ECIS Nice Conference 2014 by Richard Herbert

ANNU AL CO N F E R E N C E

19 -2 3 N OV EM BER 2 0 1 4 Nic e Acro po li s , Ni c e , F r a nce

P ROG R AMME

Welcome to Nice, where we are delighted to hold the November 2014 conference! This extraordinary city has much to offer to all our participants, and we hope that you will take advantage of the promenade, the cuisine, and the Old City. We’d like to offer a special note of thanks to David Johnson and the International School of Nice for their strong support of the conference. Un grand merci! Our conference programme, list of participants, and exhibitors’ offerings are available in the enhanced interactive online programme. Please check here for descriptions of offerings and last-minute changes, which we will also share via Twitter during the conference -- don’t forget to follow us @ECISchools and use the conference hashtag #ecisnov14. The theme for this conference is Inspiring Education, and the many presentations--whether from keynoters, featured speakers, or impactful teachers-- focus on helping us to identify myriad ways in which we all can inspire international education. The Annual General Meeting will take place on Saturday 22 November from 13:10 to 13:50 in Room Calliope. The Chairman of the ECIS Board and the Executive Director will present their annual reports, in addition to announcing the results of the electronic ballot for two board positions. The International Award Ceremony will take place on Friday 21 November from 13:10 to 13:50 in Room Calliope. Many talented and committed people have contributed to the organisation of this conference, and we wish to express sincere appreciation to: •

Ben Walden and Abdul Chohan for delivering the Gray Mattern Memorial Address during the opening plenary on Friday;

•

Taha Bawa, Anne Curzan, Emma Judge, and Mark Cook for their contributions to the Saturday plenary;

•

All our innovative educators who submitted video presentations of their dynamic projects!;

•

Keith Miller and Christine Brown of the Office of Overseas Schools of the US Department of State, for the generous grant in support of the conference;

•

Heads of School David Johnson, Pascale Hertay, Terry Haywood, and Haifa Najjar for their participation in the ‘speed-dating’ session, sharing their journeys to and in headship with international educators who aspire to leadership;

•

Conference Partners JAMF Software as well as Cambridge International Examinations and College Board for their generous contributions and support;

•

All our conference speakers, panel members, and pre-conference presenters who have contributed extensively to this event with their wit, wisdom, and inspiration;

•

Richard Herbert for desiging the mobile site for the conference;

• The International School of Nice for their support with conference badges and myriad details, with a special note of thanks to the students who helped us!; •

Finalsite for sponsoring our environmentally-friendly conference bags;

•

Exhibitors and programme advertisers for their financial and professional support, especially for bringing to our attention the latest educational materials and resources;

•

And YOU! Our delegates! Thank you!

We wish to express sincere appreciation for the invaluable effort of everyone involved in organising the conference, as well as express our gratitude to our delegates and the administrative staff at our member schools for attending the conference, demonstrating their commitment to the advancement of international education! Je vous souhaite un congrès merveilleux, Kevin J Ruth Executive Director, ECIS 3

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Keynote Speakers Ben Walden

Ben Walden is an actor and presenter who has played a number of leading roles on television and for the Donmar and Almeida theatre companies as well as at Shakespeare`s Globe. He has run many masterclasses for the Shakespeare`s Globe Education Centre and has worked in close collaboration with Mark Rylance and Richard Olivier in the development of an experiential theatre learning technique called Mythodrama. As an Associate Director at Olivier Mythodrama, Ben is now running sessions bringing this work into a broad range of organisations across the world. â&#x20AC;&#x153;Contender Charlieâ&#x20AC;? is the group he has formed to take this, and other theatre techniques, into education. Its courses are now being run at Headteacher conferences and staff and student events all over Europe.

Abdul Chohan Abdul Chohan has been a teacher of Chemistry for 13 years with a passion for using technology for learning. Currently a Director at Essa Academy, he talks about the impact of a 1:1 handheld device programme. Essa Academy was the first school in the UK to give out iPod touch devices to all students and staff. Currently, the Academy has rolled out a 1:1 iPad programme with iTunes U as its learning platform. The Academy believes in allowing students to access information and deepen learning beyond the classroom. The creativity that that has been inspired by the use of this technology has been phenomenal. Staff and students are able to have seamless communication that allow learning conversations to develop and feedback to be of a higher quality as well as the delivery of a personalised curriculum. The technology has been an enabler of transformation and has also contributed to our vision of the new build that we have recently.

Taha Bawa

Taha Bawa was born in Switzerland, lived in Pakistan, Iran, US, Sri Lanka and then did his IB in Switzerland before studying Economics at HEC Lausanne. He was schooled at International Schools and was able to particapate in various associations, National Honors Society, MUN, Student Council. Despite his experiences, he felt he was not actually making things better, which is why he co-founded Goodwall, which allows students to get informed, get involved and make a real difference. He is also on the Youth Committee of Human Rights Watch and has spoken on Tedx and Google Business Talks.

Keynote Speakers Mark Cook Mark Cook, a soldier with the Gurkhas for more than 30 years, left the army in 1993. It followed his experience in the Balkans War, where he was Commander of the British UN contingent. During the conflict Mark saw first-hand how the brutalities of war ruined young vulnerable lives. While visiting the bombed out Bjelave Children’s Home, Mark and Caroline witnessed conditions so appalling they decided they could not walk away. Since that day, their mission in life has been simple - to ensure all vulnerable children of war, disaster and poverty grow up in the love of a family and the security of a home. As Martin Bell, former BBC War Correspondent, Independent Member of Parliament and Patron of Hope and Homes for Children, puts it: “Mark is evidence that the belief, audacity and practical idealism of an individual can effect monumental changes in the world”.

Anne Curzan Anne Curzan is Arthur F. Thurnau Professor of English at the University of Michigan. She also holds faculty appointments in the Department of Linguistics and the School of Education. Professor Curzan currently serves as Co-Director of the Joint Ph.D. Program in English and Education and as the Faculty Athletics Representative for the University of Michigan. She received the University’s Henry Russel Award for 2007, as well as the Faculty Achievement Award in 2009 and the 2012 John Dewey Award. Professor Curzan’s research interests include the history of English, language and gender, corpus linguistics, historical sociolinguistics, pedagogy, and lexicography. Professor Curzan can be found talking about language in short videos on the LSA Wire, in the column “Talking About Words” in Michigan Today, and on the segment “That’s What They Say” on Michigan Radio. She and her co-author Lisa Damour also run T.A. training workshops around the US.

Emma Judge

Emma Judge, is the founder of Positive Organisations, applying the principles of Positive Psychology to the world of work through coaching, leadership development, and links with academia. She is an HR professional and experienced consultant who has worked at the Executive Level for organizations such as Pepsi, Abbott, and ICI. Emma holds a degree in Software Engineering, a degree in Psychology and a Masters in Applied Positive Psychology from UPenn. As well as her work with leading corporations, Emma is also a Visiting Senior Lecturer at the University of East London on the first MAPP program in Europe and is involved in a project in the UK to bring the skills of Resilience to teachers and pupils through the Penn Resilience Program.

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Featured Speakers Steve Barkley Steve Barkley is internationally recognized for his ability to facilitate change. He has more than 30 years of experience working in classrooms, schools and universities building teacher capacity for heightened student success and is well-known for guiding school improvement through coaching, mentoring and professional development. Steve has recently worked with teachers at many international schools and has also served as the facilitator of coaching workshops. Steve has presented at a variety of international conferences including the European Council of International Schools (ECIS), the Mediterranean Association of International Schools (MAIS), the Alliance for International Education (AIE), and the Near East South Asia Council of Overseas Schools (NESA). Steveâ&#x20AC;&#x2122;s dynamic energy and captivating style translate his extraordinary knowledge about life in the classroom and provide the necessary skills for effective change in individual teachers, teams and schools.

Tim Burns Tim Burns is an educator and author whose background includes over thirty years of experience as high school teacher, counsellor, First Offender Program facilitator, adolescent and family drug- treatment program director, university instructor, and professional development specialist. He taught for four years as a member of the Alcohol and Drug Abuse Studies Institute faculty at the University of New Mexico, while serving as program director at St. Vincent Hospital Family Recovery Centre in Santa Fe, New Mexico. Since 1986, he has taught graduate and undergraduate courses for the Division of Extended Studies, Adams State College, Alamosa, Colorado, on topics ranging from stress management and wellbeing, and resiliency in children, to the amazing brain, and facilitation skills for group counselling.

Michael Castleberry Michael Castleberry, featured speaker for Special Education Needs is Professor of Special Education at the George Washington University, Washington DC. He has been at the university since 1971 working first in undergraduate special education and, since 1974, in post-graduate and doctoral education. During his career he has seen the advance of assessment and programming for special needs populations, spurred by the 1975 PL-94142 that guaranteed rights to children and parents for access to education services; he has also seen the backlash to the provision of services as costs and lack of qualified personnel caused significant educational and legal complications. The result of this backlash was a dramatic increase in inclusion programs, noble for the intent of servicing special needs children in regular settings but often resulting in a lack of individual programming for the child with a different learning need.

Barbara Colorosso Barbara Colorosso, featured speaker for Guidance is an internationally recognized speaker and author in the areas of parenting, teaching, school discipline, non-violent conflict resolution and reconciliatory justice. She is an educational consultant for school districts, the medical and business community, the criminal justice system and other educational associations around the world. Her uniquely effective parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field-tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children.

Featured Speakers Paul Corbière Paul Corbière, featured speaker for Music lives in Coralville, Iowa, and teaches at Roundy Elementary in Columbus Junction where he is the K-6 General Music Teacher. Prior to continuing his career in Iowa, Paul taught in Palm Beach County, Florida for fourteen years. He is the cofounder of the Beat For Peace program combining World Music Drumming and Resiliency Research. Paul received his Masters of Music in Percussion Performance from the Ohio State University in 1992 and his Bachelors of Fine Arts degree in Music Education in 1989. Paul has been a featured clinician at the Florida, Oklahoma, Virginia, and Texas, Iowa and Illinois Music Educators Association Conferences. In October, 2005, he was composer and co-facilitator of the Iowa Groove, a 1300 person drum ensemble. Paul is a consultant for the Just Play It! Classroom Harmonica Method, a classroom Blues Harmonica curriculum.

Marie Davis Marie Davis is a certified teacher and psychologist. She holds an Education Doctorate degree from the University of Southern Queensland (Australia) and a Master’s degree in Educational and Counselling Psychology from the University of Missouri (USA). Marie has spent most of her professional career abroad, teaching and counselling in international schools. Marie has a wide range of experience with other cultures and “third culture kids” (Pollack & van Reken), which enhances her work with children, adolescents, adults and families living outside their country of origin.

Marko Siinoven

Marko Siinoven is a professional coach, instructor and a teacher. He is also a specialist in sensomotoric coaching, speaks Finnish, English and German. His hobbies are golf and hiking. Marko has 25 years of experience in coaching, teaching and leadership, as well as international working experience from elementary to the top professional level with athletes, students, educators and businesspeople.

David Farmer David Farmer, featured speaker for Drama is a freelance writer, director and drama consultant. After training as a primary school teacher he founded and was Artistic Director of Tiebreak Theatre Company, which performed plays and workshops to over half a million young people in schools, theatres and festivals across the UK and abroad. He runs courses in London and delivers training for schools, arts organisations and language schools in the UK and internationally. He is the author of three books on drama, including 101 Drama Games and Activities and Learning through Drama in the Primary Years as well as numerous plays and articles. He is webmaster of popular drama website - www.dramaresource.com. As well as visiting schools across the UK to deliver INSET and CPD sessions, he is a guest tutor at the Royal Central School of Speech and Drama and a training consultant at the Norwich Institute of Language Education.

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Featured Speakers Rachel Foster

Rachel Foster, featured speaker for Humanities teaches history at Comberton Village College, Cambridgeshire. After a six-year career in publishing, she trained as a history teacher at the University of Cambridge, Faculty of Education. She went on to complete her MEd at the Faculty of Education in 2009 and has since been published herself in both ‘Teaching History’ and ‘Debates in History Teaching’.

Lois Hetland

Lois Hetland, featured speaker for Art is associate professor of art education at the Massachusetts College of Art and Design and research associate at Project Zero, Harvard Graduate School of Education. She is currently principal investigator for an ongoing project on arts teaching and learning in Alameda County, California, which uses studio thinking, teaching for understanding and documentation. Trained in music and visual arts, Lois was an elementary and middle school classroom teacher for 17 years. A co-author of Studio Thinking: The Real Benefits of Visual Arts Education, Lois recently contributed to a collaborative research project— The Qualities of Quality: Excellence in Arts Education and How to Achieve It, funded by the Wallace Foundation—to clarify what constitutes high-quality teaching and learning in arts education across all art forms.

Jessica Hansen

Jessica Hansen, featured speaker for Service Learning has been connecting the worlds of international development and experiential education for over a decade. She is the Education Development Manager for Kiva, the world’s first online micro lending platform that connects people through lending to alleviate poverty. Jessica spearheaded and launched Kiva’s new innovative and international award winning program, Kiva U, which infuses experiential learning in all subject areas with global competency, leadership building, and financial literacy training. Prior to joining Kiva, Jessica served as Nuru International’s Education Program Manager in rural south-western Kenya, working with and training local staff to develop, implement, and scale effective literacy programming throughout rural primary schools. Jessica has also worked for the United Nations High Commissioner for Refugees, the International Rescue Committee/ Women’s Refugee Commission, Medecins Sans Frontieres, Mercy Corps, the U.S. Committee for Refugees & Immigrants, and the Centre for Refugee Research. Her specializations are in programming which supports refugee populations, protects and empowers women and children, improves educational infrastructure and offerings, or engages educators and students as change-makers locally and globally. She holds a BA of International Politics from the University of Central Oklahoma/University of Leicester and an MSW in International Social Development from the University of New South Wales in Sydney, Australia.

Featured Speakers Johnson Jacob Johnson Jacob, featured speaker for IT has worked as an international educator for the past 28 years. He is currently the Director of Information Technology at the American School of Bucharest in Romania and has worked previously in Venezuela, Tanzania and India. JJ started his career in technology as an Operations Manager with a software development company (Infosys Technologies - now a multi-billion dollar enterprise, recognized for innovation and leadership). Over the years he has presented many professional learning workshops at several international conferences on topics ranging from deploying and managing 1:1 learning landscapes to transformational leadership. JJ is passionate about learning and very interested in fostering self-efficacy for the use of technology in teaching and learning through personalized learning networks. He is currently working towards a PhD specializing in K-12 Educational Leadership and is eager to share his new learning and experiences. He also loves to play music and enjoys photography.

Christina Hinton Christina Hinton, featured speaker for Professional Learning/ Action Research is a faculty member at the Harvard Graduate School of Education (HGSE). Her research focuses on educational innovation, specializing in Mind, Brain, and Education and global education. At Harvard, Hinton is leading an international network of research schools that carry out research on educational innovation. She completed her doctorate and master’s at Harvard in Mind, Brain, and Education. Prior to this, Hinton worked in multilateral diplomacy and international policymaking at the Organization for Economic Cooperation and Development’s (OECD) Center for Educational Research and Innovation (CERI) in Paris. In this capacity, she was a primary editor and author of the books Understanding the Brain: The Birth of a Learning Science and Languages in a Global World: Learning for Better Cultural Understanding. Hinton also worked in international policymaking at the United Nations Children’s Fund (UNICEF). In addition, she worked at Sesame Workshop, the creators of Sesame Street, on educational innovation in children’s media. Hinton lectures internationally on education and neuroscience.

Lori Langer de Ramirez

Lori Langer de Ramirez, featured speaker for ESL began her career as a teacher of Spanish, French, and ESL. She is currently the chairperson of the ESL and World Language Department for Herricks Public Schools. She is the recipient of the Nelson Brooks Award for Excellence in the Teaching of Culture; several National Endowment for the Humanities grants for study in Mexico, Colombia, and Senegal; and a Fulbright Award to India and Nepal. Her areas of research and curriculum development are multicultural and diversity education, folktales in the language classroom, and technology in language teaching. She holds a master’s degree in applied linguistics and a doctorate in curriculum and teaching from Teachers College, Colombia University.

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Featured Speakers Margaret MacLean

Margaret MacLean An educator with over 30 years’ experience, she currently provides professional development support to teachers and school leaders internationally. Margaret has taught at all grade levels from Pre K to grade 6 and served for over 15 years as a school administrator. In 1996 Margaret was named Vermont Principal of the Year. Her work takes her to school districts throughout the US to provide initial training seminars and follow up school coaching. Margaret has worked directly with a number of international schools to develop school wide systems for effective professional collaboration. She is a member of the School Reform Initiative.

Jeff Moffitt

Jeff Moffitt, featured speaker for Journalism, is Balfour’s Key Account/Education Manager. Prior to joining Balfour, Jeff advised The Oracle newspaper and The Torch yearbook at Olympia High School in Orlando, Florida. He is a National Board Certified teacher in Career and Technical Education. The publications he advised won multiple state and national awards. He was Olympia High School’s Teacher of The Year in 2007. The Journalism Education Association honoured him as A Special Recognition Adviser in 2010 and he was a Rising Star in 2006. Jeff holds a Bachelor of Journalism from the University of Texas at Austin and has been working with yearbooks since the seventh grade.

Richard Pearce

Richard Pearce, featured speaker for Cross Culture comes from a diasporic Cornish family and has worked in International Schools for 40 years. His personal history has always prompted the question: ‘why are people so different?’ He was a founder-member of the ECIS Cross-Culture Committee with Bernadette van Houten. Consultancy on cross-cultural issues was reinforced by doctoral research through the University of Bath, tracing the adjustment of new students in International Schools. This in turn has led to a range of publications and presentations on identity and culture. He has contributed to teacher-training in 18 countries, and recently edited ‘International Education and Schools: moving beyond the first 40 years’, published by Bloomsbury.

Featured Speakers Dr. Karen L. Ostlund Dr. Karen L. Ostlund, featured speaker for Science is a lecturer in the UTeach Program in the College of Natural Sciences at the University of Texas at Austin. She also served as the Director of UTeach/Dell Centre for New Teacher Success. Before joining the faculty at the University of Texas at Austin in 2002, Ostlund was the director of the Science Education Centre at the University of Texas at Arlington. A dedicated and passionate member of the science education community, Ostlund has more than 40 years of leadership and teaching experience. Ostlund was the recipient of the 2006 Skoog Cup and the 2004 Texas Council of Elementary Science Rebecca Sparks Elementary Science Award. Her other awards and accomplishments include receiving the You Make a Difference Award from Eanes Independent School District in 1998; the 1994 Distinguished Alumni Award from the Kenosha Bradford High School Alumni Association; the 1989 TEA Award for Promoting Educational Innovation; being honoured as “favourite professor” by the Alfred Nolle Chapter of Alpha Chi; and being named a finalist for the Presidential Award for Excellence in Scholarly/Creative Activity. Ostlund earned her Bachelor of Science degree in elementary education, M.A. in elementary education and Ph.D. in education from the University of Minnesota, Twin Cities.

Ian Prickett

Ian Prickett, featured speaker Environmental/ Sustainability Studies is a 36-year-old engineer from Gosport, Hampshire. He has spent the past 10 years exploring and working throughout the Antarctic for the British Antarctic Survey and as an Expedition member during Sir Ranulph Fiennes latest attempt to cross the Continent in winter. The Coldest Journey was the first ever privately funded winter Expedition granted permission from the Foreign and Commonwealth Office. It has always been deemed far too risky and the chances of disaster too high. This decision was only overturned after it was shown technological innovations could mitigate some of the major risks of the crossing. Prince Charles, the patron of the Expedition described the attempt as “Completely Bonkers”

Sharon Rendon Sharon Rendon, featured speaker Mathematics is the Coaching Coordinator for CPM Educational Program and currently serving on the national board for the National Council of Supervisors of Mathematics as the Membership and Marketing Chairperson. Ms. Rendon received her B.S. in Math Ed from the University of Arizona and her M.S. in Curriculum and Instruction from Black Hills State University. She began her teaching career in 1991 and has had teaching experience at both the middle and high school level. Sharon has also been a math coach in Rapid City Area Schools in Rapid City, SD, USA and has recently been the Secondary Math Coordinator for that same district. She successfully led the district as they transitioned to an inquiry instructional approach to mathematics. She recently has been an adjunct instructor for Black Hills State University, teaching courses for the South Dakota Counts program. She has spoken both locally at state math conferences and at the National level at the CPM national conference and the annual NCSM conference.

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Unlock the full potential of iPad in the classroom with Casper Focus. Display devices with Apple TV

Ensure students are engaged with appropriate curriculum

Unlock, restrict, or enable devices without involving IT

Update app or webpage focus within 5 seconds

Teacher-managed learning A better classroom for students, teachers, and IT administrators. Casper Focus enables teachers to perform classroom management tasks from their own iPadâ&#x20AC;&#x201D;without assistance from the IT department. Teachers can focus students on a single app or Safari webpage, keeping them focused on the task at hand. If the classroom is equipped with an Apple TV, teachers and students have a simple option to display their devices. And if a student forgets or changes their passcode, the teacher can easily change the passcode without calling the IT department. To learn more about Casper Focus, part of the Casper Suite, visit www.jamfsoftware.com or say hello on stand 52, and weâ&#x20AC;&#x2122;ll be happy to run through a demonstration.

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FRIDAY - 21 November 2014 8:30

Opening Plenary Keynote Address by Ben Walden and Abdul Chohan, Apollon Auditorium

10:15

Coffee Break in the Exhibition

Time

Mykonos

Athena

Interest Area Meeting

Interest Area Environment/ Meeting 10:45 - Sustainability 11:45 Studies ITC

Hermes

Maia

Interest Area Meeting

Drama

Music

How Goodwall Transform Your Works School With the Drama Across Skins, Sticks Power of Data the Curriculum and Bars 12:00 - Bawa 13:00 Bonalumi 13:00 14:00

Calliope

Uranie

Erato

Thalie

Interest Area Meeting

Curriculum and Assessment

Special Education Needs

The Shifting Roles of Teacher, Students & Questions Keynote Part 1 Follow-On

All Work and No Play? - The Imperative Using the iPad Effective of Play in the to Differentiate Classroom Language for Teaching Practices for and Learning Young Learners Classroom

Chohan

Interest Area Meeting Early Childhood

Interest Area Meeting ESL

Langer

Vaughn

Clio

Interest Area Meeting Foreign Languages

Second Language Activities Related to the PYP Units of Inquiry

Risso 6A

Risso 6B

Interest Area Meeting

Guidance

Writing

Breaking the Cycle of Violence and Creating More Deeply Caring Communities

Talking in Class: Increasing Academic Conversations in the Classroom

Colorosso

Gray

Lanis

Lunch in the Exhibition / Lunch Session: Awards Ceremony: ECIS, ITC , CIS, Turn the Page Challenge

Project Awesome: Moving the Research Paper to the 21st Century

14:00 15:00 Rogers

15:15 16:15 JAMF

Yearbook Design Tips & Tricks with InDesign

16:30 17:30 Viers 17:30 18:45

Euterpe

Apel

Roundtable Discussion: What is the Role of Technology Integration in the IB Continuum? Preis

Farmer

Corbiere

Imende Cooney

Project Power! Engage Best Practices Students With Techfor English Learners: An embedded and Introduction to Project-based the SIOP Model Assessment

Directed Study: Where Counseling The 4 Elements and Learning of Education Support Meet Walden

Legan

McDonald

D’Aquanni

Chen

¡Qué Pinteresante! – Leveraging Social Networking Tools in the Language Classroom

Staging a Large Scale Production; the Getting Inside Positives and Music Through the Pitfalls Listening

Cyber Pedagogies: Now the Focus Global Personalized is the Student Citizenship, Learning Spaces International Langer Gonzalez Jacob Elmitt Palmer Mindedness and the Developing The Shifting Challenge Roles of Teacher, Creative Testing to Teach Early Literacy of Coping Skills through Using Current Language Students & with Internal Drama: We all Event Articles to Learning (Follow up Questions Drama Games and External Say We can All Teach Language Through Part 2 for Language The 4 Elements session on Change Play Learning Playin’ the Blues of Education Saturday) and Culture Literature Imende Pelonis Castleberry Erickson -Cooney Farmer Corbierre Walden Hill Fabiny

Coaching Workshop Barkley

The ECIS Welcome Reception in the Exhibition

Lunch Session: Awards Ceremony: ECIS, ITC , CIS, Turn the Page Challenge Room Calliope: 13:10 - 13:50 Please take your lunch from the catering point outside the room and enjoy it during the ceremony • • •

The darker shaded sessions are longer than one hour and may incorporate breaks/lunch. Due to space restrictions, we have only included the Main Presenters on the schedule above, but we invite you to consult the complete list of speakers on pages 8 & 9 of this booklet as well as the PDF Programme available on our mobile site nice.ecis.org, which includes the session descriptions. 15 min comfort breaks are scheduled following each one hour interval. 14

FRIDAY - 21 November 2014 (cont’) 8:30

Opening Plenary Keynote Address by Ben Walden and Abdul Chohan, Apollon Auditorium

10:15

Coffee Break in the Exhibition

Time

Risso 6C Risso 7A

Risso 7B

Risso 8A

Risso 8B

Gallieni 1

Gallieni 2

Gallieni 3

Gallieni 4

Gallieni 5

Interest Area Meeting

New to iPad? Join us!

Keynote on iPad and Mac - beyond Interest Area presentations. Meeting

Library

Moretti

Mara

Teaching with iPad. Manage, assess and interact with your classroom Klynen

Interest Area Meeting Interest Area Meeting

10:45 11:45 Humanities

12:00 13:00

Using an Enquiry Approach to Develop Students’ Thinking About Change and Continuity

Interest Area Meeting

Cross Culture Science

International Educators and Intercultural Abilities: Exploring Personal and Professional Transformations

13:00 14:00

Professional Interest Area Development/ Meeting Action Mathematics Research Art Interest Area Meeting

Protecting Children: Boundaries Training and Resources from ECIS

Increasing Student Discourse through the use of Study Teams

How iPads Allow Students to Reach Their Creative Potential Book Arts

Ruth

Rendon

Szalay

Watstein

Promoting Participatory Learning and Google Drive International Crash Course Collaboration through Dimitrov Cambridge Global Formative Assessment in Perspectives® Visual Art Mazur and Morris Giandalia

Gallieni 7

Interest Area Meeting

Journalism

Service Learning

Collaborative apps for teaching and learning with iPad.

We Deliver

Students Learning Through Service While They Impact the World

Stringer

Moffitt

Hansen

Process Yearbook Photos Faster with Creative Cloud

Everything you’ve always wanted to know about accreditation but were afraid to ask!

Lunch in the Exhibition / Lunch Session: Awards Ceremony: ECIS, ITC , CIS, Turn the Page Challenge

14:00 15:00 Foster

15:15 16:15

Savva

Speed Dating with Heads

The Amazing Teen Brain: A Work In Progress

16:30 17:30 Burns 17:30 18:45

Interest Area Meeting

Gallieni 6

Teaching with Content Curation

Teach As If Life Matters -Nurturing Character Development, Implementing Resiliency, “Do Now and Global Activities into Op Art and the Visual Arts Islamic Design Citizenship Across The Teacher’s Toolkit Curriculum for iPad Duevel Graham

House

13:45 - 15:15

Math Expressions: Developing Student Thinking and Problem Solving Through Communication

13:45-14:45

Kuehn

van den Berg Viers

Stagg

The comprehensive guide to computing in Video for the the classroom classroom with Spreads We with iPad. iPad. Love

Insights from an International Recruiter

Magagna Collaborative Visual Arts and Get Involved in Come Take a Using the ‘Stop Writing Projects Research and Middle School Motion’ Studio to Enhance Learning at App to Enhance Learning Science Cocktail Modeling Shape Your the Center of Future as a Journey with Learning in a Networked Zupanc Root Leader the Area Model Science World Landolfa 15:15 - 17:15 Jacob Castle Boyd Riley Rendon

Mara

Creating online learning and digital textbooks. An introduction to iTunes U and iBooks Author.

Moretti

Marks Krpan

Stringer

Moffitt

Research Schools International

Different ways to learn. For every kind of learner. Blended Accessibility on Learning with Learning for iPad. iTunes U. Teachers

Service Learning in the 21st Century Led by Nobel Peace Laureates

Hinton

Klynen

Baker

Edwards

Birk

The ECIS Welcome Reception in the Exhibition

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SATURDAY - 22 November 2014 8:30

Plenary Keynote Talks by Anne Curzan,Taha Bawa, Emma Judge and Mark Cook , Apollon Auditorium

10:15

Coffee Break in the Exhibition

Time

Mykonos

Athena

Hermes

Maia

Euterpe

From Working for the British Antarctic Survey to Following My Idol into the First Ever Winter Expedition Allowed on Ice

10:45 11:45 Prickett

Ways to Increase Math Thinking and Discussion in the Elementary Classroom

12:00 13:00 Warlick

UNIS CoLaboratory: A MakerSpace for K-4th Grade Students

Drama Games and Techniques Happy Developing for Exploring Jammin’: From Powerful Shakespeare BAGs to Riches Questions

Zammarano Farmer

13:00 14:00

Corbierre

Maclean

Calliope

Uranie

Thalie

Clio

Making Grammar Fun

STEM for Language Learners – World Language and EAL through Science, Technology, Engineering and Math

Make Grammar Colorful and Active. Teaching with Colors, Teaching Visuals and with Wit and Movement Wisdom

Curzan

Langer

Lara

Neurological Preferences in Teaching Inspiring Students (and and Learning Staff) Through - Primitive Reflexes and Charitable Personality Activity Davis

Cook

Erato

Play Based Learning in the EarLy Years : The Language Developing a of Digital Foreign Shared Vision Natives Languages van Dam Eijtjes Round Table

Risso 6A

Risso 6B

Colorrosso

The Current Mndset, Sould iItBe Changed, and iI So How? Bawa Bonalumi

Surviving Girlhood: Managing Girl Bullying and Relationship Dramas Giant

Lunch in the Exhibition / Lunch Session : ECIS Annual General Meeting in Room Calliope Transform Learning with the SAMR Making and Being Mindful Technology Working in of Ourselves & Integration Framework Paper Masks Others

14:00 15:00 Keefer

Inspiring Adventurers

15:15 16:15 Prickett

NEASC Reception

Preis

Berube

The Best of Both: A Guided Discussion About IT Curriculum and Integration

Teachers Teaching Teachers Tech

A Great Global Conversation: The Redesigned SAT & Texting and International the Future of Students English

Magnuson

Hegedus

Curzan

The Library and the Learning Pedagogical Support guidelines for inclusive What Enables Department: A Foreign education in an ‘Great Learning’ Collaborative Languages Round Table IB context to Take Place? Approach Follow On Andis Session Pletser Piper

Bawa Bonalumi

Sound Story: Bringing Children’s Literature to Life

Interpreting and Describing Performance Corbierre Tyo-Dickerson in a Way that Would Enhance Learning ( You must have Implementing Assessment for Floursihing in attended the Google Apps session on Learning Using Schools - A for Education at All The World’s Practical Guide Friday) A Stage Your School Voices Together Technology

17:30 - 18:30 16:30 17:30 invitation only Preis

Building the DNA of sustainable leaders

Delaney

Heley

Nevers

Castleberry

Judge

Zepeda

Establishing a Peer Observation Program

Implementing Performance- and Delivering Based Teaching an Effective & Learning with Advisory Rigorous Texts Program

Overview of WIDA Standards and Assessment for Audiovisual International Poetry Contexts Commentaries

Maclean

Voskov

Markow

Bullard

Lunch Session: ECIS Annual General Meeting

When Art and Science Mix

Room Calliope: 13:10 - 13:50

Visit to the Oceanic Museum with Maria Scolieri

Please take your lunch from the catering point outside the room and enjoy it during the session

Establishing an Effective Counselling Program in an International School- From Prevention to Intervention

Moore

14:30 - 18:30 meet by Main Entrance

•

The darker shaded sessions are longer than one hour and may incorporate breaks/lunch.

•

Due to space restrictions, we have only included the Main Presenters on the schedule above, but we invite you to consult the complete list of speakers on pages 8 & 9 of this booklet as well as the PDF Programme available on our mobile site nice.ecis.org, which includes the session descriptions.

•

15 min comfort breaks are scheduled following each one hour interval. 16

SATURDAY - 22 November 2014 (cont’) 8:30

Plenary Keynote Talks by Anne Curzan,Taha Bawa, Emma Judge and Mark Cook , Apollon Auditorium

10:15

Coffee Break in the Exhibition

Time

Risso 6C

10:45 - Passive 11:45 Receivers or Constructive Readers? How and Why Should We Engage Pupils with Academic Works of History? 12:00 13:00 Foster

Risso 7A

Risso 7B

Risso 8A

Risso 8B

Gallieni 1

Gallieni 2

Internartional Teacher Studio Thinking Certification Presentation Across the / Teaching Curriulum Certification Hetland Fisher 10:45 - 11:30 Feistritzer

Dealing with Culture: Why One Size Doesn’t Fit All Pearce

Science Mocktail Abreu Wilmshurst RobinsonSlater

13:00 14:00

Inquiry and Workshop Models in Reading and Math

Using the Concept of ‘Chance’ as a Teaching Tool Design Thinking for all Levels and Making in Art Across the Curriculum Rea

Holmstrom

Perry

11:30 - 12:30

Gallieni 3

Gallieni 4

Using SelfRegulated Strategy Development to Improve Writing Teacher’s Toolkit New to iPad? Skills for iPad Join us! Patel

Mara

Hassall

Are You Interested in Developing a Flourishing Culture in Your School?

Collaborative apps for teaching and learning with iPad.

11:30 - 13:00

Tait

Stringer

Art Forum Introduction

Gallieni 5

Moretti

Gallieni 6

Gallieni 7

Student Publications Photography: In Focus Change of time slot! Moffitt

Your Lessons. Your Materials. Together on iPad. Developing Visual Style in Klynen your Yearbook Moretti van den Berg Tilton

(changed from 14:00 17:30) Employing Students as Technology Leaders Tareva

Lunch in the Exhibition / Lunch Session : ECIS Annual General Meeting in Room Calliope

Moving 14:00 - Students 15:00 Beyond Risk to Resiliency: A ProtectiveFactor Approach to Student Wellbeing and Academic Success 15:15 16:15 Burns

How to Get Published ( In Education)

16:30 17:30 Hayden

Not Your Package Tour: Global Partnership Programs for Globally Competent Learners

Science Milkshake

Using Google Scripts for ESL Differentiation in the Math Classroom

Gordon

Karariga

Dunmore

UnConference Session

Pinhole and Cyanotype Photography Processes Watstein 12:30 - 14:30

Real-world skills without the frills.

Opportunities to Advance Professional Growth for Teachers

Valuing Languages and Cultures: The first step to developing intercultural understanding

Wren

Jacobs

Rader

Use Scaffolded Inquiry to Move Students Along the Continuum of Inquiry

What the Heck Is Communication and Reflection to a MYP I Student?

Cultural Agility Through Community Data-Driven Problem Formative Solving Assessment

Ostlund

Hennie

Solomon

Klug

UnConference Session

Harnessing the Power of Student Voices: Peer Revision in Google Drive

See how iPad can transform student and teacher Learning with interactions. iTunes U. Write Good

Middelburg

van den Berg Edwards

Moffitt

Reaching all Learners - Give every student every opportunity to succeed with Global Guides: Mac. How Mentors Mara Hansen Stringer Can Help International Students Implementing Meet the Apple Make the Best Practices Distinguished Most of Their into Reading Educators: an Multicultural Comprehension informal Q&A Backgrounds Instruction session. Inspiring Innovation in Students through the World of Social Video for the Entrepreneur- classroom with ship iPad.

Cuenca

ADEs

Mahoney

Lunch Session: ECIS Annual General Meeting

When Art and Science Mix

Room Calliope: 13:10 - 13:50

Visit to the Oceanic Museum with Maria Scolieri

Please take your lunch from the catering point outside the room and enjoy it during the session

Change of time slot! (changed from 10:45 13:00) A Culture of Continuous Improvement – the TEAM Barkley Putting Cool Tech into the Hands (and Minds) of Students: What Happens? Magnuson

14:30 - 18:30 meet by Main Entrance

•

The darker shaded sessions are longer than one hour and may incorporate breaks/lunch.

•

15 min comfort breaks are scheduled following each one hour interval. 17

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 830 - 1015

Opening Plenary

Full Age Range

INNOVATION General, General

Apollon

Opening remarks by and the Chairman of the ECIS Board of Trustees Welcome and remarks by the Executive Director of ECIS EduTalks James Wren, The School of Creativity - Real-world skills without the frills Francesca Zammarano, UNIS - UNIS Innovates THE GRAY MATTERN MEMORIAL ADDRESS Ben Walden - The 4 Elements of Education Introduced by JAMF Software How can an education engage as many students as possible and develop their own natural skills and strengths? The education of our young people has come to specialize in certain aspects of learning, often to the detriment of others. While this rewards certain students, particularly those who naturally flourish under a curriculum heavily weighted towards academia, it is desperately failing others whose skills and attributes remain largely undervalued. This course highlights 4 key elements of a balanced learning system for our youth and asks the question. Are we fully employing these potentials in our own teaching and leadership practice. If any one of them is neglected or sacrificed in support of another, the students entire perspective on their learning can be damaged. This can result in a general dissatisfaction with schooling and a cynicism and indifference which can erode their ability to flourish even in their preferred arena. At worst their emotional and even physical well being can begin to suffer as they receive consistently reinforcing messages that they are troubled or failing students. Even those who flourish under the current measuring system for student achievement may have major skills that are being neglected due to an overly myopic perspective of how our students are best educated. Above all, it must be essential to develop a sense of purpose in every student. One that can ignite an enthusiasm for what they might go on to contribute in the world. If this is missing we have surely neglected a vital pre requisite to what an education system should be there to serve. Abdul Chohan Abdul Chohan is an award-winning Learning Technology consultant and school-leader in the UK. Working with international educational organisations as well as devising learning strategies based on mobile technology platforms, Abdul has pioneered the use of embedded learning technologies for students and teachers alike. His programmes focus on ‘Simplicity and Reliability’ and have extended beyond the traditional school environment to impact families and the wider communities that the schools serve. Closing remarks by the Executive Director of ECIS Kevin Ruth, ECIS Ben Walden, Contender Charlie Abdul Chohan, Essa Academy Edward Greene, International School of Amsterdam

Friday 21 November 2014 1045 - 1145

Full Age Range

Interest Group for Guidance and Counseling SHOWCASING BEST PRACTICE Guidance and Counseling, General

Risso 6 A

Agenda 1) Welcome 2) Current and new issues relevant to the Interest Area 3) Proposed topics and speakers for upcoming ECIS conferences and events 4) Discuss interested new committee members 5) Review communication within the committee and Interest Area group 6) AOB Peggy Pelonis, American Community School of Athens

1045 - 1145

Full Age Range

Interest Group for Service Learning/Community Service SHOWCASING BEST PRACTICE Service Learning/Community Service, General

Gallieni 7

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1045 - 1145

Full Age Range

Interest Group for Curriculum and Assessment SHOWCASING BEST PRACTICE Curriculum and Assessment, General

Euterpe

1045 - 1145

Interest Group for Special Needs/Learning Support

Full Age Range

SHOWCASING BEST PRACTICE Special Needs/Learning Support, General

Uranie

1045 - 1145

3-5 years

Interest Group for Early Childhood Education SHOWCASING BEST PRACTICE Early Childhood Education, Elementary Education

Erato

Friday 21 November 2014 1045 - 1145

Full Age Range

Interest Group for Journalism/Yearbook SHOWCASING BEST PRACTICE Journalism/Yearbook, General

Gallieni 6

1045 - 1145

Full Age Range

Interest Group for ESL and Mother Tongue SHOWCASING BEST PRACTICE English as a Second Language and Mother Tongue, General

Thalie

1045 - 1145

Full Age Range

Interest Area Meeting Library and Information Services SHOWCASING BEST PRACTICE Library and Information Services, General

Gallieni 3

1045 - 1145

Full Age Range

Interest Group for Environmental/Sustainability Education SHOWCASING BEST PRACTICE Environmental/Sustainability Education, General

Mykonos

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1045 - 1145

Full Age Range

Interest Group for Science SHOWCASING BEST PRACTICE Science, General

Risso 7 B

1045 - 1145

Full Age Range

Interest Group for Mathematics SHOWCASING BEST PRACTICE Mathematics, General

Risso 8 A

1045 - 1145

Full Age Range

Interest Group for Drama/Theater Arts SHOWCASING BEST PRACTICE Drama/Theater Arts, General

Hermes

1045 - 1145

Full Age Range

Interest Group for Cross Culture SHOWCASING BEST PRACTICE Cross Culture, General

Risso 7 A

Friday 21 November 2014 1045 - 1145

Full Age Range

Interest Group for Music SHOWCASING BEST PRACTICE Music, General

Maia

1045 - 1145

Full Age Range

Interest Group for Humanities and Social Studies SHOWCASING BEST PRACTICE Humanities and Social Studies, General

Risso 6C

1045 - 1145

Interest Group for Art

Full Age Range

SHOWCASING BEST PRACTICE Art, General

Gallieni 1

1045 - 1145

Full Age Range

Interest Group for ICT/Multi-Media/Online Learning SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Athena

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1045 - 1145

Interest Group for Language Arts/English (Writing)

Full Age Range

SHOWCASING BEST PRACTICE Language Arts/Literature/Grammar, Writing

Risso 6 B

1045 - 1145

Interest Group for Professional Learning and Action Research

Full Age Range

SHOWCASING BEST PRACTICE General, Administration and Governance

Risso 8 B

1045 - 1145

Full Age Range

Interest Group for Foregin Languages SHOWCASING BEST PRACTICE Foreign Languages, General

Clio

1045 - 1145

New to iPad? Join us!

Full Age Range

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

This hands-on workshop will introduce you to using the iPad in your classroom. The iPad has great native applications for creating content using an intuitive interface. Together with a minimum of applications it is possible to engage your learners to create transformational content. In this session you will use the iPad as an interactive whiteboard, create a concept based movie, progress to creating a media rich book and share it with your peers without using wifi! Joe Moretti, Apple Computer

Friday 21 November 2014 1045 - 1145

Full Age Range

Keynote on iPad and Mac - beyond presentations. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

Come to this hands-on session to find out how you can use iPad and Mac together to prepare multimedia content for your classroom. Keynote is not just a presentation tool - discover tips and tricks, best practices and how to build interactive content which you can share easily with your students.

Petr Mara, Apple Computer

1200 - 1500

1200 - 1300

Talking in Class: Increasing Academic Conversations in the Classroom

Full A

ENHANCED PEDAGOGY Curriculum and Assessment, Secondary Education

Collaborative apps for teaching and learning with iPad.

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

Explore a selection of apps for collaborating using iPad in your classroom. The iPad has opened up the possibilities for teachers and students to share ideas quickly and easily. Discover in this workshop flexible apps that allow the teacher to control and manage the classroom, brain storm ideas, share information and give students feedback. Oscar Stringer, Apple Computer

1200 - 1500

International educators and intercultural abilities: exploring personal and professional transformations

Full Age Range

CULTURAL AGILITY Cross Culture, Global Issues/Global Citizens

Risso 7 A

Research funded through the ECIS examines how educators are transformed both personally and professionally as a result of their international school experiences. How do changes in geography and culture affect the world views and perspectives of international educators? How do these perspectives translate into schools or classrooms? This session explores answers to these questions through findings from thirty Anglophone educators interviewed across three schools based in China and the Netherlands. Participants will be encouraged to reflect on the contribution the international school experience has made in their own lives, with an emphasis on integrating both personal and professional dimensions. Improved intercultural abilities in the classroom setting will also be discussed through specific examples drawn from the research study. This session will include a power-point presentation, discussion and interactive group work. Maria Savva, American International School in Cyprus

1200 - 1500 Calliope

Full Age Range

Keynote Follow On ENHANCED PEDAGOGY Information Technology/Multi-Media/Online Learning, General

Abdul will develop the topics he touched on during the Keynote address and will take questions from the audience. Abdul Chohan, Essa Academy

1200 - 1500

Full Age Range

Talking in Class: Increasing Academic Conversations in the Classroom ENHANCED PEDAGOGY Curriculum and Assessment, Secondary Education

Risso 6 B

With ties to achievement, the student-centred classroom, differentiation, and many international standard sets, communication and speaking skills are essential to the 21stcentury student--but where do they fit into the curriculum? This session will explore the latest research behind increasing classroom academic conversation that is meaningful, relevant, and immediately applicable. It will include lesson examples, videos of implementation, and student/teacher interviews providing reflective feedback. Participants will have opportunities to try peer-dialogue activities and then discuss ways to incorporate student discourse into their already-established curricula. They will leave with resources that include all of the ideas generated in the session. For educators of any subject or grade level. Brianna Gray, ACS Cobham International School Jake Rosch, ACS Cobham International School

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1200 - 1230

Full Age Range

Google Drive Crash Course SHOWCASING BEST PRACTICE Art, General

Gallieni 2

This short session will provide participants with an opportunity to explore basic applicable tips on how to make the best of using Google Drive environment. We’ll focus on exploring various features of Google Drive it’s practicalities and settings. We’ll look at how one can utilise Google Drive as a teaching and learning tool as well as a space to share and cooperate with fellow professionals. This session is intended for very beginning users or those who are only contemplating to enter the world of Google. Petr Dimitrov, International School of Prague

1200 - 1300

All Work and No Play? - The Imperative of Play in the Language Classroom

Full Age Range

SHOWCASING BEST PRACTICE English as a Second Language and Mother Tongue, Foreign Languages

Thalie

All Work and No Play? - The Imperative of Play in the Language Classroom Play is crucial in the language learning process. Games and fun activities help students feel excited on the affective level, while also reinforcing language acquisition on the cognitive and developmental level. In his book A Whole New Mind, author Daniel Pink posits six human abilities that are essentials for success in the 21st Century. Among them is play, with games, humor and joyfulness being key elements. One sign of a strong language learner is the ability to play with language and understand humor in that language. Participants in this workshop will come away with ideas for incorporating fun and playful (yet rigorous and effective) activities into existing World Language and EAL curricula. Lori Langer de Ramirez, Featured Speaker

1200 - 1500

Skins, Sticks, and Bars

Full Age Range

ENHANCED PEDAGOGY Music, Elementary Education

Maia

Paul Corbiere will lead participants through a step-by-step process as they explore original pieces for World Drums, Percussion, and Orff instruments. This participatory session will include easy-to-understand effective teaching techniques for these pieces, combining the oral/aural tradition for learning the parts with sound elementary general music pedagogy. Through echo patterns, guided practice, focused listening skills, and more, participants will learn and understand how to make what might look complex on paper easy and successful to implement. Music instruments that are commonly found in the music classroom (drums, Orff Instruments, and recorder) will be used. An additional focus will include learning how to adapt and arrange this music for the instruments you may already have. Paul Corbiere, Amana Elementary

1200 - 1500

Full Age Range

Transform Your School with the Power of Data INNOVATION Information Technology/Multi-Media/Online Learning, Administration and Governance

Athena

Turn data into knowledge. Turn knowledge into wisdom. And use that wisdom to make meaningful decisions. Most schools collect data all year long, but rarely transform it into anything they can base decisions on. At ISA we have been working hard at creating a culture that uses data to improve. I will show you some easy and inexpensive ways to finally get some use out of the data that your teachers are collecting anyway. Warren Apel, International School of Amsterdam

Friday 21 November 2014 1200 - 1500

The Bully, The Bullied, and The Not-So-Innocent Bystander: Breaking the Cycle of Violence and Creating More Deeply Caring Communities

Full Age Range

CULTURAL AGILITY Guidance and Counseling, Cross Culture

Risso 6 A

It is the deadliest combination going: kids who bully who get what they want from their targeted peers, bullied kids who are afraid to tell, bystanders who either watch, participate, or look away, and adults who see the incidents as simply ‘teasing' and a normal part of childhood, not the predatory aggression that it is. We have only to look to the headlines to understand that this is a recipe for tragedy. Some bullying targets, their cries unheard, have fought back with violence that has devastated entire communities; others have committed suicide; many more suffer in silence, their lives a constant round of emotional and physical pain. Barbara Coloroso gives administrator, teachers, and guidance personnel the tools to help break this cycle of violence. Topics: • There Characters in the Tragedy (aka The Trap of Comradeship) Bullying - what it is and what it isn’t. • The ways and means of bullying from social bullying in the cafeteria to social assassination in Cyberspace • The difference between teasing and taunting, flirting and bullying • The Bully - differences and similarities between boys and girls; the short and long term impact on the bully • The Bullied - warning signs and steps to take for and by the targeted child; when the bullied becomes a bully • The Bystanders - how they aid and abet the bully • The Fourth Character: The Witness, Resister, and/or Defender standing up for others and against cruelty and injustice • Helping kids develop a code of compassion: The I-Thou and We connection--interrelated, interconnected, and interdependent • The Solution - the difference between punishment, rescuing and discipline; how restorative justice works • The Three Antidotes to Hating, Hoarding and Harming: Caring deeply, sharing generously, helping willingly • The Three P's: Strong anti bullying policies, strong anti bullying procedures, and programs that help create more deeply caring school communities • Caring Schools, Involved Communities; community-wide solutions that work Barbara Coloroso, kids are worth it! inc

1200 - 1300

Book Arts

Full Age Range

SHOWCASING BEST PRACTICE Art, Cross Culture

Gallieni 1

In this two part session, participants will be introduced to Book Arts and will be given the opportunity to develop their own book throughout the conference. In the first session participants will receive an overview of different bookmaking styles, ways of bringing book arts into their classrooms, tips and tricks for paper folding, cutting, gluing, and sewing. Then they will be given a chance to create covers and a signature style for their own books. Participants will be given materials needed and time to create a front and back cover along with a binding and signature system for a book they will construct throughout the ECIS Conference. In the second session of this workshop, participants will return with the book they started in the first session and will be given time and materials to put it all together. This will give participants a hands-on experience along with the opportunity to leave with a finished book project that allows them to have all the materials collected throughout the conference in one place, a handmade book. Jemina Watstein, John F. Kennedy School Jeane Svihus, International School of Stavanger

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1200 - 1500

Full Age Range

The Shifting Roles of Teacher, Students & Questions ENHANCED PEDAGOGY Curriculum and Assessment, Secondary Education

Euterpe

It is an exciting time to be in teaching as we gain more clarity and conviction about our role as facilitators of thinking and learning rather than as dispensers of information. This session will focus on how three of the most traditional structures in the classroom--the teacher, the students and questions-- are adjusting to their new roles as this vision of what teaching and learning are about is enacted in the classroom:

Teachers as facilitators of learning. Questions as teachers. Students as constructors of meaning. Student motivation increases as students recognize that their teacher has designed lessons where each students' thinking influences the thinking and conversation of the class. Whether they are in class or not actually matters to the collective learning. In this session participants will see how shifts to these three traditional elements of the classroom impact planning and instruction. Traditional lecture is not shamed or shunned from one’s teaching practice completely, rather participants will see where in the learning sequence traditional lecture is most and least appropriate as a model of teaching. We will also examine implementation road bumps that are to be expected as teachers deliberately background themselves giving center stage to questions and to student thinking. Road bumps such as student discomfort with ambiguity, teacher’s fear of a loss of control in the classroom, students dominating the discussion and students unwilling to voice differences in opinion will be discussed along with practical suggestions about how teachers are handling each of these implementation road bumps with success. Elizabeth Imende, Advancing Educators Larisa Sharifi, Design Associate

1200 - 1300

"How iPads allow students to reach their creative potential: Reflections after the first year of a 1:1 iPad Program” INNOVATION Information Technology/Multi-Media/Online Learning, Middle School Education

Risso 8 B

'A recent study of 23 international schools looking into student-centered learning came to two interesting conclusions: teachers in 1:1 technology classrooms report a shift in their thinking towards student-centered learning, and the longer teachers work in 1:1 classrooms the more likely it is that they advocate for personalized learning.' --D'Arcy. J. (2014) The impact of adaptive and mobile technologies on the personalization of learning (Unpublished doctoral dissertation). Argosy University. Chicago, IL. In this session, two teachers reflect on the first year of a 1:1 iPad program. Presenters will demonstrate how iPads allow students to explore different learning styles and encourage creative, student-centered learning. The session will focus on teaching techniques, lesson plans and applications that help students to record, document and present their learning in ways that allow them to access their creative potential. iPad teaching material from several subject areas will be demonstrated and discussed. The hour will include interactive group activities and participants will be given resources that they can apply to their teaching. Kathleen Szalay, Bonn International School Jackie van der Steege, Bonn International School

11-14 years

Friday 21 November 2014 1200 - 1300

11-14 years

Using the iPad to differentiate for teaching and learning INNOVATION Information Technology/Multi-Media/Online Learning, Special Needs/Learning Support

Uranie

This session will focus on how we use iPads to effectively differentiate learning experiences and assessments for all students including EAL students, gifted students, and students on individual education plans. Examples of topics to be covered include: student choice in apps to use for showing understanding; web resources that read text to students; researching in students’ mother tongue; using the iPad to support a mother-tongue program; student choice in note taking apps; collaboration with specialists to make accommodations; distribution of modified tasks anonymously using iPads; and effective uses of the iPad’s language settings. Additionally, we will discuss how the iPad allows all students to work in their comfort zone, challenge their comfort zone, and how to use iPads to embed learning extensions for gifted students. This session is for all curricular areas and will end with a group discussion and sharing of differentiation strategies that can be enhanced with iPads. Peter Vaughn, Bonn International School Elissa Francemone, Bonn International School Tiemo Duarte, Bonn International School

1200 - 1500

3-5 years

Effective Classroom Practices for Young Learners ENHANCED PEDAGOGY Early Childhood Education, Curriculum and Assessment

Erato

Early childhood educators often struggle with balancing how to successfully structure class activities to meet the demands of the curriculum while also recognizing the developmental needs of children. This interactive workshop will investigate best practices in early childhood education from around the world. The emphasis will be on using cross-cultural educational studies to guide schools with how to effectively plan for diverse student learning. Participants will explore how to use brain research to develop classroom structures and routines which will promote thinking and enhance learning in students. The session will provide practitioners with inquiry-based strategies to develop the whole child. Participants will discover a wide-variety of tools to equip children with skills to become lifelong learners. Melissa McDonald, International School of the Stockholm Region

1200 - 1300

6-10 years

Second language activities related to the PYP Units of Inquiry SHOWCASING BEST PRACTICE Foreign Languages, Elementary Education

Clio

A booklet of activities to be completed in any language and related to the PYP Units of Inquiry is enclosed. The presentation will show how to connect second language contents to the PYP main questions and to specific units.

Linda Lanis, International School Florence

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1200 - 1500

Full Age Range

Using an Enquiry Approach to Develop Students' Thinking About Change and Continuity ENHANCED PEDAGOGY Humanities and Social Studies, Writing

Risso 6C

What does it mean to get better at thinking about historical change and continuity? How can a carefully-crafted enquiry question help to secure progression by building both knowledge and understanding? And what role does an enquiry question play in creating a meaningful and interesting puzzle for pupils to wrestle with? This workshop, grounded in practical planning, will explore how to craft an effective enquiry question, activities and strategies to help students problematize change, what an effective outcome to an enquiry might look like, models of progression, and approaches to assessment. In particular, the workshop will consider how a focus on the interplay between change and continuity can help make enquiries both more rigorous and more interesting. It will also reflect upon the value of drawing upon works of academic history as a way of helping classroom teachers craft better enquiry questions. Delegates will come away having explored both practical activities they can use with students aged 11 to 18 and the principles of historical enquiry that underlie them. Although the focus of activities and discussion will be on the concept of change, the principles of enquiry upon which it is based are relevant in any planning context. Rachel Foster, Comberton Village College

1200 - 1500

Full Age Range

Drama Across the Curriculum SHOWCASING BEST PRACTICE Drama/Theater Arts, Curriculum and Assessment

Hermes

Effective and fun drama games and strategies which can be used as flexible frameworks to enhance learning and bring alive subjects across the curriculum, including science, history and literacy.

David Farmer, Drama Resource

1200 - 1300

Full Age Range

Students Learning Through Service While They Impact the World CULTURAL AGILITY Cross Culture, Service Learning/Community Service

Gallieni 7

Educators are discovering new and innovative ways to use real world-changing platforms to educate students while engaging them in cross-cultural, global, and meaningful connections. Kiva U (www.KivaU.org) is a program that integrates the poverty alleviation platform of Kiva.org (a non-profit that provides microloans to entrepreneurs in over 70 countries to help alleviate poverty) to build global competency and empathy, cultivate leadership and critical thinking, and develop financial literacy skills, all as part of core classroom subjects. Hear how educators are using this tool in their classrooms and impacting lives abroad, get access to free curriculum and resources, and find out how you can use it in your classroom and life. Jessica Hansen, Kiva

1200 - 1300

15-18 years

WE DELIVER (Packaging/alt. story formats - good for YBK/NWS) SHOWCASING BEST PRACTICE General, Journalism/Yearbook

Gallieni 6

There are many ways to tell a story. How you assemble the pictures, words and graphics are integral to bringing the story to life. It's all about packaging the details. Some things require a traditional format, but often alternative copy might be better. Consider what the readers want and find a way to cover your school and deliver it all.

Jeff Moffitt, Balfour Company

Friday 21 November 2014 1200 - 1500

Promoting Participatory Learning and International Collaboration through Cambridge Global Perspectives®

Full Age Range

ENHANCED PEDAGOGY General

Gallieni 3

Cambridge Global Perspectives ® is a skills-based suite of qualifications which promotes participatory learning across countries and cultures. Offered at Cambridge IGCSE and Cambridge International AS/A level these courses provide learners with the opportunity to work collaboratively and cross-culturally in order to research, analyse, evaluate and reflect on a range of global issues and topics. In support of these courses Cambridge has developed a collaborative learning space where learners and teachers are provided with the opportunity to participate in a community of practice. By participating in this community, learners and teachers are provided with the means for successful engagement in the networked society – and the means through which learning can become based on participation and the co-construction of knowledge. This 21st century skill is increasingly valued by universities, higher education and employers. This session will consider how the collaborative learning space promotes participatory learning, international networking and cultural interaction; the extent to which this community of practice has been able to emerge from its users, and the extent to which Cambridge is shaping and learning from it Nick Mazur and Janet Morris, Cambridge International Examinations

1200 - 1300

Full Age Range

Increasing Student Discourse through the use of Study Teams SHOWCASING BEST PRACTICE Mathematics, General

Risso 8 A

Believing that students should be engaged in high level discourse while working in teams in math classrooms and getting them to work effectively is one of the most difficult challenges teachers face. A key component is creating a classroom environment in which discourse is encouraged and leads to better understanding. This does not happen by accident. Come learn strategies that you can use in your classroom to help teams of students value one another and sincerely work together to solve problems! Sharon Rendon, CPM Educational Program

1200 - 1300

Full Age Range

Protecting Children: Boundaries Training and Resources from ECIS SHOWCASING BEST PRACTICE Administration and Governance, General

Risso 7 B

Among many factors, parents choose international schools because we provide safety for children. Part of our commitment to providing a safe environment includes identifying and protecting appropriate boundaries between faculty/staff and children. Participants will be introduced to boundaries training for school employees as a way of increasing safety for children in our schools. Kevin Ruth, European Council of International Schools

1200 - 1300

How Goodwall works

Full Age Range

INNOVATION Service Learning/Community Service, General

Mykonos

Goodwall is the place where students showcase the good they do by building up a Good CV, helping them distinguish themselves when applying to universities or find their first job or internship. So how can a school integrate humanitarian and environmental learning, propose projects and events with organizations and share this with other schools? How can schools make students care about issues and increase their chances to get into university? Taha Bawa, Keynote Speaker Marcus Bonalumi, Goodwall

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1200 - 1300

Full Age Range

Teaching with iPad. Manage, assess and interact with your classroom. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

See how teachers are using iPad to inspire their students and transform learning. Whether you’re trying to advance a classroom of students at different learning levels or find a more creative approach to a familiar lesson, this workshop gives you practical and effective tips to help you take your lessons to the next level with iPad. Learn to manage your classroom, assess students’ work and interact with them, all on iPad! Kurt Klynen, Apple Computer

1200 - 1300

Full Age Range

Collaborative apps for teaching and learning with iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

Oscar Stringer, Apple Computer

1230 - 1300

11-14 years

Formative Assessment in Visual Art SHOWCASING BEST PRACTICE Art, Curriculum and Assessment

Gallieni 2

Formative Assessment in Visual Art - 60 min The artistic process is transparent. As art educators, we constantly give feedback through discussions, reviews, critiques, and 'fly by' checks as the students engage in investigation, brainstorming, experimentation and studio work.

Students respond positively when they receive specific feedback that is geared toward the project goals and objectives. Good feedback means that the student should be able to respond to peer and teacher suggestions by taking action. They should show growth in their understanding of a concept or skill and understand where they are, where they need to go and devise a plan to get there.

Formative assessment in art can take the form of a formal check or a quick 'snapshot' of student understanding. Feedback can be oral, visual or written comments. We can administer oral checks for understanding or "exit passes" based on the skill of the day. We can ask students to respond in a process journal by answering questions as warm-ups or reflections. We can use critiques, technology, grouping and other strategies to give specific feedback that will aid in student growth and the artistic success.

As art educators, it is our mission to help students experience the artistic process, to feel successful and proud of the work they create. We want them to feel secure enough to take risks with media and honestly critique themselves and their peers. Formative feedback that is specific to the artistic process is how we get them there. Stacy Giandalia, International School of Tanganyika

Friday 21 November 2014 1310 - 1350

Full Age Range

International Award Ceremony in Association with the International Award for Young People SHOWCASING BEST PRACTICE General, Cross Culture

Calliope

All conference delegates and exhibitors are invited to attend this award ceremony at which public recognition will be given to those who have achieved significant accomplishment in the promotion of international education. Kevin Ruth, ECIS

1345 - 1445

15-18 years

Op Art and Islamic Design: Mathematical concepts can be used to inspire composition and express cultural values. SHOWCASING BEST PRACTICE Art, Art

Gallieni 2

Op Art and Islamic Design: Mathematical concepts can be used to inspire composition and express cultural values. A hands on workshop combining the foundations of Optical Art with the geometric principles found in Islamic Design. Participants will be given an overview of this visual arts unit that can be adapted for students in grades 5-10 and have a hands on opportunity to create a small piece. Unit Synopsis: We will examine the history and origins of Op Art, starting with the 1965 MOMA exhibition The Responsive Eye, and artists including Bridget Riley. Students learn the essential building blocks of making a piece of Op Art and are given extension opportunities to challenge themselves. We proceed to look at how geometric designs are used in Islamic Art and Architecture. We create our own Islamic star designs. Finally, we look at contemporary artists El Seed and Aakash Nihalani, and see how they are incorporating the ideas of Op Art and Islamic Designs into their artworks. Students design an artwork incorporating these ideas using mixed media. Link to work created by students: https://www.facebook.com/media/set/? set=a.558441427570571.1073741839.232426636838720&type=3 And https://www.facebook.com/media/set/edit/a.412692608812121.98198.232426636838720/ Artists included: Bridget Riley (British artist), El Seed (French-Tunisian Artist), Aakash Nihalani (Cuban, American based street artist), MC Escher (Dutch) Art concepts: Op Art (focus on checkerboard variations), Islamic Art (focus on geometric designs using a circle as a basic unit of measurement), and contemporary street artists incorporating these concepts into their artwork. Nora Graham, United Nations International School (UNIS)

1345 - 1515

Full Age Range

Implementing "Do Now" activities into the Visual Arts ENHANCED PEDAGOGY Art, Curriculum and Assessment

Gallieni 1

"Do Now's" are a routine that is used when the students first start the lesson. This routine is a classroom management and curriculum tool. This routine is sometimes used school wide or in singular classes. I have used this routine ranging from K-12th Grade.

Rika Duevel, International School of Amsterdam

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1400 - 1500

Teach As If Life Matters -Nurturing Character Development, Resiliency, and Global Citizenship Across The Curriculum

6-12 years

ENHANCED PEDAGOGY General Guidance and Counselling

Gallieni 3

My Critical Thinking Character education program takes insights from people like Kohlberg, Dan Pink, Craig Kielburger, John Miller and Erin Gruwell to mention a few and adapts them into a way of teaching that I have found to be transformative not just for students but for the teacher as well. Teachers often tell me that after I have worked with their students, the students do not want to be rewarded for good behaviour because they feel insulted to do it for "level 2" (a form of a bribe) or parents tell me that they can literally see the difference in the day to day attitude actions of their children. The video available for viewing during the conference also contains excerpts from my documentary "Unbreakable Spirit" --a doc that chronicles the transformative results of my character ed program. The film is shot on location in Kenya and of course in Ottawa. The documentary came in first place in the Commffest film festival in Toronto and won the Make A Difference Award. I will be assited by my wife who specializes in family counselling, art therapy and working with troubled and traumatized youth. She will provide helpful insights from the therapeutic world that reinforce the need for character education (i.e. integrity and compassion) and help educators to teach the whole child (as opposed to treating "students as brains on a stick").. Roland Kuehn, AFNORTH

1400 - 1500

Directed Study: Where Counseling and Learning Support meet ENHANCED PEDAGOGY Special Needs/Learning Support, Guidance and Counseling

Uranie

Our presentation will be on the introduction of a programme aimed at Grade 11 and 12 students that are completing either their High School Diploma or the IB Diploma programme. The programme is called Grade 11 and 12 Directed Study. The programme is aimed at students that have not been diagnosed with specific learning difficulties but require additional support due to struggles of either a learning support nature (e.g. information processing), a counseling nature (e.g. test anxiety), or a combination. We will discuss the empirical background and motivation for the programme, the curriculum, assesment methods, its place within the wider school context and we will demonstrate the practical application through a case study. The presentation will ideally include video demonstration of some aspects of the programme. The programme incorporates issues such as anxiety, development of executive skills, self-esteem and transitions. Jennifer Legan, Bavarian International School Vikki Keulers, Bavarian International School

15-18 years

Friday 21 November 2014 1400 - 1500

Full Age Range

Best Practices for English Learners: An Introduction to the SIOP Model SHOWCASING BEST PRACTICE English as a Second Language and Mother Tongue, Foreign Languages

Thalie

To ensure that the needs of English learners are met, PreK-12 educators in international schools need to adapt their teaching practices to research-based approaches that support the English learners in their classrooms. The Sheltered Instruction Observation Protocol SIOP Model is a highly effective and scientifically validated model of sheltered instruction for English learners that can be used from PreK-12. The proposed presentation will support PreK-12 teachers in incorporating the SIOP Model into content and language instruction. The presenter, who will complete training to become a SIOP Trainer this July, will provide key features of effective lesson planning, delivery of instruction and assessment. The audience will walk away with an overview of the SIOP Model’s eight essential components of instruction and a toolbox of best practice teaching strategies that make content comprehensible for English learners. Christine D'Aquanni, American Overseas School of Rome

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Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1400 - 1500

Project Awesome: Moving the Research Paper to the 21st Century

11-14 years

ENHANCED PEDAGOGY Secondary Education, Library and Information Services

Mykonos

This session will showcase a student-centered, collaborative, inter-disciplinary research project integrating 21st century skills and technology co-taught by an English/Humanities teacher and a teacher-librarian. Topics to be addressed include: ensuring the availability of resources that match students’ interests; using print and non-print resources, including ebooks and online databases; promoting informational literacy and proper referencing; practical uses of the iPad throughout all steps in the research process; teaching inquiry, research, evaluation, organisation, and writing skills necessary for success in secondary school and beyond; and, using technology to differentiate for a variety of learning styles, language needs, and ability levels. Come learn how this year’s research project became Project Awesome! Cindy Rogers, Bonn International School Peter Vaughn, Bonn International School

1400 - 1615

Math Expressions: Developing Student Thinking and Problem Solving Through Communication

6-10 years

ENHANCED PEDAGOGY Mathematics, Elementary Education

Risso 8 A

Current research tells us that engaging students in communicating their thinking and sharing mathematical strategies is critical for deepening of student understanding of mathematics. Communication is the foundation of any collaborative, inquiry-based learning context in mathematics. But how do we ensure that students have the necessary skills to communicate their thinking effectively? During this session, I will share my research on how to assist students to talk /write about mathematics through fun, easy-to-implement problem solving activities! These activities include mathematical proofs, writing activities and ways to assist learners in reading for meaning with respect to math word problems. All the activities are conducive to the PYP curriculum approaches and have been implemented in PYP schools. In addition, we will explore how to provide students with the essential skills they need to share their thinking with others. Participants will experience a variety of writing, reading and talk activities and learn how to teach math communication skills in a meaningful context. I will also address how these activities can be modified for learners who struggle and ELLs. Cathy Marks Krpan, University of Toronto

1400 - 1500

Process Yearbook Photos Faster with Creative Cloud SHOWCASING BEST PRACTICE Journalism/Yearbook, Information Technology/Multi-Media/Online Learning

Gallieni 6

Are your students taking hundreds, even thousands, of photos of events for your yearbook or newspaper? They should be! But how do you quickly sort out the good ones and adjust in Photoshop so you're not wasting too much time? In this class you'll learn how to use Adobe's Bridge and Photoshop together as a POWER TOOL to quickly go through folder after folder full of digital photos and get them ready to drop on pages in InDesign. If you teach Yearbook, Newspaper or Photography, this class is a must! Russell Viers, Walsworth Publishing Company

15-18 years

Friday 21 November 2014 1400 - 1500

11-14 years

Teaching with Content Curation SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Risso 8 B

We live in the information age. Today's students (and teachers) are inundated and often overwhelmed with information. The abundance of freely available information has changed the role of educators. It's no longer about us standing and delivering information, but rather, helping these learners to contextualise that information. Making connections to the real world, giving information foundation and meaning. Access is not the problem, but critical evaluation and fitting the puzzle pieces together is certainly part of the necessary skill-set for our learners today.

Content curation is one way to help students develop these skills and also engage them in their learning. It's additionally helpful for us as teachers, as we are also navigating the vast oceans of information.

This session focuses on some of the tools available to help students and teachers and how to integrate them into classroom practice. Kimberly House, Bavarian International School e.V

1400 - 1500

Project Power! Engage students with tech-embedded and project-based assessment

Full Age Range

ENHANCED PEDAGOGY Foreign Languages, Information Technology/Multi-Media/Online Learning

Clio

This interactive session aims to share hands-on, easily reproduced resources and engage participants in discussion on how to design tech-embedded and project-based assessment. Participants can individually tailor the presented projects, which include the 21st century skills for comprehensive assessment. With the increasing significance of technology literacy, it is essential to integrate technology into projects not only to engage students, but also effectively maximize its support and impact on learning. We will explore possibilities through wikis, online conversations, collaborative tools, comics, and cross-disciplinary projects, all of which create a powerful e-portfolio of student work. To explore the combined force of project and technology in assessment design, this presentation adopts the SAMR model and the World Languages 21st Century Skills Map developed by ACTFL (2011) to analyze several different projects designed for the middle and secondary level. Chris Chen, The American School in London Mariam Mathew, American School in London

1400 - 1500

Full Age Range

THE 4 ELEMENTS OF EDUCATION - Follow On Session ENHANCED PEDAGOGY General, General

Calliope

This course highlights 4 key elements of a balanced learning system for our youth and asks the question: Are we fully employing these potentials in our own teaching and leadership practice? If any one of them is neglected or sacrificed in support of another, the studentâ&#x20AC;&#x2122;s entire perspective on their learning can be damaged. This can result in a general dissatisfaction with schooling and a cynicism and indifference which can erode their ability to flourish even in their preferred arena. At worst their emotional and even physical well being can begin to suffer as they receive consistently reinforcing messages that they are troubled or failing students. Even those who flourish under the current measuring system for student achievement may have major skills that are being neglected due to an overly myopic perspective of how our students are best educated. Above all, it must be essential to develop a sense of purpose in every student. One that can ignite an enthusiasm for what they might go on to contribute in the world. If this is missing we have surely neglected a vital pre requisite to what an education system should be there to serve. Ben Walden, Contender Charlie

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1400 - 1500

Everything You’ve Always Wanted to Know About Accreditation But Were Afraid to Ask!

Full Age Range

ENHANCED PEDAGOGY Administration and Governance, General

Gallieni 7

A surgery for those considering, entering or just completing a cycle of accreditation. An opportunity to raise questions in an informal setting, and to share experiences and answers with each other and with Regional Accreditation Officer Dr Lesley Stagg and CIS peer visitors. Come with your practical questions or a desire to help others understand the process better. Lesley Stagg, Council of International Schools

1400 - 1730

Science Cocktail

Full Age Range

ENHANCED PEDAGOGY Science, General

Risso 7 B

International Mindedness: Ideas how to incorporate Internationalism into the daily Science Lesson IMYC, IGCSE, IB: What happens to the I; during our daily science lessons? In this presentation I would like to share some ideas how international mindedness can be fostered while teaching science. Dr. Marianne M. Zupanc IMYC, IGCSE, IB teacher Biology Head of the Science Department Teaching Theory of Knowledge in the IBDP Group 4 Subjects, and Vice-versa How can you as a Science teacher "teach" Theory of Knowledge (ToK) in your Science classes? The new IBDP syllabi for both ToK (first exams May 2015) and the Group 4 subjects (first exams May 2016) contain explicit references to the reciprocal subject. What does this mean for your Science teaching? Are you required to make drastic changes in your program in order to comply with the new syllabi? It's not as bad as it looks -- probably you are already "teaching ToK" in your Science class, but you just don't realize it. In this session we will first consider how some of our in-class activities and discussions already complement and extend ToK. (Chemists: you didn't know that the Haber process is infused with ToK?) Then we will learn how we can extend our current treatments in order to render them even more relevant to ToK. (By e.g. explicitly and appropriately referring to history in discussions of the development of models for the atom.) Finally we will explore some specific questions and issues in ToK that can profitably be treated within our Science courses. Michael Landolfa International School of Florence Experiments with SparkVue A few simple experiments using an iPad application. The purpose of this hands on demonstration is to show the potential of SparkVue in the Lab. Dr. Vicki Boyd, HS Chemistry teacher and Head of Science Department Dr. Jana Krainova, HS Chemistry teacher and IBDP Coordinator Marianne Zupanc, International School of Bremen Michael Landolfa, International School Florence Vicki Boyd, Collège Du Léman International School Jana Krainova, Collège Du Léman International School

Friday 21 November 2014 1400 - 1500

Full Age Range

Teacher’s Toolkit for iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

During this immersive session you will discover the absolute essentials for teachers working with iPad. From self-grading quizzes, automatic podcasting of lessons, engaging presentations, to assessment tools and easy distribution of content to students. All in one hour, and all on iPad.

Petr Mara, Apple Computer

1400 - 1500

Creating online learning and digital textbooks. An introduction to iTunes U and iBooks Author.

Full Age Range

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

There has never been a time where teachers could create and distribute engaging, interactive learning materials like today. Teaching and learning with iPad doesn't mean you have to leave behind all the great learning resources you have created for your students through the years. Learn how to use iBooks Author to transform existing leaning materials in to interactive digital books and discover how easy is it to set up an iTunes U Course to deliver them, together with a wealth of websites, apps and iTunes content to your student’s iPad. Fons van den Berg, Apple Computer

1515 - 1730

6-10 years

Developing Early Literacy Skills through Drama: We all Say We can All Play ENHANCED PEDAGOGY Early Childhood Education, English as a Second Language and Mother Tongue

Erato

Young children love acting out stories. They spend countless hours doing it during their playtime, so why not harness that natural desire (to enact story) as a way to integrate literacy teaching and improve self- management? Many educators hesitate to engage students in this practice for fear that they will not be able to effectively guide behavior and participation. In this full day session, educator and artist, Karen L. Erickson will reveal the secrets of Everybody Plays, a teaching strategy in which all students simultaneously enact a story within given, structured learning parameters. Through this process, students gain knowledge of story elements and story structure, while experiencing pre-writing of their own stories. More advanced strategies lead students to practice predicting, vocabulary building, and making inferences. Participating teachers learn to select, adapt, tell, create, and guide stories for dramatic play, shepherding students through the practices of simultaneous enactment and creation where: "We all say we can all play!" Karen Erickson, Creative Directions of Illinois and the Kennedy Center

1515 - 1615

¡Qué Pinteresante! – Leveraging social networking tools in the Language Classroom

Full Age Range

INNOVATION Foreign Languages, English as a Second Language and Mother Tongue

Thalie

Language-learning websites abound on the World Wide Web, but none seem to have the special impact on student motivation as do the myriad social networking tools that are so popular. In this session, we will explore several tools that have multiple uses in the language classroom: Pinterest (a virtual pinboard for collecting and sharing images and videos), SocialBook (a reading platform on which users can share comments and highlight text), and Delicious (a social bookmarking tool for organizing and sharing links and other information). Teachers will take away specific ideas for leveraging these tools in the World Language and EAL classrooms. Lori Langer de Ramirez, Featured Speaker

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1515 - 1615

Staging a large scale production;the positives and the pitfalls. Sharing the journey of how one school has developed a school musical. A sharing of our work and a Q/A session to discuss the best ways to create performances that involve large numbers of students.

Full Age Range

SHOWCASING BEST PRACTICE Drama/Theater Arts, Elementary Education

Hermes

Where can we get a script? How much are the performance rights? When will we rehearse? Can we involve every child who wishes to participate on the stage? Should we audition? How will we staff this? Can we work on this during the school day? How many performances shall we show? Will we film? The questions are just some of the many that we have encountered in the last 10 years. We would like to share our experiences of the whole process of 'page to stage', discuss issues we have dealt with and how we now have a model that works for our school. We will show examples from musicals we have staged and talk about all aspects of our performances from costume and scenery to casting and audience seating.It is our intention to provide a forum for discussion and to share ideas through a wider community. This is a presentation with discussion! Although our work is in a primary school, the considerations are the same for any large theatrical performance in secondary schools as well. Karen Elmitt, Judy Page, Bavarian International School e.V

1515 - 1715

Collaborative Visual Arts and Writing Projects to Enhance Learning SHOWCASING BEST PRACTICE Art, Writing

Gallieni 1

This four hour Friday afternoon session will include hands-on practice involving the creation of "dialogues" between visual artists and art students and writers and writing students. Using the city of Nice and local museums as inspiration, participants will create art and writing samples which they will then exchange in order to respond to each other's work. The presenters will talk about their own collaborative projects as well as show samples of their work. After a subsequent museum visit, participants will spend the rest of the session exploring and sharing the art and writing collaborative processes discussed. By the end of the session participants will have learned multiple strategies for encouraging the creative art/writing impulse in themselves and their students, as well as engage in a wide variety of art making and writing experiences. Attendees may also work outside of the Conference Center in the Community, or at the nearby MAMAC- contemporary art museum. Participants are encouraged to combine this session with Eric Salineâ&#x20AC;&#x2122;s Sunday session to produce a 'zine/ artists book, with each of the session participants who attend and contribute receiving their 'zine/ artists book at the Sunday session. William Root is a visual artist and educator. Michael Lynch is a well-known writer and poet, and a retired educator. William Root, SHAPE International School Michael Lynch, American School of Paris

15-18 years

Friday 21 November 2014 1515 - 1730

11-14 years

The Amazing Teen Brain: A Work in Progress SHOWCASING BEST PRACTICE Secondary Education, General

Risso 6C

Provided to primary, middle- and high-school students and parents in dozens of international school around the world, this workshop combines two presentations, one designed with students in mind, the other for parents. The presentation provides both students and parents an operator manual for achieving a basic understanding of the most complex three pounds of matter in the known universe. The presentation is organized around several Peak Performer brain tips that can be immediately and usefully applied to improve and enhance brain function, including the basic architecture of the brain, the roles of diet and hydration, exercise and sleep, downtime, the damage that can be caused by binge drinking and other drug abuse, and much more. These companion presentations accompany the staff workshop and help spread the amazing brain "news you can use" to students and parents in the schoolcommunity. Tim Burns, Educare

1515 - 1615

15-18 years

Getting Inside Music Through Listening SHOWCASING BEST PRACTICE Music, International Baccalaureate - Diploma Programme/Middle Years

Maia

Listening to music is at the heart of studying music. There is so much that can be learnt from listening to music of all genres and styles, and from a wide range of world cultures. It can aid understanding of how composers shape and structure their music, develop elements such as rhythm and melodic ideas, and use tonality and modes to create dramatic effect. As well as helping students with composition, focused listening can lead to better understanding of how to interpret a piece in performance, make connections between music theory and performance, and develop skills often expected by exam boards worldwide. The session will concentrate on identifying the musical elements and exploring how they are used in a wide variety of musical examples. There will be activities for participants and ideas to take away for use in the classroom. James Palmer, International School of Toulouse

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1515 - 1730

Full Age Range

The Shifting Roles of Teacher, Students & Questions ENHANCED PEDAGOGY Curriculum and Assessment, Secondary Education

Euterpe

Teachers as facilitators of learning. Questions as teachers. Students as constructors of meaning. Student motivation increases as students recognize that their teacher has designed lessons where each students' thinking influences the thinking and conversation of the class. Whether they are in class or not actually matters to the collective learning. In this session participants will see how shifts to these three traditional elements of the classroom impact planning and instruction. Traditional lecture is not shamed or shunned from one’s teaching practice completely, rather participants will see where in the learning sequence traditional lecture is most and least appropriate as a model of teaching. We will also examine implementation road bumps that are to be expected as teachers deliberately background themselves giving center stage to questions and to student thinking. Road bumps such as student discomfort with ambiguity, teachers’ fear of a loss of control in the classroom, students dominating the discussion and students unwilling to voice differences in opinion will be discussed along with practical suggestions about how teachers are handling each of these implementation road bumps with success. Elizabeth Imende, Advancing Educators Larisa Sharifi, Design Associate

1515 - 1730

Using the 'Stop Motion' Studio App to enhance learning in Science INNOVATION Information Technology/Multi-Media/Online Learning, Science

Risso 8 B

This session will showcase how the Stop Motion studio HD App on iPads or iPhones to allow students to demonstrate their understanding of process that are 3-dimensional over time. While particularly well-suited to the Sciences, such an activity can be utilized in other subjects too. Attendees should come equipped with their own iPad or iPhone (iPad preferable) and have downloaded (or be prepared to download) 'Stop Motion Studio HD' from the App Store (free). Overview: 1) The session will be introduced with a video showing my students using the Stop Motion App in class. The rationale will be shared for: (i) why Stop Motion animation was chosen for teaching certain 3-dimensional processes over time. (ii) why this App was chosen of the many available in the iTunes store. Stephanie Castle, United Nations International School

15-18 years

Friday 21 November 2014 1515 - 1730

Full Age Range

Roundtable Discussion: What is the role of technology integration in the IB Continuum?

INNOVATION International Baccalaureate - Diploma Programme/Middle Years, Information Technology/Multi-Media/Onl

Athena

The International Baccalaureate program provides rich opportunities to incorporate technology throughout its continuum of the Primary Years Programme, Middle Years Programme, and Diploma Programme. While all three programs provide flexibility in the manner of how technology is integrated to support student learning, there are many different models and ideas used at IB schools throughout the world. In this roundtable discussion, representatives from a number of IB schools will discuss strategies for integrating technology throughout the IB continuum, including curriculum frameworks, staffing and resource needs, and will address larger concerns on the role of technology in education, with a focus on the IB context. Time will be devoted to questions from the audience. Alan Preis, Atlanta International School

1515 - 1730

Full Age Range

Service Learning in the 21st Century Led by Nobel Peace Laureates (MS/HS) CULTURAL AGILITY Service Learning/Community Service, Global Issues/Global Citizens

Gallieni 7

This workshop will introduce you to the PeaceJam Program, the world's largest youth leadership development organization led by Nobel Peace Laureates, including the Dalai Lama, Betty Williams, Rigoberta Menchu Tum, Oscar Arias, Desmond Tutu, Aung San Suu Kyi, Mairead Corrigan Maguire, Adolfo Perez Esquivel, Jody Williams, Jose-Ramos Horta, Sir Joseph Rotblat, Shirin Ebadi, and Leymah Gbowee. Its mission is 'to create young leaders committed to positive change in themselves, their communities, and the world through the inspiration of Nobel Peace Laureates who pass on the spirit, skills, and wisdom they embody.' The PeaceJam Program provides service-learning curricula for elementary, middle, high, and college age youth where students study the lives and work of the Laureates, build age-appropriate awareness of global issues, develop leadership and 21st century skills, and create and implement service projects to address the root causes of problems in their communities and the world. It has the flexibility to be implemented as part of a class, through a club, or as an extra-curricular activity. To date, over a million youth world-wide have put their dreams for a brighter future into action through the creation and implementation of over two million service projects. This workshop will present current best practices in service-learning and global issues education, introduce the One Billion Acts of Peace campaign, an international citizens movement led by Nobel Peace Laureates to address the root causes of the ten most pressing issues of our time, and provide the training to implement the PeaceJam Leaders, ages 11-14 and Ambassadors, ages 14-19 programs in your middle and high school. Tom Baker, PeaceJam Foundation

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1515 - 1730

15-18 years

Global Citizenship, international mindedness and the challenge of coping with internal and external change CULTURAL AGILITY Guidance and Counseling, Global Issues/Global Citizens

Risso 6 A

The challenge of international schools is to educate students capable of moving beyond cultural barriers, tolerant of differences, resilient and able to cope with the myriad of changes taking place internally, locally and globally. While adolescents prepare for a highly competitive world, the pressures of navigating curriculum, internal changes, friendships and activities can create pressures that increase vulnerabilities. Similarly teachers responsibility to cover the curriculum, teach in innovative ways and address learning differences can further amplify pressures. How do we teach students to cope and thrive without thwarting their natural developmental stages? The workshop will address the challenges of coping faced by students and teachers within the school environment, will offer a model of 'change' within which healthy coping can take place and will provide participants with practical ways to address these issues and best prepare thriving global citizens of tomorrow. Peggy Pelonis, ACS Athens David Gleason, Self

1515 - 1615

Full Age Range

Cyber pedagogies: now the focus is the student INNOVATION Foreign Languages, Information Technology/Multi-Media/Online Learning

Clio

What are the main features of cyber pedagody? How can teaching and learning cope with the new technologies available in the market? What can we do as teachers and educators? Reconfiguring the future of learning is a new field to discover. Balance and harmony in a multi-media educational environment is key in an interconnected world where new pedagogical oportunities are created through a myriad of learning styles. Implementing a cyber pedagogical approach is the way to move forward. Victor Gonzalez, International School of Bremen

1515 - 1615

15-18 years

SPREADS WE LOVE (Design/Coverage/Ideas Overview - Yearbook) SHOWCASING BEST PRACTICE Journalism/Yearbook, General

Gallieni 6

We will look at yearbook design from a wide variety of schools and discuss what makes them interesting, unique, or unusual. Sometimes they follow the rules and sometimes they break them, but they all have something about them that stands out.

Jeff Moffitt, Balfour Company

Friday 21 November 2014 1515 - 1730

Full Age Range

Testing to Teach ENHANCED PEDAGOGY Guidance and Counseling, Special Needs/Learning Support

Uranie

There is enormous confusion regarding standardized tests and test results. Questions as to what tests to administer, how to interpret test performance, how to connect test scores to school placement or more relevant instruction practices, different teaching strategies, etc. It’s ‘not about the test score a child obtains, it’s about how he performed in acquiring his score. Too many people, including educators and parents, believe that a standardized or group-administered test score is an indicator of school performance. It is the case that sometimes this is true. It is also the case, and particularly in the cases of ‘different’ types of learners, second language learners, or learners with undiagnosed language deficiencies that test performance rendered in standard scores and percentile may not tell you very much about how much a child has learned and they may actually confuse parents and teachers who are monitoring academic performance. This presentation seeks to take some of the mystery out of testing, clarifying test (and subtest) purposes, and demystifying the testing process so as to gain a more precise understanding of the levels at which a child performs and patterns related to academic strengths and weaknesses that can guide program instruction and facilitate academic success. There are no magic answers in this arena!! There is only a deeper understanding of what tests can and cannot reveal and how collaboration between the diagnostician and teachers is a critical variable in the process. The presentation will be in a workshop format, allowing for questions and discussion between and among seminar participants during the two-hour time frame. Michael Castleberry, George Washington University

1515 - 1615

Full Age Range

Personalized Learning Spaces – A pathway to foster self-efficacy for the use of technology in teaching and learning

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Calliope

Learning can occur anytime, anywhere and at any pace. Professional development and growth models need to adapt to the new playing fields for the connected educator. Personalized learning spaces position us to collectively reimagine and foster self-efficacy for the use of technology in teaching and learning. Personalized learning spaces can help transform our learning landscapes and organizations through an understanding for what it means to be a connected learner and how to develop a collaborative culture that supports connected learning. This workshop will provide you with insights, tips, resources and opportunities to design and develop your own personalized learning spaces to increase and sustain self-efficacy for the use of technology in teaching and learning. Johnson Jacob, American International School of Bucharest

1515 - 1615

Full Age Range

Insights from an International Recruiter INNOVATION Administration and Governance, General

Gallieni 2

In the past year alone Search Associates has assisted 3,054 teachers, administrators and interns in finding positions in international schools. Some 34 of these were head-of- school placements, many of whom were men and women taking on their first headships. While it was never our goal to become so large, our model of decentralization allows our 19 Associates to give maximum personal attention to both candidates and schools. Please try to arrive at our session at the very beginning so that I can make some general comments before taking your questions or addressing your concerns. John Magagna, Search Associates

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1515 - 1615

Full Age Range

Speed Dating with Heads of School INNOVATION Administration and Governance, General

Risso 7 A

Join heads of schools as they share their wisdom, stories and concerns at our first-ever Speed-dating with heads session. You will be able to ask questions, advice, or simply meet heads of other schools to discuss challenges and best practices. David Johnson, International School of Nice Pascale Hertay, BEPS International School Haifa Najjar, Ahliyyah School for Girls Terry Haywood, International School of Milan

1515 - 1730

Full Age Range

A Culture of Continuous Improvement – the TEAM SHOWCASING BEST PRACTICE Administration and Governance, General

Risso 6 B

When Professional Learning Communities (PLCs) function as a team rather than a meeting of individuals (franchise), they produce social capital with the exchange of expertise and support. The benefits of trust, reciprocity, information and cooperation can flow from peer-to-peer interactions and empower teachers to take charge of continuous instructional improvement, hence increased student learning. Gain information to assess the quality of current PLCs and how to increase the building of teams focused on all students’ success. Steve Barkley, PLS 3rd Learning

1515 - 1615

Full Age Range

The comprehensive guide to computing in the classroom with iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Programming is being introduced into classrooms across the globe and with the iPad, programming concepts and languages are now available through a wide range of creative and stimulating applications. This hands-on workshop will take you through the most successful and relevant applications currently available for the iPad, from basic concepts to advanced programming languages. This workshop is also supported by a comprehensive free e-Book, summarising every programming application currently on the application store, with links, movies, slideshows and cross referenced to age and programming concepts covered. Joe Moretti, Apple Computer

1515 - 1615

Full Age Range

Video for the classroom with iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

There are so many video apps available for the iPad. Discover in this hands-on session, the best apps for creating educational content quickly and easily. Green Screen, shot, edit, crop, mix, animate and annotate video then share and broadcast your work to the world wide classrooms of the future.

Oscar Stringer, Apple Computer

, Apple Computer

Friday 21 November 2014 1515 - 1730

Full Age Range

Research Goes to School ENHANCED PEDAGOGY Administration and Governance, General

Gallieni 3

Dr. Christina Hinton from Harvard University will present on Research Schools International, an innovative initiative that connects research with practice. Following this presentation, she will lead an interactive workshop in which participants consider the relevance of this work for their own school or institution.

Research Schools International partners Harvard Graduate School of Education researchers with schools around the globe to carry out cutting-edge research, professional development, and dissemination of findings. In this initiative, researchers collaborate with administrators, teachers, and students at each partner school to formulate research questions that are important to the school, and carry out a study to address these questions. Harvard Graduate School of Education researchers then lead a professional development workshop at each school that shares the research findings and implications for practice. Finally, researchers work with school partners to disseminate findings to the research community, each school community, and the broader educational community. Christina Hinton, Harvard University

1515 - 1615

Full Age Range

Best Practice for managing iPads and MacBooks in Schools SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Mykonos

How the Casper Suite can save you time and budget on your Apple device roll out. Many questions arise when you decide to purchase devices, from a class-sized roll out to a whole school deployment. • How can we prepare these iPads / MacBooks? • How can we manage these devices ongoing? • How can we do this without hiring more staff? We’ll run you through some of the best practice methods we’ve devised in order to make your technology leap a success. JAMF Software’s Casper Suite tools make it easy for schools to unleash the power of Apple technologies in the classroom giving IT managers a robust way to manage all Apple computers and devices under their control, while ensuring faculty and students enjoy the rich and intuitive end-user experience that the Apple platform is known for worldwide. And with the Casper Suite, educational institutions can take full advantage of Apple’s Device Enrollment Program (DEP) & Volume Purchase Program (VPP) services to manage devices, software, and eBooks. Rob Potvin, JAMF Software

1630 - 1730

6-10 years

Playin' the Blues ENHANCED PEDAGOGY Music, Elementary Education

Maia

Paul Corbiere will take participants through a step-by-step approach to construct two different ensemble pieces that demonstrate the 12-Bar Blues. We will use Orff instrument, drums, and recorders.

Paul Corbiere, Amana Elementary

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1630 - 1730

15-18 years

Using Current Event Articles to Teach Language and Culture SHOWCASING BEST PRACTICE Foreign Languages, English as a Second Language and Mother Tongue

Thalie

Using Current Events to teach Language and Culture: News articles can be used to develop studentsâ&#x20AC;&#x2122; modern language skills and provide a springboard for introducing cultural topics. A workshop for language teachers on how to develop students' reading, writing and oral skills as well as expand their understanding of the target culture through reading and analyzing current event articles. Participants will be given seven different activities that can be adapted for students in advanced modern language courses. Current event articles provide language students with authentic texts that can be used to expand their language usage as well as to introduce cultural topics. It is essential that students learn how to research, understand and analyze information about what is going on in the world. Through article analysis, caf discussions and guided summary activities, students practice their language skills in an authentic setting. Explanations on how to use the articles to provide writing prompts, individual oral presentations and practice for the DP Language B Written Assignment will be given. Participants will have an opportunity to practice the activities and will be provided with the resources to immediately incorporate these activities into their professional practice. Aimee Hill, International School of Tanganyika

1630 - 1730

Blended Learning for Teachers: Why it matters, and how it will change the professional development landscape

15-18 years

ENHANCED PEDAGOGY Information Technology/Multi-Media/Online Learning, International Baccalaureate - Diploma P

Gallieni 6

The UNIS Blended Learning Summer Institute is an accelerator program that provides a hands-on environment where teachers are given time, support and inspiration to create blended learning modules. This session profiles the two-week professional development institute, comprised of several complimentary facets. As a part of the blended learning lab, teachers built exciting learning modules (2-3 week units of study) for IB courses. The modules contained: originally produced as well as existing and curated video and lectures; interactive activities; group and individual assignments; and live class sessions. Teachers were supported in this work by content strategists (teachers with prior experience in blended and online learning). As an additional facet, teachers enrolled in a professional development course, organized as a blended course with online and face-to-face meetings, peer coaching and peer review. The course introduced teachers to the most effective teaching methods and activities in blended and online learning and modeled these approaches through its design and delivery. We opened up possibilities for further innovation and inspired teacher entrepreneurship and creativity by locating the Summer Institute in a co-working space and networking with designers, software developers and ed tech incubators in New York City. We will provide a complete overview of the Summer Institute and provide a forum for connecting with leading schools interested in blended learning. Jeremy Birk, United Nations International School Sochenda Samreth, United Nations International School

1630 - 1730

Full Age Range

Creative Language Learning Through Literature SHOWCASING BEST PRACTICE Foreign Languages, International Baccalaureate - Diploma Programme/Middle Years

Clio

Participants will examine how engaging with literature can motivate and inspire World Languages learners and develop skills at all levels, from beginner to IB Language B HL. The presentation will showcase examples of creative and innovative activities (e.g. short videos, collaborative writing through Google docs) that inspire students to take their knowledge to a higher level. Delinka Fabiny, American International School of Budapest

Friday 21 November 2014 1630 - 1730

Full Age Range

Drama Games for Language Learning SHOWCASING BEST PRACTICE Drama/Theater Arts, English as a Second Language and Mother Tongue

Hermes

A range of quick, lively and fun drama games and activities which can be used for encouraging interaction between students, practising vocabulary, hobbies and categories as well as improvising simple dialogues and expressing opinions.

David Farmer, Drama Resource

1630 - 1730

11-14 years

Come Take a Middle School Modeling Journey with the Area Model INNOVATION Mathematics, Middle School Education

Risso 8 A

This session will offer a journey through a middle school curriculum illustrating how the AREA model is the foundation model for whole number multiplication, multiplication of fractions, decimals and percents, GCF, distributive property and probability. If time, polynomial multiplication (and factoring) will also be explored. Participants will investigate classroomready problems that frequently offer a challenge to students. Sharon Rendon, CPM Educational Program

1630 - 1730

Full Age Range

THE 4 ELEMENTS OF EDUCATION- Follow On Session ENHANCED PEDAGOGY General, General

Calliope

This course highlights 4 key elements of a balanced learning system for our youth and asks the question: Are we fully employing these potentials in our own teaching and leadership practice? If any one of them is neglected or sacrificed in support of another, the student’s entire perspective on their learning can be damaged. This can result in a general dissatisfaction with schooling and a cynicism and indifference which can erode their ability to flourish even in their preferred arena. At worst their emotional and even physical well being can begin to suffer as they receive consistently reinforcing messages that they are troubled or failing students. Even those who flourish under the current measuring system for student achievement may have major skills that are being neglected due to an overly myopic perspective of how our students are best educated. Above all, it must be essential to develop a sense of purpose in every student. One that can ignite an enthusiasm for what they might go on to contribute in the world. If this is missing we have surely neglected a vital pre requisite to what an education system should be there to serve. Ben Walden, Contender Charlie

1630 - 1730

Learning at the Center of a Networked World – A pathway to foster engaged online learning and learners

Full Age Range

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 2

We are living in a time of transformational opportunities. Technology has been the driving force behind dramatic advances occurring in every sector of society. Education is also starting to see traditional models of learning change rapidly. As educators in the era of modern learning are you equipped for this digital revolution in leading learning and turning your learners from passive viewers into active collaborators? This workshop will provide you with insights, tips, resources and opportunities to share what learning networks and technologies work best in your classroom. Johnson Jacob, American International School of Bucharest

Nice.ecis.org

@ECISchools #ecisnov14

Friday 21 November 2014 1630 - 1730

15-18 years

Yearbook Design Tips & Tricks with InDesign SHOWCASING BEST PRACTICE Journalism/Yearbook, General

Mykonos

It doesn’t take extra work to take your yearbook design to a higher level and it’s more fun. These simple Tips and Tricks will get you thinking outside of the box and challenge your students to go further with their pages. You’ll also see how easy it is to automate many parts of the formatting with Styles for even MORE power.

Russell Viers, Walsworth Publishing Company

1630 - 1730

Full Age Range

Different ways to learn. For every kind of learner. Accessibility on iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

iPad is a powerful learning tool for students with special needs. It comes with a screen reader, closed-captioned support, and other innovative accessibility features right out of the box. For students with cognitive, physical, or other disabilities, iPad opens up incredible possibilities for learning.

Kurt Klynen, Apple Computer

1630 - 1730

Full Age Range

Learning with iTunes U. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

iTunes U allows teachers to curate audio, video, lecture notes and presentations to guide students through their learning. See how a leading school in Cambridge, UK is using iTunes U and how they implemented the platform. This workshop will include the opportunity to build a course and learn a few 'tricks' along the way.

Daniel Edwards, Apple Computer

Saturday 22 November 2014 1630 - 1730

Full Age Range

The Art of Possibilities: Place and Belonging in our Global World CULTURAL AGILITY Cross Culture, Administration and Governance

Risso 7 A

Inside each of us is a deep-seated desire to be rooted and to belong. Schools are one of the few shared social institutions which can create that sense of belonging or exclusion. In Leadership of Place: Stories from the US, UK & South Africa (London: Bloomsbury, 2013), I explored the importance of place for young people, in school and in their neighbourhoods. The young people illustrated their lives and experiences through drawings. For many youngsters, their experience of place is marked by living in divided communities: areas which are safe and welcoming and others which are ‘no go’ areas. Within school, life can be full of contradictions and contrasts. Some youngsters are on the ‘insider’ track, experiencing school as a safe and welcoming place. Others are the ‘outsiders’ who don’t belong, don’t fit in. The world our young people inherit is full of boundless possibilities: the medical advances, the music, the poetry have yet to be dreamt of. It’s also a world that is more unknown, more liquid than ever. In this uncertain context, let me invite you to look at schools afresh – through the prism of place and belonging. When we look through a prism, the light splits into component parts. When we look at schools through the prism of place and belonging, we make connections to the wider archipelago of communities and create spaces in school that are safe and creative. And our hopes and our aspirations for young people become boundless. This is the art of possibilities. www.cubartista.com See: The Art of Possibilities: Place, Belonging and Schools in Our Global World, http://www.lcll.org.uk/leadership-of-place.html I’m now working with a team from the Institute and schools across London. Our question: Is this school a place where all young people & adults feel they belong? If not, what are you going to do about it? As a leader of an international school, place and belonging has a particular resonance: for the young people in your school, their families and for staff. What does it mean for YOU to be a leader of place? Kathryn Riley, Institute of Education, London

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 830 - 1015

Plenary Keynote Talks

Full Age Range

ENHANCED PEDAGOGY General, General

Apollon

Opening remarks by the Executive Director of ECIS EduTalks Roland Kuehn, AFNORTH International School - Teach As If Life Matters -Nurturing Character Development, Resiliency, and Global Citizenship Across The Curriculum instead of Creative Thinking Brianna Gray and Jacob Rosch, American Community School in Cobham - Talking in class Jeremy House, St Gilgen International School - One Hundred Active Days

Introduction of the Four TALKs: Taha Bawa, Anne Curzan, Emma Judge, and Mark Cook Anne Curzan - What Makes "Good Grammar" Good"? This talk explores the question of who has the authority to determine what is and isn't correct or "good" in language. Where do standard written conventions come from and can they be justified on linguistic grounds? The talk then introduces ways of teaching grammar that empower students both to master and to engage critically with the rules that govern their formal writing. Taha Bawa - Choices in Decisive Times The next 50 years will be civilization-defining for us. On the one hand we face incredible challenges, from overpopulation to rising inequality, and on the other never before have we had the tools and the power to not just avoid catastrophe but make the world significantly better. The choices we make as a society, the businesses, entrepreneurs, social workers, consumers etc., will decide our collective future. Where do we work? What do we do when we work? How do we integrate social awareness and sustainability? Do we fix the leaking oil pipeline or do we take from it? What benchmarks do I aim for at 25? These pivotal choices will be influenced strongly by our education. And the choices of some, International School Students in particular, given the opportunities and influence they will have, will have more of an impact than others. Never before has education, what it includes and promotes been as important to the success of our civilization. Emma Judge - Flourishing in Schools This talk will explore the science of flourishing which is informed by positive psychology, sociology, neuropsychology and physiology and will explore how this relates to both our professional and personal lives. The speaker cannot promise to reveal the secret of happiness, but delegates will be presented with some practical tips on how to increase their own flourishing and that of their students, colleagues, family and friends. Colonel Mark Cook - Children need families not orphanages Around the world, millions of children are warehoused in institutions or orphanages including an estimated one million in Europe. 20 years ago, Colonel Mark Cook OBE set up Hope and Homes for Children with a mission to ensure that all children have the chance to grow up in the love of a family. A former Gurkha solider and Commander of the British UN contingent in the Balkans War, Mark directly witnessed the damage and neglect suffered by children separated from their families by poverty, conflict and disease. Today, Hope and Homes for Children is recognised as a world leader in the process of Deinstitutionalization; working with governments, local communities and families to close institutions, set up alternative family-based child protection systems and prevent family breakdown. Support from schools in the UK and overseas has played a significant role in Hope and Homes for Children’s development. There is a natural synergy between the charity’s work to enable children to reach their full potential, by thriving in a loving family home and enjoying their right to education, and the ethos of today’s independent schools. Join Mark Cook and Emily Prince, the charity’s Schools Liaison, from 12:00-13:00 in the Calliope room to learn more about inspiring and empowering students through their participation in philanthropic activity.

Closing Remarks by the Executive Director of ECIS Kevin Ruth, ECIS Anne Curzan, University of Michigan Taha Bawa, endignorance.org Emma Judge, Positive Organisations Mark Cook, Hope and Homes for Children

Saturday 22 November 2014 1045 - 1145

Full Age Range

STEM for Language Learners – World Language and EAL through Science, Technology, Engineering and Math ENHANCED PEDAGOGY Foreign Languages, English as a Second Language and Mother Tongue

Thalie

There has been a great deal of focus on STEM programs in schools in recent years and rightly so. A strong grounding in Science, Technology, Engineering and Math will prepare our children for a future in which these fields will be vitally important. With more and more focus on STEM programs, language teachers can feel left out of the fun. But STEM can provide rich opportunities for the development of thematic units that incorporate experimentation, handson work, and other project-based learning techniques, all in the target language! In this presentation, participants will explore ways in which STEM can be connected to the language curriculum in interesting and effective ways. Sample activities and project ideas will be shared. Lori Langer de Ramirez, Featured Speaker

1045 - 1300

11-14 years

Surviving Girlhood: Managing Girl Bullying and Relationship Dramas SHOWCASING BEST PRACTICE Guidance and Counseling, Health and Wellness and Nutrition

Risso 6 B

Many of our young women are growing up faster than ever before, and are engaging with adult life far sooner than necessary. Schools report increasing prevalence of girl bullying, with teachers dealing with almost daily occurrences of gossip and rumour-spreading, manipulation, verbal put-downs, social isolation and other forms of relational aggression that create exhausting cycles of friendship breaking and making. This session will assist participants to build awareness of Relational Aggression (RA) and explore strategies to prevent friendship issues from escalating into pervasive girl bullying based on my book : Surviving Girlhood. Themes include: Understanding girl relationships and girl bullying Relational Aggression and how to counteract it Understanding the Drama Cycle Exploring needs, beliefs, and values as foundations for behaviour Developing girls’ social and emotional literacy to prevent girl relationship issues Exploring and practicing classroom activities from the book 'Surviving Girlhood' Exploring the language of conflict resolution and relationship Nikki Giant, Full Circle Education Solutions

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1045 - 1300

6-10 years

Happy Jammin': From BAGs to Riches ENHANCED PEDAGOGY Music, Elementary Education

Maia

Paul Corbiere will lead participants through a step-by-step process as they explore two original pieces for Recorder with Drums, Percussion, and Orff Instrument accompaniment. This participatory session will include easy-to-understand effective teaching techniques for these pieces. The pieces serve multiple purposes: traditional notation and score study techniques are incorporated, along with the oral/aural tradition. Specific concepts and challenges that elementary students face when playing music together are addressed and improved through these pieces that kids love to play. Paul Corbiere, Amana Elementary

1045 - 1300

3-5 years

Play Based Learning in the Early Years SHOWCASING BEST PRACTICE Early Childhood Education, Administration and Governance

Erato

About three years ago the staff of the ISZL Primary School engaged in a professional dialogue about their vision for the early childhood division. Meryl Siggs, Head of Zug Campus, started the meeting by explaining the process that had led to the new guiding principles. During the previous school year, the early childhood practitioners envisioned their ideal early childhood programme and drew conclusions from their shared beliefs about quality early childhood education. All educators who work alongside children in the early childhood department of the school have actively engaged with the ideas beyond the established vision. Teachers have constructed meaning of the guiding principles individually and as a group. These new understandings have been turned into action resulting in a pedagogy that revolves around seeing children as competent unique individuals who develop in context of relationships. A big emphasis is placed on the social and physical environment as the child develops through interactions and relationships with people and materials. Teachers are encouraged to become students of our own teaching. Teachers and school leaders are learners too and need to constantly seek to improve on their practices and ways of thinking. Part of this process involves regular critical reflection. By working collaboratively they can expand our perspectives, gain insight into different ways of thinking and challenge their beliefs and practices. Anne Van Dam, International School of Zug and Luzern

1045 - 1145

Full Age Range

Make the Grammar colorful and active. Teaching with colors, visuals and movement. SHOWCASING BEST PRACTICE Foreign Languages, Elementary Education

Clio

The main point of this workshop is to present some ideas and activities to teach Grammar for Kids in a colorful and active way. With the help of visual elements, colors, movement, rhythm, and action, the students are going to learn and practice this part of the learning of languages. Although many of these activities are designed for Spanish lessons, any teacher of any foreign languages can take advantage of the ideas and new perspectives from the presentation. Francisco Lara, International Friedensschule Koln

1045 - 1300

Full Age Range

Developing Powerful Questions SHOWCASING BEST PRACTICE Curriculum and Assessment, General

Euterpe

Questions open the door to dialogue and discovery. They are an invitation to creativity and breakthrough thinking, they can ignite change. How do we create more powerful questions? In this session we will use a number of activities to produce different types of questions, explore the art of forming powerful questions, refine our questions and use them to give feedback.

Margaret Maclean, Teacher Collaboration

Saturday 22 November 2014 1045 - 1145

11-14 years

Using Self-Regulated Strategy Development (SRSD) to Improve Writing Skills (grades 4-8) SHOWCASING BEST PRACTICE Writing, Middle School Education

Gallieni 3

In this hands-on workshop, participants will learn the 6-stages of the writing framework called Self-Regulated Strategy Development (created by Karen Harris and Steve Graham) to help improve student's paragraph and essay writing skills. Teachers can embed this framework into their already existing writing programs and lessons to help get greater gains within a few lessons. SRSD is a framework that gradually releases responsibility to students so that they can write independently. The framework utilizes best practices in writing such as pre-assessments, peer/self & formative assessments, goal-setting, reflections, modeling, think- alouds, differentiation, and authentic utilization of the writing process. This writing framework can be used in all grades (1-12) and for all genres, but the presentation will present models in the informative/expository genre that is most relevant to grades from 4-8. Educators of other grades are encouraged to attend and will have the opportunity to understand how changes can be made in the models to best suite their grade-specific needs.

In this workshop, participants will experience the 6-stages of the framework, learn the basics, and discuss ways to embed the framework into their own practice. Any educator that asks their students to write will benefit from this workshop. Participants should come ready to work and engage in the writing and learning process with paper, writing tools, rubrics, writing prompts, and the curriculum & standards that they use in their classes.

Pooja Patel is a learning specialist who works as a middle school English and humanities teacher at the United Nations International School in New York. She is also an adjunct instructor at Teachers College, Columbia University where she teaches graduate students this approach. She has led workshops on SRSD in the United States and internationally. Pooja Patel, United Nations International School

1045 - 1300

Athena

6-10 years

UNIS CoLaboratory: A MakerSpace for K-4th Grade Students INNOVATION ITC, Elementary Education

How can we make school the best 7 hours of a kids life? How do we create conditions for our students to be creative? How do we create engagement?

I strongly feel that digital fabrication married with design thinking is the way that we can answer some of these questions. In this session I will discuss the core "making" principals, the desired outcomes or ways to assess engagement, and finally, do some hands on lessons where we teachers will become learners and create. Francesca Zammarano, United Nations International School

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1045 - 1300

Neurological preferences in teaching and learning - primitive reflexes and personality

Full Age Range

ENHANCED PEDAGOGY Special Needs/Learning Support, General

Uranie

ECIS 2014: 2-day pre-conference workshop proposal "Enhanced Pedagogy" - New research and understanding of the brain is paving the way for educators and practitioners working with children in many capacities. Primitive reflexes and neurological preferences can both enhance and impede academic success in different ways. This workshop will touch on sensorimotor research and offer observable symptoms teachers should be aware of as well as simple accommodations they might provide in any classroom. The second day will focus on neurological preferences as outlined by Action Types. These can be translated to basic preferences in personality. Group activities will demonstrate the differences among us, followed by discussion of the implications for teaching and learning. After the 2-day Workshop the participants • know how they can respect their own inborn talents in teaching • know how to respect the natural preferences (neurological preferences) of the their students when teaching • have tools in assessing the role of primitive reflexes in learning process • have knowledge and tools to diminish the influence of primitive reflexes in their teaching skills • are better equipped to deal with the Y-generation students Marie Davis, Leysin American School Marko Siivonen, Independent Consultant

1045 - 1300

Design Thinking and Making Across the Curriculum INNOVATION Information Technology/Multi-Media/Online Learning, General

Risso 8 B

In this workshop, you will get a hands-on introduction to Design Thinking as a methodology for innovative problem solving, and then have an opportunity to discuss ways you might have students use this in your own curriculum. The presenters will share examples of how they have used Design Thinking principles at The American School in London. In creating opportunities for student empowerment through an after-school program with Middle School students called Marketplace Mania, students develop skills in entrepreneurship to be creative, empowered and even make money! The students decide what types of products or services they want to sell according to their own interests, hobbies or aspirations. High School students, through independent study projects in developing software applications for clients, gain the opportunity to consider the needs of their clients in their development process by using Design Thinking principles. What is Design Thinking? A methodology for innovation that combines creative and analytical approaches. A process for creating user-centred solutions to problems that matter. • An approach based on Stanford d.school, IDEO, and Google research practices, adjusted for the classroom. Come join us and learn more about the principles of Design Thinking and their application to today’s classroom. •

Elizabeth Perry, The American School in London Mariam Mathew, American School in London Christine Wilson, The American School in London

11-14 years

Saturday 22 November 2014 1045 - 1300

6-10 years

Inquiry and Workshop Models in Reading and Math ENHANCED PEDAGOGY Mathematics, General

Risso 8 A

Building upon best practices and inquiry-based pedagogical practices, the presenters will lead participants in small-group discussions around the Workshop Model. Bringing expertise and experiences from classrooms and leadership, they will unpack the Reading Workshop and Math Workshop models. Participants will engage in collegial conversations around what is currently working in classrooms, while analyzing student evidence and further exploring what shifts in practice need to take place in order to enhance pedagogy. Focus points will be on the student experience, using student evidence to make instructional decisions, and making sense of those teachable moments that all educators experience daily. Both presenters will share research and current reflective practices in order to draw parallels between the content areas: Reading and Math; while at the same time drawing on-going connections to inquiry and constructivist pedagogical practices. Megan Holmstrom, The American School of Dubai Natalie Mingura, Rabat American School

1045 - 1300

Full Age Range

Passive receivers or constructive readers? How and why should we engage pupils with academic works of history? ENHANCED PEDAGOGY Humanities and Social Studies, Secondary Education

Risso 6C

Can younger pupils read academic history? Is it even a desirable goal? And what can be gained in the attempt? Based on practical experience of using academic texts in the classroom, this workshop will consider possible justifications for using academic works of history at both Key Stages 3 and 4, practical teaching strategies, and potential outcomes. The workshop aims to explore a range of approaches to using academic texts. In doing so, texts will be explored at sentence-level, word-level and text-level in order to consider how not only activities, but lessons and even enquiries (short sequences of lessons) can be build around them. The workshop will use a range of texts to explore issues such as the value of historical narratives in building pupils' sense of period and their ability to reason empathetically; how reading competing accounts can develop pupils' understanding of the disciplinary distinctiveness of history writing and the nature of its construction, and how academic texts can be used to develop the sophistication and precision of pupils' own historical writing.

The workshop is suitable both for teachers who already use academic texts with students but who want to reflect on the rationale and benefits of doing so, and for teachers who have never done so and want some practical 'ways in' to their use. Rachel Foster, Comberton Village College

1045 - 1300

Full Age Range

Drama Games and Techniques for Exploring Shakespeare SHOWCASING BEST PRACTICE Drama/Theater Arts, Language Arts/Literature/Grammar

Hermes

A series of accessible activities designed to make learning about Shakespeare fun! The drama games and activities enable students to explore characters and themes, discover the stories, pronounce and understand the text and begin performing scenes.

David Farmer, Drama Resource

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1045 - 1300

Full Age Range

Dealing with Culture: why one size doesn’t fit all CULTURAL AGILITY Cross Culture, General

Risso 7 A

This presentation may not change your teaching next week, but it may change your life. In 2014 we have come to a point where our idea of Culture in everyday conversation hasn’t kept up with research in various fields, and we need to update it so that we can progress in the eternal problem of dealing with difference. This workshop will give some up-to-the-minute theory and demonstrate it with exercises that can be done in schools, to get communities to recognise cultural difference, and to ensure that all of our students benefit from our teaching. Richard Pearce, International School of London

1045 - 1145

STUDENT PUBLICATIONS PHOTOGRAPHY: IN FOCUS (YBk/NEWS)

15-18 years

SHOWCASING BEST PRACTICE Journalism/Yearbook, General

Gallieni 6

A beautiful cover, stunning design, and crisp writing mean nothing if the photography isn't spectacular. Everyone in the world is a photographer now, so great photos are crucial to a student publication. Learn about the elements of photography and how incorporating things like leading lines and rule of thirds can take the overall publication up a notch, no matter what kind of camera you are using. Jeff Moffitt, Balfour Company

1045 - 1145

Making Grammar Fun

Full Age Range

ENHANCED PEDAGOGY English as a Second Language and Mother Tongue, General

Calliope

This session follows up on the keynote address, What Makes Good Grammar Good? and provides more details about this linguistically informed approach to teaching grammar. The talk offers proven pedagogical strategies that allow instructors and students to study grammar in engaging ways, specifically through exploring actual usage and examining the history of formal grammar rules. Anne Curzan, University of Michigan

1045 - 1145

ITC/ Teaching Certification

Full Age Range

ENHANCED PEDAGOGY Administration and Governance, General

Gallieni 2

The presentation will outline the rationale for the ITC, what it includes and the skills it will develop alongside of the advantages it brings to international teachers. There will be an overview of the course, some case studies of teachers who have done it and what they have achieved from it, and some graduates talking about their experiences. Come and see what it is all about! Darlene Fisher, ECIS Emily Feistritzer, Teach Now

Saturday 22 November 2014 1045 - 1300

Science Mocktail

Full Age Range

INNOVATION Science, International General Certificate of Secondary Education

Risso 7 B

Learning by doing - a physics challenge Nowadays it’s hard to captivate students interest using the "classic" approach to classes, and even when doing labs students are hardly involved. The idea of the learning by doing is to first set the experiment and then look at the results and evolve towards the physics concepts. At this workshop we will be experimenting learning by doing physics labs. Let’s see how you do! Dr. Ana Abreu (Physics Teacher: IMYC, IGCSE, IB) International School of Bremen How the iPad can enthuse learners and increase efficiency. The experiences of a Middle School Science teacher. We are always looking for ways of making our lessons more exciting and accessible to the pupils, doing something different in a different way to make a difference. Enterprising teaching and learning by any other name. As teachers we are always looking to be creative in our teaching and to inspire creativity in the young people we teach. Here I offer a lesson package that has been taught successfully in a variety of school settings. Jonathan Wilmshurst, MS Science and HS Physics teacher The Rock Cycle and I wanted to show how through the application of heat and pressure you could change the structure of the rocks (i.e. how metamorphic rock is formed). This is a difficult concept for some pupils to grasp. So what better way to demonstrate this concept than by making CHEESE TOASTIES. Martyn Robinson-Slater,Teacher in Charge of Geography, IMYC Co-ordinator Ana Abreu, International School of Bremen Jonathan Wilmshurst, CDL Martyn Robinson-Slater, International School of Bremen

1045 - 1145

Full Age Range

Teaching with Wit and Wisdom INNOVATION Guidance and Counseling, General

Risso 6 A

Solid practical advice for educators on how to create a school climate in which students can become self-disciplined, compassionate, responsible, resourceful, resilient human beings who can act in their own best interest, stand up for themselves, and exercise their own rights while respecting the rights and legitimate needs of others. Barbara will discuss the keys to good teaching; treating kids with respect; giving them a sense of positive power in their own lives; giving them opportunities to make decisions, take responsibility for their own actions, and learn from their successes and mistakes. Barbara Coloroso, kids are worth it! inc

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@ECISchools #ecisnov14

Saturday 22 November 2014 1400 - 1730

Full Age Range

A Culture of Continuous Improvement – the TEAM SHOWCASING BEST PRACTICE Administration and Governance, General

Gallieni 7

When Professional Learning Communities (PLCs) function as a team rather than a meeting of individuals (franchise), they produce social capital with the exchange of expertise and support. The benefits of trust, reciprocity, information and cooperation can flow from peer-to-peer interactions and empower teachers to take charge of continuous instructional improvement; hence increased student learning. Gain information to assess the quality of current PLCs and how to increase the building of teams focused on all students’ success. Steve Barkley, PLS 3rd Learning

1045 - 1145

New to iPad? Join us!

Full Age Range

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

This hands-on workshop will introduce you to using the iPad in your classroom. The iPad has great native applications for creating content using an intuitive interface. Together with a minimum of applications it is possible to engage your learners a to create transformational content. In this session you will use the iPad as an interactive whiteboard, create a concept based movie, progress to creating a media rich book and share it with your peers without using wifi! Joe Moretti, Apple Computer

1045 - 1145

Full Age Range

Teacher’s Toolkit for iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Petr Mara, Apple Computer

1045 - 1130

11-14 years

Studio Thinking Across the Curriculum INNOVATION Art, Curriculum and Assessment

Gallieni 1

In this session, Lois Hetland, co-author of Studio Thinking 2: The Real Benefits of Visual Arts Education , introduces four Studio Structures (how visual art teachers organize time, space, and interactions in studio classrooms) and the Studio Habits of Mind, eight dispositions taught in art classrooms. Both Studio Structures and Studio Habits have been applied by teachers across art and non-art subjects, and Hetland will give examples of some of these extrapolations, considering a seventh grade history example in a bit more depth. Lois Hetland, Massschusetts College of Art and Design

1130 - 1230

Full Age Range

Using the Concept of ‘Chance’ as a Teaching Tool for all Levels in Art SHOWCASING BEST PRACTICE Art, Information Technology/Multi-Media/Online Learning

Gallieni 1

Explore different ways of utilizing the concept of Chance to enhance your art lessons, giving your students the confidence to take risks with their artwork. The workshop will present various strategies and hands-on activities to incorporate into your lessons when teaching art for elementary, middle and high school level.

Nicolina Rea, International School of Aberdeen

Saturday 22 November 2014 1130 - 1300

15-18 years

Art Forum Introduction ENHANCED PEDAGOGY Art, International Baccalaureate - Diploma Programme/Middle Years

Gallieni 2

This is a proposal for a presentation that will begin with a conversation between two experienced Heads of Art from two different international schools in Berlin about the different ways of encouraging students to engage with Art history and why this is important. We will present examples of best practice from a range of academic programmes including IB MYP, DP and IGCSE. We will also spend some time unpacking the NEW IB DP programme and feeding back about the examination processes as experience IB teachers and examiners. This presentation will primarily take the form of a conversation between two practitioners using Prezi to exhibit visual materials and will involve some group work from the participants and a round table discussion where useful resources can be shared. We would then like to invite all participants to engage with an assignment that would reinforce some of the learning and aid experiential understanding of the practices discussed in the presentation - this assignment would take place in the MAMAC (Musee d'Art Moderne et d'Art Contemporain). If required we could prepare similar activities that would mirror this assignment without actually leaving the conference room. The main aims of the presentation are: To demonstrate how inquiry into Art History can shape a meaningful exchange between subject areas and help students develop the necessary cross-curricular skills to negotiate Now, Soon and Later. • To engage with the principals of encouraging mindfulness through inquiry learning in relation to studying art in context - exploring a variety of techniques, approaches and processes including visible thinking techniques. • There will be a section dedicated to the ideas behind specific art movements such as Postmodernism. These will reinforce the idea that exploring Art history informs contextual understandings of Visual Arts practice, both when analyzing and making artworks. Although postmodernism, strictly speaking, no longer, accurately describes the contemporary cultural context of the international arts community, its influence is pervasive and continues to inform most contemporary artistic activity and its markets. The relevance of postmodern theory in the new IB visual arts curriculum and the soon-to- be-introduced Reflective Journal and Comparative Studies assessment elements of the IB VA course will be explored. • To discuss the ideas behind ArtEdForum - a monthly forum where Berlin based Art teachers come together to share good practice, learn new technical skills and co- ordinate student projects that transcend the boundaries of school. Elizabeth Hassall, Berlin British School

1200 - 1300

15-18 years

Developing Visual Style in your Yearbook SHOWCASING BEST PRACTICE Journalism/Yearbook, Art

Gallieni 6

A hands on workshop looking at how to decide on and develop a visual style for your Yearbook. Whether you work with an extra-curricular/student lead team, journalism class or on your own Yearbook, this workshop is geared towards brainstorming, sourcing, and creative visual imagery that can be used to develop a cohesive Yearbook theme.

Jo Tilton, Bonn International School

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Saturday 22 November 2014 1200 - 1300

The Language of Digital Natives: Implications for students in the IB Language and Literature course

INNOVATION International Baccalaureate - Diploma Programme/Middle Years, English as a Second Language and Mot

Thalie

We throw around the term 'digital native' but need to help students of varying cultural backgrounds 'plug in' to the Anglophone world. This session explores how the mediums students use every day (i.e. blogs, Facebook, etc.) form their language identity. In teaching students to come to the table as digital immigrants they can begin to know what they don't know about the language and images on the glowing screens in their hands, pockets and backpacks.

This session addresses assumptions of both teachers and students: Because you were born speaking English doesn't mean you understand how English works; because you were born with a laptop in your hand, doesn't mean you know how it works. Larger issues may underscore our investigations (Is it really possible to have knowledge of a culture in which we have not been raised, for example), but it is very much a hands-on workshop providing practical take-away resources. The warm-up exercises and materials offered here can easily be adapted to any Language & Lit course.

We ask audience members to mimic what we would do in any Language and Literature classroom. There are several small and large group activities in which participants identify personal vocabulary of dialect, region, jargon, etc. The accompanying Keynote presentation includes audio, video, and essential questions to be used in any classroom. Dawn Eijtjes, American School of The Hague Lynn Krumvieda, American School of The Hague

15-18 years

Saturday 22 November 2014 1200 - 1300

Full Age Range

Are You Interested in Developing a Flourishing Culture in Your School? INNOVATION Health and Wellness and Nutrition, General

Gallieni 3

Do your colleagues, students and parents have the skills and habits to flourish in the face of the adversity and challenges that schools provide? The Flourishing Schools Committee (FSC) is looking to work with like minded teachers and school leaders who are interested in applying the science of positive psychology and growth mindsets to create an enhanced learning environment and school community. The purpose of this meeting will be to learn more about your needs and how both ECIS and the FSC can meet those needs. During our time together we will look to achieve two basic aims: 1) Initiate the creation of a network of fellow, interested, professionals, who work at ECIS schools. 2) Understand the needs of teachers, school leaders and schools. How can we support you on your journey to flourishing? The FSC and ECIS intend to develop a central resource for educators to be able to develop their knowledge of flourishing, positive psychology, positive education and the development of growth mindsets. We would eventually look to set up an online forum that would allow professionals to share best practice as we seek to provide our communities with the skills and habits that will enable schools to flourish. Jason Tait, TASIS The American School in England Darlene Fisher, ECIS

1200 - 1300

Full Age Range

Inspiring Students (and Staff) Through Charitable Activity CULTURAL AGILITY Service Learning/Community Service, General

Calliope

Engaging in fundraising and charitable activity offers many learning opportunities for young people. This includes developing life skills, for example leadership, collaboration, communication and organisation, as well as an enhanced understanding of areas such as global citizenship, socio-economics and social entrepreneurship. This session will explore ways to fundraise successfully and the benefits of building a strong relationship with your chosen charity. Hope and Homes for Children is an international charity working to ensure all children have the chance to grow up in a loving family. We work with schools to ensure that raising funds and awareness for our cause is an educational, enjoyable and rewarding experience. We aim to empower students to help transform vulnerable young lives, so that they too can learn, develop and strive to reach their full potential. Mark Cook, Hope and Homes for Children Emily Prince, Hope and Homes for Children

1200 - 1300

Full Age Range

Foreign Languages Round Table ENHANCED PEDAGOGY Foreign Languages, General

Clio

The round table discussion will start with a short introduction of important aspects of language teaching such as integration of modern technology, assessment, oral and visual aspects in teaching with the main focus of "inspiring education". Participants will then split up into smaller groups to discuss topics with relevance to the language they teach / specific needs etc. During the follow-up session participants will have a chance to present the outcome of their discussions in a bigger forum. This will be the chance to exchange information, gain new ideas and plan for future professional development Events Andrea Wagner, International School of Dusseldorf

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@ECISchools #ecisnov14

Saturday 22 November 2014 1200 - 1300

Full Age Range

The Current Mindset, Should It Be Changed, and if so How? INNOVATION Service Learning/Community Service, General

Risso 6 A

How does people's mindset work today? What are the priorities and which kind of lifestyle do young people hope to achieve? And what is the impact of changing mindsets?

Taha Bawa, Keynote Speaker

Marcus Bonalumi, Goodwall

1200 - 1300

3-5 years

Ways to Increase Math Thinking and Discussion in the Elementary Classroom ENHANCED PEDAGOGY Mathematics, Elementary Education

Mykonos

This session is for those teachers who think of themselves as not math people. During this session, teachers will learn simple methods, which they can use to increase mathematical thinking and discussions in their classrooms. Teachers will have the opportunity to explore a variety of math strategies which will push their own math thinking and, in turn, help them push their instruction and better support their students. Teachers will see how algebraic math thinking can begin in the early years and how those early connections can support a student’s long-term math development. Teachers will also learn techniques for building math discussions in their classrooms and how to start and sustain math talk. Most importantly, teachers will leave feeling more comfortable with math, and, therefore, more confident and comfortable in fostering mathematical thinkers in their own classrooms. Ashley Warlick, American Overseas School of Rome

1200 - 1300

Full Age Range

Collaborative apps for teaching and learning with iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Oscar Stringer, Apple Computer

1200 - 1300

Your Lessons. Your Materials. Together on iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

iTunes U courses let teachers give each class a customized learning experience. Teachers can create and manage their course and students can experience it all from the iTunes U app on iPad. With the Multi Touch magic of iBooks textbooks, students can truly interact with a textbook. Animations burst off the page. And 3D objects rotate with a swipe of a finger. In this hands-on workshop you will learn the basics of combining iTunes U and iBooks Author. Kurt Klynen, Apple Computer Joe Moretti, Apple Computer Fons van den Berg, Apple Computer

Full Age Range

Saturday 22 November 2014 1230 - 1430

15-18 years

Pinhole and Cyanotype Photography Processes SHOWCASING BEST PRACTICE Art, Cross Culture

Gallieni 1

Participants will be introduced to two traditional types of photography: Pinhole and Cyanotype. The history of the two processes will be introduced and one will see how the processes have been used in the past and present and be given instructions on how to produce both types of photographs. Next participants will work collaboratively to turn the room into a camera obscura. Once this has been accomplished participants will experience how a pinhole camera works and again, collaboratively create a mural of what they see.

Next participants will be given a variety of different pinhole cameras and black and white papers and will be given the opportunity to create their own pinhole image. This will lead us into the second section of the presentation, Cyanotype. Participants will use the black and white image made with the pinhole cameras to inspire the creation of a cyanotype.

At the end of the workshop, participants will know how the processes have been used in the past and present, how the processes can be used in the classroom, how to turn a room into a camera obscura, how to build and use a pinhole camera, how to create negatives for cyanotype photographs, how to create a cyanotype, and each person will leave with examples and instructions on both processes.

This media can easily be used for multiple disciplines, so non-art teachers are encouraged to join. Jemina Watstein, John F Kennedy German-American Community School

1310 - 1350

Full Age Range

ECIS Annual General Meeting (AGM) SHOWCASING BEST PRACTICE General, General

Calliope

All conference participants are welcome to attend this ECIS Annual General Meeting (AGM) at which the Board of Trustees and Executive Director will report on past and future events and the Treasurer will give a report on the audited accounts. Kevin Ruth, ECIS

1400 - 1500

Full Age Range

Teachers Teaching Teachers Tech INNOVATION Administration and Governance, Information Technology/Multi-Media/Online Learning

Maia

In 2013-2014 the Leysin American School tried a new approach to teacher professional learning for minimum technological savvy. After determining the number and type of topics we could reasonably cover during set-aside professional learning time, we assigned teachers to topic groups (including membership in a Google+ community) and provided each group with a template for delivering the content of the presentation. Teachers then collaboratively prepared and presented to their colleagues over the course of the year.

In this session we will model the process with participants to gain a hands-on feel for the process, concluding with findings we had about the process, recommendations for schools that would like to approach professional learning this way, and a complete set of the resources our staff developed last school year. Paul Magnuson, Leysin American School Jason Murphy, Leysin American School

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@ECISchools #ecisnov14

Saturday 22 November 2014 1400 - 1730

CULTURAL AGILITY THROUGH COMMUNITY PROBLEM SOLVING

Full Age Range

CULTURAL AGILITY Service Learning/Community Service, Global Issues/Global Citizens

Risso 8 B

Future Problem Solving Program International introduced Community Problem Solving (CmPS) in 1984 to provide real-life problem solving for students of ages 10 through 18. CmPS involves students in the highest level of service learning. Students develop ethical leadership skills as they determine a community issue of interest and utilize the creative problem solving process to bring about positive change. Conference participants will be actively involved in the process as they realize that they can motivate students to take the steps necessary to become leaders and high achieving citizens. The CmPS process involves deciding upon an area of concern, addressing challenges involved, determining resources available, generating possible solutions, and developing a plan of action that results in an end product. Participants will view examples of award winning projects and realize that the youth of today can actually make a difference in a big way. CmPS can be used as part of the curriculum, while it may also be extended to the competition level where students from around the world participate. Also included in this session will be the benefits of academic competition, with the detailing of the authentic assessment utilized in CmPS by certified evaluators. Marianne Solomon, Future Problem Solving Program International

1400 - 1500

6-10 years

Being Mindful of Ourselves & Others ENHANCED PEDAGOGY Guidance and Counseling, Elementary Education

Mykonos

How does practicing mindfulness benefit the body and mind of children? The prefrontal cortex (the area of the brain responsible for executive function) is shown, during brain research, to be stimulated during mindfulness exercises. The aspects of well-being that are developed by stimulating the prefrontal cortex through mindfulness are: body regulation, self-awareness, emotional regulation, and fear modulation. Mindfulness helps children to develop enhanced awareness of what is happening around them, to listen to their bodies and to better understand their thoughts and emotions. Mindfulness helps children self-soothe through a body-based sensory experience, a way of calming the nervous system by focusing on the here and now with kindness and curiosity. The presenters will demonstrate specific mindfulness activities that can be used with students ages 3-11. The activities will link to well-loved childrenâ&#x20AC;&#x2122;s literature, such as The Very Hungry Caterpillar by Eric Carle to provide a meaningful framework and context for mindfulness activities. Activities to be explored will include thought-watching bubbles practice, gratitude stones, and mindful acts of kindness. Gina Keefer, American School of Paris Troy Titterington, American School of Paris

Saturday 22 November 2014 1400 - 1615

Moving Students Beyond Risk to Resiliency: A Protective-Factor Approach to Student Wellbeing and Academic Success.

Full Age Range

ENHANCED PEDAGOGY Health and Wellness and Nutrition, General

Risso 6C

Ever wonder why some young people seem so psychologically hardy in the face of daunting circumstances, or why some kids who face tough times (including, the research shows, those raised in environments of affluence and privilege) seem to bounce back quickly and forge ahead successfully, while others remain troubled and languish? Or, why some schools succeed so well with kids who face multiple challenges and obstacles, while others schools with similar populations struggle to make any difference at all? If so, this workshop can prove immensely helpful to you as it has to so many others.

Over the past two decades, the phenomenon of student resiliency has been studied and it’s underpinnings revealed through important social sci-ence and behavioral research. These findings can have an enormous impact on student well-being and school success. Resiliency refers to the innate capacity to bounce back from adversity and creatively adapt to stress, and while many students do experience the kind of stress or even trauma that can make them more vulnerable, research shows that many do cope successfully and become capable, competent adults. This workshop makes clear the whys and hows of building resiliency in all students. Tim Burns, Educare

1400 - 1500

15-18 years

Harnessing the Power of Student Voices: Peer Revision in Google Drive INNOVATION Language Arts/Literature/Grammar, Writing

Gallieni 3

Learn how to use Google Drive and its commenting features to facilitate highly effective, differentiated Peer Review sessions for student writing. Using Google Drive as the medium for Peer Review gives many advantages to the process, including: more detailed and useful student comments; comments and ideas captured for student use during the revision process; the ability to differentiate through group creation; the use of revision history to help teachers keep a bird’s-eye view of the process; and the extension of the Peer Review session beyond the walls of the classroom when students take the comments and begin revising their papers at home. This session will include student example papers with comments, discussion of planning and process, and student feedback results. You’ll leave ready to implement the process in your own classroom! Katrina Middelburg, American School of the Hague

1400 - 1500

Full Age Range

Pedagogical guidelines for inclusive education in an IB context ENHANCED PEDAGOGY Special Needs/Learning Support, Administration and Governance

Uranie

Jayne Pletser, the Curriculum manager for inclusive education, will introduce the audience to the 'IB Guide to Inclusive Education: a resource for whole school development, a resource to be published in January 2015. IB staff in conjunction with IB educators have developed a self-review document which has been designed to provoke discussion through reflection and inquiry. The statements and review questions taken together provide a self-review process that IB schools can use to explore, inquire, reflect, define, and plan for inclusion in their context. The workshop will unwrap the new IB guide to inclusive education and will give participants: - - An understanding of the principles, philosophies and the possible implementation of the guide. - - A platform to come together and discuss how the guide can be applicable to their school contexts and give their feedback. Jayne Pletser, International Baccalaureate Organisation

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@ECISchools #ecisnov14

Saturday 22 November 2014 1400 - 1500

A Great Global Conversation: The Redesigned SAT & International Students

15-18 years

INNOVATION Curriculum and Assessment, Secondary Education

Euterpe

Get comprehensive background and updates on the changes afoot for the big test. A representative from the College Board will tell the story behind the SAT Redesign and discuss implications of these changes on international admissions. Also addressed will be how international educators can help prepare students and school communities for these changes in this global benchmark. We will discuss the collaboration with Khan Academy to provide free, world-class preparation for students throughout globe. This session will be interactive and will integrate questions and feedback from the audience. Judith Hegedus, The College Board

1400 - 1615

Not Your Package Tour: Global Partnership Programs for Globally Competent Learners CULTURAL AGILITY Global Issues/Global Citizens, Cross Culture

Risso 7 A

The main goal of this workshop will be to explore together how well-designed global partnership experiences can develop and enhance students' cross-cultural competence. Using the Mansillaâ&#x20AC;&#x2122;s model for global competency (Investigate the world, Recognize perspectives, Communicate ideas effectively, Take action), participants will understand that cultural agility as a multifaceted process needs to be developed through interdisciplinary learning as well as embodied experience. Through a combination of presentation and discussions, the workshop aims give participants an opportunity to exchange ideas and best practices while addressing the following questions: 1) How to identify specific global/cross-cultural issues that need to be addressed in a global partnership program? 2) How does the program enable students to investigate the world? 3) How are they learning about the world and the issues through multiple perspectives? 4) How are they communicating their ideas and are they communicating to diverse audiences? 5) How and when are they taking action? Miles Dunmore, The American School in London

Full Age Range

Saturday 22 November 2014 1400 - 1500

Full Age Range

The library and the learning support department: A collaborative approach INNOVATION Library and Information Services, Special Needs/Learning Support

Thalie

Cognitive research on the "knowledge emotion" of interest from Paul Silvia at the University of North Carolina postulates that, finding something understandable is the hinge between interest and confusion. New and comprehensible works are interesting; new and incomprehensible things are confusing Partnerships between librarians, teachers and students should be the norm of a good library program, but garnering interest hasn't always been a primary focus in educating our youth. As a librarian, as with all educators, engaging student interest is of the utmost importance and the cognitive benefits for said students can be outstanding. Active and continual partnering within various school departments should be a top priority for school librarians, but partnerships with a learning support department isn't always a clear path. Librarians and learning support teachers working in collaboration to offer thoughtful projects of inquiry can produce positive, sustainable interest opportunities for students. A pivotal way in which we can garner interest and thereby create impact is by helping students become independent, interested learners.

The opportunity to partner, as a library, with the learning support department presented itself this school year and we took full advantage of it. This has allowed us to not only meet the immediate learning needs of these students but it has also helped students gain greater control over their own learning opportunities. After the decision was made to work as a team the question that begged to be answered was how to engage learning support students so that they were interested in their own learning paths and thus fully engaged in their own learning? We found that simple questioning techniques and digital avenues would best suit the needs of all participants. The workshop will offer a hands-on approach in which participants will utilize VT routines to create their own "interest" PLN in order to fully understand how independent learning drives understanding and increases interest thereby creating lifelong learners. We will explore self-created sites, apps, social networking, and all sorts of digital resources relating to interest learning. Michelle Andis, International School of Amsterdam Lindsay Schonbrun, International School of Amsterdam

1400 - 1615

Full Age Range

Establishing an Effective Counselling Program in an International School- From Prevention to Intervention

SHOWCASING BEST PRACTICE Guidance and Counseling, Special Needs/Learning Support

Risso 6 B

International schools often struggle to provide a consistent and sustainable program of support for students. Constant changes in policies, staff and students result in constant shifting of attention and priorities (i.e. from bullying campaigns to test anxiety workshops to suicide crisis interventions). School counselling is a broad term that usually ends up being an umbrella term for all types of student support and counsellors are often sought out to solve and intervene in crises. This practice however, undermines the effectiveness of support resources. A Counselling Program is a best-practice approach to effectively support students at schools. It encompasses the factual assessment of the needs in socio-emotional and behavioural support, the resources a school possesses to fulfill those needs; the development of a program that effectively targets these needs through prevention programs, targeted group interventions and individual support; and continuous assessment of the program. Overall, it allows prioritizing and optimizing of resources within a long term view, so that resources are not only overly used for crisis interventions. The workshop will consist in providing the tools to school counsellors and pastoral staff to develop a counselling program in their schools. It will include tools on how to assess the needs and resources for the socio-emotional and behavioural areas in their schools and resources for the establishment of a counselling program that builds from prevention programs to targeted groups interventions to individual support which includes crisis intervention. Raquel Zepeda, United World College Maastricht

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Saturday 22 November 2014 1400 - 1500

11-14 years

Using Google Scripts for ESL differentiation in the Math classroom. SHOWCASING BEST PRACTICE Mathematics, Middle School Education

Risso 8 A

In this hands-on workshop we share a collaborative work between a Middle School Math teacher and the Technology Integration Facilitator in a 6th grade class in Qatar Academy. Virtual Manipulatives (Explore Learning Gismos) are used to provide the students with flexible environments with hands-on activities for exploring complex and abstract mathematical concepts. To address the language difficulties of ESL students Google Scripts have been used to distribute and manage the individualized material in a user-friendly way, and Google Apps are used to enhance language accessibility. Workshop’s participants will acquire skills to use these tools regardless their teaching subject. No previous knowledge of Google scripting or experience with Google Apps is required. By the end of the workshop, participants will be ready to use these tools in their classroom. Ioanna Karariga, Qatar Academy Claudia Guerin, Qatar Academy

1400 - 1500

6-10 years

Transform learning with the SAMR technology integration framework INNOVATION Information Technology/Multi-Media/Online Learning, General

Athena

Students and teachers are using an increasing number of technologies, from mobile devices to web applications and software programs. How can we ensure that these tools are used to enhance and transform learning, rather than just being used as novel gadgets? In this session, we will give a brief overview of the SAMR technology integration framework and share examples of how to apply it to transform existing learning activities. Alan Preis, Atlanta International School Paula Marra, United Nations International School

1400 - 1500

Full Age Range

Making and Working in Paper Masks

SHOWCASING BEST PRACTICE Drama/Theater Arts, International Baccalaureate - Diploma Programme/Middle Years

Hermes

Inspired by the larval masks of Swiss Carnival tradition --and by the work of both Jacques Lecoq and Trestle Theatre --these paper masks are easy (and inexpensive) to make, and compelling to watch. In masks, even the most self-conscious student is able to enjoy improvising and performing! Students develop awareness of body language and wordless communication. L.-C. Bérubé, Institut Le Rosey

Saturday 22 November 2014 1045 - 1300

Employing Students as Technology Leaders - successful implementation of the "Learning by Teaching" approach when integrating Coding & Programming into the curriculum

Full Age Range

ENHANCED PEDAGOGY Information Technology/Multi-Media/Online Learning, Foreign Languages

Gallieni 7

Six students and Ms Pavlova, who will be in Bulgaria, will connect through a Google Hangout with Ms Tareva and conference attendees in Nice to provide a blended (online and face to face) interactive teaching session on coding and programming to conference participants. Mr. Gagnon will join the hangout from the USA to share experiences of the project. This session will take the form of an interactive workshop showcasing a series of successful practices that involve elementary school students as technology leaders to boost student motivation, hence enhance student learning. The session will mimic the culmination of a project integrating coding and programming into the French Gr5 Unit on Weather & Clothing, where Gr5 students from AAS Sofia taught their peers in the USA how to code and program. The students in the US school then became technology leaders at their own school, teaching coding and programming to other students and teachers there. During the workshop conference participants will be invited to three teaching stations to learn how to code and program with three pieces of basic coding and programming software while experiencing the culmination of the learning by teaching approach where students are teaching teachers. The session will showcase collaboration between classroom and specialist teachers to integrate ISTE Standards for learning, teaching and leading in the digital age(www.iste.org) and the 21Century Skills Framework (www.p21.com ) into the Foreign Language Curriculum and ESL Support. We will present an overview of the AAS Gr 4 project integrating FL and Coding & Programming and our online teaching session with a school in the US. Students will speak from the learner’s perspective, Ms Krasimira Pavlova(Bulgaria) will speak from the perspective of a Foreign language teacher, Mr Stephen Gagnon (US) will speak from the perspective of a classroom teacher and Technology Integrationist, and Ms Ralitsa Tareva(Bulgaria) will introduce the technology integration throughout this project. The software will be Hopscotch, Scratch and 2Code for iPAD or web-based, depending on the audience’s needs. There will be a free online discussion around our presentation and the activity and each group will share learning experiences with the rest. Audience will have the opportunity to generate ideas on how Coding/Programming can be integrated into their curriculum and teaching practices. We will also discuss the Learning By Teaching approach in the context of employing students as technology leaders. Audience will fill in a Google Form (prepared by students) with feedback, ideas and future collaboration. Ralitsa Tareva, The Anglo-American School of Sofia Krasimira Pavlova, Anlgo-American School of Sofia Elena Deneva, Anglo-American School of Sofia

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1400 - 1500

Full Age Range

What enables 'Great Learning' to take place? INNOVATION Administration and Governance, General

Erato

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 whole school and on a 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. Session Goals To share with participants the ideal of 'Great Learning' as used at Danube International School Vienna. To push educators to think more deeply about the various constructs and controls that are in their schools and how they can be developed to improve student learning. To move the educational discussion of what is a good school away from the management consultancy approach of facilities, endowment funds, etc back to the core idea of learning. Ian Piper, Danube International School Vienna

1400 - 1500

15-18 years

WRITE GOOD (Yearbook/Newspaper Writing) SHOWCASING BEST PRACTICE Journalism/Yearbook, General

Gallieni 6

While a yearbook is about pictures, the writing is a crucial piece of the puzzle. Copy provides the reader with details that the photos cannot. Writing gives voice to the events being covered and allows the subjects to speak. The headline, story, captions and alternative copy all need to work together to complete the spread and tell the whole story.

Jeff Moffitt, Balfour Company

1400 - 1500

Full Age Range

Texting and the Future of English ENHANCED PEDAGOGY General, English as a Second Language and Mother Tongue

Calliope

Many worry that texting is degrading written English. This talk presents a different perspective on the effects of texting, arguing that the results have been far from chaotic. Texting has created a new register of written English, with its own fairly elaborate set of conventions. The talk will describe some of these new conventions and offer teachers ways to use students’ knowledge of texting to talk about the conventions of more formal registers of written English. Anne Curzan, University of Michigan

Saturday 22 November 2014 1400 - 1500

Full Age Range

Foreign Languages Round Table Follow Up Session CULTURAL AGILITY General, Foreign Languages

Clio

1400 - 1500

Full Age Range

Building the DNA of Sustainable Leaders INNOVATION Environmental/Sustainability Education, General

Risso 6 A

What will tomorrow's leaders look like? How will we get there? And what happens if we do not reach this goal? A glimpse of the future through the eyes of the next generation.

Taha Bawa, Keynote Speaker

Marcus Bonalumi, Goodwall

1400 - 1500

Science Milkshake

Full Age Range

INNOVATION Science, General

Risso 7 B

Inspiring the pursuit of science: The power of curiosity

We will present some science inquiries, emerging from a Reggio-inspired environment, drawing upon our young students’ curiosity and interests. We will describe the process of engaging students in scientific inquiry by sharing our observations and documentation from these projects. A key part of the session will be practical and we will provide examples of some authentic scientific activities and practices that you can implement in your classroom. Isla Gordon, Ecole Internationale de Geneve Jennifer Pasternak, Ecole Internationale de Geneve Briony Taylor, International School of Geneva - The Foundation

1400 - 1500

Full Age Range

Learning with iTunes U. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

Daniel Edwards, Apple Computer

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1400 - 1500

See how iPad can transform student and teacher interactions.

Full Age Range

SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Dr. Ruben Puentedura’s SAMR model is a wonderful resource to get teachers thinking about the way they are integrating technology in to their learning design. It also helps them extend their thinking about using technology in transformational way. Using Nearpod as an our main tool and example, this hands-on session offers an introduction to the SAMR model and some simple but powerful exercises that will challenge you into exploring new ways to interact with your students. Fons van den Berg, Apple Computer

1430 - 1630

When Art and Science mix

Full Age Range

CULTURAL AGILITY Art, Science

Oceanic Museum Nice

How do collaborations between art and science help to advance each other, beyond pure illustration ? (which is certainly valid at times, but let's seek a higher level of inquiry too !) This session is intended to present various collaborative strategies between artists and scientists throughout history, in the form of a brief introductory presentation to the scope of this field and an introduction of the session's practical activity while still at the Acropolis Conference Center. We will then be taking public transportation to le Musee Oceanographique de Monaco, a 35 minute bus ride from Nice, to look at the work of artist Mark Dion, and his exhibition 'Oceanomania’ whose inquires into the relationship of how we as a society value and organize objects, both scientific and artistic. This museum provides session attendees a fantastic opportunity to respond to the practical activity, to share, discuss and develop possible future collaboration-ideas between the Arts and Science in your home schools. Bus fare, museum entrance fee, and optional group dinner at the museum, to be covered by session attendees. Maria Scolieri, Lövgärdesskolan

1515 - 1615

6-10 years

Sound Story: Bringing children's literature to life ENHANCED PEDAGOGY Music, Elementary Education

Maia

Paul Corbiere will share ideas to take an illustrated children's book through a step-by-step process to develop a sound-based exploratory activity that reaches across the curriculum to include language arts, math, science, social studies, and art activities. Using the instrumentation of the music classroom - drums, percussion, and Orff instruments - Paul will share a format that can be applied to other stories. By the end of our session, this activity will be ready to take back to your school and become part of your classroom repertoire. Paul Corbiere, Amana Elementary

Saturday 22 November 2014 1515 - 1730

Full Age Range

Overview of WIDA Standards and Assessment for International Contexts ENHANCED PEDAGOGY English as a Second Language and Mother Tongue, Curriculum and Assessment

Risso 6 A

WIDA Standards and assessments are used by 35 states and 1.4 million students each year in the US. A significant and increasing number of international schools are also using WIDA Standards and assessments, many of them within ECIS. The session will include an overview of WIDA’s philosophy, standards structure, assessment development, and support for educators as they apply to the international context of meeting the needs of English language learners and those who work for their success in acquiring the proficiency needed to succeed within the K-12 academic environment. Attendees will interact around guiding principles for language development and understanding elements of academic language necessary for student academic success. Jesse Markow, WIDA at the University of Wisconsin-Madison

1515 - 1730

Full Age Range

Establishing a Peer Observation Program SHOWCASING BEST PRACTICE Curriculum and Assessment, General

Erato

Guiding Questions • What kind of feedback encourages and supports reflection and professional growth? • What tools and structures, protocols, can support teacher’s who are beginning peer observation? • How can peer observation improve teacher practice and enhance student learning? In this session we will establish a framework for beginning effective peer observation which will impact teacher practice and student learning. We will use a "slideshow" protocol to model feedback in a peer to peer setting. We will review several protocols for beginning peer observation successfully and discuss issues of implementation. Margaret Maclean, Teacher Collaboration

1515 - 1730

11-14 years

Performance-Based Teaching & Learning with Rigorous Texts SHOWCASING BEST PRACTICE Language Arts/Literature/Grammar, Middle School Education

Thalie

In this hands-on and "feet first" workshop, participants will experience the value in utilizing performance-based learning strategies in the English, or Humanities-English integrated classroom. In an age when so many of our students turn to screens for information gathering and presentation, we all may have forgotten how powerful our learning and thinking can be when we step away from computers and get our whole bodies in on the learning. Using excerpts from various Shakespeare plays, this session will engage participants in the following: collaboration, vocabulary and reading comprehension strategies, analytical thinking, performance, deep kinesthetic learning through physicalization of words, and extension activities for interdisciplinary learning. The session will also address the opportunities for technology integration and screen time as appropriate to extend learning and to flip a classroom. ESL, History, and Humanities teachers will also benefit from this workshop, which is geared toward teachers of grades 5-8. Some of this workshop time is dedicated to the application of these strategies to participants' current units of learning. Participants should come prepared ready to reflect on, discuss, and adapt their units of work to include performance-based learning activities. Gina Voskov is a 6th and 7th grade English and Humanities teacher at the United Nations International School in New York City. She has presented at NCTE conferences about her students' work with Performance-Based Learning, and is a member of the Folger Shakespeare Library's National Teacher Corps. She has also led workshops for the English Speaking Union in partnership with the Folger Shakepseare Library. Gina Voskov, United Nations International School

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1515 - 1615

eLearning Opportunities to Advance Professional Growth for Teachers and School Leaders

Full Age Range

INNOVATION Information Technology/Multi-Media/Online Learning, Curriculum and Assessment

Gallieni 1

Advanced communications and information technologies are creating exciting new ways for teachers and school leaders to continue their own professional growth and development. This presentation focuses on model programs that provide eLearning opportunities for classroom teachers as well as new and aspiring school leaders currently working in international school settings. Model programs presented include online and blended graduate degrees as well as short-term, targeted online professional development modules that provide "learn it today, use it tomorrow" strategies for educators. Donald Jacobs, PLS 3rd Learning Megan Scherer, PLS 3rd Learning

1515 - 1730

Global Guides: How mentors can help international students make the most of their multicultural backgrounds.

Full Age Range

CULTURAL AGILITY Global Issues/Global Citizens, Guidance and Counseling

Gallieni 6

Through a combination of research reviews, discussion and stories pulled directly from an innovative mentoring program for Third Culture Kids, we will explore how matching mentors with international students can help them identify and apply the skills they are picking up from the multicultural backgrounds while avoiding some of the specific challenges that come with this lifestyle. Attendees will have the opportunity to: • Review what the literatures says are the assets and challenges of Third Culture Kids Discuss how schools can play a significant role in making mentoring the vehicle to address these assets and challenges • Learn what the latest research says about the effectiveness of youth mentoring programs and how mentoring can help children in transition, prevent depression and strengthen social-emotional skills. • Explore strengths-based approaches to helping third culture kids apply the skill-sets they pick up in their international communities and avoid common challenges. Ellen Mahoney, Sea Change Mentoring

1515 - 1615

Valuing Languages and Cultures: Easing Transition for All Learners CULTURAL AGILITY Cross Culture, English as a Second Language and Mother Tongue

Gallieni 2

When teachers and schools value the languages and cultures children bring to the classroom, it eases the transition to their new school, country and culture. This session presents a model of transition education and provides teachers with strategies, activities and resources they can use to support all of their students in transition, including second language learners. It will address: *How to build a school community that is inclusive of all languages and cultures *Strategies to bond with children who speak another language *Ways to create culturally reflective, responsive and relevant classrooms that value children’s languages and cultures Schools that include transition education in their curriculum, and explicitly value all languages and cultures, also develop key aspects of international-mindedness, which is an essential disposition for global citizens. Debra Rader, Independent

6-10 years

Saturday 22 November 2014 1515 - 1730

11-14 years

Implementing and Delivering an Effective Advisory Program SHOWCASING BEST PRACTICE Middle School Education, Guidance and Counseling

Clio

Five years ago the American School in London’s middle school decided to implement an advisory program. Today we have a successful social-emotional learning model that supports and enriches the lives of our students and teachers. Join us as we share the lessons we have learned along our journey. Administrators, teachers, and advisors will learn about engendering teacher support for implementing an advisory program; school wide structure, grade level organization, and individual advisory classes; documentation; and monitoring and assessment of advisory. If your school is contemplating the creation of an advisory program or if you are looking to improve an already existing program, share in our lessons learned and our current model for best practice. Payson Bullard, The American School in London Matt Twiest, The American School in London

1515 - 1730

Hermes

Full Age Range

All The World's A Stage SHOWCASING BEST PRACTICE Drama/Theater Arts, Cross Culture

Come and see how we created this cross cultural, multi disciplinary PYP 4th Grade Unit of Inquiry, between Drama and Art, which can be adapted for all Grade levels.

International Folktales were used as a starting point to develop small group performances using conventions of Physical Theatre and Mask. We will demonstrate the principles and practice that guided our collaboration and the students creative cycle. Grainne Delaney, International School Amsterdam Victoria Walker-Pope, International School Amsterdam

1515 - 1615

Athena

Full Age Range

The Best of Both: A Guided Discussion about IT Curriculum and Integration INNOVATION Information Technology/Multi-Media/Online Learning, Curriculum and Assessment

Is your school moving toward full technology integration and away from offering IT courses? Or is your school interested in adding IT course offerings?

In this engaging group discussion we will share our own experiences with finding the balance between offering scheduled IT courses to Elementary and Middle School students and providing professional development and support for integration in all content areas. Participants will be invited to ask questions or share their own experiences with the group during the session. Participants will leave the session with a better understanding of what technology integration is and how it can compliment and reinforce the ISTE Standards learned in scheduled IT courses. Participants will be more aware of the implications for student learning that each of these models has and what is regarded as the best choice for their school based on the parameters outlined in this discussion. Aaron Tyo-Dickerson, American School of The Hague Carol Neeland, American School of The Hague David Wisken, American School of The Hague

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1515 - 1730

Full Age Range

Assessment for learning using technology ENHANCED PEDAGOGY Information Technology/Multi-Media/Online Learning, Secondary Education

Euterpe

Formative evaluation and feedback are proven to have an extremely positive impact on students' learning and achievement, and they both feature in the John Hattie's 'Visible Learning' top 10 most influential practices. During this session, participants will discover and use (mainly online and free) tools for formative assessment. The range of tools presented can be used in any classroom settings, although there is a slight bias towards 1:1 environments (laptops or iPads). By the end of the session, teachers will be able to use tools to provide students with realtime, instant and/or long-lasting and quality feedback. There will be 'hands-on' time for each tool presented. Attendees should attend the session with an Internet-enabled device. Frederic Nevers, Bavarian International School e.V

1515 - 1615

Inspiring Innovation in Students through the World of Social Entrepreneurship

Full Age Range

CULTURAL AGILITY Service Learning/Community Service, General

Gallieni 3

Young people are having more and more impact on the world, proving themselves to be powerful, innovative and effective change-makers when afforded the opportunity. During this session we will explore the world of social entrepreneurship and innovative change, and we will look at ways that you can work with your students to cultivate their creativity, leadership, and innovation and how to help them discover how to best identify their passions and contribute to the well-being of others. We will explore how to engage your students in the areas of critical thinking, local and global problem solving, and creative project development. Through this lens you can guide your students through meaningful, experiential, project-based learning that may well leave a lasting positive impact. Jessica Hansen, Kiva

1515 - 1730

Use Scaffolded Inquiry to Move Students Along the Continuum of Inquiry (Directed to Guided to Connected to Full/Open Inquiry) ENHANCED PEDAGOGY Science, General

Risso 7 B

This session will demonstrate how scaffolded Inquiry (directed to guided to connected to full/open) provides support to help students develop the scientific practices needed to conduct full/open inquiry.Just as scaffolding provides the structure and support needed to construct a building, Scaffolded Inquiry provides essential support as students develop the scientific processes needed to build science literacy. The Continuum of Inquiry includes a series of developmental stages. As studentsâ&#x20AC;&#x2122; progress through the stages of inquiry, the support provided by the teacher diminishes, and student ownership of the investigative process increases. This developmental process is essential for students to reach the ultimate goal of conducting science investigations independently engaging in full/open inquiry. Karen L Ostlund, College of Natural Sciences University of Texas

Full Age Range

Saturday 22 November 2014 1515 - 1730

Full Age Range

Flourishing in Schools - a practical guide ENHANCED PEDAGOGY Health and Wellness and Nutrition, General

Calliope

The aim of this workshop will be to explore in more depth the relationship between flourishing and education. Participants will be encouraged to consider what their school already does to promote flourishing and the practical steps they could take to do more. We will look at case studies of schools from around the world who have taken a variety of approaches to introducing flourishing, suggesting there is no right way to promote flourishing in schools, but identifying the important factors for success. The session will be participative and practical and delegates should leave the session with concrete steps they can take to further promote this important aspect of education in their unique environment. Emma Judge, Positive Organisations

1515 - 1730

Testing to Teach

Full Age Range

ENHANCED PEDAGOGY Guidance and Counseling, Special Needs/Learning Support

Uranie

The end result of having individualized assessment completed on a child is to further teacher and parent understandings of how the child learns and at what levels he is currently functioning. The parent may elect home strategies that will aid areas of weakness. The teacher must be able to interpret diagnostic results so that they inform instruction for a particular child. If the child isn’t benefiting from current instructional programs and processes, and if adequate and accurate test data if obtained, then what needs to be done differently for that child? The seminar will explore this topic through case studies, e.g. reviewing summaries of test results and, building on Session 1, determine what the data actually ‘mean’ (since test reports don’t always tell you such data!) and ideas and strategies on what to do. This is a participatory discussion and will build on concepts and content presented in the earlier session. Participants will review summaries of test results, interpret score sheets to guide recommendations for instructional practice, and evaluate ways to perform on-going informal assessment to assure that the child is making gains. Participation in Session 2 is limited to those who participated in Session 1 due to content use and comparisons. Michael Castleberry, George Washington University

1515 - 1615

Mykonos

Full Age Range

Inspiring Adventurers’ ENHANCED PEDAGOGY General, Environmental/Sustainability Education

How we linked with schools to enhance curriculums and inspire the next group of young adventurers

Ian Prickett, British Antarctic Survey

1515 - 1615

Full Age Range

Video for the classroom with iPad. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Oscar Stringer, Apple Computer

, Apple Computer

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1515 - 1615

Full Age Range

Reaching all Learners - Give every student every opportunity to succeed with Mac. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 5

This workshop offers examples on how to prepare accessible content on the Mac, aa well as a hands-on exploration of the built-in Mac accessibility features designed to help students with hearing, vision, physical, and motor-skill disabilities.

Petr Mara, Apple Computer

1515 - 1615

Full Age Range

Real-World Skills Without the Frills

INNOVATION General, Art

Risso 8 A

There is a tendency to sometimes describe ourselves as being uncreative because we may lack pure artistic talent, and this creativity is often seen as being associated with a final polished result. However a unique and smart idea could be something as simple as a line of text on an old envelope. Take the concept behind Fairtrade explained in just one sentence, or a simple doodle of the first wind-up radio - the examples are endless and so are the possibilities. The goal is to establish confidence through creative idea generation, plus the best suited method to communicate with, be it visual, verbal or written . Just paper, pens and people - intrinsically motivated and creative students passionate about unique ideas and how to express these clearly. These Ideas need to be turned into reality, but f or now we think, we record, we discuss and we discover that there are no hard and fast rules for creative thinking, just methods, ideas and inspiration. It's very much a grounded process, but the results can be anything but . After a short presentation, participants will have the opportunity to discuss / create ways to introduce organic creative thinking for their schools, local community or even their country. Ideas really do change the world. James Wren, The School of Creative Thinking

1630 - 1730

What the heck is communication and reflection to a MYP I student? SHOWCASING BEST PRACTICE Mathematics, Science

Risso 8 A

In my experiences as an MYP (Middle Years Program) I Mathematics teacher, I am often confronted with students who have spent a majority of their time practicing procedural math. However, the MYP program demands that students communicate and reflect as part of their assessment. Just how do you teach students from a variety of backgrounds HOW to communicate?How do you teach them that it is beyond just "showing your work?" How do you teach them that it is beyond simple writing prompts? Just how do you go about teaching students HOW to reflect on their thinking? In this presentation, I hope to convey my experiences. In addition, I hope to share my tasks, checklists and rubrics that I feel have helped students to begin the process of communicating and reflecting in MYP I Math. My ultimate goal is to work together to develop tasks that guide students to effectively communicate and reflect on their thinking. Chris Hennie, BBIS Mark McCaustlin, BBIS

11-14 years

Saturday 22 November 2014 1630 - 1730

15-18 years

Putting Cool Tech into the Hands (and Minds) of Students: What Happens? INNOVATION Information Technology/Multi-Media/Online Learning, Science

Gallieni 7

In school year 2013-2014 a student started an after school computer programming club. Administration supported it by purchasing student accounts to learn coding ... and a whole lot of cool stuff, including quadcopters, a 3D printer, and a variety of robots. The goal was to give students real life context for their growing programming skills and an interesting, hip learning environment.

The students were left in charge of their learning, the directions they decided to take, and how hard they worked. The adults learned to code along with the students - not instructing, but learning - as well as making sure that the learning environment was cared for, materials replaced when necessary, and the school schedule kept amenable to collaborative work time. They also documented the student and teacher experience. The documentation of the experience forms the framework for this presentation. The discussion among session participants about key findings in the documentation will provide reflection time on what does and doesn't seem to work, what students and staff get out of independent learning, and how a student-driven technology curriculum fits or could fit in the participants' schools. Paul Magnuson, Leysin American School Dan Reedy, Leysin American School

1630 - 1730

Data-Driven Formative Assessment: Case Studies from Two High School Chemistry Classes

15-18 years

SHOWCASING BEST PRACTICE Science, Curriculum and Assessment

Gallieni 1

Teachers of all disciplines at any level can agree; assessing student learning in a meaningful way is an enormous challenge. Formative assessment strategies have received an abundance of attention lately with the adoption of the Professional Learning Community (PLC) model by many schools throughout the world. This workshop explores the formative assessment strategies used in two very different chemistry classrooms: one, a large suburban high school in the United States with a chemistry faculty of four and, the other, a chemistry department of one in a small international school in Europe (the presenter was a part of both teams). Though the information gleaned from each scenario was used for different purposes, the necessary formative feedback to students was very similar. Resources and ideas for incorporating formative assessment into secondary curriculum will be given, as well as a discussion of the challenges of performance assessments. Please bring your wireless device to this presentation, as there will be time for group collaboration and sharing out of ideas surrounding assessment of hands-on skills. The intended audience is 612 instructors of any discipline, though the science classroom will be the main focus. Kathryn Klug, American Overseas School of Rome

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1630 - 1730

15-18 years

Audiovisual Poetry Commentaries INNOVATION Language Arts/Literature/Grammar, Information Technology/Multi-Media/Online Learning

Risso 6 B

Are your students excited about the analysis of poetry? This session will introduce an innovative approach to producing video poetry commentaries which has potential applications across all disciplines. This student-centered approach uses technology to enable an audiovisual approach to the analysis of poetry which strengthens skills in key areas such as speaking (dramatic reading and interpretation), identification and use of literary terminology, self-reflection, "thinking across the senses," and video production and editing. I will present and outline of the process, rubrics and examples of student work. Technology discussed will be video-editing (iMovie) and wikis (Wikispaces.com). Thomas Moore, United Nations International School

FEATURING

Howard Gardner & David Perkins

Project Zero

Saturday 22 November 2014 1630 - 1730

6-10 years

Implementing Best Practices into Reading Comprehension Instruction SHOWCASING BEST PRACTICE Language Arts/Literature/Grammar, General

Gallieni 3

As elementary school teachers, it is our primary responsibility to foster a learning environment that supports and teaches students to be active and engaged readers. While there are many components to teaching students to become strategic readers, it is evident that teaching comprehension strategies should be taught from the very beginning. As many international schools have aligned their AERO standards with Common Core, and teachers implement more content specific texts into their classroom, it is imperative that reading comprehension instruction is delivered in a literacy rich environment that is suitable for all learners. The Guided Comprehension Model (McLaughlin, 2010) serves as a researchbased platform and best practice that explicitly teaches comprehension strategies and skills using multiple reading levels and genres of text while providing meaningful experiences for students. Based on the tenets of reading comprehension (McLaughlin & Allen, 2009), the Guided Comprehension Model provides opportunities for students to transact daily with a variety of texts, routines and centers both independently and collaboratively based on student needs. In Stage One, the teacher models a specific comprehension strategy to the whole class through a five-step process: explain, demonstrate, guide, practice and reflect. Stage Two is divided into three separate but related settings: teacher-guided small groups, student-facilitated comprehension centers and student-facilitated comprehension routines. It is in this stage where the application of comprehension strategies takes place through differentiated instruction. Additionally, this is where phonemic awareness, phonics, vocabulary, fluency and writing are integrated into various activities. In Stage Three, students and teacher gather back together to share and reflect what they have learned and to set goals for next steps. The proposed presentation for ECIS will provide primary teachers with an overview of incorporating the Guided Comprehension Model into their classrooms. Participants will learn how to plan thematic units with a variety of genres of texts, implement various comprehension strategies into daily lessons, tie foundational reading skills into centers and routines and how to use dynamic assessments to drive student instruction.

Caroline Cuenca, American Overseas School of Rome

1630 - 1730

Full Age Range

Implementing Google Apps for Education at Your School INNOVATION Information Technology/Multi-Media/Online Learning, General

Athena

Google Apps for Education is a cloud-based set of tools that can be used to improve communication and collaboration at your school. In this session we will share some of the benefits of Google Apps for Education and how we are using it at our schools, and we will also share information on how to implement Google Apps at your school. Sarah Woods, International School of Amsterdam Alan Preis, Atlanta International School

Nice.ecis.org

@ECISchools #ecisnov14

Saturday 22 November 2014 1630 - 1730

Full Age Range

HOW TO GET PUBLISHED (IN EDUCATION)

SHOWCASING BEST PRACTICE Curriculum and Assessment, International Baccalaureate - Diploma Programme/Midd

Risso 6C

Too often great ideas arising in international schools fail to go beyond the school walls, or the covers of a dissertation or thesis. This session will suggest a number of ways in which teachers and administrators can share ideas with wider audiences, through short opinion pieces, factual accounts of interesting activities, research-based articles and other fora. Mary Hayden, University of Bath, CEIC

1630 - 1730

Voices Together

Full Age Range

SHOWCASING BEST PRACTICE Music, General

Maia

The session is an invitation for teachers to share examples of best practice in the teaching of singing and choral work. This could be in the classroom with any age of student. Primary/Elementary through Middle school into Secondary school. Examples of songs that work well, examples of voice/singing schemes and material used with choirs can be shared and tried out by all participants. Please bring copies and examples to the session. Peter Heley, St George's International School Luxembourg ASBL

1630 - 1730

Un-Conference

Full Age Range

INNOVATION General, General

Risso 7 A

The power of creation is in your hands! Anyone who wants to initiate a discussion on a topic can claim a time and a space at the Unconference. Rather than having a single speaker at the front of the room giving a talk, sessions are meant to be open discussions. We know that you, our delegates, have a high level of expertise in the practise of international education, and we can't wait to see what you're passionate to discuss! Conference Delegates

1630 - 1730

Meet the Apple Distinguished Educators: an informal Q&A session. SHOWCASING BEST PRACTICE Information Technology/Multi-Media/Online Learning, General

Gallieni 4

Considering using iPad for a field trip? Looking for that elusive app that would make your classroom workflow smoother? Wondering how to integrate Augmented Reality to your teaching? Or have you discovered a great resource for Mac or iPad that you would like to share? Whatever the topic, drop by for a discussion with one of our Apple Distinguished Educators. Kurt Klynen, Apple Computer Joe Moretti, Apple Computer Oscar Stringer, Apple Computer Petr Mara, Apple Computer Fons van den Berg, Apple Computer Daniel Edwards, Apple Computer

Full Age Range

Saturday 22 November 2014 1630 - 1730

Full Age Range

Un-Conference INNOVATION General, General

Gallieni 2

Conference Delegates

Nice.ecis.org

@ECISchools #ecisnov14

niveau 2 / level 2

Apollon

Agora 3

niveau 3 / level 3

86 Clio

Foyer Hermès / Lounge

Hermès

6A 6B 6C

Erato

Les Muses

Thalie

Uranie

Calliope

Euterpe

Risso Rooms

Terrasse Terrace 2 000 m²

Galliéni Rooms

Exhibition Area Rhodes

Maia

Bar

Lounge bar Mykonos

ECIS Registration Desk

Bureaux organisateurs, toilettes Organizers’ offices, toilets

Agora 2

Agora 1

Orchestre + Mezzanine 1 Front stalls + Mezzanine 1 1 020 places / seats

Foyer Athéna Lounge

Athéna

Nice Acropolis - Floor Plans

110

Goodwall

Exhibition Floor Plan

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ECIS Exhibition November 2014 2Simple STAND 103 2Simple has been making powerful and creative educational software for primary schools for over 14 years during which time we have won over 40 industry awards. Our head office is in the UK but 2Simple tools are used in classrooms around the world.

Our most popular program is Purple Mash, an ever growing website filled with creative tools, games and curriculum resources to support and inspire children at school and at home. The most recent addition to Purple Mash is ‘2Code’ which lets teachers with no prior knowledge of coding deliver engaging and challenging lessons.

We also make the multi-‐award winning app 2Build a Profile which provides an effortless way to gather observations and a powerful tool for supporting formative assessment. It enables comprehensive progress tracking for every child across each stage of their development. Use the 2Engage Parents add-‐on for a one-‐touch solution to parental engagement in the learning process. Email:info@2simple.com Web: www.2simple.com

Contact: Fiona Moore

Alpinzentrum Gstaad AG STAND 031 Alpinzentrum Gstaad AG, Switzerland, is committed to safe and secure outdoor education programmes. We offer a wide range of inspiring outdoor leadership and team building camps, as well as exciting adventurous activities in the heart of the Swiss Alps. In addition our winter camps offer a broad range of activities from classical ski lessons, to freestyle, freeride and back country experiences. All camps are custom made and serve the individual needs of our customers. Email:info@alpinzentrum.com Web: www.alpinzentrum-‐snowsports.ch

Contact: Volker Schweinbenz

Balfour Company STAND 066 In order to serve the international schools around the world, Balfour continues to offer a complete selection of custom-‐designed CLASS and CHAMPIONSHIP RINGS, GRADUATION ANNOUNCEMENTS, DIPLOMAS and DIPLOMA COVERS, CAPS and GOWNS, CERTIFICATES, AWARDS, YEARBOOKS. Our sportswear division provides delivery of LETTER JACKETS, AWARD LETTERS and CUSTOM PATCHES. Balfour is proud to have served the needs of Schools in Europe and the world for over 45 years! Email:karen@balfourinternational.com Web: www.balfourinternational.com Contact: Karen Burbach-‐Barker

ECIS Exhibition November 2014

Cambridge International Examinations STAND 074 Cambridge International Examinations is part of the University of Cambridge. We prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning.

Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-‐for-‐profit organisation, we devote our resources to delivering high-‐quality educational programmes that can unlock learners’ potential. Our programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for learners to progress from one stage to the next, and are well supported by teaching and learning resources. Email:international@cie.org.uk Web: www.cie.org.uk Contact: Nick Mazur

Engage your school, VOLUNTEER with Habitat for Humanity! Give someone the chance of a better future, learn skills and live an adventure you will remember forever! Learn about poverty housing Experience new cultures Build homes, hope and new friendships Share & grow skills, talents and enthusiasm Raise awareness, funds and fun

www.habitat.org/emea gv.emea@habitat.org

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ECIS Exhibition November 2014

Cambridge University Press STAND 054 Cambridge University Press is a leading educational publisher providing high quality books & digital resources to schools worldwide. Cambridge publishes for primary & secondary with an international or UK curriculum. We at Cambridge University Press International Education are driven by a simple imperative: to work alongside educators and learners to provide individuals with accessible, inspirational learning resources that lead them to a lifetime of achievement. Representative Details -‐ James Gavin European Sales Representative International Education Cambridge University Press Shaftesbury Road Cambridge CB2 8BS Tel: 0044 7946 640033 Email: jgavin@cambridge.org Skype: jamesgavin.76

Pedro Quintais Educational Consultant, Iberia International Education Cambridge University Press, Shaftesbury Road, Cambridge,CB2 8BS Mobile: +44(0)79466 04684 e: pquintais@cambridge.org Email:chammill@cambridge.org Web: www.cambridge.org/education/international

Contact: Geraldine Byrne

Capstone International STAND 060 Capstone is a leading international publisher of the highest quality fiction, nonfiction and educational books for children of all ages. Our content comes in a variety of print and digital formats including board books, picture books, interactive books, apps, audio and databases. Our imprints include Capstone Press, Raintree, Capstone Young Readers, Compass Point Books, Curious Fox, Heinemann-‐Raintree, Picture Window Books and Stone Arch Books. Email:laura.baxter@raintreepublishers.co.uk Web: www.raintreepublishers.co.uk Contact: Laura Baxter

ECIS Exhibition November 2014

CeeVis-‐K, DVD Film Productions International STAND 024 CeeVisK HD Film Production International is a company formed out of the association and skills gained in the professional Schools portrait business with over 20 years experience working in the international Schools community. The company remit is to produce High Definition professional film content and help the International Schools promote their establishment in what is a very competitive world. Main objectives are to create short films in High Definition and so enhance your Schools profile with around 6-‐10 minutes of digital film content that is made available for your School website. Content could also be a Teacher recruitment DVD or a Student recruitment film on memory stick. Schools are invited to have Students participate and to some degree be involved if required in the film production and so making a visit to your School an exciting experience for all. Please contact Chris Kirsten at; +44 (0)7979 911563 +44 (0)1237 424441 E-‐mail: ceevisk@btinternet.com

Email:ceevisk@btinternet.com Web:

Contact: Christopher Kirsten

Center for Advancement and Study of International Education (C STAND 082 The Center for the Advancement and Study of International Education (CASIE) is a non-‐profit organization that promotes multi-‐language programs, the International Baccalaureate, and international understanding in K-‐12 schools in the United States and abroad. CASIE aims to strengthen the U.S. education system as it readies students for a more competitive global economy by equipping them with a broader world view and cross-‐cultural communication skills. CASIE recognizes the challenges facing the education system and promotes international education through several programs. CASIE believes in supporting educators’ work and all children’s access to education. The Center was created in the fall of 1999 at Atlanta International School by a group of trustees and educators who realized the need for such a resource in the region. CASIE offers a full range of workshops on-‐site at Atlanta International School, and consults with schools around the world in a wide variety of fields relating to international and multi-‐language education. Contact of representative on site: Odette Schuler Director of Operations and Educational Programs odette.schuler@casieonline.org

We will be having giveaways daily during the conference, please be sure to stop by our booth! Email:cindy.toland@casieonline.org Web: www.casieonline.org Contact: Odette Schuler

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ECIS Exhibition November 2014

CES Holdings Ltd STAND 055 CES is the UK's largest supplier of educational resources to international schools. With over 30 years experience supplying books, equipment and furniture from all leading UK & US brands we currently work with several hundred schools in over 125 countries. The market leading 'one-‐stop-‐shop' for all your educational resources. Email:info@cesholdings.co.uk Web: www.cesholdings.com Contact: Mark Robson

Council of International Schools STAND 014 CIS is a not-‐for-‐profit membership association of schools and post-‐secondary institutions that defines standards and provides services that support the continuous improvement of international education. Email:info@cois.org Web: www.cois.org Contact: Pauline O'Brien

Curriculum Associates STAND 033 Curriculum Associates publishes research-‐based, classroom-‐proven materials that provide flexible, focused, and targeted instruction to help educators effectively address the diverse levels and needs in every classroom. Our goal is to make sure any product you buy meets or exceeds your expectations. Our award winning, on line program, i-‐Ready® combines adaptive assessment and progress monitoring WITH instruction. Over 2 million students are using i-‐Ready ® in classrooms all over the world! For the past 40 years, we have consistently developed high-‐quality products that make a profound difference in the lives of students and educators, and we will continue to bring these proven products—as well as new ones— to you in the future. Email:sbatista@cainc.com Web: www.curriculumassociates.com Contact: Lynn Notarainni

Dawsons Music Ltd STAND 109 For over 100 years Dawsons Music has been the UK’s leading specialist music instrument supplier to schools and colleges. We also specialise in all aspects of Music Technology, and have unrivalled experience in the design of creative arts facilities for international schools. We design and install recording studios, media suites and drama theatres, supply all the equipment and train teaching staff on the effective use of their new resources. As one of the largest music retailers in the UK, we can offer excellent discounted prices on all music brands to our international school customers. Email:education@dawsons.co.uk Web: www.dawsons.co.uk Contact: William Thompson

ECIS Exhibition November 2014

Duke of Edinburgh's Award International Association STAND 009 The Duke of Edinburgh's International Award (the Award) is a global non formal self development programme for young people. The Award is delivered in approximately 140 countries through partnerships including many international schools. The Award is open to all 14-‐24 year regardless of their background and is about personal development not competition with others. It enables young people to learn practical and social skills that are valuable to their life and career development. Our ambition is that every young person aged 14 to 24 in the world should have the opportunity to participate in the Award. You can find out more on www.intaward.org Email:Sect@IntAward.Org Web: www.intaward.org Contact: Tim Smith

Education Umbrella STAND 090 Education Umbrella Education Umbrella is a UK-‐based eCommerce supplier of books and other learning resources to schools and colleges around the world. It allows you to find and buy the perfect resources for your school, be they books from specialist or established publishers or Education Umbrella’s own state-‐of-‐the-‐art digital products. One of the largest suppliers to the market, Education Umbrella is committed to providing international customers with the best value and service possible. Special news/promotions Get Education Umbrella’s acclaimed new ‘Storyteller Interactive’ primary literacy resource for a special price of £9.99 per story for a special introductory period. Representative on site: Angus Whiston, awhiston@educationumbrella.com, (+44) (0)1242 604408 (Office); 07753113072 (on-‐site mobile) Email:admin@educationumbrella.com Web: www.educationumbrella.com Contact: Angus Whiston

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ECIS Exhibition November 2014

Edulab STAND 111 At Edulab we have spent a lifetime developing the most extensive range of laboratory equipment and services available not just in the UK but internationally.

There are many reasons why our customers choose Edulab, but above all its down to our passion and commitment for ensuring you have every aspect of your scientific resources covered. We relish the opportunity to prove our commitment to new customers, and we look forward to demonstrating why choosing Edulab is a great solution for you. Email:stephen.turnbell@edulab.com Web: www.edulab.com/

Contact: Stephen Turnbull

Endicott College STAND 069 Founded in 1939, Endicott College has an educational philosophy that combines a core curriculum in liberal arts with outstanding opportunities for professional study. The hallmark of an Endicott education is the internship experience that allows students to apply theoretical study in a hands-‐on work environment. Endicott College (www.endicott.edu/internationalmasters ) is now offering seven degrees for international school educators. Endicott College is accredited by The New England Association of Schools and Colleges (NEASC); its main campus is located in Beverly, Massachusetts. The College also enrolls more than 2,500 undergraduate men and women from throughout the United States and around the world at its campus in Beverly and on the Endicott campuses in Madrid, Spain, and Mexico City. An additional 2,000 students are enrolled in Endicott’s Van Loan School of Graduate and Professional Studies. Email:rpacheco@endicott.edu Web: www.endicott.edu/internationalmasters Contact: Sue Collins

THE COLLEGE OF NEW JERSEY OFF-SITE GRADUATE PROGRAMS CONSIDER EARNING YOUR SPECIAL EDUCATION CERTIFICATION IN PORTUGAL OR COMPLETING A PROGRAM AT ONE OF OUR OTHER EXCITING GLOBAL SITES!

The College of New Jersey Ewing, New Jersey, USA

Carlucci American International School Lisbon, Portugal

Bellver International College Palma de Mallorca, Spain

Hayah International Academy Cairo, Egypt

TCNJ Off-Site Graduate Programs serve current and prospective teachers and administrators who live overseas. We offer intensive (9-day) graduate courses for educators seeking professional development, certification, and/or master’s degrees.

https://offsitegrad.pages.tcnj. edu/

American International School Johannesburg, South Africa

https://www.facebook.com/tcnj. osgp

Ruamrudee International School Bangkok, Thailand

International School of Ho Chi Minh City Ho Chi Minh City, Vietnam

Pacific American School Hsinchu, Taiwan

ECIS Exhibition November 2014

etr educational travel STAND 048 For 25 years etr educational travel has provided quality, tailor-‐made student group travel for international schools around the globe. etr's specialist destination knowledge allows for each and every travel program, whether academic focused, service or adventure, to be balanced, time-‐efficient and fully customizable based on each group's specific requirements. Additionally, an etr Program Leader accompanies each etr tour program. Professional and locally knowledgeable, your Program Leader will handle all on-‐site logistics, provide leadership and flexibility and help ensure the safe and smooth operation of your tour. International school administrators and teachers who are looking for safe, rewarding out-‐of-‐class experiences to destinations in Asia, Africa, Latin America or Europe, look to Swiss-‐based etr educational travel. Email:info@etrtours.com Web: www.etrtours.com Contact: Andrea Cotting

Fieldwork Education STAND 073 The International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC) meet the learning needs of children aged from 3 to 14 in national and international schools in 87 countries around the world. The IPC is the leading primary curriculum in the world for improving learning and developing international mindedness. The IMYC continues the IPC’s engaging, enriching, rigorous learning approach for 11-‐14 year old students in a way that responds to the critical needs of the maturing adolescent brain. The IPC and IMYC are part of Fieldwork Education which, since 1984, has been helping schools around the world develop children’s learning. Email:victoria@greatlearning.com Web: www.greatlearning.com Contact: Lauren Brown

Finalsite STAND 003 With our creative designs, CMS, Mobile, Social, LMS, Modules, and Portals, Finalsite provides the tools your school needs for success. We have team members located across the world specialising in international school requirements who are ready to help you with your global communication needs.

With schools and educational organizations across more than 60 countries, Finalsite's online learning and communications platform is accessed by as many as 1 million unique users per day around the world. Email:Clive.Ungless@finalsite.com Web: www.finalsite.com Contact: Debbie Eisenach

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ECIS Exhibition November 2014

Findel Education International Division STAND 077 Findel Education Resources is Europe’s largest educational supplier exporting to over 130 countries worldwide. Findel Education Resources offer a complete package of teaching resources to all levels of educational institutions. No other single source of supply can match the comprehensive range of products supplied by Findel Education Resources. Our success has been achieved through recognition of the extensive ranges brands for the School, Classroom and Specialist. Overseas customers benefit from an extensive network of distributors, backed by an experienced Export Sales Team and UK based Customer Services Team. Email:exportsales@findel-‐education.co.uk Web: www.findel-‐international.co.uk Contact: Sinead Healy

Follett STAND 084 Follett helps to improve learning everywhere by providing schools with innovative education and technology solutions. Follett supports student achievement through industry leading school and library management systems, learning platforms, as well as print and eContent for libraries and classrooms supporting both US and UK curriculum. The 5th generation family business was founded in 1873. Email:lwelter@follett.com Web: www.follettinternational.com Contact: Alana Lyell

GL Education Group STAND 056 At GL Education, we help teachers and senior leaders to deliver a personalised teaching and learning experience that allows students to reach their full potential. We take a 360 degree view of a student’s education; one that goes beyond purely measuring attainment to one that evaluates potential, monitors progress and identifies barriers to learning. In turn this helps schools with: • improving teaching and learning • admissions • improving results • communication with parents • benchmarking Our assessments are used in the early identification of gifted and talented students; those who have a particular strength in STEM subjects and those who require specific interventions to reach their full potential. Email:info@gl-‐assessment.com Web: www.gl-‐assessment.co.uk Contact: Johanna Ingram

ECIS Exhibition November 2014

Goodwall STAND 110 Goodwall is the place where students showcase the good they do by building up a Good CV, helping them distinguish themselves when applying to universities or find their first job or internship. Email: Marcus Bonalumi Web: www.endignorance.org

Contact: marcus.bonalumi@endignorance.org

Global Study Pass STAND 076 Global Study Pass is intent on becoming the world’s leading provider of 21st Century international learning experiences for students in the years leading up to university. We aim to equip young people with skills that stand out in the eyes of universities and employers. We know that capabilities such as entrepreneurialism, creativity, leadership, and collaborative problem – solving, will become increasingly important in a global economy. So we have designed a range of programmes that enhance and enrich existing areas of education and develop ‘global citizens’ – the successful and ethically driven leaders of the future. Email: stuartmbeaumont@gmail.com Web: www.globalstudypass.com

Contact: Stuart Beaumont

Hodder Education STAND 067 We are a resource provider of choice to international schools in over 140 countries worldwide, supporting curricula in almost every subject area and at every level. Our diverse range of services include the Dynamic Learning digital platform, teacher workshops and the Philip Allan Review magazines. Email:victoria.orourke@hodder.co.uk Web: www.hoddereducation.com Contact: Nicholas Brookes

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ECIS Exhibition November 2014

Hope and Homes for Children STAND 010 Hope and Homes for Children is an international charity working to ensure that all children have the chance to grow up in the love of a family. Our vision is a world in which children no longer suffer institutional care. Email: emily.prince@hopeandhomes.org Web: www.hopeandhomes.co.uk

Contact: Mark Cook

International Baccalaureate Organisation STAND 059 The IB is a non-‐profit educational foundation, motivated by its mission, focused on the student. Our four programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. Founded in 1968, we now work with 3,914 schools in 147 countries to develop and offer four challenging programmes to over 1,229,000 students aged 3 to 19 years. Many governments are adopting the IB as part of their efforts to add an International dimension or improve their educational system. Email:judith.fabian@ibo.org Web: www.ibo.org Contact: Tim Nettleton

International Fund for Animal Welfare STAND 075 The mission of IFAW is to improve the welfare of wild and domestic animals throughout the world by reducing commercial exploitation of animals, protecting wildlife habitats, and assisting animals in distress. We seek to motivate the public to prevent cruelty to animals and promote animal welfare and conservation policies that advance the well-‐being of both animals and people. Our Animal Action Education project is an ongoing initiative that is launched internationally by IFAW with a new theme, initiative, or set of teaching recources every other year (during Animal Action Week, the first of October, in most countries). We offer free, standards-‐based educational materials that provide all the resources teachers need to excite their students about animals and introduce them with appropriate lessons and teaching resources to animal welfare and conservation issues. The initiative aims to empower the next generation of conservationists to protect animals and the environment around the globe. It reaches some 7,000,000 teachers, students and their families in more than 15 countries. From our EU office, based in Brussels, the programme aims to reach out to educatiors of European and International schools across Europe. Email: jpirnay@ifaw.org Web: www.ifaw.org Contact: James Pirnay

ECIS Exhibition November 2014

International Schools Services STAND 064 International Schools Services – We open minds and doors. The demand for quality teachers is exploding. For more than 50 years, ISS has connected thousands of teachers with the world’s best international schools. Since 1955, ISS has grown into a dynamic educational force in the overseas community. Our seasoned staff are here to help you open doors to hundreds of top-‐notch schools worldwide. Join today and have access to valuable resources through our on-‐line database to help you find the school that’s right for you. Schools which recruit through ISS will have immediate access to your profile and documents. ISS is a nonprofit corporation dedicated to excellence for children attending overseas schools worldwide. ISS is the world's leader in providing a comprehensive range of quality educational services for schools, educators, families and corporations. We invite you to explore the rich and diverse expertise we offer through specialized service areas.

Contact Persons: Anna Santori (asantori@iss.edu) Dana Zarrello (dzarrello@iss.edu) Email:iss@iss.edu Web: www.iss.edu Contact: Dana Zarrello

International Supply Teachers STAND 028 IST is the only agency with an extensive register of carefully interviewed, highly qualified and experienced international substitute teachers. IST teachers are ALWAYS available to travel immediately, to fill any short to medium term emergency vacancy. We recruit experienced teachers for emergency substitute positions in international schools predominantly in Asia, Africa, Europe. Email:ist@teachersonthemove.com Web: www.teachersonthemove.com Contact: Shelley Rowlands

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ECIS Exhibition November 2014 Itslearning STAND 071 Designed for teachers and how they want to teach, itslearning is a cloud-‐based learning platform that connects teachers, students, parents and school leaders – both in and outside the classroom. It gives teachers countless ways to create engaging lessons and resources, makes sharing materials easy, and automates routine tasks so teachers have more time to focus on their students. A cloud-‐based platform that’s easy to set up and maintain, itslearning is used by millions of teachers, students, administration staff and parents around the world. It can be found at all levels of education, from primary schools to universities, helping teachers make education more inspiring and valuable for today’s students. At itslearning, we pride ourselves on understanding the needs of education. More than 20% of our staff have worked as teachers and we can often be found in the classroom, learning from teachers. We provide a full range of services to educational institutions, from simple training sessions to full-‐scale implementation projects. Established in 1999, we are headquartered in Bergen, Norway, and have offices in London, Birmingham, Berlin, Paris, Mulhouse, Malmö, Enschede and Boston. Email:coles.wilkinson@itslearning.com Web: www.itslearning.com

Contact: Coles Wilkinson

JAMF Software STAND 052 JAMF Software – and our Casper Suite solution – make it easy for schools and education establishments to use and manage Apple devices. With the Casper Suite, you have the industry’s single best tool to inventory, image, configure, secure and distribute software and apps on every Mac, iPad, iPhone or Apple TV under your control.Now, with our Casper Focus app, we have placed these powerful technologies directly into the hands of the teachers that work with students every day. Casper Focus enables teachers to unlock the full potential of iPad in the classroom by ensuring all students are engaged, on the same activity, and using their iOS devices in the ways the technology was intended. Find out why more than 4,000 businesses and schools rely on JAMF Software to manage over 3,000,000 Apple devices across the globe at jamfsoftware.com

Email:info@jamfsoftware.com Web: jamfsoftware.com Contact: Mia Harper

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ECIS Exhibition November 2014

John Catt Educational Ltd STAND 070 Established in 1959, John Catt Educational has become a leading publisher for international education. On behalf of ECIS, we publish the International Schools Journal and the Effective series of professional development books. Our range of titles include International School magazine, John Catt's Guide to International Schools and the IB World Schools Yearbook. Email:enquiries@johncatt.co.uk Web: www.johncattbookshop.com Contact: Rachel Pitts

Jostens Inc STAND 005 Jostens is a leading provider of graduation and recognition products with worldwide representation and service. Product lines include yearbooks, caps and gowns, diplomas and covers, class rings, awards, plaques, trophies, and letter jackets. Our award-‐winning online yearbook program includes a private social media platform, educational tools, and a comprehensive support structure. Jostens is proud to have served international schools for over 40 years. 13/11/14 Email:service@jostens.com Web: www.jostens.com Contact: Kerri Dolena

Laureate Online Education STAND 002 Laureate International Universities is a trusted global leader in providing access to high-‐quality, innovative institutions of higher education. Walden University and University of Roehampton, London Online are a part of Laureate Online Education, which provides quality online programs. Walden University, a US accredited institution, has been serving the higher education needs of adult learners for more than 40 years. Today, more than 50,000 students from all 50 U.S. states and more than 145 countries are pursuing their bachelor’s, master’s, or doctoral degrees or certificates online at Walden. In partnership with online learning expert Laureate International Universities, the University of Roehampton, London Online provides working professionals worldwide with access to high-‐quality online masters degree programmes at an exceptional price. Programmes are designed to enrich students’ knowledge and help them develop practical skills that can be applied in their job immediately and promote career advancement.. Email:simone.m.williams@waldenu.edu Web: http://www.waldenu.edu/ECIS Contact: Simone Williams

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ECIS Exhibition November 2014

Learning Data STAND 062 Learning Data is showcasing Schoolbag a web application for teachers and students which is making the digital classroom a reality. It is a student productivity tool which assists in the organisation of student learning and ultimately drives student performance. Email:philipocallaghan@examcraft.ie Web: www.4schools.ie

Contact: Philip O'Callaghan

NOLS STAND 015 What NOLS teaches cannot be learned in a traditional classroom or on a city street. It takes practice to learn outdoor skills and time to develop leadership. The backcountry provides the ideal setting for this unique, experiential education—NOLS classrooms are some of the world’s wildest and most awe-‐ inspiring locations. We believe living in untouched places like our classrooms will teach students responsibility for all that surrounds us. Our instructors all believe leadership can be learned, and they have been trained in the NOLS leadership curriculum, outdoor ethics, and wilderness skills to help every student become the strongest leader he or she can be. NOLS instructors are experienced wilderness expedition leaders, and they are passionate educators. They possess a blend of technical skills competence, and teaching abilities, and they genuinely enjoy interacting with groups of people. NOLS operates on the firm belief that learning should be fun, something our instructors exemplify and our students attest to every day. Email: alexandra_philips@nols.edu Web: www.nols.edu

Contact: Alexandra Philips

Ontario Principals’ Council STAND 025 International School Leadership Only International School Leadership is backed by the Ontario Principals’ Council, one of the world’s preeminent authorities on student-‐centred leadership. International School Leadership provides its professional consulting services, training and certification programs to K-‐12 school and system leaders around the world. Our programs represents the culmination of many years of experience in providing professional development in Ontario, Canada and around the world. They build on the strengths of the Ontario certification program, our international work to date, and our vision for the future of a world with exemplary school leadership. www.internationalschoolleadership.com Representative Onsite Name: Dr. Andy Scott, Director of Program and Operations Contact Information: Skype -‐ Dr Andy Scott Email -‐ drandyscott@ischoolleadership.com Web: www.principals.ca Contact: Dr. Andy Scott

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ECIS Exhibition November 2014

Optimus Education STAND 096 Optimus Education have been providing professional support, expert guidance, CPD and training resources for school managers since 1997.We provide support in a variety of ways, from one-‐day national conferences to an online membership service providing whole school in-‐house CPD training courses, compliance checklists, model policies and expert answers to school leaders’ questions. Membership to the Optimus Education service is not for one individual manager but for the whole school, that way sharing the same information becomes a real positive in itself.

To find out more visit www.optimus-‐education.com Email:sarah.gaffney@optimus-‐education.com Web: www.optimus-‐education.com

Contact: Sarah Gaffney

Oxford University Press STAND 042 50% off books displayed on the OUP stand, 20% off any firm orders placed. Delegates can also sign up for free digital inspection copies of many of our titles and can preview our IB and Cambridge IGCSE Kerboodle Science resources. Email:education.export@oup.com Web: www.oup.com/oxed Contact: Theresa Crisham

Pamoja Education STAND 061 -‐ A brief description of your company’s services ( a paragraph) Pamoja Education is a social enterprise working in cooperation with the International Baccalaureate to provide online Diploma Programme courses. The online courses, taught by highly qualified and experienced IB teachers, support the IB initiative to increase global access to the Diploma Programme. Pamoja Education is fully accredited by The Schools Commission of the Western Association of Schools and Colleges (WASC) as a Supplementary Education Program/Centre. Profits benefit the McCall MacBain Foundation, supporting health and education. www.pamojaeducation.com -‐ The name and contact info for your representative on site Emeline Tissot, Marketing Manager, Emeline.Tissot@pamojaeducation.com Gabriele Simbelyte, School Services Assistant, Gabriele.Simbelyte@pamojaeducation.com -‐ Any promotions/ competitions/ special offers you would like our delegates to know about Benefit from a minimum discount of 5% on Pamoja Education’s online IB Diploma Email:ned.walker@pamojaeducation.com Web: www.pamojaeducation.com Contact: Emeline Tissot

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ECIS Exhibition November 2014

Protocol Education STAND 105 Protocol Education is delighted to offer British International Schools the same high quality recruitment service enjoyed by schools in the UK over the last 20 years.

Our London based International Team use their knowledge and experience of International Schools to match your individual needs to the huge database of highly experienced teachers as well as recruiting new candidates interested in working in British International Schools.

Our recruitment skills, coupled with Protocol Education’s "no risk" approach to checking, vetting and safeguarding means that Protocol Education is the natural choice for any school looking for quality teaching staff or teacher looking to secure a suitable role in the right school Email:hthomas@protocol-‐education.com Web: www.protocol-‐education.com Contact: Hermione Thomas

Rotary Portraits International STAND 072 Rotary Portraits International is a leading supplier of Professional Portrait Photography to International Schools. Established in 1986, the company’s reliable and experienced team of photographers provide schools with digital images identified with names and grades for school records and yearbook applications. We offer a wide range of Photo Packages, Digital Images, Class, Grade and Panoramic Groups plus Prom and Graduation Portraits. All photo ordering is online and photographs shipped to school or worldwide addresses.

For further information please contact Elaine on Tel : +44 1237 476 486 or email : sales@rotaryportraits.com Email:sales@rotaryportraits.com Web: www.rotaryportraits.com Contact: Elaine Green

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ECIS Exhibition November 2014 Schofield & Simms STAND 51 Schofield & Sims has been a leading publisher of schoolbooks for over a century. Focusing particularly on maths, English and science at the early years and primary levels, Schofield & Sims resources are used by successful schools throughout the UK and internationally. Our books are written by experienced classroom teachers and are carefully designed to meet the individual learning needs of every child. They provide children with a solid grounding in reading, writing and arithmetic, whilst also equipping them with the broader knowledge and skills needed both for education and for life. As well as producing a wide range of practice, assessment and revision materials, we also publish a number of whole-‐school programmes, complete with teacher’s guides and resource books. All are clearly structured and encourage steady progression through sustained repetition and continuous assessment

Email: david@echofieldandsims.co.uk Web: www.schofieldandsims.co.uk Contact: David Nesbitt

Scholastic Inc STAND 001 As the largest children¹s book publisher in the world, Scholastic is entrusted with the promotion of literacy through books for millions of kids of all ages and reading levels.Our mission is built on helping children learn to read and love to read. We believe that independent reading is a critical part of children's learning and growth. With support from teachers, parents, and schools, children choose from Scholastic the books they want to read, and discover the pleasure and power of reading. Finding the right book at the right time can light an emotional spark within children that motivates them to read more, understand more, and read joyfully.When that happens, the world opens. Everything becomes possible..

Email:internationalschools@scholastic.com Web: www.scholastic.com Contact: Clariza Mione

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ECIS Exhibition November 2014

Sherborne School International College STAND 104 Sherborne summer courses for 7-‐17 year olds aim to develop each student’s breadth and management of academic as well as everyday English while giving a memorable experience of a fruitful, fun-‐filled stay in the South West of England. We offer 30 lessons a week right up to advanced levels of English and a full programme of many different sports and activities every day with two excursions per week to places of interest. The addition of several lessons in a range of subjects gives variety of content, language and interest. The emphasis in our small classes of average 6 and maximum 8 is on individual language development, while the overall staff-‐student ratio of at least 3:1 promotes a high level of pastoral and residential care at all times. On completion, students receive a written academic report detailing progress, achievement and general involvement. The courses are organised and run by Sherborne International itself based on the same high quality as our year-‐round schooling and using our own expertise and boarding facilities. We are accredited by the British Council and the Independent Schools Association

We are planning to do a draw. Visitors to our stand can put their business card into a box and we will draw one of them out on the Saturday afternoon and offer a free two week summer course (all inclusive – only the cost of getting there and travel/medical insurance to be found) to the person drawn out. The representative person on site will be Mrs Samantha Belgeonne. Her email issbelgeonne@sherborne-‐international.org and phone 44 (0)7885 807793. Email:reception@sherborne-‐ic.net Web: www.sherborne-‐ic.net Contact: Daryl Barker

Sports Institute of Finland STAND 076 The Sport Institute of Finland is a national coaching and training centre for sports and physical education. It operates under the auspices of the Finnish Ministry of Education and Culture and is run by Suomen Urheiluopiston Kannatusosakeyhtiö Ltd. The Sport Institute of Finland develops, produces, and markets high-‐quality coaching, training, and education services both at a national level and internationally. Our core functions are physical education, health-‐enhancing physical activity, and sports. The Sport Institute of Finland is also a liberal adult-‐education institution that organises vocational and further education, along with fee-‐based educational support services. As a liberal adult-‐education provider, the institute arranges, among other training, versatile and high-‐quality leisure-‐time sports courses for all age groups, along with camps and tournaments arranged in collaboration with sports clubs. Vierumäki also provides education leading to a vocational qualification in sports.

Email:myynti@vierumaki.fi Web: www.vierumaki.fi Contact: Johanna Skytta

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St. Mary’s University, Twickenham STAND 027 St Mary’s University, established in 1850, has a long history of delivering excellent education, offering 32 undergraduate and 24 masters programmes including Liberal Arts, Management, Psychology, Education, Sport and Law. The School of Education, Theology & Leadership is home to our teacher education provision with both primary and secondary initial teacher education programmes judged by OFSTED to be ‘outstanding’. Our outreach and enterprise support for schools includes: ESPRiT

St Mary’s ‘Excellent Schools Project’ Bespoke programmes to support school improvement Leadership and Governance Teaching and Learning Professional Development Subject Specific Development Keeping in Touch – NQT support programme Email: lorna.goodwin@smuc.ac.uk Web: www.smuc.ac.uk Contact: Lorna Goodwin

ITEPS STAND 107 Affordable and high quality education •

Accredited bachelor and master programmes

•

Innovative and entrepreneurial

A good balance between practice and theory Every Bachelor study programme comes with an internship in the final year of the curriculum and in some cases also practical parts throughout the years. •

Problem based learning

•

Learning companies

•

Paid internships with internationally acknowledged companies

International education environment Both local and international students from over 60 different nationalities are currently studying at Stenden. Email:info@stenden.com Web: www.stenden.com Contact: Peter Elting

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ECIS Exhibition November 2014

Susie March Consulting Services STAND 006 Provision of specialist PSHE teaching services from a qualified health professional with a wide range of experience within the fields of health education and promotion -‐ working exclusively in international schools up to and including 12th Grade, with a focus on Sex and Relationships Education (SRE).

Age appropriate workshops and classes are planned with a careful and considered approach, through consultation with school management and Head of PSHE & Wellness at each school to integrate into the school’s busy timetable -‐ complemented by information evenings, offered to parents and interested teachers.

We collaborate closely with the field’s thought-‐leaders, such as the UK Family Planning Association and the Sex Education Forum. Content is adapted to local regulations and customs, and is based upon best practise from state and private institutions. Email:susie.march@live.com Web: www.susiemarch.com Contact: Susie March

Teachers' Wealth STAND 026 Teachers' Wealth provide free, impartial and independent advice to teachers of all nationalities in respect of offshore savings and investments, offshore pension planning, wills, life insurance and all other aspects of teachers' financial advisory needs. With clients based all over the world from as far as the Cayman Islands, Australia, Singapore and throughout Europe, Teachers' Wealth is also a supporting member of the Council of British International Schools (COBIS), the Federation of British International Schools in Asia (FOBISIA) and British Schools in the Middle East (BSME). Email:t.cox@teacherswealth.com Web: www.teacherswealth.com Contact: Tim Cox

TIC Recruitment STAND 063 TIC are specialists in international school recruitment and training with over 25 years experience. We work with many ECIS member schools already and have recruited 100 of teachers to IB, UK, and USA curriculum schools. Email:a.wigford@ticrecruitment.com Web: www.ticrecruitment.com Contact: Andrew Wigford

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TTS Group STAND 057-‐058 TTS leads the world in the development of primary education resources. With great names such as Easi-‐Speak, Bee-‐Bot, Pro-‐Bot, Easi Ears Listening Centre, Easi-‐Scope and thousands more. All used in schools throughout the world. If that wasn’t enough, TTS now has a complete range of classroom stationery covering early year’s all the way through to senior school! All in the 2014 international schools catalogue.

For the best advice, we have a professional team dedicated to providing the best possible service to international schools globally. Please don’t hesitate to get in touch with Steve Williams or Scott Topliss! Email:stephen.williams@tts-‐group.co.uk Web: www.tts-‐ecat.com

Contact: Steve Williams

Viamonde STAND 013 Viamonde provides exclusive ski, snowboard, multi-‐activity and summer camp programmes in Switzerland for international schools and families who demand the highest levels of safety, supervision and care. All programmes focus on providing challenges, promoting personal development and building a foundation of trust and cooperation amongst the students that can be taken back to the classroom Last-‐minute special offer to ECIS delegates for a 2015 ski trip for their school. Availability throughout the season, including limited availability at February half-‐term. Minimum group size only 15 students, for which 2 free chaperone places offered. Email: robert.perris@viamonde.com Web: www.viamonde.com

Contact: Robert Perris

Village Camps STAND 007 For more than 40 years, /VILLAGE CAMPS/, working in conjunction with international schools and school associations, has been providing Education Through Recreation through supplementary educational programmes both in and out of the school year. Outdoor and environmental education are the most vital and significant components of /VILLAGE CAMPS/ creative education division. Continuing its successful collaboration with Dr. Jane Goodall’s pioneering environmental programme – “Roots and Shoots” – /VILLAGE CAMPS/ is also the only organization in Europe to have been accredited by the American Camping Association. Summer camp programmes focusing on language development, Learning To Learn, leadership training and a wide range of sports helps students develop the kind of self-‐confidence, independence and beneficial skills they will be able to put to great use as they mature. Email: nick.tranter@villagecamps.com Web: www.villagecamps.com

Contact: Nick Tranter

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WCBS International Limited STAND 065 WCBS International is a leading supplier of management information systems to over 500 fee-‐paying schools worldwide, including Europe, Middle East and Asia. We fully support our international schools wherever they are. 3Sys Academic -‐ fast and flexible, browser-‐based, multiple curricula (including standard UK, AP, IB, IPC, CIE) solution for all academic and administrative requirements, including Admissions, Marketing, Attendance, Assessments, School Reports, Activities & External Exams http://www.wcbs.co.uk/products/3sys/3sys-‐international Finance -‐ complete billing and financial management with powerful reporting features http://www.wcbs.co.uk/products/pass-‐finance/pass-‐finance-‐international webALUMNUS – hosted alumni management service to establish your online community and database for former pupils http://www.wcbs.co.uk/products/webalumnus/webalumnus-‐international Email:events@wcbs.co.uk Web: www.wcbs.co.uk Contact: Philippa Turner

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Main Presenter Barkley, Steve Hinton, Christina Johnson, David (International School of Nice) Magagna, John Magnuson, Paul Piper, Ian Ruth, Kevin J. Stagg, Lesley Dimitrov, Petr Duevel, Rika Giandalia, Stacy Graham, Nora Hassall, Elizabeth Hetland, Lois Rea, Nicolina Root, William Watstein, Jemina Watstein, Jemina Hansen, Jessica Pearce, Richard Rader, Debra Riley, Kathryn Savva, Maria Hayden, Mary Hegedus, Judith Imende, Elizabeth Maclean, Margaret Maclean, Margaret Bérubé, L.-C. Delaney, Grainne Elmitt, Karen

Farmer, David Farmer, David Farmer, David Hicks, Lisa Erickson, Karen McDonald, Melissa Van Dam, Anne Curzan, Anne D’Aquanni, Christine Langer de Ramirez, Lori Markow, Jesse Bawa, Taha Prickett, Ian Chen, Chris Fabiny, Delinka Gonzalez, Victor Hill, Aimee Langer de Ramirez, Lori Langer de Ramirez, Lori Lanis, Linda Lara, Francisco Barkley, Steve Curzan, Anne Moffitt, Jeff Prickett, Ian Ruth, Kevin Ruth, Kevin Walden, Ben Walden, Ben Wren, James Dunmore Mahoney, Ellen Castleberry, Michael Castleberry, Michael Coloroso, Barbara Coloroso, Barbara Giant, Nikki Keefer, Gina Pelonis, Peggy Zepeda, Raquel Burns, Tim Judge, Emma Tait, Jason Foster, Rachel Foster, Rachel Apel, Warren

Title

Co-Presenters

Primary Interest Area

A Culture of Continuous Improvement – the TEAM Research Goes to School Speed Dating with Heads of School

Secondary Interest Area

Target audience - teachers of students aged:

Administration and Governance Administration and Governance Hertay, Pascale (BEPS International School, Administration and Governance Brussels, Belgium); Najjar, Haifa (Ahliyyah School for Girls, Amman, Jordan); Rome, Italy); Haywood, Terry (International School of Milan, Milan, Italy) Insights from an International Recruiter Administration and Governance Teachers Teaching Teachers Tech Murphy, Jason Administration and Governance What enables ‘Great Learning’ to take place? Administration and Governance Protecting Children: Boundaries Training for School Employees Administration and Governance Everything You’ve Always Wanted to Know About Accreditation But Were Afraid to Ask! Administration and Governance Google Drive Crash Course Art Implementing “Do Now” activities into the Visual Arts Art Formative Assessment in Visual Art Art Op Art and Islamic Design: Mathematical concepts can be used to inspire composition Art and express cultural values. Art Forum Introduction Art Studio Thinking Across the Curriculum Art Using the Concept of ‘Chance’ as a Teaching Tool for all Levels in Art Art Collaborative Visual Arts and Writing Projects to Enhance Learning Lynch, Michael Art Pinhole and Cyanotype Photography Processes Art Book Arts Svihus, Jeane Art Students Learning Through Service While They Impact the World Cross Culture Dealing with Culture: why one size doesn’t fit all Cross Culture Valuing Languages and Cultures: The first step to developing intercultural Cross Culture understanding The Art of Possibilities: Place and Belonging in our Global World Cross Culture International educators and intercultural abilities: exploring personal and professional Cross Culture transformations HOW TO GET PUBLISHED (IN EDUCATION) Curriculum and Assessment A Great Global Conversation: The Redesigned SAT & International Students Curriculum and Assessment The Shifting Roles of Teacher, Students & Questions Part I and Part II Sharifi, Larisa Curriculum and Assessment Establishing a Peer Observation Program Curriculum and Assessment Developing Powerful Questions Curriculum and Assessment Making and Working in Paper Masks Drama/Theater Arts All The World’s A Stage Walker-Pope, Victoria Drama/Theater Arts Staging a large scale production;the positives and the pitfalls. Sharing the journey Page, Judy Drama/Theater Arts of how one school has developed a school musical. A sharing of our work and a Q/A session to discuss the best ways to create performances that involve large numbers of students. Drama Games for Language Learning Drama/Theater Arts Drama Games and Techniques for Exploring Shakespeare Drama/Theater Arts Drama Across the Curriculum Drama/Theater Arts Kick-it With Shakespeare Drama/Theater Arts Developing Early Literacy Skills through Drama: We all Say We can All Play Early Childhood Education Effective Classroom Practices for Young Learners Early Childhood Education Play Based Learning in the Early Years Early Childhood Education Making Grammar Fun English as a Second Language and Mother Tongue Best Practices for English Learners: An Introduction to the SIOP Model English as a Second Language and Mother Tongue All Work and No Play? - The Imperative of Play in the Language Classroom English as a Second Language and Mother Tongue

General General General

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

General Information Technology/Multi-Media/Online Learning General General General General Curriculum and Assessment Curriculum and Assessment Art

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 11-14 years 15-18 years

International Baccalaureate - Diploma Programme/Middle Years Curriculum and Assessment Information Technology/Multi-Media/Online Learning Writing Cross Culture Cross Culture Service Learning/Community Service General Elementary Education

15-18 years 11-14 years Full age range, i.e. 3-18 years 15-18 years 15-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 6-10 years

Administration and Governance Global Issues/Global Citizens

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

International Baccalaureate - Diploma Programme/Middle Years Secondary Education Secondary Education General General International Baccalaureate - Diploma Programme/Middle Years Cross Culture Elementary Education

English as a Second Language and Mother Tongue Language Arts/Literature/Grammar Curriculum and Assessment Library and Information Services English as a Second Language and Mother Tongue Curriculum and Assessment Administration and Governance General Foreign Languages Foreign Languages

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 6-10 years 3-5 years 3-5 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Overview of WIDA Standards and Assessment for International Contexts Building the DNA of Sustainable Leaders Bonalumi, Marcus From Working for the British Antarctic Survey to Following My Idol into the First Ever Winter Expedition Allowed on Ice Project Power! Engage students with tech-embedded and project-based assessment Mathew, Mariam Creative Language Learning Through Literature Cyber pedagogies: now the focus is the student Using Current Event Articles to Teach Language and Culture STEM for Language Learners – World Language and EAL through Science, Technology, Engineering and Math ¡Qué Pinteresante! – Leveraging social networking tools in the Language Classroom

English as a Second Language and Mother Tongue Environmental/Sustainability Education Environmental/Sustainability Education

Curriculum and Assessment General General

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Foreign Languages Foreign Languages Foreign Languages Foreign Languages Foreign Languages

Information Technology/Multi-Media/Online Learning International Baccalaureate - Diploma Programme/Middle Years Information Technology/Multi-Media/Online Learning English as a Second Language and Mother Tongue English as a Second Language and Mother Tongue

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 15-18 years Full age range, i.e. 3-18 years

Foreign Languages

English as a Second Language and Mother Tongue

Full age range, i.e. 3-18 years

Second language activities related to the PYP Units of Inquiry Make the Grammar colorful and activ. Teaching with colors, visuals and movement. Coaching Workshop Texting and the Future of English WE DELIVER (Packaging/alt. story formats - good for YBK/NWS) Inspiring Adventurers’ International Award Ceremony in Association with the International Award for Young People ECIS Annual General Meeting (AGM) THE 4 ELEMENTS OF EDUCATION- Follow On Session THE 4 ELEMENTS OF EDUCATION - Follow On Session Real-World Skills Without the Frills Not Your Package Tour: Global Partnership Programs for Globally Competent Learners Global Guides: How mentors can help international students make the most of their multicultural backgrounds. Testing to Teach Demystifying The Assessment Process Breaking the Cycle of Violence and Creating More Deeply Caring Communities Teaching with Wit and Wisdom Surviving Girlhood: Managing Girl Bullying and Relationship Dramas Being Mindful of Ourselves & Others Titterington, Troy Global Citizenship, international mindedness and the challenge of coping with internal Gleason, David and external change Establishing an Effective Counselling Program in an International School- From Prevention to Intervention Moving Students Beyond Risk to Resiliency: A Protective-Factor Approach to Student Wellbeing and Academic Success. Flourishing in Schools - a practical guide Are You Interested in Developing a Flourishing Culture in Your School? Fisher, Darlene (AIE, UK) Using an Enquiry Approach to Develop Students’Thinking About Change and Continuity Passive receivers or constructive readers? How and why should we engage pupils with academic works of history? Transform Your School with the Power of Data

Foreign Languages Foreign Languages General General General General General

Elementary Education Elementary Education Administration and Governance English as a Second Language and Mother Tongue Journalism/Yearbook Environmental/Sustainability Education Cross Culture

6-10 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 15-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

General General General General Global Issues/Global Citizens Global Issues/Global Citizens

General General General Art Cross Culture Guidance and Counseling

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Guidance and Counseling Guidance and Counseling Guidance and Counseling Guidance and Counseling Guidance and Counseling Guidance and Counseling Guidance and Counseling

Special Needs/Learning Support Special Needs/Learning Support Cross Culture General Health and Wellness and Nutrition Elementary Education Global Issues/Global Citizens

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 11-14 years 6-10 years 15-18 years

Guidance and Counseling

Special Needs/Learning Support

Full age range, i.e. 3-18 years

Health and Wellness and Nutrition

General

Full age range, i.e. 3-18 years

Health and Wellness and Nutrition Health and Wellness and Nutrition Humanities and Social Studies Humanities and Social Studies

General General Writing Secondary Education

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Information Technology/Multi-Media/Online Learning Administration and Governance

112

Full age range, i.e. 3-18 years

Main Presenter Birk, Jeremy Castle, Stephanie Edwards, Daniel Edwards, Daniel House, Kimberly Jacob, Johnson Jacob, Johnson Jacobs, Donald Klynen, Kurt Klynen, Kurt Klynen, Kurt Klynen, Kurt Magnuson, Paul Mara, Petr Mara, Petr Mara, Petr Mara, Petr Moretti, Joe Moretti, Joe Moretti, Joe Nevers, Frederic Perry, Elizabeth Preis, Alan Stringer, Oscar Stringer, Oscar Stringer, Oscar Stringer, Oscar Szalay, Kathleen Tareva, Ralitsa Tyo-Dickerson, Aaron van den Berg, Fons van den Berg, Fons Vaughn, Peter Woods, Sarah Eijtjes, Dawn Preis, Alan Zammarano, Francesca Moffitt, Jeff Moffitt, Jeff Moffitt, Jeff Tilton, Jo Viers, Russell Viers, Russell Cuenca, Caroline Middelburg, Katrina Moore, Thomas Voskov, Gina Andis, Michelle Hennie, Chris Holmstrom, Megan Karariga, Ioanna Marks Krpan, Cathy Rendon, Sharon Rendon, Sharon Warlick, Ashley Bullard, Payson Gray, Brianna Corbiere, Paul Corbiere, Paul Corbiere, Paul Corbiere, Paul Heley, Peter Palmer, James Abreu, Ana Gordon, Isla Klug, Kathryn Ostlund, Karen L Zupanc, Marianne Burns, Tim Baker, Tom Bawa, Taha Bawa, Taha Cook, Mark Hansen, Jessica Solomon, Marianne Davis, Marie Legan, Jennifer Pletser, Jayne Patel, Pooja

Title Blended Learning for Teachers: Why it matters, and how it will change the professional development landscape Using the ‘Stop Motion’ Studio App to enhance learning in Science Learning with iTunes U. Learning with iTunes U. Teaching with Content Curation Personalized Learning Spaces – A pathway to foster self-efficacy for the use of technology in teaching and learning Learning at the Center of a Networked World – A pathway to foster engaged online learning and learners eLearning Opportunities to Advance Professional Growth for Teachers and School Leaders Your Lessons. Your Materials. Together on iPad. Teaching with iPad. Manage, assess and interact with your classroom. Meet the Apple Distinguished Educators: an informal Q&A session. Different ways to learn. For every kind of learner. Accessibility on iPad. Putting Cool Tech into the Hands (and Minds) of Students: What Happens? Teacher’s Toolkit for iPad. Teacher’s Toolkit for iPad. Reaching all Learners - Give every student every opportunity to succeed with Mac. Keynote on iPad and Mac - beyond presentations. The comprehensive guide to computing in the classroom with iPad. New to iPad? Join us! New to iPad? Join us! Assessment for learning using technology Design Thinking and Making Across the Curriculum Transform learning with the SAMR technology integration framework Video for the classroom with iPad. Video for the classroom with iPad. Collaborative apps for teaching and learning with iPad. Collaborative apps for teaching and learning with iPad. “How iPads allow students to reach their creative potential: Reflections after the first year of a 1:1 iPad Program” Employing Students as Technology Leaders - successful implementation of the “Learning by Teaching” approach when integrating Coding & Programming into the curriculum The Best of Both: A Guided Discussion about IT Curriculum and Integration See how iPad can transform student and teacher interactions. Creating online learning and digital textbooks. An introduction to iTunes U and iBooks Author. Using the iPad to differentiate for teaching and learning Implementing Google Apps for Education at Your School The Language of Digital Natives: Implications for students in the IB Language and Literature course Roundtable Discussion: What is the role of technology integration in the IB Continuum? UNIS CoLaboratory: A MakerSpace for K-4th Grade Students WRITE GOOD (Yearbook/Newspaper Writing) STUDENT PUBLICATIONS PHOTOGRAPHY: IN FOCUS (YBk/NEWS) SPREADS WE LOVE (Design/Coverage/Ideas Overview - Yearbook) Developing Visual Style in your Yearbook Process Yearbook Photos Faster with Creative Cloud Yearbook Design Tips & Tricks with InDesign Implementing Best Practices into Reading Comprehension Instruction Harnessing the Power of Student Voices: Peer Revision in Google Drive Audiovisual Poetry Commentaries Performance-Based Teaching & Learning with Rigorous Texts The library and the learning support department: A collaborative approach A ‘live’ report card: Reflections on using Managebac to provide rolling formative feedback Inquiry and Workshop Models in Reading and Math Using Google Scripts for ESL differentiation in the Math classroom. Math Expressions: Developing Student Thinking and Problem Solving Through Communication Come Take a Middle School Modeling Journey with the Area Model Increasing Student Discourse through the use of Study Teams Ways to Increase Math Thinking and Discussion in the Elementary Classroom Implementing and Delivering an Effective Advisory Program Talking in Class: Enhance Your Curriculum with Student Dialogue Sound Story: Bringing children’s literature to life Skins, Sticks, and Bars Playin’ the Blues Happy Jammin’: From BAGs to Riches Voices Together Getting Inside Music Through Listening Science Mocktail Science Milkshake Data-Driven Formative Assessment: Case Studies from Two High School Chemistry Classes Use Scaffolded Inquiry to Move Students Along the Continuum of Inquiry (Directed to Guided to Connected to Full/Open Inquiry) Science Cocktail The Amazing Teen Brain: A Work in Progress Service Learning in the 21st Century Led by Nobel Peace Laureates (MS/HS) The Current Mindset, Should It Be Changed, and if so How? How Goodwall works Inspiring Students (and Staff) Through Charitable Activity Inspiring Innovation in Students through the World of Social Entrepreneurship CULTURAL AGILITY THROUGH COMMUNITY PROBLEM SOLVING Neurological preferences in teaching and learning - primitive reflexes and personality Directed Study: Where Counseling and Learning Support meet Pedagogical guidelines for inclusive education in an IB context Using Self-Regulated Strategy Development (SRSD) to Improve Writing Skills (grades 4-8)

Co-Presenters

Primary Interest Area

Samreth, Sochenda

Secondary Interest Area

Target audience - teachers of students aged:

Information Technology/Multi-Media/Online Learning International Baccalaureate - Diploma Programme/Middle Years 15-18 years Information Technology/Multi-Media/Online Learning Information Technology/Multi-Media/Online Learning Information Technology/Multi-Media/Online Learning Information Technology/Multi-Media/Online Learning Information Technology/Multi-Media/Online Learning

Scherer, Megan

Science General General General General

15-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 11-14 years Full age range, i.e. 3-18 years

Information Technology/Multi-Media/Online Learning General

Full age range, i.e. 3-18 years

Information Technology/Multi-Media/Online Learning Curriculum and Assessment

Full age range, i.e. 3-18 years

Moretti, Joe ; van den Berg, Fons

Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Moretti, Joe ; Stringer, Oscar ; Mara, Petr ; Information Technology/Multi-Media/Online Learning General van den Berg, Fons ; Edwards, Daniel Information Technology/Multi-Media/Online Learning General Reedy, Dan Information Technology/Multi-Media/Online Learning Science Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning Secondary Education Mathew, Mariam ; Wilson, Christine Information Technology/Multi-Media/Online Learning General Marra, Paula Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General van der Steege, Jackie Information Technology/Multi-Media/Online Learning Middle School Education

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Pavlova, Krasimira; Deneva, Elena

Information Technology/Multi-Media/Online Learning Foreign Languages

Full age range, i.e. 3-18 years

Neeland, Carol; Wisken, David

Information Technology/Multi-Media/Online Learning Curriculum and Assessment Information Technology/Multi-Media/Online Learning General Information Technology/Multi-Media/Online Learning General

Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years

Francemone, Elissa; Duarte, Tiemo Preis, Alan Krumvieda, Lynn

Information Technology/Multi-Media/Online Learning Information Technology/Multi-Media/Online Learning International Baccalaureate - Diploma Programme/ Middle Years International Baccalaureate - Diploma Programme/ Middle Years ITC Journalism/Yearbook Journalism/Yearbook Journalism/Yearbook Journalism/Yearbook Journalism/Yearbook Journalism/Yearbook Language Arts/Literature/Grammar Language Arts/Literature/Grammar Language Arts/Literature/Grammar Language Arts/Literature/Grammar Library and Information Services Mathematics

Special Needs/Learning Support General English as a Second Language and Mother Tongue

11-14 years Full age range, i.e. 3-18 years 15-18 years

Information Technology/Multi-Media/Online Learning

Full age range, i.e. 3-18 years

Elementary Education General General General Art Information Technology/Multi-Media/Online Learning General General Writing Information Technology/Multi-Media/Online Learning Middle School Education Special Needs/Learning Support Science

6-10 years 15-18 years 15-18 years 15-18 years 15-18 years 15-18 years 15-18 years 6-10 years 15-18 years 15-18 years 11-14 years Full age range, i.e. 3-18 years 11-14 years

Mathematics Mathematics Mathematics

General Middle School Education Elementary Education

6-10 years 11-14 years 6-10 years

Mathematics Mathematics Mathematics Middle School Education Middle School Education Music Music Music Music Music Music Science

Middle School Education General Elementary Education Guidance and Counseling Secondary Education Elementary Education Elementary Education Elementary Education Elementary Education General International Baccalaureate - Diploma Programme/Middle Years International General Certificate of Secondary Education

11-14 years Full age range, i.e. 3-18 years 3-5 years 11-14 years Full age range, i.e. 3-18 years 6-10 years Full age range, i.e. 3-18 years 6-10 years 6-10 years Full age range, i.e. 3-18 years 15-18 years Full age range, i.e. 3-18 years

Science Science

General Curriculum and Assessment

Full age range, i.e. 3-18 years 15-18 years

Science

General

Full age range, i.e. 3-18 years

Science

General

Full age range, i.e. 3-18 years

Secondary Education Service Learning/Community Service Service Learning/Community Service Service Learning/Community Service Service Learning/Community Service Service Learning/Community Service Service Learning/Community Service Special Needs/Learning Support Special Needs/Learning Support Special Needs/Learning Support Writing

General Global Issues/Global Citizens General General General General Global Issues/Global Citizens General Guidance and Counseling Administration and Governance Middle School Education

11-14 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 15-18 years Full age range, i.e. 3-18 years 11-14 years

Schonbrun, Lindsay

Mingura, Natalie Guerin, Claudia

Twiest, Matt Rosch, Jake

Wilmshurst, Jonathan ; Robinson-Slater, Martyn Pasternak, Jennifer ; Taylor, Briony

Landolfa, Michael ; Boyd, Vicki ; Krainova, Jana

Bonalumi, Marcus Bonalumi, Marcus Prince, Emily

Siivonen, Marko Keulers, Vikki

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Full age range, i.e. 3-18 years 15-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 11-14 years 6-10 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years Full age range, i.e. 3-18 years 11-14 years

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