
learning community
DIRECTEURS
Carolyne Marshall, Kim Gration
CONTINUUM
HEADS
BERNINI
1
BRAMANTE
1
BRAMANTE
2
Addressing student well-being: How every teacher can
engage with PSPE
BRAMANTE
4
BRAMANTE
3
FRIDAY 17 OCTOBER
BRAMANTE
5
SESSION TWO 11:45 - 12:45
BERNINI
2
BERNINI
3
TINTORETTO
1
OVERVIEW
BERNINI
2
BERNINI
1
TINTORETTO
1
Igniting the Mind One Article at a Time
BRAMANTE
1
Language learning in an international context
BRAMANTE
2
33 points to Oxford PhD: exploring the longitudinal
value of the IB Diploma Programme
BRAMANTE
3
Critical thinking and essay writing with rationale:
Theory and practice
BRAMANTE
4
Enhancing teaching & learning using
effective assessment
BRAMANTE
5
Building a powerful and integrated learning and
communication platform for your school
BRAMANTE
6
Making the IB Continuum happen: Effective systems
for planning, assessment and reporting
BERNINI
3
Creating the new IB public website
ATL in the DP
Dina Khalaf
Angelica Nierras
BRAMANTE
7
Clive Ungless, David Jepson
BRAMANTE
8
Alison Chapman
BRAMANTE
9
Timo ter Berg
The future classroom: Why the digital textbook is
becoming the preferred choice
BRAMANTE
10
Emily Price
Ensuring your school makes sweet music: How to
strike the right note in school acoustics
Measure, monitor, and motivate reading progress in
your learners
BRAMANTE
11
Brad Philpot
Studying political sciences today
Online IBDP Courses: what you need to know
BRAMANTE
12
New York Times in Education
Meet myON - Your intuitive digital library!
BRAMANTE
14
Maria Löfgren Nicolai
itsLearning
Vincenzo Galasso
Cristofer Gore
Nicholas Johansson, Nadim Sherif
Robin Theakston
Lori Gully, Kawther Saa'd Aldin
EXPO SESSIONS 13:40 - 14:10
The Association of Swedish IB Schools - ASIB
FRIDAY 17 OCTOBER
ASSOCIATION MEETING
13:40 - 14:10
IB World Schools Association in the United Arab Emirates
BRAMANTE
15
OVERVIEW
Matt Puddy
Coles Wilkinson
FOCUS GROUPS
13:40 - 14:10
Matthew Shaw
KEY
Jenny Gillet
ROOM
PYP
MYP
DP
IBCC
88
OVERVIEW
FRIDAY 17 OCTOBER
PLENARY: CATHRYN BERGER KAYE M.A | MICHELANGELO BALLROOM
14:15 - 15:15
89
BRAMANTE
6
BRAMANTE
7
The new venture in implementing
the IB philosophy
The Year of food: Mathematical thinking through
meaningful contexts
BRAMANTE
8
The future of programme evaluation
Desarrollo de IB en España
Renee Kennedy, Ursula Manners
ROOM
PYP
MYP
DP
IBCC
CONTINUUM
HEADS
Deirdre Jennings
HEADS
CONTINUUM
HEADS
CONTINUUM
Using field work to enhance our
Ways of Knowing
Peter Murphy
David Burton, Damian Kerr, Barry Mansfield,
Tim Logan, Jonathan James, Amber Herisson
Learning across boundaries: The World Studies
Extended Essay
iPads in science classes - making a useful use of
the technology!
Exploring designerly ways of knowing
Broadening the impact of IB programmes
in Your School
Angela Riviere
Walter Gammon
Andrew Mayes
Heather Lapper, Shane Tastad
CONTINUUM
HEADS
BRAMANTE
4
ATL: Teaching thinking tools & skills explicitly
Angela Hopkins, Peter Fidczuk
Knowing our students: Connecting student wellbeing
and student learning
HEADS
BRAMANTE
3
Learning focussed data dashboards
Ali Ezzeddine, Mariam Noureddine, Mais Taha
Maripe Menéndez, José Varela
BRAMANTE
11
BRAMANTE
2
IB recognition updates and developments - UK, US,
Canada, Australia
Carla Marschall
Andrew Atkinson, Erin Albright
BRAMANTE
12
BRAMANTE
1
Understand your own culture through mastering your
mother tongue
HEADS
BERNINI
1
Involving students in curriculum evaluation
BRAMANTE
5
Silvia Bettini
Tima Alzaim, Sadeem Al-Kadi
BRAMANTE
14
Terri Walker
Jane Whittle
BRAMANTE
15
Andrew Watson
BRAMANTE
10
International-mindedness: How do we really know?
BRAMANTE
9
TINTORETTO
1
BERNINI
3
What's in a review
BERNINI
2
Ways of Knowing: Sustainable teaching for a
sustainable world
KEY
SESSION THREE 15:45 - 16:45
COFFEE BREAK & EXHIBITION
15:15 - 15:45
BERNINI
3
BRAMANTE
9
BRAMANTE
10
Igniting the Mind One Article at a Time
BRAMANTE
12
BRAMANTE
14
Naviance career and university readiness in a global
society
BRAMANTE
3
Darryl LaGace
Luiss
Using the professional community as a
curriculum resource
BRAMANTE
4
Brad Philpot
Starting from scratch
Prof. Daniele Gallo
Steven Bates, Mike Betnun
Charlotte Vale
BRAMANTE
7
BERNINI
1
BRAMANTE
1
BRAMANTE
2
Nonrational Ways of Knowing in the history classroom
Adriaan van der Bergh
Oscar Van Nooijen
IB teacher Professional Development:
Russian practices
Konstantin Bezukladnikov, Boris Kruze,
Mikhail Novosyolov
CONTINUUM
HEADS
Digital game-based learning: Get into the game!
David Clapp
CONTINUUM
HEADS
Creating science
Conan de Wilde
The DP Coordinator as pedagogical leader
Fiona Clark, Katrin Fox,
Concepcion Allende-Urbieta
SESSION FOUR 16:45 - 17:15
Laura Wellesley
CONTINUUM
IB World Student ConferencesA university/IB partnership
BRAMANTE
6
New York Times in Education
HEADS
BERNINI
2
You Have mobile devices.. Great, But.. Now what?
Kees van Ruitenbeek
EXPO SESSIONS
16:45 - 17:15
Language learning in an international context
FRIDAY 17 OCTOBER
ASSOCIATION
MEETING
16:45 - 17:15
Association of Dutch IB World Schools - ADIB
BRAMANTE
11
OVERVIEW
KEY
CONFERENCE EVENING DINNER AND ENTERTAINMENT
ROME CAVALIERI WALDORF ASTORIA
BUS TRANSPORT PROVIDED PLEASE SEE PAGE 157
18:30 - 23:45
ROOM
PYP
MYP
DP
IBCC
90
OVERVIEW
SATURDAY 18 OCTOBER
BRAMANTE
8
Illitaunikuliriniq: teaching/learning/assessing
readiness skills
Inquiry and language teaching: Embracing a
conceptual shift
BRAMANTE
9
Developing conceptual understanding
BRAMANTE
10
Inclusive education in the IB:
An update on current developments
Integrating content and language learning
Louise Banahene, Stuart Hodgson
Alison McNulty, Ursula Manners
KEY
COFFEE BREAK & EXHIBITION
11:15 - 11:45
91
BRAMANTE
12
IB and progression to Russell Group institutions
Concepción Allende-Urbieta
ROOM
PYP
MYP
DP
IBCC
BRAMANTE
14
Preparando la Auto-evaluación Quinquenal
Anthony Tait, Jan Stipek
BRAMANTE
15
BRAMANTE
1
Explore the world of IB
Professional Development
BRAMANTE
2
Robert Harrison
Rachel French
Jayne Pletser, Kala Parasuram
Addressing Ways of Knowing through
ICT teaching
Farah Samhoun, Arsola Mouralli,
Hadi Bou Hassan
HEADS
Adrian Kearney, Peter Murphy,
Andrew Derry
CONTINUUM
HEADS
Heads to Heads session
HEADS
Lorna Caputo, Kyle Hawkins
Sonsoles Castellano, Nancy Wiest,
Lisa Sheryl Westbrook
HEADS
Fernando Ramirez, Eduardo Cary
Ena Peeva, Damian Kerr, Laura Wellesley
HEADS
BRAMANTE
6
BRAMANTE
7
Encouraging creativity through
music and movement
Jaime Weiler, Katrina Englart
BRAMANTE
11
i3e Inteligencia emocional en entornos escolares
Placement and movement within
language acquisition
CONTINUUM
HEADS
BERNINI
1
Engaging Alumni through IB Alumni Network
Ildiko Murray
BRAMANTE
4
TIZIANO
1
Teacher collaboration for accreditation: A case study of
evaluating the DP
BRAMANTE
5
SESSION FIVE 10:15 - 11:15
BERNINI
2
BERNINI
3
TINTORETTO
1
PLENARY: PROFESSOR MICHAEL FULLAN | MICHELANGELO BALLROOM
08:45 - 10:00
DP Assessment Forum
Richard Penrose, Hayley Smith
Are you interested in starting an IB programme at
your school? 1 hour lecture style with audience Q&A
Richard Henry, Heather Lapper,
Marjolein Scheulerman
From ways of knowing to the knowledge framework:
Integrative strategies and TOK
Ric Sims
BRAMANTE
5
BRAMANTE
6
BRAMANTE
8
BRAMANTE
9
BRAMANTE
10
BRAMANTE
11
Facing the facts: Opportunities and challenges of
online learning
BRAMANTE
12
19 Years in the making: MYP projects
BRAMANTE
14
BERNINI
3
BERNINI
2
Ways of Knowing: Rapport, meaning,
reflection, and mastery
A journey towards inclusion
Conceptual thinking and transfer in the PYP
Lama Kalash
Catriona Tuimaka
Angela Riviere, Dominic Robeau, Jenny Gillet,
Liina Baardsen
School authorization: Consultation and
authorization stage
BRAMANTE
2
BRAMANTE
3
What enables 'Great Learning' to take place?
Towards a leadership culture that supports the IB Mission
Roz Trudgon, Nick Lee, Sue Austin
Ian Piper
Sumaya Alyusuf
Rebecca Naughton, Gretchen Bade
Edward Lawless
Danielle Veilleux
Mary Donnellan, Caroline Brokvam
HEADS
IBEN workshop leaders sharing good practice
BRAMANTE
4
Fidelis Nthenge, John Sauer,
Margareth Harris, Katrin Fox
Traci Salter, Martha Ross
CONTINUUM
HEADS
Developments in the DP: A conversation with DP
curriculum managers
Shannon de Groot, Doug Sessions
SESSION SIX 11:45 - 12:45
BERNINI
1
A way of knowing: International mindedness
A bilingual education model school :
Pros and challenges
Pedro Párraga Marchal
CONTINUUM
TIZIANO
1
Ways of knowing who we are as global citizens
Internet como fuente de recursos en el aula: hacia un
nuevo enfoque metodológico
Dorsaf Kouki
CONTINUUM
HEADS
BRAMANTE
1
Professional Development past, present
and future with the IB
CONTINUUM
Fatema Paretha
An Integrated CAS project: Building the Mghira
Disabled Center
CONTINUUM
HEADS
Knowing what to question and questioning
what we know
SATURDAY 18 OCTOBER
CONTINUUM
HEADS
TINTORETTO
1
OVERVIEW
Sergio Pawel, Chris Charleson
KEY
LUNCH & EXHIBITION
12:45 - 14:15
ROOM
PYP
MYP
DP
IBCC
92
93
BERNINI
3
BERNINI
2
Middle East IB Association - MEIBA
TINTORETTO
1
Meet myON - Your intuitive digital library!
TINTORETTO
2
itsLearning
BRAMANTE
1
For the good of our students: Enhancing collaboration
between teachers & college counselors
BRAMANTE
2
Critical thinking and essay writing with rationale:
Theory and practice
BRAMANTE
3
Enhancing teaching & learning using
effective assessment
BRAMANTE
4
Building a powerful and integrated learning and
communication platform for your school
BRAMANTE
5
Naviance career and university readiness in a
global society
BRAMANTE
6
Making the IB Continuum happen: Effective systems for planning, assessment and reporting
TINTORETTO
1
Association of IB World Schools in Norway
TINTORETTO
2
SATURDAY 18 OCTOBER
Association of IB World Schools in East Africa
Association of IB World Schools in Norway
KEY
ASSOCIATION MEETING
15:30 - 16:00
Adzo Ashie
Clive Ungless
Steven Bates, Mike Betnun
Angelica Nierras
Tor Øyvind Andersen
Marius Sommer Strand
ROOM
PYP
MYP
DP
IBCC
BRAMANTE
7
Alison Chapman
BRAMANTE
8
Timo ter Berg
BRAMANTE
9
Rosanna Montalbano
Ensuring your school makes sweet music: How to
strike the right note in school acoustics
You have mobile devices.. Great, but.. now what?
BRAMANTE
10
Coles Wilkinson
The successful IB student: A testimonial from
Universita Bocconi
Technology in education: A blessing or a curse?
LMS, digital textbooks & MOOCs simplified
BRAMANTE
11
Matt Puddy
What can we learn from the world's top performing
mathematics curricula?
BRAMANTE
12
Hana Kanan
Online IBDP Courses: what you need to know
BRAMANTE
14
EXPO SESSIONS / FOCUS GROUPS 13:40 -14:10
ASSOCIATION MEETING
13:40 - 14:10
OVERVIEW
El Certificado de Estudios con Orientación Profesional
del IB
Barbara Prevosti
Cristofer Gore
Darryl LaGace
Nicholas Johansson, Nadim Sherif
Robin Theakston
Lori Gully, Kawther Saa'd Aldin
Concepcion Allende-Urbieta
SATURDAY 18 OCTOBER
FOCUS
GROUPS
15:30 -16:00
BRAMANTE
12
OVERVIEW
ATL in the DP
Jenny Gillet
FEATURED SPEAKERS:
PROFESSOR MICHAEL FULLAN | MICHELANGELO BALLROOM
DR. ROBIN ANN MARTIN | TIZIANO 2
CRISTOBAL COBO PH.D | TIZIANO 1
14:15 - 15:15
BRAMANTE
6
Knowing as young learners: The power of stories
Gioko Anthony, Jonathon Marsh
BRAMANTE
7
BRAMANTE
3
Infusing technology for early years literacy support
Giovanna Rampone
Give me 5. Engaging your students with creative
design units
Reflection in the IB Core
BRAMANTE
8
BRAMANTE
1
BRAMANTE
2
Ways of knowing and the IB Curriculum:
The journey of an Italian teacher
Robin Press
A festival of ideas: Independence, creativity and the
Learner Profile
Jesús Castillo Albalate, Cecilia Villavicencio
John Cannings, Thomas Brodie
Hadrian Briggs
Birgitte Amina La Cour
SESSION SEVEN 15:30 -16:00
When was the last time you climbed a mountain?
BRAMANTE
4
COFFEE BREAK & EXHIBITION
15:15 - 15:30
KEY
CARAVAGGIO LECTURE WITH MR. CLAUDIO STRINATI | MICHELANGELO BALLROOM
15:30 - 16:00
ROOM
PYP
MYP
DP
IBCC
94
BRAMANTE
5
Continuum on experimentation: A plan for
hands-on work
BERNINI
3
Ways of Knowing in the Arts
BRAMANTE
6
El libro, un poderoso recurso para el conocimiento
BERNINI
2
Model UN and the IB MYP
BRAMANTE
7
Global politics : The new kid on the DP block for 2015
BERNINI
1
Academic Honesty: Principles into practice
BRAMANTE
8
Revealing the hidden side of Africa;
by The Best of Both
BRAMANTE
1
PYP Professional Development planning
for schools and teachers
BRAMANTE
9
Is faith Faith?
BRAMANTE
2
High wires and safety nets
BRAMANTE
10
DP Assessment Forum
Mapping technology skills in the curriculum
BRAMANTE
11
Service Learning across the continuum
Harvard and MIT-style innovation for
the 21st-Century High School
BRAMANTE
12-14
The New TOK Course and the role of the
Ways of Knowing
Christina Haaf, Michael Bindon
Angelika Kuster
Sue Richards, John Sauer
HEADS
Celina Garza
Thomas Bernard Kinane
CONTINUUM
HEADS
Raija Johnson
HEADS
Andrew Derry
César Prado
Monica Azpilicueta, Maria de los Angeles Portela
Liina Baardsen
Anna McDermott, Berk Coymak, Alice Burchell
Marc Starr
Richard Penrose, Hayley Smith
Repeat session
Cathryn Berger Kaye
CONTINUUM
HEADS
Michael Lynch
CONTINUUM
TINTORETTO
1
The applicability and impact of using the IB’s Learner
Profiles as a framework for discussing bullying in the MYP
BRAMANTE
3
SUNDAY 19 OCTOBER
BRAMANTE
4
SESSION EIGHT 9:00 - 10:00
OVERVIEW
Jenny Gillett
FEATURED SPEAKERS:
DR. FRAN MARTIN | TIZIANO 1
DINOS ARISTIDOU | MICHELANGELO BALLROOM
10:00 - 11:00
COFFEE BREAK & EXHIBITION
11:00 - 11:30
CLOSING PLENARY: PROFESSOR MARCUS DU SAUTOY | MICHELANGELO BALLROOM
11:30 - 13:15
LUNCH & EXHIBITION
13:15 - 14:15
95
KEY
END OF THE AFRICA, EUROPE AND MIDDLE EAST REGIONAL CONFERENCE
14:15
ROOM
PYP
MYP
DP
IBCC
STRANDS
STRANDS
Workshops are categorized by strands which will allow participants to find areas of the conference
programme in which they can find meaningful participation. These strands are created to provide
guidance and to focus interests. The strands are categorized as followed:
CREATIVITY
CURRICULUM
HIGHER
EDUCATION
LANGUAGE
AND CULTURE
LEADERSHIP
TECHNOLOGY
RESEARCH
STRANDS
Les ateliers de la conférence sont organisés par thèmes, afin d’aider les participants à identifier les
domaines susceptibles de les intéresser dans le programme de la conférence. Ces thèmes ont été
créés pour orienter les participants et regrouper les intérêts. Les thèmes de la conférence sont
répertoriés ci-après :
CRÉATIVITÉ
PROGRAMME
D’ÉTUDES
ENSEIGNEMENT
SUPÉRIEUR
LANGUE ET
CULTURE
DIRECTION
RECHERCHE
TECHNOLOGIE
ÁREAS TEMÁTICAS
Los talleres están categorizados por áreas temáticas, lo que ayudará a los participantes a encontrar
áreas del programa de la conferencia que les puedan resultar significativamente provechosas. Estas
áreas temáticas se han creado para brindar orientación y especificar diversos intereses. Las áreas
temáticas son las siguientes:
CREATIVIDAD
CURRÍCULO
EDUCACIÓN
SUPERIOR
LENGUA Y
CULTURA
LIDERAZGO
INVESTIGACIÓN
TECNOLOGÍA
96
MY PLANNER
PRE-CONFERENCE
THURSDAY 16 OCTOBER
PRE-CONFERENCE REGISTRATION 08:00 - 10:00
PRE-CONFERENCE WELCOME 10:00 - 10:30
PRE-CONFERENCE SESSIONS 10.30 - 15:45
CONFERENCE
THURSDAY 16 OCTOBER
REGIONAL CONFERENCE REGISTRATION 14:00 - 17:00
CONFERENCE OPENING AND PLENARY 17:00 - 19:00
WELCOME RECEPTION 19:00 - 20:30
CONFERENCE
FRIDAY 17 OCTOBER
WORKSHOP SESSIONS 1 10:15 - 11:15
WORKSHOP SESSIONS 2 11:45 - 12:45
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS 13:40 - 14:10
WORKSHOP SESSIONS 3 15:45 - 16:45
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS 16:45 - 17:15
WORKSHOP SESSIONS 4 16:45 - 17:15
97
MY PLANNER
CONFERENCE
SATURDAY 18 OCTOBER
WORKSHOP SESSIONS 5 10:15 - 11:15
WORKSHOP SESSIONS 6 11:45 - 12:45
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS 13:40 - 14:10
FOCUS GROUPS 15:30 - 16:00
WORKSHOP SESSIONS 7 15:30 - 16:00
CONFERENCE
SUNDAY 19 OCTOBER
WORKSHOP SESSIONS 8 09:00 - 10:00
98
PRE-CONFERENCE WORKSHOPS
THURSDAY 16 OCTOBER 10:00 – 15:45
The 8 pre-conferences are designed to empower participants to develop their academic strategies
and enhance their IB programme knowledge with IB programme specific developments in mind.
The pre-conferences also provide participants an opportunity to share best practices, take discussion
to new dimensions and to gain in-depth insight.
Leadership (executive) with Michael Fullan
Presenter: Professor Michael Fullan
Former Dean of the Ontario Institute for Studies in Education at the University of Toronto.
Recognized as a worldwide authority on educational reform, he advises policymakers and local
leaders around the world in helping to achieve the moral purpose of all children learning.
Leadership (aspiring) with Allan Walker
TIZIANO
2
Presenter: Professor Allan Walker
Joseph Lau Chair Professor of International Educational Leadership, Dean of Faculty of Education and
Human Development and Director of The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre
for Leadership and Change at The Hong Kong Institute of Education.
POP: Planning, Organization and Portfolios for the MYP Arts,
Design and PHE
Presenters: Andrew Mayes
IB Curriculum Manager MYP design and physical and health education
Danielle Veilleux
Curriculum manager MYP arts, individuals and societies and MYP
99
TIZIANO
1
BRAMANTE
4
Theory of Knowledge (First Assessment 2015)
BRAMANTE
6-7
Presenters: Jenny Gillett MA, MA Oxon
IB curriculum manager DP Philosophy, History and Theory of Knowledge
Richard van den Lagemaat PhD
Founder and director of InThinking
Launching the new IB Guide to Inclusive Education
BRAMANTE
8-9
Presenters: Jayne Pletser MA
IB Curriculum Manager for Inclusive Education
IBCC in Practice
BRAMANTE
10-11
Presenters: Dominic Robeau MA
Acting Head of IBCC Programme Development, International Baccalaureate
Mike Worth B.Ed (Hons)
B. Tec, ACGLI, DATA- IBCC Coordinator & CAS Coordinator at Greenfield Community School, Dubai, UAE
Chantell Wyten B.Ed (Hons)
IBCC co-ordinator in a UK pilot school
Cathryn Berger Kaye MA
Author and president of CBK Associates
Conan de Wilde
IBCC Coordinator at International School of Geneva
Concepcion Allende-Urbieta
DP and IBCC School Services Associate Manager, International Baccalaureate
Academic honesty
THURSDAY 16 OCTOBER 10:00 – 15:45
Dr. Kala Parasuram
IB Assessment Access and Inclusion Manager
BRAMANTE
12-14
Presenter: Dr. Celina Garza
Academic Honesty Manager
Get on board: new destinations for MYP professional development
BRAMANTE
15
Presenters: Robert Harrison Ph.D
IB Head of MYP Development
Stanley Burgoyne
Head of Professional Development, MYP
KEY
Margareth Harris
MYP School Services Manager
ROOM
PYP
MYP
DP
IBCC
100
SESSION ONE
FRIDAY 17 OCTOBER 10:15-11:15
Inquiry-based primary
mathematics curriculum
development
101
Christine Orkisz Lang, Leader of Primary
Mathematics/Teacher,
Vienna International School
Anika Sommer, Grade Level Leader/Teacher,
Vienna International School
TINTORETTO
1
CURRICULUM
What should be said to a teacher who says that
they have "only touched on" a particular area
of the maths curriculum? This is the challenge
schools are faced with: an overcrowded
curriculum with the intent of "covering" as
much content as possible. We have designed
our new documents to provide teachers with
the focus and time needed to help students
truly build conceptual understanding by
ensuring that learning is developmentally
appropriate and vertically articulated. In moving
away from an outcomes-based approach to
Mathematics teaching, the curriculum now
provides a structure for the creation of rich,
realistic Mathematics planners which will help
to develop each strand in a holistic way.
Scientific creativity live
David Clapp, Head of Science,
St George's British International School
3 IB DP Students
BERNINI
3
CREATIVITY
A group of 4 DP students from St George's
British International School Rome will present
and lead this interactive workshop. The eight
ways of knowing are introduced within
the context of science and technology. The
designs for four simple but innovative scientific
experiments are presented. The audience is
assembled into small teams for the analysis and
evaluation of the methodology of the designs.
Teams report briefly to the workshop and reply
to questions from the presenters. The presenters
conclude the workshop, summarising the
audience responses and giving some personal
views related to their IBDP courses on the
nature of scientific knowledge and the nature of
scientific creativity.
BERNINI
2
CURRICULUM
Kathleen Naglee, Director, International School of Estonia
Using the Design Cycle to
teach robotics through
cooperative learning
Pedro Pozo, HoD of Art and Technology,
Colegio de San Francisco de Paula
BERNINI
1
TECHNOLOGY
Teachers of Technology at the bilingual school,
San Francisco de Paula in Sevilla, Spain, would
like to share with you their experiences in
teaching robotics through fun. It is a practical
session where participants will get a glance at
the programming of a Lego NXT robot. The idea
behind this project is to increase the motivation
of our students by combining three different
T&L strategies in the same project: 1) Using the
Design Cycle as a methodological framework
2) "Approaches to Learning" strategies
based on cooperative learning to channel
the project: elder students, with previous
experience in programming acting as mentors.
3) Participation in an external international
school competition, "First Lego League", as a
motivation tool.
BRAMANTE
1
CURRICULUM
Angela Riviere, Curriculum Manager, Diploma
Programme, International Baccalaureate
This session will firstly contextualise the role
of reflection in the core, highlighting the
differences in the way in which reflection is
understood and developed in TOK, CAS and
the EE. Taking as its specific focus student
reflection in the EE, participants will be given
the opportunity to explore, discuss and plan for
the role that engagement and reflection will
play in the 2016 iteration of the EE, including its
assessment. Special emphasis will be given to
the role of the Researcher's Reflective Space and
the supervisor in facilitating student reflection.
IB strategy and engagement
in Africa, Europe and
Middle East
Adrian Kearney, IB AEM Regional Director,
International Baccalaureate
BRAMANTE
2
LEADERSHIP
HEADS
CONTINUUM
This session will provide an overview
of the AEM regional strategy and engagement
with associations of IB World Schools and key
strategic relationships which contribute to
strengthening IB’s reputation and profile in the
region. We will review progress against the 2014
regional strategic objectives and look at the key
strategic themes for 2015 and beyond. There
will be opportunity for participants to discuss
and share their ideas on the regional priorities. ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 10:15-11:15
Memory as a new Way of Knowing (WOK) in
the Theory of Knowledge course often lends
itself to cursory interpretations in the Area
of Knowledge (AOK) of history. Memory is
often viewed by students as a repository of
knowledge not as an authentic way to gain
new personal and shared knowledge. Thus,
students have missed the intention of adding
this method to the Ways of Knowing. This
session will help TOK teachers explore the
deeper meanings of memory in history to help
guide students in their exploration of this Way
of Knowing.
Engagement in the
Extended Essay: the role
of reflection
KEY
History and Memory:
Deeper connections for TOK
instruction
102
Just-in-time rather than
just-in-case: Informal and
social learning for teachers
FRIDAY 17 OCTOBER 10:15-11:15
Matt James, Head of Online PD,
International Baccalaureate
103
BRAMANTE
3
TECHNOLOGY
HEADS
CONTINUUM
New approaches to online learning
are rapidly integrating into every modern
educational institution, giving teachers and
students the opportunity to learn at a time and
place that suits them. Alternative forms of PD
are now becoming available which perfectly
meet your needs and bring additional value to
your professional growth. In this session, we
will introduce you to the array of new online
professional development opportunities
offered to IB schools. Whether you are an IB
teacher, a school coordinator or Head of School,
come and share your views about informal and
social learning that can complement formal
professional development, and help shape the
IB's online PD offer for the future.
Successful IB DP Online
Learning as a new 'Way of
Knowing'
Branka Sreckovic Minic, IB MYP / DP
coordinator / SBC (Pamoja), International
School of Belgrade
BRAMANTE
4
TECHNOLOGY
HEADS
The session demonstrates some less obvious
ways in which online learning positively
enhances student motivation, engagement,
and overall learning. This mode of learning
additionally helps students build new
relationships and partnerships with the online
teacher, other students around the world and
the school site-based coordinator. The latter
not only has access to what students learn, but
can follow the students' learning journey. In its
symbiosis, online learning, together with this
partnership, positively contribute to students'
overall achievements, in the online, as well
as their regular DP courses. This session will
use evidence from the school's experience
(2010-2014) collected by the school site-based
coordinator. The value comes from having 15
out of 15 successful students in 4 years, who
took four different Pamoja Education courses
and had ten different online teachers. It
provides useful insight to new ways of teaching
and learning.
Desarrollar la Inteligencia
Emocional a través de los
atributos en EI
BRAMANTE
5
CREATIVIDAD
Marta Soriano Cuba, Maestra en Educación
Infantil y Primaria, International School SEK-Santa Isabel
María de Carmen Castillo Cubero, Maestra en Educación
Infantil y Primaria, International School SEK-Santa Isabel
Mercedes Blasco Peña, Coordinadora de Educación
Infantil, International School SEK-Santa Isabel
Presentar estrategias, actividades,
herramientas... eficaces para desarrollar
habilidades emocionales y sociales a través de
los atributos del perfil IB, para los alumnos de
Educación Infantil.
Spanish
How do we know we are
internationally-minded in a
national school?
James Swetz, General Director, Bilkent
Erzurum Laboratory School
Melanie Swetz, Head of English, Bilkent
Erzurum Laboratory School
BRAMANTE
6
CURRICULUM
HEADS
CONTINUUM
The presenters will take the audience through
one national school's journey to define
international-mindedness, measure the school's
development of the concept in students and
teachers, identify tools for implementation, and
discover ways in which to increase and measure
future success. Examples will be presented
verbally and visually on efforts that were
successful and those that were less successful,
speculating why they were less successful.
Working through the fiveyear self-evaluation
BRAMANTE
7
Fiona Clark, DP School Services
CURRICULUM
Associate Manager,
International Baccalaureate
Katrin Fox, DP School Services Manager
International Baccalaureate
Concepcion Allende-Urbieta, DP and IBCC School
Services Associate Manager, International Baccalaureate
This sessions aims to help schools through the
Diploma Programme five-year self-study. This
will be done by a short introduction, some group
work and then time for questions and answers.
Indigenous knowledge
systems and crossing
epistomological boundaries
in education
BRAMANTE
8
RESEARCH
Ruairidh MacKenzie, French Coordinator
Compass International School - Doha
Bringing the IBCC core to life
BRAMANTE
9
BRAMANTE
10
Gerard Calnin, Senior Research Fellow,
The University of Melbourne
LEADERSHIP
HEADS
International research has
CONTINUUM
consistently confirmed that the
most important in-school variable responsible
for improving student outcomes is teaching
quality. Critically, the second most important
variable is the quality of leadership. But modern,
effective schools can no longer depend on a
single, charismatic leader: they require a team of
leaders operating coherently and strategically.
But how do we, as leaders, build the capacity
of our senior leadership team and all of our
teachers so as to maximize the opportunities
for all students to reach their potential? This
workshop sheds light on our 'ways of knowing'
through an examination of the research into
effective leadership practices which have been
demonstrated to impact student outcomes.
The session will also explore a number of
strategies for helping to build the capacity
of leadership teams and teachers within the
school. Participants will have the opportunity to
examine capacity building strategies for schoolbased teams.
Dominic Robeau, Acting Head of IBCC
Programme Development,
CURRICULUM
International Baccalaureate
Mike Worth, IBCC coordinator,
Greenfield Community College
Cathryn Berger Kaye, Service learning author
and consultant
Chantell Wyten, IBCC Coordinator, King Ethelbert School
Concepción Allende-Urbieta, DP and IBCC School
Services Associate Manager, International Baccalaureate
Conan De Wilde, IBCC Coordinator at International
School Geneva
FRIDAY 17 OCTOBER 10:15-11:15
This session is a presentation of a Master's
dissertation (from IOE) on Indigenous
Knowledge Systems and their incorporation
into formal education-based on fieldwork
undertaken in rural Mozambique in 2012.
This session will contain a presentation on the
background of the research, literature review
(introduction to Indigenous Knowledge,
its legitimisation and how it relates to
education, including exploration of existing
bilingual and intercultural education models
and an introduction to local curriculum in
Mozambique). There will be a presentation of
the methodology and findings of the research,
and a discussion of the implications of research
findings for the IB programme in special
reference to TOK and Environmental Systems
and Societies. There will be a question and
answer part, as well.
Leading through
capacity building
KEY
This session focuses on how the IBCC
core could be implemented in a school. It
highlights the possible practices associated
with each element of the core - the reflective
project: understanding ethical dilemmas;
language development: examples of
language development from around the
world; community and service: an overview of
service learning, and approaches to learning:
emphasising life skills and career-readiness.
ROOM
PYP
MYP
DP
IBCC
104
Centring Arab culture
and heritage in the IB
curriculum: A Dubai
case study - CANCELLED
BRAMANTE
11
LANGUAGE
AND CULTURE
FRIDAY 17 OCTOBER 10:15-11:15
Nadeem Memon, Director of Professional Development,
Razi Education
Among the inspection measures of an
outstanding school in the UAE is the ability
to integrate local culture and heritage into
curriculum, teaching, and learning. Grounded
in the concept of international-mindedness, the
IB curriculum framework neatly lends itself to
achieving this measure. However, with the influx
of expatriate educators in the UAE, reinforcing
local culture before introducing students to
global cultures is increasingly challenging. One
IB school in Dubai has established the vision to
centre culturally relevant teaching as part of the
school philosophy. New teachers are provided
an induction program about cultural sensitivity,
understanding, and relevance, along with
on-going curricular support to integrate local
culture and heritage into lines of inquiry. This
interactive workshop will illustrate examples of
how expat teachers engaged student learning
through culturally relevant teaching, and how
such a model can be applied to other schools in
the region.
Mapping skills across the
IB Continuum
BRAMANTE
12
Helen Jeffery, MYP Coordinator,
CURRICULUM
International School of London, Qatar
CONTINUUM
Kimberley McDonald, PYP Coordinator,
International School of London, Qatar
Jill Shadbolt, PYP Coordinator,
International School of London, Qatar
Joseph Hamkari, DP Coordinator, International School of
London, Qatar
This session will look at the continuum of
Approaches to learning in the IB programmes
and specifically how these skills can be mapped
to enhance student learning throughout the
school. The approaches to learning provide
students with the tools to take responsibility
for their own learning and when mapped and
developed as a whole school, the learning is
consolidated and strengthened.
105
MYP eAssessment
developments
BRAMANTE
14
Richard Penrose, Head of DP
TECHNOLOGY
Assessment, International Baccalaureate
Robert Harrison, Head of MYP Development,
International Baccalaureate
Robert Harrison, Head of MYP Development
and Richard Penrose, Head of DP Assessment
will present an update on developments in
MYP eAssessment: both onscreen examinations
and ePortfolios.
Drop in to visit the
IBEN team
Anne Olde Loohuis, IBEN Coordinator
PYP & MYP, International Baccalaureate
Camelia Kazemi, IBEN Coordinator DP,
International Baccalaureate
BRAMANTE
15
CURRICULUM
CONTINUUM
Meet the regional IBEN team and ask any
questions you may have.
HAESE MATHEMATICS
Specialists in mathematics publishing
www.haesemathematics.com.au
New editions for IB MYP
Fully revised to reflect MYP: The Next Chapter
SNOWFLAKE
Your favourite mathematics
textbooks online
?
easy to navigate, student friendly approach
?
mimics print book for quick reference
?
includes our full range of interactive features
Call at our exhibition booth
to see Snowflake in action.
Leaders in Mathematics for 35 years
th
1979
INFINITY
Test and Homework
Generator
IB MYP
IB Diploma
2014
Cambridge IGCSE
Cambridge Additional
Mathematics
For further information contact:
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Contact u
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INFINITY!
KEY
35
Supporting international
programs:
ROOM
PYP
DP
MYP
IBCC
[email protected]
106
SESSION TWO
FRIDAY 17 OCTOBER 11:45-12:45
Addressing student wellbeing: How every teacher
can engage with PSPE
107
Carolyne Marshall, Primary Principal, Luanda
International School
Kim Gration, IB MYP Coordinator,
Luanda International School
TINTORETTO
1
CURRICULUM
In this interactive session, participants will have
the opportunity to explore a range of practical
techniques that can be used to teach personal,
social and physical education throughout the
PYP. Experience will be shared of creating and
implementing a programme of SELF (social,
emotional learning focus), incorporating ideas
and experiences suggested by students and
using mindfulness techniques/routines within
and outside the classroom.
Developing and supporting
a multilingual learning
community
Karin Martin, Linguist, International School
Carinthia
James Brightman, Founding Director,
International School Carinthia
BERNINI
3
LANGUAGE
AND CULTURE
CONTINUUM
Language is not only the major medium of
communication, it is also a fundamental tool to
nourish personal and cognitive development.
In our rapidly changing world, interconnections
and global mobility will increase much more
rapidly in the future. As a consequence,
the number of learners in schools who are
confronted with the task of building knowledge
in a language that is not their mother tongue is
growing quickly. In order for these learners to
be successful, a clear school language policy is
a must, explicitly describing fundamental issues
about how languages are learned, outlining
the cognitive advantages of multilingualism,
and suggesting how to foster the mother
tongues of the school community. This
presentation will synthesize the latest research
on multilingualism and give you an overview
about how the recently born International
School Carinthia is making multilingualism a
pillar of its program from day one.
J’entends et j’oublie. Je vois
et je me rappelle. Je fais et
je comprends.
Esmat Lamei, Propriétaire, PDG et chef
d'établissement, Oasis International School
Iman Radwan, Coordonnatrice du PP,
Oasis International School
BERNINI
2
CRÉATIVITÉ
DIRECTEURS
French
Teachers' practices, values
and beliefs for inquiry
based teaching in the PYP
Vani Veikoso Twigg, Teacher,
The KAUST School
BERNINI
1
RESEARCH
This session will share findings from 2010
published research (http://jri.sagepub.com/cgi/
content/abstract/9/1/40) on how teachers have
developed their 'ways of knowing' that assists
them with inquiry teaching in the PYP. We will
discuss what I have found since the research
was published, as well as find out from other
participants how their schools are developing
structures (or have developed structures) that
support teachers who are new to the IB PYP.
Metodología de aprendizaje
orientada al servicio y
basada en proyectos
BRAMANTE
2
CURRICULUM
Jenny Gillet, Curriculum Manager,
International Baccalaureate
This session is aimed at non-TOK specialists,
specifically DP coordinators and non-TOK
teachers. The session aims to explain TOK in a
user friendly way, helping to understand what
it is and why it is important, and to provide
practical tips on how to engage teachers and
students effectively with TOK.
New school enhancement
services for IB schools
in 2014
BRAMANTE
3
Andrew Atkinson, School Services Director,
International Baccalaureate
Pamela Bender, Head of Pre-Authorization,
International Baccalaureate
Erin Albright, Head of Post Authorization,
International Baccalaureate
LEADERSHIP
HEADS
CONTINUUM
This session from our Global School Services
team will present the new school enhancement
services being trialled in 2014 and 2015. These
exciting new optional services around areas
such as leadership for groups of schools,
curriculum planning and alignment and DP
assessment data analysis, were identified by
IB stakeholders in 2013. In the longer term
these will be offered at multiple tiers from selfservice to highly tailored consultancy packages
and the session will report on the trials. The
session at the conference will seek feedback
and interest from schools wishing to engage
with this initiative. Highly experienced heads
and educators are also welcome to see how
they may become involved in supporting the
delivery of these services. Come along to this
informative session where your views can be
shared on this important global undertaking.
FRIDAY 17 OCTOBER 11:45-12:45
« J'entends et j'oublie. Je vois et je me rappelle.
Je fais et je comprends » – proverbe chinois.
L'enseignement « hors les murs » est une
stratégie pédagogique prévoyant l'utilisation
de lieux autres que la salle de classe. Sachant
qu'en milieu naturel, l'enfant développe
davantage ses capacités à apprendre et son
sens des responsabilités, la planification
quotidienne des activités pédagogiques en
reflétera l'importance. À la question : « Où
pourrait se jouer le meilleur de l'école...? »
Nous répondons : « Hors les murs....! »
Documents à l'appui, nous vous exposerons
notre démarche et partagerons des sources de
souvenirs intarissables.
Demistifying TOK (for
coordinators and non-TOK
teachers)
BRAMANTE
1
CURRÍCULO
Nuria Miró, Directora, Colegio Montserrat
DIRECTORES
DE COLEGIO
Monika Horch, Vicedirectora,
CONTINUUM
Colegio Montserrat
Juan Antonio Fernández-Arévalo, Coordinador del IB, Colegio Montserrat
KEY
Aprender haciendo es un método dirigido a la
creación de productos reales que sirvan como
soluciones para problemas reales. Mostraremos
cómo se puede usar esta metodología en todo
el currículo y en todos los años.
Spanish
ROOM
PYP
MYP
DP
IBCC
108
Different Ways of Knowing
in the classroom: The effect
on teaching and learning
BRAMANTE
4
RESEARCH
FRIDAY 17 OCTOBER 11:45-12:45
Rebecca Hamer, Manager Assessment
Research and Design, International Baccalaureate
Education not only influences what students
and teachers know, ideally it changes how they
know as well. The six ways of knowing that are
most common in the classroom determine how
students interpret many everyday experiences
and situations in learning and teaching, how
they interact with their teachers and the
quality of their learning outcome. Teachers'
ways of knowing in turn influence how they
shape the learning environment, how they use
teaching materials and the type of learning
they evoke in their students. When teacher and
students employ different ways of knowing,
they often do not really understand what
the other is talking about, leading to mutual
misunderstandings and disappointments. 30
years of research uncovers the profiles of these
six ways of knowing and supports teachers
in changing their teaching so as to support
student development toward independent
thinking and learning.
Understanding student
potential and performance
monitoring for the IB
Diploma
BRAMANTE
5
LEADERSHIP
Stephen Burke, Assistant Principal, International School
of Geneva (La Grande Boissière)
Jamie Scott, International Recognition Manager,
CEM, Durham University
The Centre for Evaluation & Monitoring (CEM),
Durham University, UK provides a standardised
assessment system used by DP schools for baselining students' ability and measuring their
progress. The data allows students and teachers
to set meaningful targets and to track students'
progress compared to expectations. Effective
target setting supports schools in monitoring,
ensuring assessment is accurate and
supporting schools' work in guiding students
with university admissions. It also supports
schools with their own self-assessment. In this
workshop the presenters will summarise the
data available for IB students and demonstrate
how this can be used to support school
improvement by using specific examples
from The International School of Geneva. The
workshop will be jointly led by CEM and the
Assistant Principal of the school, Stephen Burke.
Leading an effective
evaluation: CIS/IB
synchronised visits
BRAMANTE
6
LEADERSHIP
Graham Ranger, Director of School
Support & Evaluation, Council of
International Schools (CIS)
Fidelis Nthenge, Head of School Services AEM,
International Baccalaureate
HEADS
The workshop will draw on schools' experiences
in CIS-IB synchronized visits, at different stages
of the CIS accreditation cycle. Contributions will
be made by those who have recent experience
in participating and leading such teams.
We will use extracts of self-studies, evidence
leading to evaluations, and examine how best
to lead action planning as a result of
the recommendations made in CIS-IB
synchronised visits.
109
Alexandra Holland, Curriculum
Development Manager, Aga Khan Academies
Naheed Bardai, Acting Principal of Senior
School and Vice Principal of the Diploma
Programme, Aga Khan Academy, Mombasa
BRAMANTE
7
LANGUAGE
AND CULTURE
HEADS
CONTINUUM
Inter-cultural intelligence
in schools
Chris Drew, English and TOK Teacher,
Raha International School
BRAMANTE
8
LANGUAGE
AND CULTURE
HEADS
This interactive presentation
explains and explores three specific CONTINUUM
world views with the goal of becoming a
better cultural learner, rather than a cultural
critic. As an important first step toward
understanding the many layers of culture and
the perspectives of others, this information
will help identify some of our own values,
beliefs and assumptions. Because of these
connections, the presentation has potential for
both personal and professional reflection, as
well as rich discussion. The content has direct
connections to the TOK Area of Knowledge,
Indigenous Knowledge Systems, as well as
the term international-mindedness, but is
also relevant to developing a school culture,
communication with parents, marketing and
classroom pedagogy.
BRAMANTE
9
CURRICULUM
Elizabeth Swanson, Teacher, International School
of Düsseldorf
Patricia Deo, Teacher, International School of Düsseldorf
Research has shown that people are motivated
when they feel a sense of autonomy, mastery,
and purpose in what they are doing. In order
to create this in our classrooms, we will explore
practical classroom strategies for promoting
student ownership over their learning and
on assessments as a result of understanding
and applying the MYP assessment criteria. The
strategies have been designed to foster the
reflection process so that students are more
aware of how their daily learning experiences
connect with reaching the highest bands of the
assessment criteria. Through this interactive
workshop, participants will experience
how using strategies such as these can also
encourage students' self-evaluation and allow
for formative feedback in the summative
assessment process.
University application
strategies for IB
coordinators and
counsellors
BRAMANTE
10
HIGHER
EDUCATION
Alex Klaiss, IB DP Coordinator/Assistant Headmaster,
Prague British School
Each year around the world, students at IB schools
begin considering where they might want to study
and then endeavour to apply to universities in
various countries. This session will explore students'
options in studying at some of these places. Some
of the special opportunities as well as hurdles of
applying to these universities will be analyzed.
Some countries' education ministries have special
requirements for their national students studying
at an IB school, and these need to be taken into
consideration by IB Coordinators and futures
counsellors. In addition, students, in consultation
with their parents, IB Coordinators and counsellors,
need to be realistic and pursue IB course choices
and career options that roughly correspond to
their academic abilities as well as their interests
and aspirations. This session will look into various
strategies which coordinators and counsellors
can use to guide students
most effectively.
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 11:45-12:45
Diversity can lead to many outcomes; conflict,
cultural relativism, or passive tolerance are all
possible reactions to difference. Pluralism is an
approach that goes beyond tolerance to active
engagement and the development of mutual
respect. A commitment to pluralism requires
recognition that, whilst diversity is a reality
of our world today, how we engage with this
diversity is a choice. As we use our various Ways
of Knowing to engage with the world, pluralism
will help us approach difference and diversity
in a manner that leaves us open to possibilities
and capable of enlightened action. A pluralistic
disposition is not acquired simply as a result
of living or working in a diverse environment.
Schools must make a conscious effort to "teach"
pluralism to all members of the community. In
this session, we will explore ways that school
leaders and teachers can explicitly develop
the necessary dispositions and skills in their
community, through all aspects of school life.
Using MYP assessment
criteria to promote
autonomy, mastery and
purpose
KEY
Pluralism: A key challenge
of the 21st Century (Kofi Annan)
110
The future of online
learning
Denise Perrault, Head of online
learning development,
International Baccalaureate
Paul Gallagher, DP Coordinator/Assistant
Principal, Riverview High School
BRAMANTE
11
TECHNOLOGY
HEADS
CONTINUUM
A review of IB initiatives in the online world
will be presented. Enhancement endeavors,
pilot programmes, instructional innovations
now underway will all be reviewed. In addition,
predictions about the future (both bold and not
so) will be comprehensively discussed, as well.
FRIDAY 17 OCTOBER 11:45-12:45
The concept of concepts
BRAMANTE
12
Janice Dennis, Director of Studies/
Primary Principal, Kuwait Bilingual School
CURRICULUM
Michael Perry, Grade 1 Homeroom
Teacher, Kuwait Bilingual School
Rebecca Hawtin-Russell, PYP Coordinator, Kuwait
Bilingual School
This is a practical session that will look at using
a conceptual lens as a tool to engage students
and lead to deeper understandings. As we are
PYP educators based in Kuwait, we will use
bilingual educational, teaching local Arabic
students in English, as our conceptual lens
during this session.
Bringing TOK into the
student's preparation for
the Extended Essay
John Cannings, Fellow of the Royal
Geographical Society, Core Consultants
Thomas Brodie, Director of Studies,
Carlsbad International School
BRAMANTE
14
CURRICULUM
This session includes a short presentation on
the use of the Ways of Knowing and Areas of
Knowledge to help students carry out research
questions. Participants will be given Extended
Essay titles and asked to see which Area of
Knowledge is relevant to the Essay, apply the
knowledge framework to explain how research
might be carried out on this topic, and highlight
which Ways of Knowing could be used in
the research.
111
Teaching, learning and
assessing for understanding
across the IB Continuum
BRAMANTE
15
CURRICULUM
Louis Marchesano, Educational Consultant, CONTINUUM
Ed-Lightenment Educational Consulting
Christopher Overhoff, IBA Volunteer/Consultant,
Morikami Park Elementary School
Current research on teaching and assessing
for understanding is applied to the entire
IB Continuum in a practical approach that
teachers can implement at all levels and in all
programs of the IB Continuum. Teaching for
conceptual depth of understanding requires
different instructional and assessment practices.
The session will demonstrate how to create
a single integrated approach to instruction,
assessment and reporting that reinforces
21st century learning goals and aligns with IB
pedagogy supported by current research and
literature in education.
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS
ASSOCIATION MEETINGS
IB World Schools
Association in the United
Arab Emirates
BERNINI
2
The Association of Swedish
IB Schools - ASIB
BERNINI
1
Maria Löfgren Nicolai
KEY
IB World Schools Associations - The International Baccalaureate is currently working closely with IB
World Schools across the region to support initiatives concerning the formation of Associations of
IB World Schools at a national or sub-regional level. These associations provide a forum for school
collaboration, informal gatherings and the exchange of good practice. Associations are often active
in negotiating university and government recognition for IB programmes and can assist IB World
Schools, teachers and students in their communities - from implementing IB programmes to providing
a forum for schools collaboration. During these focus sessions, members of the Associations will come
together to discuss matters regarding the implementation and recognition of IB qualifications at a
national or sub-regional level. Please feel free to join any of these sessions to learn more about the
work of the Associations and contribute to their activities.
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 13:40 -14:10
Dina Khalaf
112
EXPO SESSIONS
Igniting the Mind One
Article at a Time
TINTORETTO
1
FRIDAY 17 OCTOBER 13:40 -14:10
The New York Times in Education/
International New York Times
113
This session will provide a tutorial on The New
York Times in Education programs. Edited
from London, Paris, Hong Kong, and New
York, The New York Times's global reporting
can add to your curriculum, making it fresher
and more relevant for your students. Our
education programs seek to support efforts to
develop students’ competencies and skills while
enhancing engagement outside the classroom.
Through news articles, videos, discussion
questions, and other resources provided on the
nytimes.com platform, students will expand
their understanding of how the world works in
the 21st century.
Language learning in an
international context
BRAMANTE
1
Brad Philpot, Director of
Philpot Education
How can international education prepare
young individuals for the challenges of the
21st century?
In a world that is becoming more diverse,
Eastern-centric and technology-driven,
employers are seeking young individuals who
are more flexible, multilingual and adaptable. In
this talk, Brad explores how such challenges can
be tackled in the language classroom through
pedagogically-sound educational materials. He
will draw on examples from his new textbook
English B for the IB Diploma, showing how
language skills, intercultural skills and critical
thinking can be developed simultaneously. He
will demonstrate how the English B curriculum
can be informed by the IB’s Approaches to
Teaching and Learning, the Learner Profile and
Howard Gardner’s Five Minds for the Future. This
engaging and interactive talk will be followed
by a question and answer session.
33 points to Oxford PhD:
exploring the longitudinal
value of the IB Diploma
Programme
BRAMANTE
2
Emily Price, School Relationship Coordinator,
Oxford Study Courses
Nelson Mandela said, “Education is the most
powerful tool which you can use to change
the world”. But an IB education is far beyond a
formal exam or a piece of paper. This session
will contextualise the myriad of research on IB
graduates at university by looking at the story
of one IB student. It will offer a practical
example of the holistic, pedagogical value
of the IB Diploma Programme and provide
information on supporting students as they
enter higher education.
Critical thinking and essay
writing with rationale:
Theory and practice
BRAMANTE
3
Timo ter Berg, CEO, ReasoningLab
In general, structured thinking and writing is
a problem for many students. More specific,
while critical thinking and structured writing is
becoming increasingly central in undergraduate
education, many students struggle to reason
clearly, to structure and analyze argumentation
and write a good essay. However, most
dedicated courses to improve students' critical
thinking have only limited result in learning
outcomes.
We present a method to teach critical thinking
that has been shown to be very effective in a 5
year Australian research program. This method
emphasizes deliberate practice of reasoning
and writing skills by argument mapping, a
technique to visualize the underlying logic
of argumentation and writing. We present an
online programme, Rationale, that has been
developed to facilitate the implementation of
this technique into teaching practice, and show
examples of its use in IB education.
EXPO SESSIONS
BRAMANTE
4
Alison Chapman, International Schools Consultant,
GL Education
Join GL Education for an overview of their
approach to student assessment which
incorporates measures of attainment, ability
and attitudes to provide a unique profile of
each student.
The teaching challenges addressed by this
session will include:
•Admissions
• Personalising teaching to suit a student's
preferred learning style
• Using ability scores and attainment data to
set baselines and measure value add
• Identifying gifted and talented, and SEN
students
• Accurately assessing the true potential of
EAL students
• Communicating IB targets effectively with
parents and students
• Having internationally recognised
benchmarks to aid self-assessments
and inspections
Delegates attending this session can request a
free trial of GL’s assessments and a webex review
to support their analysis of their own data.
BRAMANTE
5
Clive Ungless, Director of International Operations,
Finalsite
David Jepson, Director of IT, TASIS The American School
in England
In this talk we will show how Finalsite provides
a range of tools to enhance learning and
communications among all constituents in
a seamless and connected manner. We will
cover private communication portals, Learning
Management Systems, data integration
and other key elements that provide for
a comprehensive and truly engaging
environment. The Finalsite Platform is fully
responsive across all devices and platforms.
We will showcase one leading international
school's successful implementation and
how it has enhanced learning for the whole
school community.
Making the IB continuum
happen: Effective systems
for planning, assessment
and reporting
BRAMANTE
6
Angelica Nierras, Managing Director, Faria Systems Inc.
ManageBac is the leading planning, assessment
and reporting system for IB World Schools
founded by three former IB Diploma students in
2007. This presentation will cover best practices
for effective implementation and programme
management, as well as an introduction to
ManageBac as a system solution.
FRIDAY 17 OCTOBER 13:40 -14:10
Find out how international schools are
using this detailed insight to enhance their
teaching effectiveness through the delivery of
personalised learning.
Building a powerful and
integrated learning and
communication platform for
your school
The presentation will address curriculum
planning, assessment and reporting on
ManageBac, with close attention paid to the
MYP Next Chapter transition, recently released
support for IBCC and the Community Project,
and planned improvements for the 2014-2015
academic year.
KEY
Enhancing teaching &
learning using effective
assessment
ROOM
PYP
MYP
DP
IBCC
114
EXPO SESSIONS
Studying political
sciences today
BRAMANTE
7
FRIDAY 17 OCTOBER 13:40 -14:10
Vincenzo Galasso, Director of the
Bachelor in International Politics and
Government, Universita Commerciale Luigi Bocconi
115
The new Bachelor degree in Political Sciences
and Government offered by Università Bocconi
starting from 2015/2016 especially addresses IB
students: curious learners who take the time to
explore subjects and issues in depth, who are
able to research and evaluate issues with strong
analytical basis, who are ready to be challenged
in order to make the world a better place. This
session will provide insights about the teaching
methods and subjects typically studied in a
Bachelor degree in Political Science with hints
and tips related to making the most of such
a programme.
Ensuring your school
makes sweet music:
How to strike the right note
in school acoustics
BRAMANTE
8
Cristofer Gore, Internatinal School Sales Specialist,
Wenger Corporation
Acoustics for music suites
What makes the music suite different from the
rest of the school? Why and how are acoustics
critical to student learning? The seminar,
designed for school principals and music
administrators, will explain the four critical
factors - Acoustics, Floor Plan, Storage, and
Equipment - in constructing a music suite and
offer tools to better understand the differences
between “stick-built” acoustical rooms and
truly sound-isolation acoustical rooms. All
participants will receive a free Planning Guide
for school music facilities.
The Future Classroom:
Why the Digital Textbook
is becoming the
preferred choice
BRAMANTE
9
Nicholas Johansson, CEO, Lanterna Online
Nadim Sherif, School Solutions Consultant,
Lanterna Online
Engaging students with varying levels of
ambition and abilities can be a challenge.
Where traditional textbooks fail to adapt to
student and teacher needs, digital textbooks
can accommodate the different challenges
in the classroom. Automatically marked
tests, videos and interactive elements are
just the beginning. This session will cover the
possibilities a digital textbook offers and how
Lanterna Online is able to help students and
teachers from all over the world.
Measure, monitor, and
motivate reading progress
in your learners
BRAMANTE
10
Robin Theakston, Scholastic Educational Publishing in
International Markets, Scholastic Inc.
It is no secret that students who read
independently become better readers, score
higher on achievement tests in all subject areas,
and have greater content knowledge than
those who do not. How do today’s educators
motivate and guide students to become lifelong
independent readers? This session explores
how educators are making use of digital
technology to measure, monitor, and
motivate reading progress.
EXPO SESSIONS
BRAMANTE
11
Lori Gully, Head of Business
Development, Pamoja
Kawther Saa'd Aldin, Regional Development Consultant,
Pamoja
Pamoja Education serves as the sole provider for
online IB DP courses, offering 16 courses to 2000
students world-wide. Join us to discuss how
it works, how to sign up, and how successful
students are in the online environment.
Meet myON - Your intuitive
digital library!
BRAMANTE
12
Matt Puddy, Export Sales Manager,
Capstone
myON is an internationally used digital library
which automatically adjusts to each individual
user and their ability level. This enhances the
learning experience and increases literacy levels
- all of which can be tracked and reviewed by
the educator through a full reporting suite. Find
out how you can be using it in your school for
increased English learning levels.
itsLearning
BRAMANTE
14
Coles Wilkinson, Managing Director International Schools Division
FRIDAY 17 OCTOBER 13:40 -14:10
Online IBDP Courses: what
you need to know
FOCUS GROUPS
BERNINI
3
The IB's Online Media Manager, Matt Shaw,
will present the process of developing the new
IB public website from concept to working
reality. Delegates will learn about the process
of designing, building and running a modern
website, as well as getting an exclusive preview
of the new website, scheduled for launch at the
end of the year.
BRAMANTE
15
Jenny Gillet, Curriculum Manager, IB
CURRICULUM
This session will focus on
Approaches to Teaching and Learning
in the DP. It will be an opportunity to hear more
about the DP ATL pilot which took place in
2013-2014, as well as the new materials that will
be launched in January 2015. The session will be
led by Jenny Gillett (DP curriculum manager for
TOK, history and philosophy), who has led the
development of the DP ATL materials. ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 13:40 -14:10
Matthew Shaw, Online Media Manager,
IB
ATL in the DP
KEY
Creating the new IB
public website
116
SESSION THREE
Ways of Knowing:
Sustainable teaching for a
sustainable world
FRIDAY 17 OCTOBER 15:45-16:45
Andrew Watson, Director, UWC in Mostar
117
TINTORETTO
1
LEADERSHIP
HEADS
The priorities of education have to change.
The presentation will explore and develop
innovative and practical approaches to
incorporating cutting edge sustainability
thinking into strategies for delivering high
quality education to the next generation
of learners who will face a sustainability
challenge of unprecedented scale, urgency and
complexity as the century advances. The session
aims to sow the seeds of a transformational
educational experience by investigating the
nature and systems-level, inter-dependent
causes and consequences of sustainability
in its broadest sense, encompassing the
key environmental, social and economic
drivers. By focussing on how IB philosophy
and programmes create a framework for
redefining how and what we teach and learn,
the session challenges delegates to imagine,
create and articulate the challenges in making
sustainability the heartbeat of twenty first
century education.
What's in a review?
Terri Walker, Curriculum Manager PYP,
IB
BERNINI
3
CURRICULUM
This session will focus on the
Programme Review for the PYP. Participants
will hear the latest review updates for the
programme and participate in an activity
designed to generate, connect with and extend
thinking about significant issues and big ideas
embedded in the review. Session participants
will be also be invited to share their ideas, their
views and responses through various avenues:
forum, social media and focus group sessions to
address each strand of the review.
Carla Marschall, PYP Coodinator, Zurich
International School, Baden Campus
BERNINI
1
CURRICULUM
HEADS
The Year of food:
Mathematical thinking
through meaningful
contexts
BERNINI
2
CURRICULUM
Silvia Bettini, Teacher, Bilingual European School
This workshop tells the story of year one
students' investigations of mathematics through
concepts of hunger, food production, and food
waste. Their inquiries into restaurants, recipes,
ingredients, the kitchen and other contexts are
all related to mathematics and lead to relevant
action. Throughout the inquiry process, teachers
and children collaborate to further develop
the contexts and explorations, following the
children's questions and hypotheses. Teachers
observe and document children's perceptions
and interactions to better inform their planning.
They design thinking routines around the
investigations. Often the contexts are directly
related to units of inquiry, such as Sharing the
Planet and How We Organize Ourselves. At
the heart of this work are the words of Maria
Montessori, "Through movement we come in
contact with external reality, and it is through
these contacts that we eventually acquire even
abstract ideas.
BRAMANTE
1
LANGUAGE
AND CULTURE
Ali Ezzeddine, PYP coordinator,
SEK international school
Mariam Noureddine, Arabic teacher,
SEK international school
Mais Taha, Arabic teacher, SEK international school
At the SEK International School Doha, 3
languages are taught from the age of 3 years
old - English as the language of instruction and
Arabic and Spanish as additional languages,
and both languages are the mother tongue
language for the majority of the kids. During
this session the presenters will share how they
are promoting cultural understanding and how
the language policy reflects the diversity of
the school.
Arabic
IB recognition updates and
developments - UK, US,
Canada, Australia
BRAMANTE
2
HIGHER
EDUCATION
Angela Hopkins, Recognition Manager,
Government and Accreditation, International
Baccalaureate
Peter Fidczuk, Development and Recognition Manager,
International Baccalaureate
The objectives of this interactive session are
three fold: providing recognition updates,
discussing the IB's ongoing recognition strategy
and garnering feedback from the audience
on important recognition issues. We will
provide the audience with the latest university
and government recognition updates and
developments from around the region as well
as key higher education markets around the
world (i.e. US, UK, Canada, Australia). We will
present newly available resources and collateral
aimed at better informing higher education
institutions of the value of an IB education, and
point you to where all these resources can be
found and best utilized. We will also discuss
the current initiatives the IB is undertaking as
part of its continued commitment to better
understanding the postsecondary patterns and
pathways of our students and most effectively
meeting their needs. There will be time for Q&A
and discussion around the more pertinent
recognition related issues.
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 15:45-16:45
How might students' opinions or
perceptions provide an alternative way of
knowing about a curriculum's success? How
might students participate in curriculum
evaluation and support school improvement?
In what ways might educators analyze student
perceptions in order to better serve a school's
diverse population? This session will explore these
questions, investigating strategies and making
use of student feedback, work and extracurricular
interests in curriculum development. The role
of research tools such as video interviews,
student artwork and surveys will be discussed.
Considering curriculum development from
a concept-driven approach, the session will
also provide ways to assess for internationalmindedness by collecting students' perspectives
of "big ideas" uncovered in the school program.
Lastly the session will focus on the role of student
groups, e.g. student council, in gathering and
analyzing data from peers about the curriculum.
Understand your own
culture through mastering
your mother tongue
KEY
Involving students in
curriculum evaluation
118
Learning focussed
data dashboards
Peter Murphy, Director, Vienna
International School and Chair of
Regional Council
BRAMANTE
3
LEADERSHIP
HEADS
FRIDAY 17 OCTOBER 15:45-16:45
Vienna International School will demonstrate
some exciting developmental work in the
production of a data dashboard to inform
the learning process. We will present the
the work that has gone into developing the
digital interface, the sources of data (hard and
soft) that the system collects. The session will
illustrate how teachers can use the dashboard
to gain a much bigger picture of the students
that they teach.
119
ATL: Teaching thinking tools
& skills explicitly
Deirdre Jennings, MYP Coordinator
& science teacher,
Vilnius International School
BRAMANTE
4
CURRICULUM
What is a "thinking tool" and how can I use it
to teach & learn all 6 levels of thinking skills (in
terms of Blooms taxonomy levels)? Participants
will be introduced to ENV analysis (variable
analysis) and learn how to structure learning
activities to teach this thinking tool to their
students. The participants will then learn
(and try out for themselves) how this leads to
improvements in the skills of observation and
analysis, as well as pattern recognition. Then
we will explore examples of activities (from a
variety of subject groups) where students use
this tool to complete tasks/challenges involving
analysis, compare and contrast, evaluation,
conclusion, synthesis, and create actions.
Using field work to enhance
our Ways of Knowing
Renee Kennedy, IB Geography
and Humanities Teacher,
Tashkent International School
Ursula Manners, DP and MYP Science
Teacher, Tashkent International School
BRAMANTE
5
CURRICULUM
HEADS
CONTINUUM
Field studies offer students an experiential
approach to learning that has benefits beyond
the day of the fieldwork. When students gather
their own data, they are more apt to refine the
methodologies, question their approaches
to learning and reflect on the process. In a
classroom setting, students tend to accept
models and data as "fact". But in a fieldwork
setting, students are confronted with the
limitations of the models. This translates to
more thoughtful data analysis and higher-level
thinking. Join us in this interactive session
as we examine the benefits of field studies.
While recognizing that Administrators and IB
Coordinators have budgetary constraints and
pressures to balance the needs of multiple
programs, this session aims to lay out clear
arguments for encouraging and supporting field
work in your school. From strengthening crossdiscipline activities, to increasing analytical and
reflective skills, field studies should be integral to
expanding our ways of knowing.
International-mindedness:
How do we really know?
Jane Whittle, MYP Coordinator,
International School of Bologna
BRAMANTE
6
RESEARCH
There is a lot of research and IB publications
on international-mindedness, but what exactly
does this look like in the IB classroom? How
as educators do we really know what an
internationally-minded student looks like?
How do our students know when they are
being internationally-minded? Following an
introduction and presentation on classroom
research from the MYP, the participants will
discuss in small groups the answers to the
bigger questions of the workshop. The aim will
be to share good practice and to perhaps form
an interest group who would continue this work
beyond the conference.
Tima Alzaim, PYP Coordinator/
PYP Educator, King Faisal School
Sadeem Al-Kadi, Pre-School Principal,
King Faisal School
BRAMANTE
7
LANGUAGE
AND CULTURE
HEADS
The future of
programme evaluation
Andrew Atkinson, School Services
Director, International Baccalaureate
Erin Albright, Head of Post Authorization,
International Baccalaureate
BRAMANTE
8
LEADERSHIP
HEADS
CONTINUUM
Programme evaluation is a critical moment in
the life of a school and can serve as a source
of new dynamism and momentum for your
IB programme. Global School Services staff
will present some short-term improvements
in programme evaluations that are being
developed as well as new services to support
schools between evaluations. Beyond that, how
should programme evaluation evolve in the
future? The GSS team will summarise current
research in the area of school effectiveness
and improvement that will shape revisions to
programme evaluation. The session will also
cover the new IBEN role of School Service
Lead Educator being trialled in AEM for both
evaluation and authorisation. Should all schools
be evaluated in the same way on the same
timetable? How should we use new tools and
virtual environments to collect evidence and
respond to schools? We look forward to
hearing your ideas as we invent the next
generation process.
Maripe Menéndez, IB Regional Manager
Spain, Responsable regional del IB en España
José Varela, President Association of IB
Schools in Spain (ACBIE)
BRAMANTE
9
EDUCACIÓN
SUPERIOR
Descripción de los principales
desarrollos y retos del IB en España.
Sesión informative conjunta entre IB y ACBIE,
Asociación Española de Colegios BI.
Spanish
Knowing our students:
Connecting student
wellbeing and
student learning
BRAMANTE
10
CURRICULUM
David Burton, IB MYP Coordinator,
International School of Paris
Damian Kerr, Vice-Principal for Student Wellbeing
International School of Paris
Barry Mansfield, Secondary School Principal
International School of Paris
Tim Logan, PSE Coordinator, International School of Paris
Jonathan James, IB ATL Coordinator,
International School of Paris.
Amber Herisson, Head of Languages,
International School of Paris
How might schools explicitly connect student
wellbeing to student learning? How can the
changes to the IB programmes support this
process, particularly the updated approaches
to learning? The International School of Paris
is a diverse 3-programme IB World School. At
the AEM 2013 Regional Conference, the school
shared experiences in developing a dynamic
language program in an inclusive and equitable
learning environment. A critical aspect of the
school culture is a wellbeing philosophy and
program that places the students at the centre
and aligns explicitly to the IB programmes. The
ISP team will describe how the school moved
historically from a 'behaviour management' to
'student wellbeing' philosophy, what leadership
and organisational structures are in place to
support student well-being and what new
initiatives are being developed, including
mentoring programs, personal and social
education courses, extra curricular activities and
the role of learning support.
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 15:45-16:45
This session covers the history of the IB in
the Kingdom of Saudi Arabia and how it has
developed to become one of the most sought
after programmmes in the region. It is delivered
in both languages (English and Arabic)
keeping in mind the Islamic culture and the
requirements of the ministry. This session will
go in-depth into the shift from a culture that
focuses on single subjects, to a new approach
that integrates teaching from different fields
under the unit of inquiry.
Desarrollo de IB en España
KEY
The new venture in
implementing the
IB philosophy
120
Learning across boundaries:
The World Studies
Extended Essay
FRIDAY 17 OCTOBER 15:45-16:45
Angela Riviere, Curriculum Manager
International Baccalaureate
121
BRAMANTE
11
Exploring designerly ways
of knowing
BRAMANTE
14
CURRICULUM
Andrew Mayes, MYP Curriculum
Manager, International Baccalaureate
CURRICULUM
In an increasingly interconnected world future
employers will demand graduates who are able
to engage with complex issues from multiple
perspectives. As IB students reflect on the world
in which they live and want to live, facing the
challenges and complexities of the 21st century,
the World Studies Extended Essay offers them
an opportunity to explore issues of global
significance through sustained independent
enquiry, fostering a broader view of knowledge:
one more closely linked to the way in which the
world actually works. Finding solutions to the
world's most pressing problems necessitates a
blurring of traditional lines, and the navigation
of competing perspectives in order to gain a
deeper, more considered understanding of
these problems: a mode of thinking that crosses
disciplinary boundaries. Blurring the lines and
thinking across boundaries are important
features of an inquiring, reflective IB student
and the World Studies Extended Essay adeptly
embodies this.
iPads in science classes making a useful use of
the technology!
Walter Gammon, Teacher, Qatar Academy
BRAMANTE
12
TECHNOLOGY
Building on the list of apps presented at last
year's Regional Conference, this presentation
will focus on the use of iPads in Science
classes in a very practical way, to both collect
and manipulate data. It will begin with a run
through of some of the new apps available
to iPad users. As a group we will then run
through a couple of quick experiments, actually
collecting and manipulating some data. If time
allows, there will be a discussion of the new
Subject Guide, and the changes that have come
in at this revision. There will be a pack of takeaway ideas for assessments that integrate the
technology into the students' work. There will
be a Physics slant but included will be activities
for the teachers of the other Sciences to take
away - including Sports Science! The session is
suitable for experienced teachers looking to use
more technology in their labs, and for teachers
new to the IB looking for help and guidance in
the assessment of their students.
HEADS
Thinking like a designer can
CONTINUUM
transform the way individuals
develop products, services, processes and even
strategy. Designers have developed their own
ways of knowing that can be utilised to analyse
situations, develop insights and inform decision
making. Participants will explore designerly
ways of knowing and consider how it can be
used to develop better solutions and more
effective strategy.
Broadening the impact of IB
programmes in your school
Heather Lapper, Regional
Development Manager AEM,
International Baccalaureate
Shane Tastad, Principal,
The International School of Helsingborg
BRAMANTE
15
CURRICULUM
HEADS
Session for schools with
IB programme(s) interested in offering more
than one/two/three programmes. Find out how
a continuum of IB education can provide an
articulated pathway to creative, critical thinking
and a truly holistic educational experience for
your students. Learn first-hand how offering
more than one IB programme can impact your
school's culture, community and conversation
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS
EXPO SESSIONS
Language learning in an
international context
BRAMANTE
9
You have mobile devices..
Great, But.. Now what?
BRAMANTE
10
How can international education prepare
young individuals for the challenges of the
21st century?
Learn how one large urban school district
transformed teaching and learning through
a successful anytime, anywhere digital
programme. Darryl LaGace a former Chief
Information and Technology Officer who rolled
out this successful mobile learning programme,
will share best practices for planning, deploying
and managing iPads within an educational
setting. With the right preparation and solutions
in place to keep devices safe, managed, and
meaningful in classes, your mobile learning
programme can be a success! Plus you’ll get to
ask your questions and get real-world answers!
In a world that is becoming more diverse,
Eastern-centric and technology-driven,
employers are seeking young individuals who
are more flexible, multilingual and adaptable. In
this talk, Brad explores how such challenges can
be tackled in the language classroom through
pedagogically-sound educational materials. He
will draw on examples from his new textbook
English B for the IB Diploma, showing how
language skills, intercultural skills and critical
thinking can be developed simultaneously. He
will demonstrate how the English B curriculum
can be informed by the IB’s Approaches to
Teaching and Learning, the Learner Profile and
Howard Gardner’s Five Minds for the Future. This
engaging and interactive talk will be followed
by a question and answer session.
KEY
Darryl LaGace, EVP Global Business
Development, Lightspeed Systems
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 16:45-17:15
Brad Philpot, Director of
Philpot Education
122
EXPO SESSIONS
Igniting the Mind One
Article at a Time
BRAMANTE
11
FRIDAY 17 OCTOBER 16:45-17:15
The New York Times in Education/
International New York Times
123
This session will provide a tutorial on The New
York Times in Education programs. Edited
from London, Paris, Hong Kong, and New
York, The New York Times's global reporting
can add to your curriculum, making it fresher
and more relevant for your students. Our
education programs seek to support efforts to
develop students’ competencies and skills while
enhancing engagement outside the classroom.
Through news articles, videos, discussion
questions, and other resources provided on the
nytimes.com platform, students will expand
their understanding of how the world works in
the 21st century.
Luiss
Prof. Daniele Gallo, Law Department;
Camilla Viganotti, International
Development Office
BRAMANTE
12
LUISS Guido Carli is an independent university
founded in 1974 and located in the heart
of Rome. It consists of four departments
(Economics and Finance, Business and
Management, Political Science and Law),
three schools (School of European Political
Economy, LUISS Business School and School
of Government) and offers a wide range of
undergraduate, graduate and post-graduate
education.
Naviance Career And
University Readiness In A
Global Society
BRAMANTE
14
Steven Bates, International Account Executive, Hobsons
Mike Betnun, Senior International Account Executive,
Hobsons
Uncover the best practices for supporting MYP
and DP students to reach their post-secondary
aspirations. Learn how Naviance can help
administrators maximize student success and
academic achievement by engaging students
and families every step of the way. Students
will see the link between their academic
achievement, co-curricular and service activities
and what universities require for admissions.
Naviance provides a centralized hub for
students and families to access all of their
university and career exploration related
resources. Students can research and evaluate
their university options from our global
database of higher education institutions.
Administrators can electronically send
transcripts and supporting materials to over
2,200 academic institutions.
Students may take a number of psychometric
assessments that generate full-length reports
which identify their unique strengths and
interests and relate these to future careers and
college majors. Join us to learn how over 450
international schools across 95+ countries are
benefiting from our platform and services.
SESSION FOUR
Laura Wellesley, Global Recognition
Manager, International Baccalaureate
BERNINI
2
HIGHER
EDUCATION
HEADS
BERNINI
1
David Clapp, Head of Science,
St George's British International School
CREATIVITY
The DP revised Group 4 curricula
refer to a multitude of scientific methods, in
contrast to science education's singular "fair
test" model. The associated revised criteria
for Group 4 internally assessed work allow
far greater scope for students to experience
the plurality of these methods first-hand
both through direct experimentation and
through use of secondary data. They are
now encouraged to engage with science
across the range of the TOK "eightfold path"
from reason to memory but not leaving out
intuition, imagination and even emotion. The
audience will be shown examples of current
DP students' Group 4 experimental work at St
George's British International School Rome that
elucidates the creative element at work in the
various scientific methodologies described. The
talk concludes with a celebration of the cultural
breadth of the scientific enterprise through
references across a wide range of cultures, each
indicative of a way of knowing now accessible
to a DP student.
ROOM
PYP
MYP
DP
IBCC
FRIDAY 17 OCTOBER 16:45-17:15
This session will overview the new
developments in the IBWSC conference model
and highlight the benefits of hosting, as well
as the outcomes for students and educators
who attend. Student participants, volunteer
educators, and university partners from
previous IBWSCs will be represented on the
panel to share their experiences and respond
to questions.
Creating science
KEY
IB World Student
Conferences - A university/
IB partnership
124
Digital game-based
learning: Get into the game!
Adriaan van der Bergh,
Technology Integration Specialist,
International School of Düsseldorf
BRAMANTE
1
TECHNOLOGY
FRIDAY 17 OCTOBER 16:45-17:15
In this session you will learn about the many
benefits of playing video games. We will explore
why video games have not impacted our
education system to a large degree and why the
"edutainment" industry is declining. Possible
ways of bringing relevant games into the
classroom will then be discussed.
125
Nonrational Ways
of Knowing in the
history classroom
Charlotte Vale, Teacher of history
and philosophy, Rome International School
BRAMANTE
2
CURRICULUM
Part of learning about the past is understanding
how our interpretations of events have formed.
In my experiences students can be too quick
to dismiss nonrational ways of knowing in
history and assume the evidence is unreliable,
and yet can be blinded by emotion when the
history being studied is part of their cultural
heritage. The presentation will begin with a
discussion of emotion as a way of knowing in
history; how it can be useful, and how to help
students look at events objectively? I will also
consider what I believe to be an over-emphasis
of emotion when teaching certain subjects
and how this can have a detrimental effect
on students' understanding. I will then go on
to consider one of the new ways of knowing
to the IB curriculum: imagination. I will show
the important role imagination can play when
learning about the past. Through the use of
tools such as counterfactual thinking students
can consider causation and significance in a
rigorous and interesting way.
Using the professional
community as a curriculum
resource
Conan de Wilde, IBCC Coordinator
International School of Geneva
BRAMANTE
3
CURRICULUM
CONTINUUM
This session will present the problems
associated with the gulf between educators
and employers. An IBCC Coordinator will then
present one model, used at the International
School of Geneva, of encouraging businesses
to participate in curriculum development
and assessment. The session will be divided
between a 20 minute presentation and a
discussion between participants.
Starting from scratch
Oscar Van Nooijen, IB Diploma
Programme Coordinator,
The Abbey School
BRAMANTE
4
LEADERSHIP
HEADS
The session will cover the
CONTINUUM
challenges faced by the presenter
when he first took on the role of Diploma
Programme Coordinator during his first year of
teaching. He will reflect on the ways in which
the multiple and diverse responsibilities of a DP
Coordinator in a medium-sized setting served
as an excellent introduction to understanding
whole school teaching and learning in a UK
school context.
IB Professional
Development:
Russian practices
BRAMANTE
6
HIGHER
EDUCATION
Konstantin Bezukladnikov,
Professor, Perm State Humanitarian
HEADS
Pedagogical University
CONTINUUM
Boris Kruze, Associate Professor,
Perm State Humanitarian Pedagogical University
Mikhail Novosyolov, Senior Lecturer, Perm State
Humanitarian Pedagogical University
The DP Coordinator as
pedagogical leader
FRIDAY 17 OCTOBER 16:45-17:15
The IB programmes supplement the Russian
national educational standard. It is impossible
for the IB schools to work effectively without
specially trained personnel able to implement
IB programmes. Based on a set of IB teachers'
professional competencies, Perm State
Humanitarian Pedagogical University regularly
holds bilingual teacher development. The
reconciliation of the Russian educational
standards with IB requirements is challenging.
Teaching staff is trained in the IB programmes
and also participates in international seminars
and workshops. We will explore how IB
professional devlopment is worked out and
teaching staff are selected. Additionally
consulting and expert seminars, conferences,
workshops and advisory visits are organized
and the necessary teaching materials
are acquired.
BRAMANTE
7
Fiona Clark, DP School Services
LEADERSHIP
Associate Manager,
International Baccalaureate
Katrin Fox, DP School Services Manager
International Baccalaureate
Concepción Allende-Urbieta,
DP and IBCC School Services Associate Manager,
International Baccalaureate
KEY
To assert that the DP Coordinator should be
seen as the pedagogical leader in the school.
What does this mean? What does this look like?
ROOM
PYP
MYP
DP
IBCC
126
SESSION FIVE
Teacher collaboration for
accreditation: A case study
of evaluating the DP
TINTORETTO
1
LEADERSHIP
SATURDAY 18 OCTOBER 10:15-11:15
Ildiko Murray, Diploma Programme, Coordinator
American International School Kuwait
127
The session will offer practical tips and advice
to school leadership on how to approach
the Diploma Programme accreditation or
evaluation process in their own schools.
The lecture is presented in the context of a
case study, specifically how my own school,
the American International School Kuwait,
completed the 5-year guided self-study for
the required Diploma Programme evaluation
during the 2013-2014 academic year. As DP
Coordinator, I was responsible for leading the
preparation of the evaluation. I participated in
the IB workshop, "Evaluating Your DP", before
starting the preparation of the self-study, which
served as a starting point for our evaluation
process. This case study is also informed by
the research that I am undertaking for my
doctoral thesis in Curriculum Studies at the
Ontario Institute for Studies in Education of the
University of Toronto. This session will briefly
highlight the collaborative evaluation practices
that teachers engage in for accreditation.
Placement and movement
within language acquisition
BERNINI
3
Jaime Weiler, Language Acquisition
CURRICULUM
Facilitator, The KAUST School
Katrina Englart, MYP Coordinator, The KAUST School
How do we place a student in the appropriate
Language Acquisition phase? What placement
tools can we consider? How do we know
when a student is ready to move to the next
phase? When are they ready for Language and
Literature? This session will look at the journey
of a language acquisition student throughout
the MYP at The KAUST School in Saudi Arabia.
You will learn about the policies and practices
in place at this school which have helped
maximize student language learning and
movement along the language continuum.
Encouraging
creativity through music
and movement
BERNINI
2
CREATIVITY
Fernando Ramirez, PYP music teacher,
SEK international school
Eduardo Cary, PE teacher, SEK international school
During this session, participants will discuss and
explore the connection between music and
movement and how it can be implemented in a
PYP school to promote creativity. The presenters
will share their experience during the session.
BERNINI
1
CURRICULUM
Lorna Caputo, EAL Team Leader,
International School of Zug and Luzern
Kyle Hawkins, PYP Coordinator, International School of
Zug and Luzern
Heads to Heads session
TIZIANO
2
Adrian Kearney, IB AEM Regional
Director, International Baccalaureate
LEADERSHIP
Peter Murphy, Director, Vienna
HEADS
International School and Chair of
Regional Council
Andrew Derry, Principal of the British International
School Budapest, and member of the Regional Council
Heads of Schools are invited to join this
interactive session with panelists representing
the Heads Council, the Regional Council,
and senior IB leadership. There will be open
discussion on current IB initiatives and how
they fit the needs of IB World Schools across
the region. IB Heads of Schools are encouraged
to reflect on current support and where the
IB could focus attention in the coming year.
Updates from the most recent Heads and
Regional Council meetings will also
be discussed.
BRAMANTE
1
Anthony Tait, Global Professional
Development Director,
International Baccalaureate
Jan Stipek, Global Head of Professional
Development: Diploma,
International Baccalaureate
CURRICULUM
HEADS
CONTINUUM
IB educators enjoy many professional
development options for career growth and
lifelong learning. In this session, you will explore
the world of the IB's exciting offerings for
face-to-face and online workshops and other
multimedia opportunities. Have you seen
our PD E-catalogue? This easy-to-use online
tool should be the first stop on your journey
to take your professional development to
the next level. We will show you how to think
beyond Category 1 PD compliance and explore
hundreds of Category 3 workshops and other
experiences and resources. Find out how you
can gain an IB educator or leadership certificate
by studying with one of the universities in our
network. Come meet some of the IB PD team,
learn how you can become a workshop leader
or developer, and share your ideas on how to
bring relevant and cutting- edge professional
development learning opportunities to the
world of IB education.
Preparando la Autoevaluación Quinquenal
BRAMANTE
2
Concepción Allende-Urbieta,
CURRÍCULO
DP School Services Associate Manager,
Responsable adjunto de Servicios a los colegios del PD,
International Baccalaureate
SATURDAY 18 OCTOBER 10:15-11:15
Notwithstanding the fact that PYP
documentation affirms that planning should
be informed by a concept-based approach
and that teaching and learning should be
inquiry-driven, many specialist teachers
working in the PYP remain unsure as to how
to engage with the complexities of the PYP
conceptual framework and how to employ
an inquiry-based approach to their subject.
The International School of Zug and Luzern
supports language (EAL and Language B)
specialists in their efforts to plan teaching and
learning engagements through the use of
PYP planners and concept- and inquiry-based
teaching methods. The PYP Coordinator and
the EAL Team Leader from ISZL will run an
interactive workshop that will give practical
strategies to educators who are trying to move
towards aligning Language B and EAL standalone curricula with their school's Programmes
of Inquiry.
Explore the world of IB
Professional Development
Cada Colegio del Mundo del IB se evalúa
regularmente para comprobar que las normas
y aplicaciones concretas de los programas
del IB se mantienen. La evaluación tiene lugar
al menos una vez cada cinco años. Como
parte del proceso, el colegio participa en una
autoevaluación que es un elemento clave del
proceso continuo de mejora. Esta sesión tiene
como objetivo preparar a los educadores para la
autoevaluación de los cinco años.
Spanish
KEY
Inquiry and language
teaching: Embracing a
conceptual shift
ROOM
PYP
MYP
DP
IBCC
128
IB and progression to
Russell Group institutions
SATURDAY 18 OCTOBER 10:15-11:15
Louise Banahene, Head of Educational
Engagement, University of Leeds
Stuart Hodgson, University of Leeds
129
BRAMANTE
4
HIGHER
EDUCATION
HEADS
This session will provide tips on
CONTINUUM
how to maximise applications to
Russell Group institutions in the UK. It will
give guidance to IB teachers from admissions
tutors of three highly competitive courses.
Finally, this interactive workshop will provide
the opportunity for participants to be an
admissions tutor. They will review sample
personal statements to judge who should be
made an offer.
Integrating content and
language learning
BRAMANTE
5
Alison McNulty, Secondary English
LANGUAGE
Language Coordinator,
AND CULTURE
Tashkent International School
Ursula Manners, DP and MYP Science Teacher,
Tashkent International School
Tashkent International School is a linguistically
and culturally diverse school where the majority
of students are not English first language
speakers. This can produce tension between
the learning and teaching culture in the
school. This presentation will describe the pilot
project carried out in the secondary school
with a specific focus on work done with 9th
grade science students. It will demonstrate
how content and language teachers working
collaboratively can significantly increase
accessibility to course content for non-English
first language speakers and so improve learners'
motivation and results. The presentation will
cover the background to the school and its
Language Policy, the school's professional
development programme, the investigation
of teaching and learning cultures, and the
development of a collaborative programme for
science students at 9th grade.
Engaging Alumni through
IB Alumni Network
BRAMANTE
6
Ena Peeva, Student, IB Alumni Council
LEADERSHIP
Damian Kerr, Vice Principal for
HEADS
Well-Being & Mathematics Teacher,
International School of Paris
Laura Wellesley, Global Recognition Manager,
International Baccalaureate
Over the years IB Alumni around the globe have
created the reputation of the programme, and
with their success in the real world, have shown
what IB students are capable of. Recently,
a campaign for engaging alumni through
chapters was started with the aim to one day
reach out to every IB Alumni. This panel session,
featuring alumni and professionals, will offer
to its attendees different perspectives on how
to maintain the value of the IB experience in
action via the IB Alumni Network.
i3e Inteligencia emocional
en entornos escolares
BRAMANTE
7
Sonsoles Castellano, Directora de
INVESTIGACIÓN
politica educativa, Colegio San Patricio
CONTINUUM
Nancy Wiest, Directora de idiomas,
Colegio San Patricio
Lisa Sheryl Westbrook, Directora Técnica de idiomas,
Colegio Tagus
La sesión consistirá en explicar una forma de
trabajar las competencias emocionales en
la escuela de forma sostenible. Para ello se
expondrán los contenidos de una investigación
llevada a cabo durante dos años en tres centros
educativos. La presentación se realizará con
ejemplos prácticos de trabajo en el aula.
Bilingual - Spanish and English
Robert Harrison, Head of MYP Development
International Baccalaureate
BRAMANTE
8
CURRICULUM
Developing conceptual
understanding
BRAMANTE
9
Rachel French, PYP Coordinator,
Frankfurt International School
CURRICULUM
Combining theory and practical examples this
session outlines the importance of scaffolding
students' thinking to make connections
between knowledge (factual examples) and
transferable conceptual understandings. Rachel
French will share examples from unit planners,
scope and sequence documents, student work
samples and short video clips that illustrate a
concept-based curriculum in action. This session
is based on the work of Dr Lynn Erickson and Dr
Lois Lanning. Although most of the examples
come from PYP level, the content is equally
relevant for MYP and DP teachers.
BRAMANTE
10
Jayne Pletser,
Curriculum manager for inclusive education,
International Baccalaureate
Kala Parasuram,
Assessment access and inclusion manager
International Baccalaureate
CURRICULUM
HEADS
There have been a number of new
developments and initiatives in the area of
inclusive education in the IB. The IB's managers
for inclusion will provide an update on these
current developments that span assessment,
curriculum and creation resources for IB world
schools. Kala Parasuram, the Assessment access
and inclusion manager, will elucidate on new
pathways to accessibility and inclusion in IB
assessments. Jayne Pletser, the Curriculum
manager for inclusive education, will inform
the audience about the IB's new resource,
the 'IB Guide to Inclusive Education' and the
learning stories on inclusion garnered from IB
world schools.
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 10:15-11:15
College and career readiness has become a
touchstone of the educational landscape.
But when should we start getting students
ready for post-secondary success, how
should that success be defined? What skills
are required, and how will they be assessed?
This discussion focuses on the development
of successful learners in the MYP, considering
the IB's continuum of Approaches to Learning
skills in the context of emerging national and
international paradigms.
Inclusive education in the
IB: An update on current
developments
KEY
Illitaunikuliriniq: teaching/
learning/assessing
readiness skills
130
Addressing ways of
knowing through
ICT teaching
SATURDAY 18 OCTOBER 10:15-11:15
Farah Samhoun, English Coordinator,
German School Beirut
Arsola Mouralli, Human Resource,
German School Beirut
Hadi Bou Hassan, Physics Coordinator,
German School Beirut
BRAMANTE
11
TECHNOLOGY
HEADS
This session will introduce the audience to
examples derived from the German School
Beirut's actual experience in implementing
technology across all grade levels. We will show
technology as an integral part of the curriculum
construction to engender students' ways of
knowing, which will enhance their life learning
skills. This session revolves around the ways of
knowing as a foundation to our practices, as we
have noticed that the use of technology in our
curriculum ensures the development of the 8
different ways of knowing, being Perception,
Reason, Emotion, Language, Intuition, Memory,
Imagination and even Faith. We aim at tackling
a variety of examples from different subjects
across all levels to show the efficacy of these
methods. These examples will discuss the
planning of a high-tech interactive classroom,
in various subjects, involving students with
the technology present in a classroom, and
ensuring utmost learning experience through
engendering the ways of knowing.
DP Assessment Forum
Richard Penrose, Head of DP
Assessment, International Baccalaureate
Hayley Smith, Manager of DP Subject
Operations, International Baccalaureate
BRAMANTE
12
CURRICULUM
Richard Penrose, Head of DP Assessment
and Hayley Smith, Manager of DP Subject
Operations will present a summary of the May
2014 assessment session which included the
introduction of marking of some components
in parts rather than as whole scripts.
A substantial part of the time will be devoted
to Q & A on DP assessment issues.
131
Are you interested in
starting an IB programme at
your school? BRAMANTE
14
CURRICULUM
Richard Henry, Head of Development AEM,
HEADS
International Baccalaureate
CONTINUUM
Heather Lapper, Development Manager
AEM, International Baccalaureate
Marjolein Scheuierman, Applicant Schools Coordinator,
International Baccalaureate
At the end of the session school representatives
will know the requirements to become
a candidate IB school. There will be an
explanation of the authorization process
and how to best prepare for the application
for candidacy.
This session is aimed at school representatives
who are considering implementation of an IB
programme. Schools introducing IB for the first
time or schools planning to add an additional IB
programme are both welcome. The first half of
the session will provide a detailed outline of the
process and requirements while the second half
will allow for discussion with the IB Regional
Development team.
From Ways of Knowing to
the Knowledge Framework:
Integrative strategies
and TOK
BRAMANTE
15
CURRICULUM
Ric Sims, Teacher, Katedralskolan
This session will examine how the new TOK
curriculum can be used to achieve integrated
knowledge at a number of levels. The key
ingredient is the knowledge framework, a
powerful structure that tracks how disciplines
weave ways of knowing together into shared
knowledge. The vocabulary of the knowledge
framework provides vertical and horizontal
integration within the TOK classroom: for
example, by allowing comparisons between
different subject disciplines, areas of knowledge
or whole knowledge spaces. But, perhaps more
importantly, it provides a structure that enables
DP subject teachers to create links with TOK
and each other to provide a space in which
interdisciplinary discourse can take place.
SESSION SIX
Fatema Paretha, EAL Teacher
International Community School
TINTORETTO
1
CURRICULUM
HEADS
BERNINI
3
CREATIVIDAD
Pedro Párraga Marchal, Maestro/Psicopedagogo
Colegio Internacional SEK Santa Isabel
A través de los recursos musicales que nos
ofrece Internet, analizaremos el nuevo papel
del profesor como mediador y catalizador.
El taller tendrá un carácter lúdico y práctico,
siendo necesaria la participación activa de
los asistentes. Revisaremos de qué manera
pueden beneficiarse tanto los alumnos como
los profesores de los recursos que nos ofrece
la red: instrumentación, lenguaje musical,
danza, canto... en el marco de una auténtica
perspectiva internacional.
Spanish
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 11:45-12:45
CONTINUUM
Using the eight conceptual
triggers of form, function, causation, change,
connection, perspective, responsibility and
reflection to inquire deeper into the knowledge
that we as IB teachers and leaders hold to
be true. Challenging our own perceptions,
beliefs and values so that we may encourage
our students to challenge theirs likewise. A
reflection on what knowledge we may be
taking for granted, the inevitable transference
of personal views when interacting with
students and the need to question everything!
Internet como fuente
de recursos en el aula:
hacia un nuevo enfoque
metodológico
KEY
Knowing what to
question and questioning
what we know
132
A bilingual education model
school : Pros and challenges
SATURDAY 18 OCTOBER 11:45-12:45
Lama Kalash, PYP Coordinator,
Dar al Marefa School
133
BERNINI
2
LANGUAGE
AND CULTURE
The bilingual education model at
Dar Al Marefa School in Dubai, UAE is a unique
model since it aims to develop bilingualism
in the following ways. It is designed as a dual
language model where the instruction of the
PYP takes place through the medium of two
languages; Arabic and English. It emphasizes
the cognitive and academic richness of
exploring knowledge across academic areas
from multiple cultural perspectives using both
languages. Teaching and learning take place in
both languages almost equally (60%/40%). The
learning environment contains displays of the
two languages inside and outside classrooms.
Cultural relevance identity stems from local
to global and is integrated within the PYP
planning. However, there are many challenges
that face any bilingual school during its journey.
During our interactive session, we will be
discussing the actions Dar Al Marefa School has
taken to facilitate teaching and learning in a
bilingual approach.
Conceptual thinking and
transfer in the PYP
Catriona Tuimaka, Teacher,
Discovery College
BERNINI
1
Developments in the DP:
A conversation with DP
curriculum managers
TIZIANO
1
CURRICULUM
Angela Riviere, Curriculum Manager,
International Baccalaureate
Dominic Robeau, Acting Head of IBCC Programme
Development, International Baccalaureate
Jenny Gillet, Curriculum Manager,
International Baccalaureate
Liina Baardsen, Curriculum Manager,
International Baccalaureate.
This interactive session with DP curriculum
managers will allow Heads, DP Coordinators
and teachers the opportunity to engage in a
dialogue on curriculum developments, course
reviews and latest innovations.
School Authorization:
Consultation and
Authorization Stages
BRAMANTE
1
CURRICULUM
Fidelis Nthenge. Regional Head of School
HEADS
Services, AEM
CONTINUUM
John Sauer, PYP School Services Manager,
AEM
Margareth Harris, MYP School Services Manager, AEM
Katrin Fox, DP School Services Manager
This session is aimed at providing candidate
schools with guidance in the following stages
of authorization: Consultation stage and
Authorization stage. How do schools ensure a
successful authorization?
RESEARCH
This session moves beyond teaching and learning
around a single central idea, to helping students
construct and explore additional big ideas. This
idea-centered focus increases conceptual depth
and emphasizes the ability to transfer conceptual
understandings within and across disciplines, to
students' personal lives and to the real world. PYP
units of inquiry are focused around disciplinary
and transdisciplinary concepts, that are explored
through broad key concepts which serve as a lens
to help students explore the central idea. Rather
than unpacking a central idea at the beginning
of a unit, what if guided inquiries led students
towards developing an understanding of not
only one central idea, but additional supporting
big ideas that the students themselves come up
with as a result of these inquiries? What if explicit
teaching, illustrating to students how these
understandings could transfer, followed this?
This session follows the journey of two teachers
who did just that.
IBEN workshop leaders
sharing good practice
BRAMANTE
2
Roz Trudgon, Consultant, IB Educator
LEADERSHIP
& Consultant
Nick Lee, IB Educator (IBEN)
Sue Austin, School Service Lead Educator (SSLE)
This session is an opportunity for existing IBEN
workshop leaders from all programmes to
share good practice through their experiences
in leading IB Professional Development
workshops. Participants are requested to bring
one example of good practice and one example
of not so good practice based on personal
experience. Participants should be prepared to
discuss their experiences.
BRAMANTE
3
Ian Piper, Director, Danube International
School Vienna
LEADERSHIP
Towards a leadership
culture that supports the IB
Mission
Sergio Pawel, Chief Academic Officer,
ISL Group
Chris Charleson, Head of School, ISL Qatar
BRAMANTE
4
LEADERSHIP
HEADS
In this session we will describe how the close
alignment between the IB and the ISL Group
mission served as a basis for a profound
re-examination of our leadership structure.
After unpacking the literature, practices and
our experiences about "Teachers as Leaders"
and "Leaders as Teachers" balance, we
have developed a platform for continuous
professional learning. In this session, we
will share the processes and structures that
benefited our implementation with the
view to assist Heads and Administrators
who are intending to embark in building
leadership capacity.
BRAMANTE
5
Dorsaf Kouki, IB Arabic and French / CAS,
CoordinatorAmerican Cooperative
School of Tunis, Tunisia
CREATIVITY
The session will include a presentation on
a sample outreach CAS project integrating
Language B (Arabic and French) / Art / Music /
Technology / Math / Physics / Environmental
science. In parallel, there will be a Q and A and
discussion about the integration process at
all stages of the project. Together the group
will brainstorm about other similar projects
integrating Creativity and other core subjects
for CAS and via CAS.
Professional Development
past, present and future
with the IB
BRAMANTE
6
Shannon de Groot, Regional Head of PD,
International Baccalaureate
Doug Sessions, Global Head PD Business
Development, IB
LEADERSHIP
HEADS
CONTINUUM
This session will present a combined global and
regional approach to professional development,
looking at where PD was and currently is, as
well as where PD is going in the future. The
session will focus on a strategic vision of lifelong
learning, including workshop innovation and
development plus improved delivery models
for the future!
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 11:45-12:45
The session will give a definition of 'Great
Learning', and will then share a framework for
the various constructs and controls that either
enable or prevent a school from successfully
delivering 'Great Learning'. The various elements
that impact on 'Great Learning' are described
both in terms of the whole school and on the
classroom level. The ideal of Great Learning as
well as the model have been adapted from the
work of Damon, Gardner and Csikszentmihalyi
on 'Good Work' and the subsequent 'Good
Project'. The elements in terms of constructs
and controls draw on Gardner's work on "Five
Minds for the Future", Harvards "Project Zero",
Hattie's work on "Visible Learning", Perkins'
work on "Life-worthy learning", Dweck's work
on "Growth Mindset" and Kahneman's work on
Human Rationality.
An Integrated CAS project:
Building the Mghira
Disabled Center
KEY
What enables 'Great
Learning' to take place?
134
SATURDAY 18 OCTOBER 11:45-12:45
135
Ways of knowing who we
are as global citizens
BRAMANTE
8
Traci Salter, Vice Principal / IB
Coordinator, English Schools Foundation
Martha Ross, International Education
Consultant, Independent
LANGUAGE
AND CULTURE
As global citizens, we have diverse backgrounds,
perspectives, experiences, journeys and
connections. Students seek various ways of
knowing who they are and who the people
around them are, as unique cultural beings.
Share in how we can create understandings for
our students, imagining and relating to worlds
beyond themselves, thereby appreciating
more of their own lives, as well as the ways
they know and connect to the lives of others.
See how purposefully selected resources
can provide opportunities for our children to
identify similarities within their lives, as well as
provide alternative ways of knowing, thinking
and being, as a global participant continually
striving to make the world a better place. Join
us in reflecting on how, when designing and
embedding platforms and practices within our
schools, we encourage ways of knowing, so we
capitalise on the potential for enriching and
transforming students views of their world, and
the worlds of others.
A way of knowing:
international mindedness
BRAMANTE
9
Sumaya Alyusuf, Curriculum Manager Continuum Development,
International Baccalaureate
CURRICULUM
CONTINUUM
An IB education recognizes that there are
diverse ways of knowing which create different
world views as contexts for action. Seeking to
understand how and why diverse world views
are constructed is an important aspect of
being internationally minded. This interactive
workshop will explore the link between diverse
viewpoints and international-mindedness. It will
look at how both can be promoted through the
development of multilingualism and inclusion
practices to inform action through global
engagement throughout the continuum of
IB programmes.
Ways of Knowing: Rapport,
meaning, reflection,
and mastery
Rebecca Naughton, Teacher, American
Community School at Beirut
Gretchen Bade, High school teacher,
American Community School at Beirut
BRAMANTE
10
TECHNOLOGY
HEADS
CONTINUUM
This presentation will be about Ways of
Knowing for both teachers and students to
ensure the classroom is a meaningful and
engaging place to learn. The four categories
will discuss building meaningful rapport in the
classroom using technology tools (including
web 2.0 tools), making connections between
the material and students' lives to facilitate
authentic learning, using self-reflection as
a tool to identify the impact a teacher has
on the classroom and going beyond using
form surveys to identify students' needs, and
identifying educational technology tools that
can help to meet students where they are
by using resources that are relevant in the
students' lives
Facing the facts:
Opportunities
and challenges of
online learning
BRAMANTE
11
TECHNOLOGY
Edward Lawless, Principal, Pamoja Education
The IBDP revised Group 4 curricula refer to a
multitude of scientific methods, in contrast to
science education's singular "fair test" model. The
associated revised criteria for Group 4 internally
assessed work allow far greater scope for students
to experience the plurality of these methods
first-hand both through direct experimentation
and through use of secondary data. They are
now encouraged to engage with science across
the range of the TOK "eightfold path" from
reason to memory but not leaving out intuition,
imagination and even emotion. The audience
will be shown examples of current IBDP students'
Group 4 experimental work at St George's British
International School Rome that elucidates the
creative element at work in the various scientific
methodologies described. The talk concludes
with a celebration of the cultural breadth of the
scientific enterprise through references across a
wide range of cultures, each indicative of a way of
knowing now accessible to an IBDP student.
19 Years in the making:
MYP projects
BRAMANTE
12
Danielle Veilleux, MYP Curriculum
Manager, International Baccalaureate
CURRICULUM
A journey towards inclusion
Mary Donnellan, IB DP Coordinator,
Copenhagen International School
Caroline Brokvam, Senior School
Principal, Copenhagen International School
SATURDAY 18 OCTOBER 11:45-12:45
Personal Project has been a key feature of the
Middle Years Programme since the publication of
the first MYP Personal Project guide in 1995, and
with the introduction of the Community Project in
the publication of MYP Projects in 2014, this area
of the MYP has grown and strengthened over
almost two decades of development. This session
will look at the continuing implementation
of the Personal Project; the 2014 objectives,
requirements and modes of presentation, as
well as introducing the Community Project as
an optional addition for schools ending the MYP
in year 5 of the programme. Schools ending the
MYP in years 3 or 4 of the programme will be
exploring the mandatory implementation of
the Community Project and this workshop will
introduce the objectives, proposed timelines for
implementation and sample projects.
BRAMANTE
14
CURRICULUM
KEY
This session is a description of how one
school began the journey towards inclusion,
specifically within the Diploma Programme.
Examining the roles played by Learning
Support, Counsellors, teachers and students,
this session will look at the positives, problems
and pitfalls involved in adopting an inclusive
approach to student participation in the
Diploma Programme. In 2011, Copenhagen
International School, for the first time, began to
provide formal learning support within Grades
11 and 12 for students requiring inclusive access
arrangements. The journey has been (and still
is) a challenging one, but there has also been
much to celebrate.
ROOM
PYP
MYP
DP
IBCC
136
ASSOCIATION MEETINGS / EXPO SESSIONS / FOCUS GROUPS
137
Association of IB World
Schools in East Africa
BERNINI
3
Adzo Ashie, Regional Manager
International Baccalaureate
Middle East IB
Association of Schools
- MEIBA
BERNINI
2
15:30 - 16:00
SATURDAY 18 OCTOBER 13:40 -14:10
ASSOCIATION MEETINGS
Association of IB World
Schools in Norway (DP)
TINTORETTO
1
Tor Øyvind Andersen
Association of IB World
Schools in Norway
TINTORETTO
2
Marius Sommer Strand
Hana Kanan
IB World Schools Associations - The International Baccalaureate is currently working closely with IB
World Schools across the region to support initiatives concerning the formation of Associations of
IB World Schools at a national or sub-regional level. These associations provide a forum for school
collaboration, informal gatherings and the exchange of good practice. Associations are often active
in negotiating university and government recognition for IB programmes and can assist IB World
Schools, teachers and students in their communities - from implementing IB programmes to providing
a forum for schools collaboration. During these focus sessions, members of the Associations will come
together to discuss matters regarding the implementation and recognition of IB qualifications at a
national or sub-regional level. Please feel free to join any of these sessions to learn more about the
work of the Associations and contribute to their activities.
EXPO SESSIONS
TINTORETTO
1
Matt Puddy, Export Sales Manager,
Capstone
myON is an internationally used digital library
which automatically adjusts to each individual
user and their ability level. This enhances the
learning experience and increases literacy levels
- all of which can be tracked and reviewed by
the educator through a full reporting suite. Find
out how you can be using it in your school for
increased English learning levels.
Coles Wilkinson, Managing Director International Schools Division
For the good of our
students: Enhancing
collaboration between
teachers & college
counselors
TINTORETTO
2
BRAMANTE
1
Rosanna Montalbano, IB Schools Liaison,
Oxford Study Courses
No one is better equipped to understand
students’ talents, abilities and academic
propensities than a trusted teacher. A chemistry
or a biology teacher will know early on if a
student has an ability in these areas, or if
applying for med school would be a bridge too
far. A history teacher would be able to tell if a
student can make him or herself understood
in a second language sufficiently to deal with
the required historical analysis and essay
writing at a very challenging university. This
is why it is important for teachers and college
counselors to keep in close touch. It should
be a partnership that has the students’ best
interests at heart. This presentation will explore
the advantages to the student of this two-way
street, and highlight ways to enable closer ties
between counselors and teachers.
BRAMANTE
2
Timo ter Berg, CEO, ReasoningLab
In general, structured thinking and writing is
a problem for many students. More specific,
while critical thinking and structured writing is
becoming increasingly central in undergraduate
education, many students struggle to reason
clearly, to structure and analyze argumentation
and write a good essay. However, most
dedicated courses to improve students' critical
thinking have only limited result in learning
outcomes.
We present a method to teach critical thinking
that has been shown to be very effective in a 5
year Australian research program. This method
emphasizes deliberate practice of reasoning
and writing skills by argument mapping, a
technique to visualize the underlying logic
of argumentation and writing. We present
an online program, Rationale, that has been
developed to facilitate the implementation of
this technique into teaching practice, and show
examples of its use in IB education.
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 13:40 -14:10
itsLearning
Critical thinking and essay
writing with rationale:
Theory and practice
KEY
Meet myON - Your intuitive
digital library!
138
EXPO SESSIONS
Enhancing teaching &
learning using effective
assessment
BRAMANTE
3
Alison Chapman, International Schools Consultant,
GL Education
SATURDAY 18 OCTOBER 13:40 -14:10
Join GL Education for an overview of their
approach to student assessment which
incorporates measures of attainment, ability
and attitudes to provide a unique profile of each
student.
Find out how international schools are
using this detailed insight to enhance their
teaching effectiveness through the delivery of
personalised learning.
The teaching challenges addressed by this
session will include:
•Admissions
• Personalising teaching to suit a student's
preferred learning style
• Using ability scores and attainment data to
set baselines and measure value add
• Identifying gifted and talented, and SEN
students
• Accurately assessing the true potential of EAL
students
• Communicating IB targets effectively with
parents and students
• Having internationally recognised
benchmarks to aid self-assessments and
inspections
Delegates attending this session can request a
free trial of GL’s assessments and a webex review
to support their analysis of their own data.
139
Building a Powerful and
Integrated Learning and
Communication Platform
for Your School
BRAMANTE
4
Clive Ungless, Director of International Operations,
Finalsite
David Jepson, Director of IT, TASIS The American School
in England
In this talk we will show how Finalsite provides
a range of tools to enhance learning and
communications among all constituents in
a seamless and connected manner. We will
cover private communication portals, Learning
Management Systems, data integration
and other key elements that provide for
a comprehensive and truly engaging
environment. The Finalsite Platform is fully
responsive across all devices and platforms.
We will showcase one leading international
schools successful implementation and how it
has enhanced learning for the whole
school community.
Naviance career and
university readiness in a
global society
BRAMANTE
5
Steven Bates, International Account Executive, Hobsons
Mike Betnun, Senior International Account Executive,
Hobsons
Uncover the best practices for supporting MYP
and DP students to reach their post-secondary
aspirations. Learn how Naviance can help
administrators maximize student success and
academic achievement by engaging students
and families every step of the way. Students
will see the link between their academic
achievement, co-curricular and service activities
and what universities require for admissions.
Naviance provides a centralized hub for
students and families to access all of their
university and career exploration related
resources. Students can research and evaluate
their university options from our global
database of higher education institutions.
Administrators can electronically send
transcripts and supporting materials to over
2,200 academic institutions.
Students may take a number of psychometric
assessments that generate full-length reports
which identify their unique strengths and
interests and relate these to future careers and
college majors. Join us to learn how over 450
international schools across 95+ countries are
benefiting from our platform and services.
EXPO SESSIONS
BRAMANTE
6
Angelica Nierras, Managing Director Faria Systems Inc.
ManageBac is the leading planning, assessment
and reporting system for IB world schools
founded by three former IB Diploma students in
2007. This presentation will cover best practices
for effective implementation and programme
management, as well as an introduction to
ManageBac as a system solution.
The successful IB student:
A testimonial from
Universita Bocconi
BRAMANTE
7
Barbara Prevosti, Guidance and Recruitment Office,
International Services, Universita Commerciale
Luigi Bocconi
Learn about how the IB curriculum supports
academic performance at Bocconi, the top
Italian Business School located in Milan: real
examples taken from current students will be
displayed, together with suggestions and tips
for prospective students interested in applying
to one of the Bocconi Bachelor Programs taught
entirely in English in the areas of Management,
Economics, Finance and Political Sciences.
BRAMANTE
8
Cristofer Gore, International School Sales Specialist,
Wenger Corporation
Acoustics for music suites:
What makes the music suite different from the
rest of the school? Why and how are acoustics
critical to student learning? The seminar,
designed for school principals and music
administrators, will explain the four critical
factors - Acoustics, Floor Plan, Storage, and
Equipment-in constructing a music suite and
offer tools to better understand the differences
between “stick-built” acoustical rooms and
truly sound-isolation acoustical rooms. All
participants will receive a free Planning Guide
for School Music Facilities.
You have mobile devices..
Great, But.. Now what?
BRAMANTE
9
Darryl LaGace, EVP Global Business
Development, Lightspeed Systems
Learn how one large urban school district
transformed teaching and learning through
a successful anytime, anywhere digital
programme. Darryl LaGace a former Chief
Information and Technology Officer who rolled
out this successful mobile learning programme,
will share best practices for planning, deploying
and managing iPads within an educational
setting. With the right preparation and solutions
in place to keep devices safe, managed, and
meaningful in classes, your mobile learning
programme can be a success! Plus you’ll get to
ask your questions and get real-world answers!
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 13:40 -14:10
The presentation will address curriculum
planning, assessment and reporting on
ManageBac, with close attention paid to the
MYP Next Chapter transition, recently released
support for IBCC and the Community Project,
and planned improvements for the 2014-2015
academic year.
Ensuring your school
makes sweet music: How
to strike the right note in
school acoustics
KEY
Making the IB Continuum
happen: Effective systems
for planning, assessment
and reporting
140
EXPO SESSIONS
Technology in education:
A blessing or a curse?
LMS, Digital Textbooks &
MOOCs simplified
Online IBDP Courses: what
you need to know
BRAMANTE
10
Lori Gully, Head of Business
Development, Pamoja
Kawther Saa'd Aldin, Regional Development Consultant,
Pamoja
13:40 -14:10
Nicholas Johansson, CEO Lanterna Online
Nadim Sherif, School Solutions Consultant
Implementing technology in education can be
scary. How can we ensure it doesn't take more
time from teachers? We believe that the use of
right technology can help teachers free up time
so they can focus on what they do best: Teach!
In this session, we will simplify the tech jungle
for you, what you should consider when using
technology at school and why it shouldn't
be scary.
What we can learn from
the world's top performing
mathematics curricula?
BRAMANTE
12
Pamoja Education serves as the sole provider for
online IB DP courses, offering 16 courses to 2000
students world-wide. Join us to discuss how
it works, how to sign up, and how successful
students are in the online environment.
BRAMANTE
11
Robin Theakston, Scholastic Educational Publishing in
International Markets, Scholastic Inc.
A look at how consistent structure and visual
representations can build a deep conceptual
understanding of mathematics from a very
early age. Explicit teaching of problem solving
strategies and process prepare students for
success in science, technology, engineering, and
mathematics. These are the best practices of
top-performing Singapore, Republic
of Korea, and Hong Kong.
FOCUS GROUPS
141
CURRICULUM
ConcepcionAllende-Urbieta,
Responsable adjunta del Programa del Diploma y
responsable del COPIB, International Baccalaureate
Una explicación del Programa COPIB.
Como implementarlo y el impacto que ha
tenido en los centros educativos donde se
imparte. Preguntas y respuestas sobre
el programa.
Spanish
ATL in the DP
BRAMANTE
14
15:30 - 16:00
13:40 -14:10
El Certificado de
Estudios con Orientación
Profesional del IB
Jenny Gillet, Curriculum Manager,
International Baccalaureate
BRAMANTE
12
CURRICULUM
This session will focus on
approaches to teaching and learning in the
DP. It will be an opportunity to hear more about
the DP ATL pilot which took place in 20132014, as well as the new materials that will be
launched in January 2015. The session will be
led by Jenny Gillett (DP curriculum manager for
TOK, history and philosophy), who has led the
development of the DP ATL materials. KEY
ROOM
PYP
MYP
DP
IBCC
142
SESSION SEVEN
When was the last time you
climbed a mountain?
SATURDAY 18 OCTOBER 15:30-16:00
Robin Press, Teacher, IBDP Coordinator,
The Anglican International School
Jerusalem
143
BRAMANTE
1
CREATIVITY
When my oldest niece was an infant, I was
fascinated with watching her. She changed so
quickly and she seemed to learn something
new every day. There was a period when she
learned to turn over from her back unto her
stomach, but frustrating for her, she couldn't
seem to turn back over. We watched her
struggle, resisting the urge to help too much
and finally, she got it. Since then she's learned
to walk and talk, to ride a tricycle and recently,
festooned in a little tutu, to do a plie. I'm still
fascinated; she is fearless. That is what we
ask of our students every day. When was the
last time you climbed a mountain? Studied a
new language? Tried to stand on your head?
When was the last time you put yourself in
the vulnerable place of the "new learner"?
This will be a talk, rich in anecdote, with some
accompanying slides, about the value of
new experiences for us as teachers and how
to use those experiences to enhance our
understanding of the challenges faced by our
students.
Ways of knowing and the IB
Curriculum: The journey of
an Italian teacher
Giovanna Rampone, DP Coordinator,
Deledda International School
BRAMANTE
2
CURRICULUM
The session will reflect on the Italian Education
System in relation to the IB continuum.
Specifically it will seek to answer the question
related to the theme of the annual conference:
What is ‘a Way’? There are many dictionary
definitions but the presenter has chosen the
one that defines it as ‘the course travelled from
one place to another: Route’. But like all good
ToK teachers that answer is not enough.
Infusing technology for
early years literacy support
BRAMANTE
3
Gioko Anthony, Vice Principal PD and
TECHNOLOGY
Outreach, Aga Khan Academy, Mombasa
Jonathon Marsh, Professional Development Coordinator
Aga Khan Academy, Mombasa
The session will present how teachers were
introduced to technology, and how they
planned their lesson infusing the technology
and delivered technology-infused sessions.
There will also be a session to explain the
students' results before and after infusing the
teachnology for literacy support.
Birgitte Amina La Cour, Teacher,
Copenhagen International School
BRAMANTE
4
LANGUAGE
AND CULTURE
BRAMANTE
6
TECHNOLOGY
Jesús Castillo Albalate, IT Coordinator
and Technology Teacher MYP,
SEK institution Campus CIudalcampo
Cecilia Villavicencio, DP Coordinator, SEK Institution
Campus Ciudalcampo
The aim of the presentation is to show 5
Creative experiences in technology, now
called Design.
Experiences are :
1.Big Wall. Using a white board of 20 meters
long were able to create a timeline on
which to show scientific and technological
advances connected with historical events.
2.Design of structures with Minecraft.
Videogames are a powerful tool that used
well can improve the learning process. In this
case the students have made several designs
of buildings, bridges and monuments.
3.How its made? Students analyze episodes of
this famous programme following the phases
of the design cycle.
4.LEGO INNOVATION LAB. How to transform
your traditional lab to a LEGO innovation
lab. We will show some of the machines
and robots made by students with a
methodology based on teamwork.
5.E-portfolio. Examples of evidences of
learning, projects and design folder using the
Evernote application.
ROOM
PYP
MYP
DP
IBCC
SATURDAY 18 OCTOBER 15:30-16:00
Stories are one of the oldest and
most universal forms of communicating
knowledge. Even very young learners are able
to use stories as a way of knowing. Differences
in early oral language and literacy development
in many cultures are often correlated with
differences in gender. However, creative stories
are an integral part of play and learning for
both boys and girls in Early Years classrooms
from the dramatic play area to the block corner.
Supporting students to record their stories with
photos extends not only their play, but creates a
meaningful purpose of oral language and early
literacy development. As students create books
to share their knowledge through their stories,
they reflect, retell, sequence, cut, paste, add text,
page numbers, and language takes on a new
form. Knowing through photographed stories
becomes inclusive of all students, especially
those otherwise challenged by fine motor, oral
language and early literacy development.
Give me 5. Engaging your
students with creative
design units
KEY
Knowing as young learners:
The power of stories
144
Reflection in the IB
Diploma Core
John Cannings, Fellow of Royal
Geographical Society, Core Consultants
Thomas Brodie, Director of Studies, Carlsbad
International School
BRAMANTE
7
CURRICULUM
SATURDAY 18 OCTOBER 15:30-16:00
This session is a brief look at the different
demands for reflection within the IB Core.
It will also consider the need to outline to
students the purpose and requirements of each
demand. This session will add a further strand of
coherency across the core.
145
A festival of ideas:
Independence, creativity
and the Learner Profile
BRAMANTE
8
CREATIVITY
Hadrian Briggs, Senior Teacher (Academic),
The Red Maids' School
The session will describe a successful initiative
at a UK DP-only school to integrate the learner
profile and TOK- thinking (including Ways of
Knowing) into all aspects of school life through
a 'Festival of Ideas.' This week-long initiative
(currently in its 2nd year) comprises of three
main strands, a creativity challenge, a selection
of events and speakers for the whole school
community and a cross-curricular themed
project aimed at a specific Year Group. The
session will show exactly how the initiative was
conceived, planned and executed allowing
delegates to take away a successful model
to their own schools. This practical session
will encourage you to get involved with your
creative side, to consider possible themes
which might be appropriate for your school
environment and give you a chance to ask
questions and develop the concept further with
your input.
Integrated Information Systems
for International Education
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Planning, Assessment & Reporting for the IB Continuum
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InterSIS
International school information system
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Visit : http://managebac.com
KEY
+1 866 297 7022
Email : [email protected]
ROOM
PYP
MYP
DP
IBCC
146
SUNDAY 19 OCTOBER 09:00-10:00
SESSION EIGHT
147
The applicability and impact TINTORETTO
1
of using the IB’s Learner
Profiles as a framework for
RESEARCH
discussing bullying in the
MYP: Lessons from a mixed method
practice based research project
Michael Lynch, School Counsellor,
Bladins International School of Malmö
This presentation will provide results from
research conducted for the Jeff Thompson
Research Award (December 2013). The title of
the research is 'Evaluation of an IB informed
prevention approach to bullying with MYP
students: Using a mixed methods approach
incorporating a quasi-experimental design
within a Swedish IB school'. Using a survey
(Olweus 1996) we will explore if the IB informed
modules appear effective in reducing the
experiences of bullying for students in MYP
who received the modules when compared to
students who do not receive the modules. We
will do this through focus groups, the views of
students on their experiences of receiving the
modules, and feedback from a short survey of
teaching staff on their experiences of delivering
the modules.
Ways of Knowing in the Arts
BERNINI
3
Christina Haaf, Curriculum
Manager DP Music and Dance,
CREATIVITY
International Baccalaureate
Michael Bindon, Curriculum Manager DP Theatre,
Film and Visual Arts, International Baccalaureate
The Arts are one of the areas of knowledge
in TOK as outlined in the guide for first
examination in 2015. This session will offer
practical approaches to teaching The Arts as an
area of knowledge by accessing them through
a range of ways of knowing. Ways of knowing
in The Arts will be looked at from a range of
angles and by considering a variety of cultural
perspectives. The session will offer practical
approaches, advice and resources in order to
unlock The Arts as part of the new TOK course.
Whilst the session is geared at sparking interest
and discussion, there will be instruction and
sharing innovative and practical approaches to
examine The Arts from a TOK perspective. The
session will be held by IB Diploma Programme
curriculum managers in The Arts.
Angelika Kuster, MYP Coordinator,
Qatar Academy
BERNINI
2
CURRICULUM
Academic honesty:
Principles into practice
Celina Garza, Academic Honesty
Manager, International Baccalaureate
BERNINI
1
CURRICULUM
The principle of academic honesty is
fundamental to all IB programmes. Despite
numerous publications explaining the
importance of upholding academic honesty
and offering guidance on avoiding misconduct,
the IB continues to see an increase in the
number of misconduct cases. This trend
raises the question: do our stakeholders really
understand what it means to uphold the
principle of academic honesty? All IB World
Schools are required to have an academic
honesty policy but this needs to be embodied
in the classroom; skills and values around
academic honesty must be cultured and
this can only be achieved with an integrated
approach which includes the whole school
community. Academic honesty must be
viewed as a positive attribute to assessment
and learning, and an essential skill for further
education and life. However, students cannot
achieve this alone, they need guidance from
their teachers.
BRAMANTE
1
LEADERSHIP
Sue Richards, Head of
HEADS
Professional Development PYP,
International Baccalaureate
John Sauer, PYP School Services Manager AEM,
International Baccalaureate
Ongoing professional learning for teachers and
school leaders has been identified as one of the
key contributors to quality schools. When we
talk about professional development in relation
to the IB, this means a commitment to being
critical and self-reflective, dedicated to lifelong
learning and continuous improvement. PD
should be ongoing for all educators, irrespective
of experience, not only for continuous
professional and personal growth, but to
ensure that we keep improving the learning
experiences and outcomes of all our students.
In this session we will work together to explore
a range of models of professional development
that promote lifelong learning and build
a community of IB educators. Participants
will collaborate in designing a professional
development plan for themselves and/or for
their school by exploring the core elements of
IB professional development, such as the global
architecture and pathways for learning.
High wires and safety nets
BRAMANTE
2
Andrew Derry, Director, Vienna
International School and Member of
Regional Council
LEADERSHIP
How do we know when students are successful?
Everyone is talking about 21C schools and 21C
learning; what do they look like, how do we
create them? We probably all agree that the
elements that go to create this may include a
constructivist, inquiry-based, tech-rich, learnercentered, personalized learning environment.
However, how do we balance this with the
pragmatic realities of external exams and
standardized testing?
How do we set the bar very high and yet still
build in all the safety nets to ensure all our
students are successful?
ROOM
PYP
MYP
DP
IBCC
SUNDAY 19 OCTOBER 09:00-10:00
Both, the IB MYP and Model
United Nations (MUN) aim to develop caring,
informed global citizens. During this session,
we will take a closer look at the IB Philosophy,
considering what constitutes an IB Education
and how this fits with the mission of the
Model United Nations. We will be considering
the interplay between inquiry, action and
reflection and exploring whether MUN can
provide genuine opportunities for this interplay
to occur. Considering the new MYP Global
Contexts, we will investigate whether items on
a MUN agenda can provide that real life context
for learning. We will look at the MYP Approaches
to Learning and examine whether the skills that
successful MYP students develop can be seen in
preparation for and during a MUN conference.
Finally, we will share ideas how this can be
embedded within your curriculum or used in
other ways.
PYP Professional
Development planning for
schools and teachers
KEY
Model UN and the IB MYP
148
Mapping technology skills
in the curriculum
BRAMANTE
3
Raija Johnson, Principal,
Oulu International School
CURRICULUM
HEADS
The session will focus on mapping
the technology and literacy skills in IB
programme where national, international
curriculum and CLIL pedagogy are integrated in
the school curriculum and in school ethos.
Harvard and MIT-style
innovation for the 21stCentury High School
SUNDAY 19 OCTOBER 09:00-10:00
Thomas Bernard Kinane, Associate
Professor, Harvard Medical School
BRAMANTE
4
CREATIVITY
HEADS
CONTINUUM
There are many ways to teach
innovation and creativity. This lecture will
present key ways that Harvard and MIT continue
to produce innovative graduates by teaching
both. A Harvard Medical School professor will
collaborate with his former student, now an
MIT research scientist, to profoundly change
your view of creativity. They will demonstrate
what 'Harvard-MIT' creativity is, and how it may
be replicated at the high school level. This talk
will draw from lessons learned from years of
teaching in and learning from the Harvard-MIT
Program in Health Sciences and Technology,
a program that brings together MIT, Harvard
Medical School (HMS), Harvard University, and
Boston area teaching hospitals in a unique
collaboration that integrates science,
medicine and engineering to solve problems
in human health.
Continuum on
experimentation:
A plan for hands-on work
César Prado, Deputy Head of Study,
Colegio de San Francisco de Paula
CURRICULUM
CONTINUUM
This session will describe the process to
successfully implement an educational practice.
The details about the motives behind putting
up this experimental programme will be
explained along with its expectations, and why
and how the IB programmes provide a valid
and helpful framework for this structure, in
spite of being required to meet with national
curriculum standards. A detailed report of the
steps taken, problems found and resource and
personnel requirements will be presented as a
possible example for other schools interested in
developing such a programme, and to show the
feasibility of this practice and what mistakes can
be avoided.
El libro, un poderoso recurso
para el conocimiento
BRAMANTE
6
Monica Azpilicueta, Coordinadora PAI,
LENGUA Y
Colegio Internacional SEK - Atlantico
CULTURA
Maria de los Angeles Portela, Bibliotecaria
del centro, Colegio Internacional SEK - Atlántico
Describiremos el Plan Lector, justificando los
cambios que debemos afrontar en él para
obtener óptimos resultados. Se resaltará
la importancia de trabajar las inteligencias
múltiples en el aula en el proceso de
aprendizaje individualizado para obtener
una enseñanza de calidad y de qué manera
potenciarlas con la llegada del próximo capítulo
del PAI. Se explicará el procedimiento a través
del cual se han conseguido los objetivos
marcados para cada uno de los componentes
de la comunidad de aprendizaje. Se aportarán
datos reales así como reflexiones de alumnos,
docentes y bibliotecaria, confirmando cómo
el cambio metodológico empleado en el Plan
Lector fue el detonante para conseguir TODOS
los objetivos que nos habíamos propuesto.
Spanish
149
BRAMANTE
5
BRAMANTE
7
Liina Baardsen, Curriculum Manager
International Baccalaureate
CURRICULUM
Revealing the hidden side of
Africa; by The best of both
Anna McDermott, IB Student,
British School of Brussels
Berk Coymak, IB Student, British School
of Brussels
Alice Burchell, British School of Brussels
BRAMANTE
8
LANGUAGE
AND CULTURE
This session is a student presentation on how
their service work in a student-led charity has
altered their perceptions about Ghana. From a
year 9 Geography textbook lesson on the issues
of poverty in Ghana through to their expedition
this summer as year 12 students they will show
the real side of Ghana - and ask 'is this Africa?'
The students will present the Best of Both
model that encourages a different approach to
charity work through relationship building and
promoting the best from both communities and
cultures. The learning of the project covers key
concepts such as gaining knowledge, seeking
truth and recognising perspectives.
BRAMANTE
9
Marc Starr, IB DP Coordinator,
Dubai American Academy
CURRICULUM
This session involves the
exploration of the new Ways of Knowing of
faith in TOK and how its connections to
the Areas of Knowledge beyond Religious
Knowledge Systems.
DP Assessment Forum
Richard Penrose, Head of DP
Assessment, International Baccalaureate
Hayley Smith, Manager of DP Subject
Operations, International Baccalaureate
BRAMANTE
10
CURRICULUM
Richard Penrose, Head of DP Assessment
and Hayley Smith, Manager of DP Subject
Operations will present a summary of the May
2014 assessment session which included the
introduction of marking of some components in
parts rather than as whole scripts. A substantial
part of the time will be devoted to Q & A on DP
assessment issues.
Repeat
Service Learning across
the continuum
BRAMANTE
11
Cathryn Berger Kaye, President,
CBK Associates
LEADERSHIP
HEADS
Students benefit by applying
CONTINUUM
knowledge and skills to address real
world issues. Since a critical way of knowing
occurs through experience, implementing service
learning within academic classes has value in PYP,
MYP, DP and within CAS. Find out the essential
components of service learning best practice
that increases student engagement, curiosity
and inquiry while establishing meaning and
purpose. Discover transformative ways to infuse
the five stages of service learning: investigation,
preparation, action, reflection and demonstration.
The New TOK Course
and the role of the Ways
of Knowing
SUNDAY 19 OCTOBER 09:00-10:00
Global Politics is an exciting addition to the
Individuals and Societies subject group of
the Diploma Programme. After a three-year
pilot, global politics will become available
as a mainstream subject available to all DP
schools in 2015. Response from pilot schools
on this conceptual, contextual course that
explores significant political issues of our time
is of uniform enthusiasm. This is an interactive
session intended to give participants more
insight into the subject, its objectives and their
match with IB philosophy and pedagogy, the
Global Politics curriculum and assessment, and
experiences from pilot classrooms. Listening
to and developing our own and others' partial,
preliminary perspectives on issues we care
about is at the heart of the Global Politics
course. Hence, it aims to cultivate an important
way of knowing for young people inhabiting
an interconnected world where the ability
to reach beyond difference towards shared
understandings holds such potential.
Is faith Faith?
BRAMANTE
12-14
CURRICULUM
Jenny Gillett, Curriculum Manager,
International Baccalaureate
This session is aimed at TOK teachers. The focus is
on the new TOK course, and in particular on the
role of ways of knowing in the course.
KEY
Global politics : The new kid
on the DP block for 2015
ROOM
PYP
MYP
DP
IBCC
150
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151
CARAVAGGIO LECTURE WITH MR. CLAUDIO STRINATI
Date: Saturday 18 October
Time: 15:30 - 16:00
Room: Michelangelo Ballroom
(Plenary room)
Presenter: Mr. Claudio Strinati
Language of Presentation: The presentation will be conducted in Italian. (English translations available)
Please feel free to join this inspiring lecture on the most important works of Michelangelo Merisi,
known as Caravaggio (1571 - 1610). Make sure to reserve your spot by filling in the signup sheet at the
registration desk in the lobby of the Rome Marriott Park Hotel.
"Rest on the flight into Egypt" by Michelangelo Merisi da Caravaggio - The Yorck
Project. Licensed under Public domain via Wikimedia Commons
Caravaggio
Biography Mr. Claudio Strinati
Caravaggio was the first painter at the beginning
of the Seventeenth century to state that an
artist must represent only what is “real” without
inventing anything but only representing personal
experience in their work. Despite this, Caravaggio’s
paintings represent religious stories, as was very
common in a city like Rome, depicting the life of
Christ, the Virgin and the Saints of the Catholic
Church.
Caravaggio’s paintings are religious but their
intention is not to represent religion but the
simple truth of everyone’s life. He invented a style
that was to be imitated by many in the coming
centuries: the dramatic contrast between light and
shadow, a simple symbol of the two parts within
each individual, the good (the light) and the evil
(the shadow).
Claudio Strinati holds a degree in Literature with
a major in Art History. He started his career of Art
Historian in the Ministry of Cultural Assets and
Activities and Tourism and retired as Director in
October 2013. Claudio organized prestigious
exhibitions both in Italy and abroad. From 2001
- 2009 he directed the Polo Museale Romano. In
2010, he designed the successful commemorative
exhibition on Caravaggio at Scuderie del Quirinale,
on the occasion of the 400th anniversary of the
death of the master. He won the Capalbio prize
2014 for his book Il mestiere dell’ artista (Sellerio
2014). He has been awarded the Legion of
Honour for organizing prestigious exhibitions in
France. The most recent being Les Borgia et leur
temps at the Maillol museum in Paris 2014-2015.
Currently Claudio Strinati is Scientific Director of
the Sorgente Group Foundation, Institute for Art
and Culture, and he is a member of the Board of
Directors of the Azienda Speciale Palaexpo at the
municipality of Rome.
KEY
"The Martyrdom of Saint Matthew-Caravaggio" (c. 1599-1600) by Caravaggio.
Licensed under Public domain via Wikimedia Commons
ROOM
PYP
MYP
DP
IBCC
152
CONFÉRENCE SUR CARAVAGE, PRÉSENTÉE PAR M. CLAUDIO STRINATI
Date : samedi 18 octobre
Heure : 15h30 – 16h00
Salle : Salle de bal Michelangelo
(salle plénière)
Conférencier : M. Claudio Strinati
Langue : la conférence sera présentée en italien. (Une traduction en anglais sera proposée.)
Ne manquez pas l’occasion d’assister à cette conférence captivante consacrée aux œuvres les plus
emblématiques de Michelangelo Merisi, dit Caravage (Caravaggio, 1571 – 1610). Veillez à réserver
votre place en vous inscrivant sur la fiche mise à votre disposition à la réception située dans le hall du
Rome Marriott Park Hotel.
"The Martyrdom of Saint Matthew-Caravaggio" (c. 1599-1600) by Caravaggio.
Licensed under Public domain via Wikimedia Commons
"Rest on the flight into Egypt" by Michelangelo Merisi da Caravaggio - The Yorck
Project. Licensed under Public domain via Wikimedia Commons
Caravage
Biographie de M. Claudio Strinati
À l’aube du XVIIe siècle, Caravage fut le premier peintre
à affirmer qu’un artiste doit s’attacher à représenter
uniquement la « réalité », s’interdisant ainsi toute
invention, et à dépeindre exclusivement son propre vécu
dans ses œuvres. Les tableaux de Caravage représentent
néanmoins des histoires religieuses – thème en vogue
dans une cité telle que Rome – et mettent en scène la vie
du Christ, de la Vierge et des Saints de l’Église catholique.
Claudio Strinati (1948) est titulaire d’un diplôme
universitaire en littérature avec une spécialisation en
histoire de l’art. Il a débuté sa carrière d’historien de l’art
au ministère des Biens et des Activités culturels et du
Tourisme de la République italienne où il a officié en tant
que directeur avant de prendre sa retraite en octobre 2013.
M. Strinati a monté de prestigieuses expositions en Italie
et à travers le monde. Il a dirigé le Polo Museale Romano
de 2001 à 2009. En 2010, la Scuderie del Quirinale lui a
confié l’organisation d’une exposition commémorant
le 400e anniversaire de la mort du maître, intitulée
Caravaggio, qui a remporté un véritable succès. Lauréat
de l’édition 2014 du prix Capalbio pour son ouvrage Il
mestiere dell’ artista (Sellerio, 2014), il a également été
décoré de la Légion d’honneur en reconnaissance des
expositions remarquables qu’il a organisées en France,
dont la plus récente – intitulée Les Borgia et leur temps – se
tient actuellement au musée Maillol à Paris jusqu'en 2015.
Claudio Strinati occupe désormais le poste de directeur
scientifique de la Fondation Sorgente Group pour les
arts et la culture et siège au conseil d’administration de
l’Azienda Speciale Palaexpo de la municipalité de Rome.
Si les œuvres de Caravage sont religieuses en substance,
elles n’ont pas vocation à dépeindre la religion mais plutôt
la vérité sans artifice de la vie du commun des mortels. Il
est l’inventeur d’un style qui sera copié par de nombreux
artistes des siècles suivants : le contraste dramatique
entre la lumière et l’ombre qui symbolise simplement la
dichotomie propre à tout être humain, à savoir le bien (la
lumière) et le mal (l’ombre).
153
CHARLA SOBRE CARAVAGGIO IMPARTIDA POR CLAUDIO STRINATI
Fecha: Sábado 18 de octubre
Hora: 15:30 - 16:00
Sala: Michelangelo Ballroom (sala plenaria)
Orador: Claudio Strinati
Lengua de la presentación: Italiano. (Habrá interpretación al inglés)
Le invitamos a que asista a esta inspiradora charla sobre las obras más importantes de Michelangelo
Merisi, conocido como Caravaggio (1571 - 1610). Para reservar su plaza, complete la hoja de
inscripción que habrá en el mostrador de registro en el lobby del Rome Marriott Park Hotel.
"Rest on the flight into Egypt" by Michelangelo Merisi da Caravaggio - The Yorck
Project. Licensed under Public domain via Wikimedia Commons
Caravaggio
Biografía de Claudio Strinati
Caravaggio fue el primer pintor al principio del siglo XVII
que declaró que un artista debe representar solo lo que
es "real", sin inventar nada, únicamente representando
experiencias personales en su trabajo. A pesar de ello, las
pinturas de Caravaggio representan historias religiosas,
como era muy común en una ciudad como Roma,
mostrando la vida de Cristo, la Virgen y los santos de la
Iglesia Católica.
Claudio Strinati (1948) tiene una licenciatura en Letras
con especialización en Historia del Arte. Comenzó su
carrera como historiador de arte en el Ministerio de Bienes
y Actividades Culturales y Turismo de Italia y se jubiló
como director de dicha institución en octubre de 2013.
Claudio Strinati ha organizado prestigiosas exposiciones
en Italia y el extranjero. Desde 2001 hasta 2009 dirigió
el Polo Museale Romano. En 2010 diseñó una exitosa
exposición conmemorativa sobre Caravaggio en Scuderie
del Quirinale, con ocasión de los 400 años de la muerte
del maestro. Claudio Strinati ganó el premio Capalbio en
2014 por su libro Il mestiere dell’ artista (Sellerio, 2014).
Fue galardonado con la Legión de Honor por organizar
prestigiosas exposiciones en Francia, la más reciente de
las cuales es Les Borgia et leur temps en el museo Maillol
de París en 2014-2015. Actualmente, Claudio Strinati
es el Director Científico de la fundación para el arte y la
cultura Sorgente Group y es miembro del Consejo de
administración de la Azienda Speciale Palaexpo en la
municipalidad de Roma.
Las pinturas de Caravaggio son religiosas pero su intención
no es representar la religión sino la simple verdad de
la vida de cada persona. Inventó un estilo que muchos
utilizaron en los siglos venideros: el drástico contraste
entre luz y sombra, un simple símbolo de las dos partes
que existen dentro de cada persona: el bien (la luz) y el mal
(la sombra).
KEY
"The Martyrdom of Saint Matthew-Caravaggio" (c. 1599-1600) by Caravaggio.
Licensed under Public domain via Wikimedia Commons
ROOM
PYP
MYP
DP
IBCC
154
LEZIONE SU CARAVAGGIO CON IL PROF. CLAUDIO STRINATI
Data: sabato 18 ottobre
Ora: 15:30 – 16:00
Aula: Salone Michelangelo (aula plenaria)
Presenta: Prof. Claudio Strinati
Lingua della presentazione: la presentazione si svolgerà in italiano. (Disponibili traduzioni in inglese)
Vi invitiamo a partecipare a questa affascinante lezione sulle opere più importanti di Michelangelo
Merisi, detto il Caravaggio (1571 - 1610). Per assistere alla lezione occorre compilare il modulo di
adesione presso il banco di registrazione nella hall del Rome Marriott Park Hotel.
"The Martyrdom of Saint Matthew-Caravaggio" (c. 1599-1600) by Caravaggio.
Licensed under Public domain via Wikimedia Commons
"Rest on the flight into Egypt" by Michelangelo Merisi da Caravaggio - The Yorck
Project. Licensed under Public domain via Wikimedia Commons
Caravaggio
Biografia del Prof. Claudio Strinati
Agli inizi del Seicento, Caravaggio fu il primo pittore ad
affermare il principio che un artista deve rappresentare
solamente ciò che è effettivamente "vero", senza inventare
niente ma raccontando nelle sue opere soprattuttole
proprie esperienze personali. Ciò nonostante, i dipinti
di Caravaggio raffigurano spesso storie sacre, come è
frequente in una città come Roma, ritraendo la vita di
Cristo, della Vergine e dei Santi della Chiesa Cattolica.
Claudio Strinati (1948) è laureato in Lettere con
specializzazione in Storia dell’arte. Ha iniziato la propria
carriera di storico dell'arte presso il Ministero per i Beni e
le Attività Culturali, di cui è stato Direttore sino all'ottobre
del 2013. Il Prof. Strinati ha organizzato mostre di grande
prestigio sia in Italia che all'estero. Dal 2001 al 2009 è
stato Direttore del Polo Museale Romano. Nel 2010, è
stato ideatore dell'acclamata mostra commemorativa
Caravaggio presso le Scuderie del Quirinale, in occasione
del 400° anniversario della morte del maestro. Nel 2014,
ha ricevuto il Premio Capalbio per il suo libro Il mestiere
dell’artista (Sellerio 2014). È stato inoltre insignito della
Legion d’Onore francese per le prestigiose mostre
organizzate in Francia, tra cui la recente Les Borgia et
leur temps presso il museo Maillol di Parigi (2014-2015).
Attualmente, Claudio Strinati è Direttore Scientifico della
Fondazione Sorgente Group per l'arte e la cultura, nonché
Consigliere di Amministrazione dell'Azienda Speciale
Palaexpo del comune di Roma.
Nonostante lo sfondo religioso, i dipinti di Caravaggio
vogliono rappresentare non tanto la religione, quanto
piuttosto la semplice verità della vita autentica di ciascuno
di noi. L'artista inventò uno stile che fu poi ripetutamente
imitato nei secoli successivi: il contrasto netto tra luce e
ombra, simbolo semplice delle due forze che convivono in
ogni individuo, il bene (la luce) e il male (l'ombra).
155
Q
A
How do you know
your students have
fulfilled their potential?
Base-line student ability &
measure their progress
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To request example
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KEY
to baseline student ability next academic year
ROOM
PYP
MYP
DP
IBCC
156
BUS TRANSPORT FOR CONFERENCE EVENING VENUE, CITY CENTRE & HOTELS
Bus transport will be provided to and from the Conference venue (Rome Marriott Park Hotel),
the Conference Evening Venue (Rome Cavalieri Waldorf Astoria) and the following hotels: Hilton Rome
Airport, Hilton Garden Inn Airport, Sheraton Golf Park Rome, Sheraton Roma Hotel & Conference
Centre, Novotel Roma EUR, IBIS Style Roma EUR.
Rome Marriott Park Hotel
Thurs 16 Oct
Fri 17 Oct
Sat 18 Oct
To centre
(Via Teatro Marcello)
To Conference Evening
venue (Rome Cavalieri
Waldorf Astoria)
To centre
(Via Teatro Marcello)
17:30
16:15
20:30
20:45
21:00
21:15
21:30
17:45
18:00
18:15
18:30
16:00
16:30
17:00
17:30
Return to Rome Marriott Park Hotel
Thurs 16 Oct
Fri 17 Oct
Sat 18 Oct
From centre
(Via Teatro Marcello)
From Conference Evening
venue (Rome Cavalieri
Waldorf Astoria)
From centre
(Via Teatro Marcello)
22:00
22:45
22:30
22:45
23:00
23:15
23:30
23:45
00:00
22:15
22:30
23:00
23:30
00:00
22:30
23:00
23:15
23:30
00:00
Regional Conference IB Africa, Europe and Middle East
has gone mobile!
Download the free IPhone/Android app here: http://guidebook.com/g/IBAEM
Or search in Appstore / Google Play for Guidebook and then IBAEM
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BUS TRANSPORT FOR CONFERENCE EVENING VENUE, CITY CENTRE & HOTELS
Hilton Rome Airport, Hilton Garden Inn Airport, Sheraton Golf Park
Rome, Sheraton Roma Hotel & Conference Centre, Novotel Roma EUR,
IBIS Style Roma EUR
Thurs 16 Oct
Fri 17 Oct
To conference venue
(Rome Marriott Park Hotel)
To conference venue
(Rome Marriott Park Hotel)
08:00
07:30
15:30
Return to each hotel
Return to each hotel
17:15
21:00
To conference evening venue
(Rome Cavalieri Waldorf Astoria)
18:15
Return to each hotel
23:30
Sat 18 Oct
Sun 19 Oct
To conference venue
(Rome Marriott Park Hotel)
To conference venue
(Rome Marriott Park Hotel)
07:45
08:00
Return to each hotel
16:30
Special tours by Access Italy
For more information, visit the Registration / Information desk
in the main lobby.
www.accessitaly.net/ibo-Tours.aspx
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Join a new generation of
learners and leaders
• improve the quality of your
classroom teaching
• increase your access to
teaching jobs worldwide
• interact with leading
academics
Take the next step to become
an IB-certiied educator. Visit:
http://www.ibo.org/programmes/
pd/university-certiicates/
© International Baccalaureate Organization 2013
International Baccalaureate® | Baccalauréat Internacional® | Bachillerato Internacional®