ibap-arc-2013KL-programme

Programme

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Contents Mission Statement

2

Overview

The IB Learner Profile

3

Thursday

28

About the Conference

4

Friday

29

Welcome Message

6

Saturday

31

Regional Staff

8

Breakout Sessions

About International Baccalaureate (IB), Asia Pacific

12

Schedule 14 Sponsors 18 Exhibitors 21 Speaker Profiles

Keynote Speaker Dr. Sohail Inayatullah

Keynote Speaker Ben Walden

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Keynote Speaker Professor Paula Barrett

26

22

Session One 34

Session Two 39

Session Three 46

Session Four 52

Session Five 58

Session Six 64

Session Seven 70

Session Eight 75

Presenter Bios Venue Map

82 106

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The International Baccalaureate Mission statement Education for a better world The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Déclaration de mission du Baccalauréat International L’éducation pour bâtir un monde meilleur Le Baccalauréat International a pour but de développer chez les jeunes la curiosité intellectuelle, les connaissances et la sensibilité nécessaires pour contribuer à bâtir un monde meilleur et plus paisible, dans un esprit d’entente mutuelle et de respect interculturel. À cette fin, l’organisation collabore avec des établissements scolaires, des gouvernements et des organisations internationales pour mettre au point des programmes d’éducation internationale stimulants et des méthodes d’évaluation rigoureuses.

Ces programmes encouragent les élèves de tout pays à apprendre activement tout au long de leur vie, à être empreints de compassion, et à comprendre que les autres, en étant différents, puissent aussi être dans le vrai.

Declaración de principios del Bachillerato International Una educación para un mundo mejor El Bachillerato Internacional tiene como meta formar jóvenes solidarios, informados y ávidos de conocimiento, capaces de contribuir a crear un mundo mejor y más pacífico, en el marco del entendimiento mutuo y el respeto intercultural.

En pos de este objetivo, la organización colabora con establecimientos escolares, gobiernos y organizaciones internacionales para crear y desarrollar programas de educación internacional exigentes y métodos de evaluación rigurosos.

Estos programas alientan a estudiantes del mundo entero a adoptar una actitud activa de aprendizaje durante toda su vida, a ser compasivos y a entender que otras personas, con sus diferencias, también pueden estar en lo cierto.

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The IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.

They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.

They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience.

They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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About the Conference Each year the International Baccalaureate速, Asia Pacific (Singapore Branch) presents the IB Asia Pacific Annual Conference. The Annual Conference provides an excellent opportunity for educational leaders and decision makers in schools, universities and governments to come together to share best practices around cultivating the way we are educating students and creating an education system that nurtures their abilities.

The IB Asia Pacific Annual Conference presents renowned speakers in the areas of education, society, environment and creativity, challenging and inspiring participants to rethink our current school systems and the way education is being taught.

Attracting over 900 educators, policy makers and IB practitioners from around the world, representing 29 countries from over 500 schools throughout the Asia Pacific and Australasian region, delegates will hear from three distinguished keynote speakers and break out into smaller sessions led by over 100 education experts from around the IB World.

The IB Asia Pacific Annual Conference is the largest gathering of Educators and the education industry in Asia Pacific.

The three day conference provides an opportunity for the members of the IB regional and global community to

come together; challenge and examine their ideas and assumptions; become better informed about changes and developments within the IB and international education practices; and allow participants to engage in meaningful conversations with colleagues, regional and global IB staff.

The conference provides a platform for delegates to share experiences and solve common issues. It is also a key networking opportunity for corporations that supply and assist the education industry.

The IB Asia Pacific Annual Conference Network with new colleagues, catch up with old friends, forge new alliances.

Supported by:

Follow the discussion on Twitter at #IBAPC2013

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Welcome to Kuala Lumpur, Malaysia It gives me great pleasure to welcome you to the 27th International Baccalaureate (IB) Asia Pacific Annual Regional Conference in Kuala Lumpur.

It is a genuine delight for the IB, schools and educators to reconnect at these conferences. To engage in stimulating conversations, listen to inspiring speakers, renew our knowledge, make acquaintances with friends and former colleagues, share approaches and extend our networks. We all take a great deal away from this event which will renew our approaches and strengthen our relationships.

As educators, we know that the challenges of the future cannot be met by teaching and learning in traditional ways. We need to prepare students for the fluid and unpredictable future they have before them. This requires fresh

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approaches and changing roles. Creativity is central to success in taking action forward, for building consensus in teams and to ensure competiveness in a field of similar thinkers. The way the IB empowers educators with the responsibility to innovate, build curriculum and be part of the development of fellow teachers and the organisation as a whole is invaluable.

This approach is critical in building our professional learning communities.

The particular success of your approaches means that 2013 is already proving to be a significant year for the IB in Asia Pacific.

Along with IB Educators, we are moving forward with supporting government educational reform initiatives both here

in Malaysia and also in Japan. These partnerships come directly from the way IB schools and educators continue to innovate, educate and create.

Governments, universities and educators constantly tell us that IB World Schools set the benchmark and inspire educational change. It is wonderful to know that such inspirational practices are now affecting approaches to teaching and learning in schools across Asia. We should all be justifiably proud of the work we have done over many years.

We would like to express our thanks to all of our sponsors and exhibitors for their support of this event. GEMS Education,

Texas Instruments, Fairview International School and the International Herald Tribune particularly.

On behalf of the IB I would like to thank you once again for your expertise, passion and commitment which you share with the organisation. Without the wonderful support you give so generously we would not be able to have the impact that we have or delight so many educators and students day in day out.

I look forward to reconnecting with many of you over the coming days.

Ian Chambers Regional DirectoR, ASIA PACIFIC

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Regional Staff Ian Chambers

Marcia Behrenbruch

Regional Director Asia Pacific

Head of School Services, Asia Pacific

Over the past 11 years Ian has forged a successful career in education leadership and teaching.

Before joining the International Baccalaureate Ian was Regional Manager, Asia Pacific for an international provider of international qualifications for 14–19 year olds where he also held the position of Regional Manager, South Asia based in New Delhi, India. Previously, Ian was a Curriculum Leader for Business and Enterprise in the UK and a teacher of Economics and Business Studies. During his career Ian has developed institutional partnerships with Central and State Governments as well as the British Council and regional boards.

Marcia Behrenbruch has over 25 years of experience as a teacher and school administrator living and working in Canada, Australia, the Netherlands, Vietnam and Singapore. Her research interests are inquiry learning, facilitating change in classroom practice and identifying factors that contribute to effective professional development. She currently works in the IB office in Singapore. After three years as head of professional development for the PYP, she is now head of school services for Asia Pacific.

Avalokita Nanda

Stephen Keegan Regional School Services Manager Diploma Prog.

Stephen joined the IB Asia Pacific regional office in July 2007 and is currently the Regional School Services Manager Diploma Programme. Prior to that, he was head of high school and IB Diploma coordinator at the International School of Suva, Fiji. Stephen has worked in a number of IB and international schools in and out of the region, including schools in Hong Kong, Switzerland, Japan, Thailand and Argentina.

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DP School Services Associate Manager Assist School Services Manager with activities related to the Diploma Programme. These activities include IBAP strategic planning, school application, school authorization and programme evaluation. Responsible for IBCC management.

Monita Sen

Stuart Jones

Regional School Services Manager PYP

Professional Development Manager Asia Pacific

Monita Sen joins the Singapore office as Regional Manger – PYP School Services, Asia Pacific.

Monita comes with over 12 years experience working with the PYP in a variety of roles including primary teacher, PYP coordinator, head of school, PYP workshop leader, school visitor, educational consultant, teacher-trainer and workshop developer.

Stefanie Leong

Stuart worked in international education for 17 years prior to joining the IB. During his teaching career Stuart has gained experience in a variety of educational systems and administrative roles.

As an administrator and DP coordinator in an IB school he helped to oversee the implementation and development of the programme, and subsequently took on a number of IB Educator roles in the Asia Pacific region. Before moving to his current role in the IB, Stuart worked for several years with the School Services team (Diploma) supporting schools in the authorization and evaluation processes.

Head of Development, Asia pacific Stefanie Leong has over 11 years of experience in education management, and prior to that she worked in the various industries including real estate development and hospitality.

Stefanie joined the International Baccalaureate in February 2012 as the Head of Development and Recognition, Asia Pacific. As the Head of Development in IB Asia Pacific Global Centre based in Singapore, Stefanie oversees the development of schools interested in offering the IB programmes and becoming IB World Schools; along with managing the relationship between the IB and universities, governments, education authorities and associations. Prior to her joining the IB, Stefanie was the Senior School Development Manager, East Asia at the University of Cambridge International Examinations, a department of the University of Cambridge, where she build and solidified relationships with government, schools and universities from Singapore to Mongolia.

Sebastien Barnard Regional Communications & Marketing Manager AP Sebastien has over 12 years experience as a marketing communications, public relations and brand reputation management professional.

Sebastien’s experience includes B2B, B2C and Public Sector marketing; understanding and working with the marketing and communication needs of leading MNCs’ and Government organisations. An IB Diploma graduate from UWCSEA Sebastien formally held communication and marketing roles with the British Chamber of Commerce, Singapore and various multinational corporations working throughout the Asia Pacific region

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Regional Staff Rosalyn Goh Regional Events Manager Asia Pacific Rosalyn is responsible for providing end-to-end event services, developing creative concepts and managing strategic executions to meet the business needs across Asia Pacific. A seasoned events marketing professional with over 10 years’ experience working with international management consulting and marketing organizations, Rosalyn combines strong event planning, event execution and client servicing skills to ensure the delivery of top caliber events.

Having worked in various business environments in the US, Australia and New Zealand, Rosalyn possess strong client relationship management, partnerships, negotiation and communication skills. Rosalyn holds a masters in communications with a specialization in events management.

Ashish Trivedi IB Educator Network Manager, Asia Pacific Ashish joined the International Baccalaureate organization as MYP Associate Regional Manager in August 2008. For the past 14 years he has taught in national and international schools in India, Indonesia and Japan as Head of Technology, MYP and Diploma Coordinator.

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Bradley Shrimpton Research Manager Manage research projects strategically on IB Programmes and oversee the work of research analysts, external bodies and research assistants involved in various aspects of the research project.

Tan Ming Kee Schools Division Operations Manager Ming Kee joined the International Baccalaureate (IB) in Year 2009 and has been in her current role since July 2011. Current responsibilities include managing all administration processes and systems related to authorisation, evaluation and withdrawals of schools within the IB Asia Pacific regions. Prior to joining the IB, Ming Kee worked in DELL Global GV as software development manager and project manager with Infocomm Development Authority of Singapore (IDA).

Ming Kee has 12 years of experience in project management and business analysis.

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About International Baccalaureate (IB), Asia Pacific In the Asia Pacific region IB supports more than 500 schools offering over 700 programmes in 29 countries and territories.

You will find IB World Schools in: Australia

Mongolia

Bangladesh

Myanmar

Brunei Darussalam

Nepal

Cambodia

New Zealand

China

Pakistan

Fiji

Papua New Guinea

Guam

Philippines

Hong Kong

Singapore

India

Solomon Islands

Indonesia

Sri Lanka

Japan

Taiwan

Korea, Republic of

Thailand

Lao Peoples Democratic Republic

Timor-Lestee

Macao

Vietnam

Malaysia

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The largest concentration of IB World Schools can be found in Australia with over 150 schools, China/Hong Kong with over 115 schools and India where there are 98 IB World Schools offering one or more of the IB programmes.

The IB in Asia Pacific has seen consistently high growth in the past ten years from just over 100 schools in 1999, to over 200 schools by 2004 and a further doubling of schools to over 400 schools by 2009.

The IB Asia Pacific Global Centre resides in Singapore. Singapore’s central location within the Asia Pacific has been deemed the ideal location to ensure responsiveness to the needs of IB schools and educators across the region. The IB Asia Pacific Global Centre is responsible for Regional functions including the school application, authorisation and evaluation process; school counselling, teacher training and Regional University and government recognition.

IB World Schools are critical in making the mission and values of the IB come alive in classrooms and communities. The IB Asia Pacific Global Centre provides ongoing support to IB World Schools in the Asia Pacific region in curriculum development, student assessment and pedagogical

leadership. The regular, ongoing and rigorous evaluations of authorized IB schools are part of IB’s and IB Asia Pacific’s commitment to keeping high quality, consistent academic standards around the world.

Collaborating with educators and schools has been a unique strength of the IB since its beginnings. IB educators make an invaluable contribution in the development of IB programmes and supporting the IB community. In the Asia Pacific region, there are currently 945 IB educators who contribute in various roles such as workshop leaders, site visitors and field representatives for the three IB programmes.

Recognizing the important role that IB educators and their schools play in supporting the IB community, the IB established the IB educator network (IBEN) and appointed IBEN managers in the three IB regions. The main objective of the IB educator network is to further enhance the way the IB collaborates with the IB educators by having consistent policies across the three regions, recognizing the contributions the IB educators and their schools make and

conscientiously using the time and expertise of our IB educators.

In Asia Pacific we continue to be committed to supporting the ongoing development of a worldwide professional learning community in the form of regional face-to-face workshops and resource-rich online environments for IB teachers. The IB trains more than 13,435 IB teachers in the Asia Pacific region every year.

For more information please visit www.ibo.org/ibap

Contact International Baccalaureate (Singapore Branch) 600 North Bridge Road, Park View Square, #21-01, Singapore 188778 Phone: +65 6579 5000 Fax: +65 6579 5003 Email: ibid@ibo.org

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Schedule

March 21st General conference registration 07:45 - 17:30 | Grand Floor Concourse

Heads Leadership Forum 08:30 - 15:15 | F5 & F6 | F7 & F8

Higher Education Symposium 12:00 - 15:00 | F3

Teacher Certificates 12:00 - 15:00 | F4

coordinators Forum 09:00 - 12:00 | 6 Rooms

New Heads Welcome 09:30 - 12:00 | Harpers

Welcome Performance & Student Keynote Introduction International School of Kuala Lumpur (ISKL) Welcome Address - Ian Chambers, Regional Director IB Asia Pacific 15:30-16:30 | GRAND BALLROOM Keynote 1: Professor Sohail Inayatullah 16:30 -17:30 | GRAND BALLROOM

Welcome Cocktails 18:00 - 20:00 | Grand Ballroom Foyer & Ground Floor Concourse

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Schedule

March 22nd

Morning Welcome Welcome Performance & Student Keynote Introduction Fairview International School 08:45 - 09:00 | GRAND BALLROOM Keynote 2: Ben Walden 09:00 - 10:30 | GRAND BALLROOM

Morning Tea / Exhibition 10:30 - 11:10 | Grand Ballroom Foyer & Ground Floor Concourse

Session ONE 11:10 - 12:10

Association & Network MEetings 13:00 - 14:00

Lunch & Learn with Exhibition 12:10 - 14:00 | Grand Ballroom & Ground Floor Foyers

Session TWO 14:00 - 15:00

Session THREE 15:10 - 16:10

Afternoon Tea / Exhibition 16:10 - 16:45 | Grand Ballroom & Ground Floor Foyers

Session FOUR 16:50 - 17:50

Networking Drinks 18:00 - 19:00 | Pool Side

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Schedule

March 23rd

Morning Welcome Welcome Performance & Student Keynote Introduction Mont’Kiara International School 08:45-09:00 | GRAND BALLROOM Keynote 3: Professor Paula Barrett 09:00 - 10:30 | GRAND BALLROOM

Morning Tea/Exhibition 10:30 - 11:10 | Grand Ballroom Foyer & Ground Floor Concourse

Session FIVE 11:10 - 12:10

Association & Network MEetings & FGD 12:10 - 14:00

Lunch/Presentation Sessions/Exhibition 12:10 - 14:00 | Grand Ballroom & Ground Floor Foyers

Session SIX 14:00 - 15:00

Session SEVEN 15:10 - 16:10

Afternoon Tea / Exhibition 1610 - 1645 | Grand Ballroom & Ground Floor Foyers

Session EIGHT 16:50 - 17:50

Conference Dinner (pre-dinner drinks at 19:00) 19:30 - 22:30 | Shangri-la Hotel KL, Sabah Room, Basement II

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Four Fantastic IB World Student Conferences in 2013!

In North America: Wake Forest University

North Carolina, USA 23–28 June Social Justice: Contemplating the Past, Confronting the Future

The University of British Columbia

Vancouver, Canada 21–26 July ECOnomics: Creating a Sustainable Future

In Europe and Asia-Pacific: The University of Warwick

Coventry, UK 4–9 August Utopian Visions: Employing the Arts for Social and Political Change

The University of Hong Kong Hong Kong, China 11–16 August iResponsibility: Explore how we Engage in the Online World

Eligibility: Students currently in their first year of the DP or IBCC, or those planning to enter the DP or IBCC during 2013.

Register now at www.ibo.org/wsc/ © International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

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IBO would like to acknowledge and thank our following sponsors for the conference Global Sponsor

Founded in 1959 GEMS Education is an international education company. Its vision is to be the worldĂ­s leading provider of quality education, enriching the lives of millions of children and the communities in which they live.

GEMS Education works across three distinct sectors: Private, Public and Philanthropic. In the Private sector the company is the largest kindergarten to grade 12 education provider in the world. It educates 110,000 students from over 150 nationalities across four continents. GEMS employs over 11,000 education professionals, specialists and staff from over 80 countries. In the Public sector GEMS Education works with

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governments to lift school performance and improve the standards and expertise of government schools across the globe.

The Varkey GEMS Foundation is the philanthropic arm of GEMS Education.

Its aim is to impact 100 underprivileged children for every child enrolled in a GEMS school. The Honorary Chair of the Foundation is former US President, Bill Clinton.

GEMS has offices in the United Kingdom, Europe, the United States of America, Singapore, India, The Kingdom of Saudi Arabia, Qatar, Kenya and the United Arab Emirates.

Please visit www.gemseducation.com for more information.

Gold Sponsor

Fairview International School, a renowned educational institution, is the only school in Malaysia to be awarded the International Baccalaureate (IB) World School status in its schools in Kuala Lumpur and Penang for the full spectrum of programmes, namely the IB Diploma, The Middle and Primary Years Programme. Fairview Johor and Fairview Subang are IB World schools for the Middle Years Programme while awaiting authorisation for the Primary Years and Diploma Programmes.

Catering to the needs of the local and expatriate population and using English as the medium of instruction, Fairview is a mini United Nations representing a potpourri of about 50 over countries. With excellent academic performance year after year, the 35 year old learning centre is clearly the ‘hub’ for IB education in the region with plans to expand into Asia, Australia and the UK. August 2013 will see the launch of an additional stream using Mandarin as the medium of instruction where there will be opportunities to revel in the rich Chinese culture and traditions.

The learning journey encompasses various pedagogical instruments to tap on higher order thinking skills which takes students on expeditions to local and overseas destinations. While community

and service forms a major objective, students are stretched to work on onsite assessments amidst the planned activities which include jungle trekking and conquering high mountains.

Continuous Professional Development is synonymous with Fairview as best practices are emulated and staff provided with opportunities for personal development through internal and external workshops in addition to the compulsory IB approved ones.

A three-year full-time work based Masters in Education programme in collaboration with Sheffield Hallam University provides a platform for research building up into a centre for IB related study.

For more information please visit www.fairview.edu.my.

Contact Us Kuala Lumpur (IB World School) 4178 Jalan 1/27D, Section 6, Wangsa Maju, 53300 Kuala Lumpur.

Tel: +603-4142 0888 Fax: +603-4149 0222 Email: enquiries@fairview.edu.my Website: www.fairview.edu.my

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Silver Sponsor

Media Partner

Texas Instrumentsí Education Technology business is a leader working with educators throughout the world in developing classroom technology, training programs and support materials that connect the classroom learning experience with realworld applications at every grade level.

The TI-Navigatorô System, which wirelessly networks each student’s graphing calculator to the teacher’s computer, is based on the integration of instruction, assessment and content strategies proven in the classroom. Teachers are able to track the progress of individual students or the entire class in real time, enabling them to adjust lessons and guide performance immediately.

One of TI’s greatest strengths is helping educators integrate new technology into classrooms. TI provides classroom activities, training resources, supplemental materials and presentation aids like the Teacher Software and TI-SmartViewô emulator software. Many of the resources and training materials are written by educators and include sample lessons, ready-to-use activities and pedagogical approaches for teaching particular concepts.

The Malaysian Reserve The right information at the right time is crucial to make the right decision!

The Malaysian Reserve prepares the readers for the day. It is a must-read for the men and women who shape our country and economy and define Malaysia’s business environment.

From stock markets to the changes in technology, new directions in wealth management and developments in the various industries, The Malaysian Reserve gives accurate and timely reports, expert opinions and multiple points of view.

About the International Herald Tribune (global.nytimes.com) The International Herald Tribune (IHT) is the premier international newspaper for opinion leaders and decisionmakers around the globe. It combines the extensive resources of its own correspondents with those of The New York Times, is printed at 38 sites throughout the world and is for sale in more than 160 countries. Based in Paris since 1887, the IHT is owned by The New York Times Company.

For more information about the IHT, visit ihtinfo.com.

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Exhibitors Advance Materials www.advancematerials.co.uk

APD KL www.apdsing.com/index.html

Cambridge University Press www.cambridge.org

Casio Computer Pte Ltd http://edu.casio.com

Cengage Learning www.cengage.com

Concord www.concord.com.au

IB Pavilion IB Americans : IB World Student Conferences IB Answers IB Examiner Recruitment & Training IB Global Research Department IB Publishing IB Regional PD IB School Services IB University and Government IBEN www.ibo.org

IBID Press

Oxford Study Courses Ltd www.osc-ib.com

Oxford University Press www.oup.com

Pamoja Education www.pamojaeducation.com

Pronin International www.pronin.com.au

Rustic Pathways www.rusticpathways.com

TTS Group UK www.tts-group.co.ul

www.ibid.com.au

Faria System www.managebac.com

Wenger Corporation iGroup (Asia Pacific) Ltd

www.wengercorp.com

www.igroupnet.com

Haese Mathematics www.haesemathematics.com.au

World Challenge John Catt Educational

www.worldchallenge.com.au

www.johncatt.com

Hodder Education www.hoddereducation.co.uk

Nova Southeastern University Abraham S. Fischler School of Education www.nova.edu

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Thursday 21st March

Keynote Speaker

Dr. Sohail Inayatullah

Introducing Dr. Sohail Inayatullah...

A political scientist and futurist, Professor Sohail Inayatullah is adjunct professor at the Centre for Policing, Intelligence and Counter-Terrorism, Macquarie University, Sydney. He is professor at the Graduate Institute of Futures Studies, Tamkang University, Taiwan and an associate of Mt Eliza Executive Education, Melbourne Business School.

Since 2009, he has been annually teaching “futures thinking and strategy development” for Pearls in Policing in Brisbane, Sydney, Vancouver and the Hague. During the past two years he also taught foresight courses on “biosecurity futures” for the Australian Government, Department of Agricultural, Fisheries and Forestry and on “innovation and foresight” for the OIC Standing committee on science and technology in Islamabad, Pakistan.

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Inayatullah is editor-in-chief of the Journal of Futures Studies and on the editorial boards of Futures, Prout Journal, Peace and Democracy in South Asia, and Foresight. He is a Fellow of the World Futures Studies Federation and the World Academy of Art and Science and on the International Advisory Council of the World Future Society, the Darwin Project, and the Lifeboat Foundation.

In 2010, he was awarded the “Laurel” award for all time best futurist by the Shaping Tomorrow Foresight Network.

In March 2011, he was awarded an honorary doctorate by Universiti Sains Malaysia, Penang.

Keynote Abstract: In 1999, Dr. Inayatullah held the UNESCO Chair at the Centre for European Studies, University of Trier, Trier, Germany and the Tamkang Chair in Futures Studies at Tamkang University, Taipei, Taiwan.

He was also David Sutton Fellow, the International Management Centres Association in 1999.

From 1981 to 1991, he was senior policy analyst and planner with the Hawaii Judiciary, where he coordinated the Court’s Foresight Program.

In times of dramatic change – as business-as-usual becomes uncomfortable, if not pathological individuals and organizations often revert to the used or the disowned future.

But can we shift, can we personally and institutionally create robust and resilient alternative futures? If so, what is required?

Case studies from interventions in education, regulation and environment, among others, attempt to answer this question. Along with these experiments, we will explore likely disruptions in the coming years, and how these provide opportunities to innovate, educate and create.

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Friday 22nd March

Keynote Speaker

Ben Walden

Introducing Ben Walden...

It is increasingly common to hear people say that we are facing a crisis of leadership. The ways in which organisations are moving forward can no longer be comprehended through the same models, language and logical analysis that have served leaders in the past. The rational leader has got business where it is - he/ she will not be able to take it where it needs to go. The leaders of tomorrow will need to be ordinary human beings with extraordinary talents.

By Using Shakespeare we aim to develop authentic leaders - by teaching individuals to act with integrity, tell a compelling story and release the full potential of those around them.

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Bens work has received major acclaim.

He 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. Having run many masterclasses for the Shakespeare`s Globe Education Centre he has worked in close collaboration with Mark Rylance and Richard Olivier in the development of an experiential theatre learning technique called Mythodrama. As a Senior Associate at Olivier Mythodrama, Ben is now running sessions bringing this work at Leadership level into a broad range of organisations across the world.

Keynote Abstract: He has also run projects at a number of leading business schools including Columbia, OSBS, the London Business School and Insead. ìContender Charlieî is the company he has formed to take this, and other theatre techniques, into education. Ben`s chief passion is using theatre as a medium to bring meaning, purpose and greater personal expression to the lives of young people.

Lessons from Shakespeare’s Henry V. We believe that anyone involved in the teaching, mentoring or supervision of young people is in a key leadership role, whether they are currently aware of that or not.

Henry V is the story of a leader who unites his people around a common goal, overcoming many obstacles in his path on his way to achieving a remarkable victory against significant odds.

School Leaders and teachers need to be visible. They need to communicate vision and purpose in a way that inspires their teams and truly reflects their passion and commitment with authenticity.

Sponsored by Fairview International School

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Saturday 23rd March

Keynote Speaker

Professor Paula Barrett

Introducing Professor Paula Barrett...

Professor Paula Barrett, B.Sc (Hons), M.Clin.

Psych., MAPS, PhD, is internationally recognised as a prominent scholar and groundbreaking researcher in the field of child psychology. Paula has a distinguished international reputation as a keynote presenter, and has been published widely in the area of prevention and treatment of anxiety and depression and the promotion of resilience through the evidence-based ĂŤFRIENDSĂ­ programs.

Recently, Paula received the Telstra Queensland Business Woman of the Year Award, was shortlisted for the Australian of the Year Queensland Award and the Queenslander of the Year Award, and received the Highly Commended Certificate in the Human Rights Medal of the Australian Human Rights Commission

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for her contribution to the wellbeing of children, youth and the wider community.

Paula is the founding Director of the innovative research-based clinic, Pathways Health and Research Centre. In 2008, Pathways Health and Research Centre was a Finalist in the Telstra Business Awards in the category of Innovation. Since its creation in 2003, Pathways has helped innumerable families worldwide.

For over two decades Paula has authored and evaluated the well-known FRIENDS for Life program recognized in an evidence-based review conducted by the World Health Organization for the prevention and treatment of childhood and adolescent anxiety and depression.

The FRIENDS program has enjoyed worldwide success within Canada, New

Keynote Abstract: Zealand, Ireland, the United Kingdom, the Netherlands, Finland, Norway, Sweden, Hong Kong, China, the US, Portugal, Greece, Cyprus, Mexico, Peru, Brazil, Japan, Singapore and India, and is also undergoing randomized controlled trials in many other countries.

Paula is a strong believer in life long learning, staying active and a positive psychology approach.

Collectively her prolific writing, generosity of spirit and fervour for research have had a significant impact on the lives of literally thousands of children all over the world.

Resilience. It’s one of the most-used buzzwords of the 21st century. We’ve all heard of it - but what does it actually mean?

How can we increase and maintain the emotional wellbeing of our students and, in doing so, improve their behaviour in the classroom, their attitudes, their motivation levels and their academic outcomes?

How can we also improve empathy in schools and help students relate better to their peers, teachers and parents?

By teaching members of the school community relaxation, mindfulness and positive thinking skills (amongst other techniques) we can improve the

performance outcomes of our schools significantly.

Research has shown that, by increasing resilience skills in students, we can effectively eliminate bullying - a prominent and pervasive problem across all cultures and education systems.

Professor Barrett will speak about resiliencebuilding strategies, risk and protective factors in youth development and other state-of-the-art paradigm shifts which are benefiting schools all over the world.

Human capital investment is the best investment any government can make James Heckman, Nobel Prize-winning Economist, 2000.

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Overview

Thursday General conference registration 07:45 - 17:30 | Grand Floor Concourse Heads Leadership Forum 08:30 - 15:15 | F5 & F6 | F7 & F8 Higher Education Symposium 12:00 - 15:00 | F3 Teacher Certificates 12:00 - 15:00 | F4 coordinators Forum 09:00 - 12:00 | 6 Rooms New Heads Welcome 09:30 - 12:00 | Harpers

Welcome Performance & Student Keynote Introduction International School of Kuala Lumpur (ISKL) Welcome Address - Ian Chambers, Regional Director IB Asia Pacific 15:30-16:30 | GRAND BALLROOM Keynote 1: Professor Sohail Inayatullah 16:30 -17:30 | GRAND BALLROOM

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KEY

Welcome Cocktails 18:00 - 20:00 | Grand Ballroom Foyer & Ground Floor Concourse

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PYP MYP

DP IBCC

Overview

Friday

Morning Welcome Welcome Performance & Student Keynote Introduction Fairview International School 0845 - 0900 | GRAND BALLROOM Keynote 2: Ben Walden 09:00 - 10:30 | GRAND BALLROOM

F1 & F2 HEADS

Daun Yorke

PYP Update

F9 & F10

The US, Canada and the UK: An update on IB Recognition

IB School leadership in a multi-cultural setting

Infusing a Culture of inquiry

HEADS

Helen Barrett, Monita Sen

Paul Campbell, Stefanie Leong, Theresa Forbes HEADS

Mindful Coordination (Coordinating With Compassion)

Paul Kidson

Jason Graham

LEADER

F7 & F8

Leadership viewed through the prism of the IB Learner Profile

A4

‘Chance Favours the Connected Mind’...or where do creative ideas come from and how can we generate more? James MacDonald

Extending your Learning Community

HARPERS

Judith Fabian F3 & F4

A3

F5 &F6

Teaching and learning: the heart of international education

Professor Sohail Inayatullah

Darlene Fisher

SESSION 1 11:10 - 12:10

Questioning the Future: Seven questions to aid in the process of creating alternative and preferred futures

A5

Morning Tea / Exhibition 10:30 - 11:10 | Grand Ballroom Foyer & Ground Floor Concourse

Shelly Luke Wille, Jacqui Cameron

Association & Network MEetings & FGD 13:00 - 14:00

F7 & F8

PLCs: Teacher-driven inquiry through action research ‘Leadership of Learning at the Core’

LEADER HARPERS

Mary Morrison, Benjamin Turner

Chaos and Complexity Theory - a new way to think about science.

HEADS

Brendan Kean

Regional IBEN updates

HEADS

Jose Manuel Villarreal, Ed.D., Carol Van Vooren, Ed.D.

F1 & F2

F3 & F4

A head of schools’ journey to establish a sustainable professional development model through empowering teacher leaders.

A4

Chun Lai, Mark S.K Shum, Bennan Zhang

F9 & F10

HEADS

Alice Ong

Ashish Trivedi

Andy Fletcher

Beyond the confines of the text: an alternative approach to teaching economics Dr Fang Woan Pin, Low Wai-Peng

IB World Student Conferences Ross Duran

HEADS

A3

F5 & F6

Integrating IB philosophical principles into Chinese language teaching: Challenges and Strategies

Jeffrey Beard

Moving from 2D to 3D teaching and learning environment

SESSION 2 14:00 - 15:00

What’s Happening Across the IB: An update on IB strategy implementation

A5

Lunch & Learn with Exhibition 12:10 - 14:00 | Grand Ballroom & Ground Floor Foyers

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IB global research department update: Recent studies and future directions

Sue Richards, Adrian Rudzinski, Dr. Chun Lai

Social and Emotional Learning (SEL) and Mindfulness at Phuket International Academy Day School: A Case Study Krysten Fort-Catanese

F9 & F10

Catching-up with the candidates - technology in assessment

iPads and Inquiry... a recipe for Creativity and Reflection

HEADS

LEADER

Cultural Evolution Through Experiential Learning

Face to Face or Virtual Learning?

The case for ‘Blended Learning’

HEADS

HARPERS

Michael Dean

F3 & F4

Confessions of a PYP Specialist

Metty Antony

Geoffrey KO, Trevor WONG

Theo Mandziy

HEADS

Chris Wyatt, Joel Weekes

Stephen Miller

HEADS

Dr Malcolm Pritchard, Dr Vladimir Kuskovski

A3

From Foes to Friends: Hot Lessons from the Cold War

Developing internationally minded educators

F1 & F2

Differentiating IB services to meet the specific needs of your school - new ideas for tailor made support services! Andrew Atkinson

F7 & F8

A5

Friday

A4

SESSION 3 15:10 - 16:10

F5 & F6

Overview

Changing the World One Child at a Time Developing Self-Regulated Learners The Diploma Programme Authorization Process

Lance King

Stephen Keegan, Avalokita Nanda

F1 & F2

Early Years in the PYP Building school culture through collaboration and reflection

Cécile Doyen

Aloha Lavina

50 Activities to Explicitly Teach Scientific Thinking to Grades 3 to 10 Knowing me; Connecting to you. A schools ongoing journey to further developing International Mindedness as a community. Traci Salter

Jane Altemen

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Networking Drinks 18:00 - 19:00 | Pool Side

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ROOM

PYP MYP

DP IBCC

HEADS

James MacDonald, IB Asia Pacific Regional Council

F9 & F10

A3

Heads to Heads Session

LEADER

A5

The implementation of international mindedness in the International Baccalaureate Diploma Programme: A qualitative case study of a Hong Kong second language Chinese classroom Kwok-Ling LAU

F7 & F8

The impact of the IB continuum on student, teacher, and school outcomes: Preliminary findings of research in the Southeast Asian context. Darren Bryant

F3 & F4

Anthony Tait, Marcia Behrenbruch

HARPERS

Explore the world of IB Professional Development

A4

SESSION 4 16:50 - 17:50

F5 & F6

Afternoon Tea / Exhibition 16:10 - 16:45 | Grand Ballroom & Ground Floor Foyers

Overview

Saturday

Morning Welcome Welcome Performance & Student Keynote Introduction Mont’Kiara International School 08:45-09:00 | GRAND BALLROOM Keynote 3: Professor Paula Barrett 09:00 - 10:30 | GRAND BALLROOM

MYP Mind the Gap: Tensions in Transition into DP

Effective application of tablet PCs in education in IB classroom

LEADER

Stuart Jones, Catherine Vogel

HARPERS

Carly Stafford, Tessa Calder Stephen Taylor

Micheal Chian

IBCC - preparing students for the future Dominic Robeau, Avalokita Nanda

HEADS

Monita Sen

HEADS

F7 & F8

Catering for all students with their diverse learning needs through inclusive classroom practice.

Programme Authorization and Evaluation in PYP

F9 & F10

F3 & F4

IBAP PD: Regional PD Update and new services for schools

A4

It’s not “Plan B” anymore: School leadership perspectives on integrating online learning into whole school programmes. Edward Lawless

A3

Carolyn Adams

F1 & F2

Assessment: past, present and future

Using Mentoring to Scaffold Inquiry and Build Student Autonomy Mark Smith

SESSION 5 11:10 - 12:10

A5

F5 & F6

Morning Tea/Exhibition 10:30 - 11:10 | Grand Ballroom Foyer & Ground Floor Concourse

“If you build it, they will come” Seetha Murty

Association & Network MEetings & FGD 12:10 - 14:00

What is an IB education?

Developments across the IB continuum

The Diploma Programme Evaluation Process Stephen Keegan, Avalokita Nanda

The indirectness of Language in the IB classroom Steve Jacobi

HARPERS

Matt Harris

LEADER

F9 & F10

Teaching information literacy to all students in the IB continuum

TBA

Christine Amiss

Promoting Education for Sustainable Development within the IB PYP Chitra Venkatesh, Rupal Arora

Evaluation Model Leading to Staff Professional Development

Sargis Sakanyan, Steve Brown, Betty Brown

HEADS

Student Leadership for a Sustainable World - The Jane Goodall Institute and Roots & Shoots Experience

HEADS

F3 & F4 F7 & F8

MYP: the next chapter

Note: Time 13:30 - 15:00

Richard Hartung, Kirtida Mekani

A4

A3

Professor Paula Barrett

F1 & F2

Keynote Workshop

SESSION 6 14:00 - 15:00

A5

F5 & F6

Lunch / Presentation Sessions / Exhibition 12:10 - 14:00 | Grand Ballroom & Ground Floor Foyers

Focus Group - Online/blended learning for IB World Schools and students Denise Perrault

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A3

IB Recognition Global and Regional Update Paul Sanders, Stefanie Leong

International Mindedness curriculum for Language Learners Myung Kyung Sung

F1 & F2

TBA (School Services Manager MYP, IBA)

Innovate, Educate and Create global citizens as life-long learners Inclusive assessment arrangements

HARPERS

Chrissy Gamble, Amanda Ritchie, Janet Lopez

Programme Authorization and Evaluation in light of Next Chapter

F9 & F10

Alexis Wiggins

LEADER

SPIDER Web Discussion: The Best Class You Never Taught Convergence between creating K-12 standards and benchmarks and aligning pedagogical practices around current psychological understandings, with specific reference to Critical Thinking. Nicholas Alchin Differentiation in the PYP - A practical whole-school approach to curriculum differentiation in the PYP classroom.

F3 & F4

“New ideas for PYP PD: Have your say with the Head of global PD for the PYP” Marcia Behrenbruch, Anthony Tait

F7 & F8

A5

Saturday

A4

SESSION 7 15:10 - 16:10

F5 & F6

Overview

Amanda McLean, Anny Lawrence Dr. Kala Parasuram

Reserved

F3 & F4

IB Programs in India: One School’s journey towards choosing and implementing the MYP.

F7 & F8

A3

Elaine Whelen , Nathalie Portier, Nora Vermeulin

Promoting environmental sustainability within a school community Can Asians Think? How IB-ToK Can Foster Critical Thinking in Asian Schools

HEADS

Emma Homerlein

Xiaohang Sumner

Conflict Management as Forward-Looking IB programme impact research - current and future studies

LEADER

Michael Purcell, Siddharth Mehta

Alison Ya-Wen Yang

F1 & F2

How to Implement an IB Mother Tongue Programme from K-12

Negotiating meaning through intercultural exchange

F9 & F10

Malcolm Nicolson, Jenny Gillett

HARPERS

A5

Diploma

A4

SESSION 8 16:50 - 17:50

F5 & F6

Afternoon Tea / Exhibition 1610 - 1645 | Grand Ballroom & Ground Floor Foyers

Indumati Sen

Bradley Shrimpton

Online PD – Challenging the traditional concept of learning Matt James, Mirja Myllykangas Reserved

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KEY

Conference Dinner (pre-dinner drinks at 19:00) 19:30 - 22:30 | Shangri-la Hotel KL, Sabah Room, Basement II

ROOM

PYP MYP

DP IBCC

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Breakout Sessions Questioning the Future: Seven questions to aid in the process of creating alternative and preferred futures Professor Sohail Inayatullah

Friday Session One 11:10 - 12:10

After selecting a research question, personal or F5 & F6 institutional (futures of retirement, futures of ways of knowing, futures of education, futures of life stages, for example), participants will be led through a process of questioning the future, with the intent of developing alternative futures, and a metaphor or narrative to support the desired future.

Keynote Speaker (political scientist/futurist) Graduate Institute of Futures Studies, Tamkang University / Centre of Policing, Intelligence and Counter Terrorism, Macquarie University, Sydney Note: Time 11:10 - 12:40

Teaching and learning: the heart of international education Judith Fabian

Chief Academic Officer International Baccalaureate Organization

Themes Inquiry / Concept Based Learning

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KEY

Approaches to Teaching & Learning

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PYP MYP

DP IBCC

The session will focus on teaching and learning A5 as essential to successful international education and the developing of an internationally minded school community. Participants will be provided with an update on developments in approaches to teaching and learning in all IB programmes and invited to reflect on how the IB can best support them in implementing the recommended approaches.

Chance Favours the Connected Mind’... or where do creative ideas come from and how can we generate more?

James MacDonald

Head of School Yokohama International School

Themes Professional Development (PD) Approaches to Teaching & Learning Curriculum Planning Implementation

Leadership viewed through the prism of the IB Learner Profile Paul Kidson

Principal St Paul’s Grammar School

Themes The IB Learner Profile

Most people agree that developing creativity F3 & F4 in students is an important cornerstone of a modern international education. But what exactly is creativity? And how can we incorporate this type of learning to a greater extent in our schools? These are things that I have been grappling with as a school leader and, while I do not claim to be an expert, I have been on my own learning journey recently in exploring these questions. This presentation is about some of the things I have learned (which I am excited to share) and some of the ideas I have had about how we can increase the odds of our students becoming more ‘creative’ and ‘innovative’ in their approach to life and learning. This presentation is structured as a short workshop, with numerous questions being posed to the audience for discussion and with different provocations aiming to compel people think a bit differently about how creativity should fit within our educational programmes. By the end of the session, participants should have a clearer idea of what creativity is (and is not) and understand why I think we need to look at creativity through a different lens that we have in the past. One thing is for sure, creativity is not just for the artists anymore.

The IB Learner Profile is central to the pedagogy F7 & F8 within IB World Schools. This session explores insights into leadership which emerge when seen through the context of the IB Learner Profile. It will explore the impact of school culture and context upon the understanding of the IB Learner Profile and its efficacy as a leadership construct. The session will both explore key research findings as well as invite participants’ exploration of their current practice.

School Leadership Culture

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Mindful Coordination (Coordinating With Compassion) Daun Yorke

Mindful Coordination (Coordinating With Compassion)

Themes The IB Primary Years Programme The IB Diploma Programme The IB Learner Profile Approaches to Teaching & Learning Principals/Heads of Schools

Extending your Learning Community Jason Graham

Learning Technologies Coordinator Bandung International School

Themes Professional Development (PD) Online Learning Professional Learning Communities School Leadership

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KEY

ICT and Education

ROOM

PYP MYP

DP IBCC

Student-well being is the central focus of this A4 presentation. What can we do (as educators and school leaders) to foster intellectual, social and emotional balance within our students and within our school communities? How can we nurture students’ spirits and encourage a community of harmony and caring in an intellectually challenging two-year Pre-University Programme?

Through a carefully orchestrated IBDP Orientation Retreat at the start of Year One at Canadian International School of Hong Kong, the concepts of emotional and physical balance are introduced. One of the major aims of the two-day, offcampus retreat is to foster a sense of community within the year group. Through informative presentations and group activities, students are encouraged to focus inwardly, on their own breath, and outwardly, on their shared humanity, as members of a larger community. The culmination of the two-day retreat is a meaningful full-group CAS activity. In the second year of the Diploma Programme, students take part in Stress-Relief, Laughter Therapy and Time-Management sessions over several weeks. With the support of members of the larger school community, much work is done before mock and final exams to help alleviate stress and anxiety within the students.

Throughout this presentation, examples of coordinating with compassion in China and Hong Kong will be shared.

Social media provides a way for teachers and A3 students alike to open the windows to the world, connect to the global community and extend learning outside our schools. #pypchat is an example of a focused online community of learners. It includes more than 50 PYP educators, across six continents, who ‘gather’ fortnightly to discuss learning in the PYP context via Twitter.

It’s a forum to push our thinking, seek and offer support, work together to deepen understanding and improve practice.

In this session, we will share how five educators in different countries, who have never met (including the two presenters!) were able to create and build this learning community and the immeasurable benefits to ourselves and our schools. You will learn ways that you and your colleagues can get involved and benefit too, as well as how you might create a similar platform for other like minded IB groups to interact and collaborate.

PYP Update Helen Barrett

Head of School Head of PYP Development International Baccalaureate Organization

Monita Sen

Regional Manager PYP School Services International Baccalaureate Organization (AP)

Hosted by Helen Barrett, Head of PYP F1 & F2 Development, and Monita Sen, PYP School Services Manager (AP), this session provides an update on PYP development, both globally, and in the region. The emphasis will be on sharing initial feedback and early indicators from the current review of the IBs highly successful Primary Years Programme and exploring how these might relate most directly to the regional context.

Theme The IB Primary Years Programme Principals/Heads of Schools

US, Canada, UK, Australia: An update on IB Recognition Paul Campbell

Head of Development, Americas International Baccalaureate Organization

IB schools in Asia Pacific continue to send large F9 & F10 numbers of graduates to universities in the United States, Canada, United Kingdom and Australia.

Join the Heads of Regional Development from IB Americas, IB Africa, Europe and the Middle East, IB Asia Pacific in a session that will review the many ways in which universities and governments recognize and reward the work of IB students.

Stefanie Leong

Head of Deveopment, Asia Pacific, International Baccalaureate Organization

Theresa Forbes

Head of Development, AEM International Baccalaureate Organization

Themes The IB Diploma Programme Higher Education / University pathways and opportunities Principals/Heads of Schools

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IB School leadership in a multi-cultural setting Darlene Fisher

Director (on leave to study) Bath Uni EdD candidate

Themes Professional Learning Communities School Leadership Culture Principals/Heads of Schools

Infusing a Culture of inquiry Shelly Luke Wille

Elementary Principal Chadwick International

Jacqui Cameron

Elementary Vice Principal/ PYP Coordinator Chadwick International

Themes The IB Primary Years Programme Inquiry / Concept Based Learning Approaches to Teaching & Learning

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KEY

Curriculum Planning Implementation

ROOM

PYP MYP

DP IBCC

The presentation will explore latest research and LEADER personal experience related to national cultures and educational leadership in an international context. Culture, both organizational and national, affect how a school works, and how people relate to each other.

Leaders in these schools deal with many varying attitudes and values represented by different cultural groups in the school.

A leader who understands and knows how to manage these differences can be much more effective in creating a school culture that supports diversity while respecting differences and implementing best practice. An introduction to cultural dimensions will start the presentation, some case studies will be explored, and then discussion will be encouraged to explore participants’ experiences and share ideas.

For a school filled with an amazing group of HARPERS educators mostly new to the PYP, building a culture of inquiry can be a daunting task.

Knowing how inquiry looks and what inquiry feels like is a hard concept to understand. Plus, if we truly believe that learning is best done in an interdisciplinary and inquiry approach, we need to give teachers the opportunity to be inquirers. Teachers and administrators worked to build collaborative practice around inquiry starting with the opening orientation meetings. The collaborative planning connected to the Kath Murdock inquiry cycle allowed all teacher stakeholders to have a voice in the process. Join us on our journey as we share our process, successes and misses on our journey toward building a culture of embedded practice around inquiry.

Learn about the Million Won Challenge, designed to model inquiry for teachers. Experience collaborative planning tied to Kath Murdock’s inquiry cycle, and see how students were supported to true inquiry in our classrooms. There will be time to discuss ideas about inquiry and share best practices from the entire group.

Breakout Sessions What’s Happening Across the IB: An update on IB strategy implementation Jeffrey Beard

Director General International Baccalaureate Organization

Themes

Friday Session Two 14:00 - 15:00

The IB is on-the-move with new innovations, F5 & F6 products, and services to schools. Join Director General Jeffrey Beard as he discusses IB’s progress in implementing on its strategic plan, including its vision: Impact through Leadership in International Education.

The session will briefly cover the key initiatives being rolled out, and focus on how IB will be able to better serve and support schools in the future. There will be a presentation followed by a Q&A session.

About the International Baccalaureate® (IB) organisation Principals/Heads of Schools

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Integrating IB philosophical principles into Chinese language teaching: Challenges and Strategies Chun Lai

Assistant Professor The University of Hong Kong Ita Lam

Mark S.K Shum

Associate Professor The University of Hong Kong Kwok Ling Lau

Bennan Zhang

Associate Professor The University of Hong Kong

Themes The IB Diploma Programme Professional Development (PD) The IB Learner Profile

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KEY

Research & Validation

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PYP MYP

DP IBCC

The IB curriculum holds a philosophical core of A5 international mindedness and has IB Learner Profile as its focal curriculum ideology (Hill, 2007; IBO, 2008). It thus is expected to become a seamless part of the curriculum and guide school operations and teaching and learning in all subject matter (Cambridge, 2010; Gigliotti-Labay, 2010; IBO, 2008). Unfortunately, although the IB aspires to project a “progressive decentered therapeutic identity” that places character and value building at its core and values intercultural awareness and understanding, the International Baccalaureate Diploma Programme (IBDP) has often been driven towards a “decentred (market) identity” (Bunnell, 2008; Cambridge, 2010) and is dominated by a testoriented culture (Hallinger, Walker & Lee, 2010). There is little evidence of teachers integrating international mindedness into teaching (Gigliotti-Labay, 2010), and IB learners do not necessarily demonstrate greater global awareness compared to their peer learners in non-IB schools (Keller, 2010). To promote greater implementation of IB philosophical principles in the IBDP, it is important to understand the contextualized challenges that IBDP teachers are facing and more importantly, the strategies they adopt to overcome these challenges. This study examines the integration of IB philosophical principles in Chinese language teaching in Hong Kong, and identifies the situated challenges that IBDP Chinese teachers are facing and the strategies they have adopted to address these challenges.

It highlights the importance of managing parent and school expectations and enhancing teachers’ understanding of and skills in implementing IB philosophical principles.

A head of schools’ journey to establish a sustainable professional development model through empowering teacher leaders Jose Manuel Villarreal, Ed.D.

Founding Head of Schools (Principal); Adjunct Professor Vista Magnet Middle School of Math, Science and Technology, IBMYP Authorized

Carol Van Vooren, Ed.D.

Assistant Professor, former PYP school principal California State University San Marcos, an IB recognized teacher certificate program

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Professional Development (PD) Professional Learning Communities School Leadership

The IB document, “Making the PYP happen: F3 & F4 Pedagogical leadership in a PYP school” was updated in 2009 and provided guiding principles to establishing a sustainable PYP. In school leadership today, we know leadership is not just housed in the office of the Head of Schools. Empowering others in a school setting is critical to establishing a sustainable IB programme for any grade, building, or body of teachers ranging from new to veterans of the profession. This session tells one Head of School’s journey of ensuring that each decision made is centered around “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” In this model, a Professional Learning Community (PLC) is central to using a common professional language that becomes the grounded theory to practice. The goals and objectives of this presentation are to empower participants to hear real world scenarios on how one school leader built trust and consensus that would later allow for the emergence of a group of teacher leaders that were not “echo chambers, but rather thinking partners.” Participants will also learn practical successes and pitfalls of using the PLC model along this journey. The results of implementing this model led Vista Magnet Middle School, a campus of 600 students, with close to 50% of whom are socioeconomically disadvantaged, to become one of the highest performing middle schools in San Diego County.

Curriculum Planning Implementation Culture Environment / Climate Change Education

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PLCs: Teacher-driven inquiry through action research Brendan Kean

Grade 2 Team Leader and Teacher Canadian International School of Hong Kong

Themes The IB Primary Years Programme The IB Middle Years Programme Professional Development (PD) Professional Learning Communities Research & Validation School Leadership Policy and Planning Principals/Heads of Schools

‘Leadership of Learning at the Core’ Mary Morrison

Assistant Head Teacher British International School Ho Chi Minh City

Benjamin Turner

Learning Technology Integrator British International School Ho Chi Minh City

Themes Professional Development (PD) The IB Learner Profile Approaches to Teaching & Learning School Leadership Diploma Programme

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KEY

Principals/Heads of Schools

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PYP MYP

DP IBCC

Evidence shows teachers with a high sense of their F7 & F8 own efficacy are more likely to adopt and create new classroom strategies and pursue their career in education. When teachers have opportunities for collaborative inquiry, they are more motivated to share their learning. This shared decision-making is a factor in curriculum reform and has the ability to transform teaching roles in schools. So how do PYP schools create passion and a high sense of self-worth in its teachers? The innovation of Professional Learning Communities (PLCs) have proven to inspire teachers to look at how they can improve student learning through collaborative inquiry. Researchers Richard Dufour and Robert Marzano have highlighted the key factors that schools need to reflect upon when considering teacher-driven communities.

This presentation aims to explore PLCs in two parts: firstly, it will look at closely at the latest research and how that has been implemented through one PYP School’s PLC journey. Part two will explore how action research and PLCs have developed a new form of teacher-researchers that are creating curriculum reform through practical practitioner-based research.

‘Leadership of Learning at the Core’: An A4 exploration of leadership development, for teachers aspiring to be school leaders, that encompasses the IB Learner Profile and IBspecific pedagogy and practice, at the core: “The IB believes that the learner profile will provide a shared vision that will encourage dialogue and collaboration among teachers and administrators about how to create the best environment for learning.” p2 The IB Learner Profile. The learner profile provides a tool for whole-school reflection and analysis. Twelve aspiring middle leaders at our school are using the Learner Profile as a framework to collaborate through pedagogic action-research and leadership-based enquiry. In doing so, they are aiming to better support students in their IB success, contribute to whole school vision and develop leadership skills. Participants use the Learner Profile to develop, implement and critically reflect on a small-scale leadership project in their area of practice. The methods and approaches of the professional development work undertaken by participants will be shared, experienced and reflected upon by conference delegates. Methods include practice based enquiry, leading learning, co-coaching, and leading change. The aim is to engage delegates in the process of creating effective school leaders using the IB Learner Profile and IB specific pedagogy to underpin lifelong learning skills and leadership development. The purpose will be to reinforce the importance of the holistic use of the IB Learner Profile in professional development in IB World Schools.

Moving from 2D to 3D teaching and learning environment Alice Ong

Deputy Principal IB Programmes Fairview International School

Themes The IB Middle Years Programme Inquiry / Concept Based Learning Approaches to Teaching & Learning Principals/Heads of Schools

Regional IBEN updates Ashish Trivedi

IBEN Manager International Baccalaureate Organization (AP)

Moving from 2D model to 3Dmodel in teaching A3 and learning in MYP H. Lynn Erickson in her recently IB released position paper entitled concept-based teaching and learning outlined the key ideas behind concept-based curriculum and how the IB programmes are becoming concept-based and three-dimensional. She compares facts and skills-based, with assumed conceptual understanding known traditionally as 2D instruction and 3D instruction of concepts, principles and generalisations which are supported by facts and skills. She further provided some pedagogical paradigm shifts, which are required in making the transition from the 2D to the 3D model. Many students before entering an IB school would have come from an environment where they would have been exposed to the 2D model of teaching and learning. How do these students transition to an IB school where it the teaching and learning environment is more 3D? Likewise, with teachers who have trained and taught in the traditional 2 D model. What challenges will the students and teachers face and how does an IB school support their transition and development? What processes need to be in place for successful transition and what support must be available for these individuals? Where would we place our MYP class? Where would we place a DP subject class? Will there be components of these classes that will be stuck in 2D instruction and what are the identifying criteria that would indicate that a class has transitioned into a 3D environment?

Does this allow for effective transfer of knowledge and skills?

What about synergistic thinking? Are pedagogical leaders in schools, teachers and students ready in making this transition to developing 21th Century teachers and learners?

This session bring updates for IB Educators who currently support the IB as workshop leaders, site visitors, field representatives and consultants and those who wish to become a part of the IB Educator Network.

F1 & F2

Themes About the International Baccalaureate速 (IB) organisation The IB Diploma Programme The IB Middle Years Programme

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Chaos and Complexity Theory - a new way to think about science Andy Fletcher

President/CEO LIfe, the Universe and Everything, Inc.

Themes The IB Diploma Programme

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KEY

Environment / Climate Change Education

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PYP MYP

DP IBCC

Designed for but not restricted to TOK students: F9 & F10 The classic, Newtonian view of science, nature and the universe holds that the universe is infinitely large and old, that everything is predetermined according to cause and effect, that it is predictable in all of its parts, and that nothing is more than just the sum of its parts. Relativity, Quantum Theory, Chaos and Complexity have fundamentally changed the way we understand the universe. In this talk, we see how Chaos shows us that the universe is more often radically unpredictable, holding the promise for both incredible destruction and powerful, subtle creativity. Complexity, often called the edge of chaos, takes it fascinatingly and counter-intuitively one step further into emergent self-organization where the whole is not only more than, but vastly and unpredictably different than the sum of the parts. Important for everyone to know, unknown by most, and paradigm shifting for TOK students, Chaos and Complexity are changing the way we do scientific inquiry because, in a very TOK sort of way, Newtonian assumptions have led us to Newtonian conclusions and a persistent and no longer fully valid Newtonian view of the universe. Emergent self-organization via behavioral and biochemical feedback gives rise to collective intelligence, complex interdependence, and complicated behavior from simple rules and organisms, redefining for us life, the universe, and everything. It is only when we change our assumptions about the universe does the next (and hardly final?) layer of organization get revealed.

Beyond the confines of the text: an alternative approach to teaching economics Dr Fang Woan Pin

Teacher School of the Arts, Singapore

Low Wai-Peng

Teacher School of the Arts, Singapore

Themes The IB Diploma Programme Professional Development (PD) The IB Learner Profile Approaches to Teaching & Learning

IB World Student Conferences Ross Duran

Manager, IB World Student Conferences

Themes The IB Career-related Certificate (IBCC) Principals/Heads of Schools

This presentation aims to share an alternative LEADER approach in teaching economics to pre-IB students in School of the Arts, Singapore (SOTA).

The pre-IB economics module was designed with the deliberate intention to better engage the artistically inclined students, who prefer experiential learning and hands on activities to rote learning. The fundamental premise in the design of the module is to make learning economics more interesting, meaningful and relevant. Although two seemingly distinct projects were undertaken, the central theme was to expand the teaching method beyond the traditional ‘talk and chalk’ approach. The first project was to incorporate economics teaching in service-learning to widen students’ global perspectives. All year four students in SOTA are required to embark on an overseas service-learning trip to less developed (ASEAN) countries. While students worked on integrating meaningful community service that addresses the concerns and needs of the communities, simultaneously they obtained first hand information and understanding of development issues in these communities. The second project, inspired by Robert H. Frank’s “The Economic Naturalist”, students went through the process of identifying issues in their daily lives and applying economics knowledge to explain the phenomenon.

This project allows students to seek and make sense of the world and community around them through the application of economic concepts, it also challenges the way teachers design their courses, and re-think the role of the teacher in imparting knowledge.

The IB World Student Conferences is an initiative HARPERS of the IBO to bring DP and IBCC students together for an experience in global citizenship and to create an inspiration for CAS projects that they can implement in their home schools. There will be 4 conferences in the summer of 2013 and there are already plans for 2014.

This session will discuss the organization and structure of the IB WSCs as well as showing video clips of the conferences in 2012 that were held in Vancouver, Canada and Segovia, Spain. The manager of the IB WSCs will also present information on the role of universities and local IB world schools in hosting an IB WSC.

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Breakout Sessions Differentiating IB services to meet the specific needs of your school - new ideas for tailor made support services!

Andrew Atkinson

Director of Global School Services International Baccalaureate Organization

Themes About the International Baccalaureate® (IB) organisation The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme

46

KEY

The IB Career-related Certificate (IBCC)

ROOM

PYP MYP

DP IBCC

Friday Session Three 15:10 - 16:10

The IB is currently reviewing its approach to F5 & F6 all the support services we offer IB schools.

Increasingly aware of the diverse needs of schools and groups of schools, from when schools first become interested to our mature founding schools, be they state or private schools, small to large schools, we realise that the traditional ‘one size fits all’ approach may not be the ideal. As an IB study team reaches the point in April 2013 of recommending to IB leadership the type of tailor made services we need to provide, this is a great opportunity to influence that debate here at the conference. Andy Atkinson will talk in detail on ideas around school evaluation and future consultancy services but also touch on the initiative’s broader aims of providing a roadmap for new services in all areas where the IB interacts with your school. Come along and give your opinion on how the IB can be a better service provider in supporting how IB programmes are implemented to the highest possible standards for your school community.

From Foes to Friends: Hot Lessons from the Cold War Dr Malcolm Pritchard

Head of School The ISF Academy

Dr Vladimir Kuskovski Head of School Oberoi International School

Themes Professional Development (PD) Language and Education Culture

Social and Emotional Learning (SEL) and Mindfulness at Phuket International Academy Day School: A Case Study Krysten Fort-Catanese

Director of Social and Emotional Learning (SEL) and Mindfulness Phuket International Academy Day School (PIADS)

Themes The IB Learner Profile Approaches to Teaching & Learning School Leadership Culture

Many cultures share the wisdom of understanding A5 one’s adversary in order to be prepared for future conflict. Many of the greatest scientific and technological breakthroughs in recent decades, particularly in physics, communications, medicine – even microwave ovens! – emerged from learning undertaken in times of war. When learning takes place under adversarial conditions, does that always lead to undesirable outcomes?

When we study an adversary and seek understanding, are we not actually taking the same road described in the IB Mission Statement that seeks to create a better and more peaceful world through intercultural understanding and respect?

When we make an intensive study of an enemy, whether for academic, political, or military reasons, do we not sometimes find that other people, with their differences, can also be right?

Two former ‘Cold War Warriors’, Dr. Malcolm Pritchard and Dr. Vladimir Kuskovski, are now heads of IB World Schools in India and China, two of the world’s most populous countries. Both are fluent in languages they did not know when growing up in their respective homelands of Australia and Russia. Both studied the cultures and languages of other nations intensively and emerged with understanding and respect that is put into practice each day in their schools. In this session, these two former ‘adversaries’ will share some of their experiences learned on the road to becoming educational ‘allies’.

This presentation highlights the mission of Phuket F3 & F4 International Academy Day School (PIADS) in creating a mindful environment, where both intellect and emotion, IQ and EQ, are given equal credence in developing the minds, bodies, and hearts of both students and teachers. Some points of this presentation will include the recent convergence of neuroscience and contemplative traditions and how this is beginning to take shape in international classrooms in a secular, developmentally appropriate way. More evidence-based approaches continue to emerge around the globe, many of which include the work of Susan Kaiser Greenland, Dr. Richard Davidson, Dr. Daniel Siegel, The Hawn Foundation, Professors Katherine Weare, Mark Williams, Felicia Huppert, and many others.

This presentation will highlight PIADS’ approach in using simple brain science, mindful awareness practices, social and emotional learning skills, and positive psychology, to focus on the whole child and to help bring the IB Learner Profile to life. As the phrase goes, “Live it, Don’t Laminate It!” At PIADS, we have taken this challenge on board and aspire to have teachers and students use the Learner Profile as a frequent point of reflection. Ultimately, this presentation will explore the benefits of integrating academics with SEL and Mindfulness.

The presentation will also incorporate interactive elements in developing a Teaching Presence as well as Council.

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iPads and Inquiry... a recipe for Creativity and Reflection Chris Wyatt

Head of Lindfield Newington College

Joel Weekes

Teaching and Learning Team Leader / Year 5 Teacher Newington College

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Learner Profile Inquiry / Concept Based Learning Differentiated Learning Approaches to Teaching & Learning ICT and Education Principals/Heads of Schools

Face to Face or Virtual Learning? The case for ‘Blended Learning’ Metty Antony

Diploma Coordinator Canadian International School (Singapore)

Themes About the International Baccalaureate® (IB) organisation The IB Diploma Programme Professional Development (PD) Online Learning Differentiated Learning Approaches to Teaching & Learning ICT and Education

48

KEY

Principals/Heads of Schools

ROOM

PYP MYP

DP IBCC

Unlocking learning potential in students is F7 & F8 something that all of our schools strive to do.

Whilst all learners are different, some students find it difficult to freely express their ideas. The challenge for educators is to find ways to empower their students to express themselves and to reflect on their learning in meaningful ways. In this workshop we will share our school’s iPad learning journey, which began as a means of engaging boys in their learning and has proven to be a powerful learning tool, capable of providing boys with opportunities to express their creativity and reflect on their learning. However, the iPad is only half of the story; the teacher’s ability to embed it in meaningful, inquiry-based learning is key. This learning initiative has provided an opportunity for staff and boys to explore the learning power of iPads and to discuss the way that we facilitate classroom learning. As a staff, we have worked collaboratively to implement the PYP and to embed the iPad as a learning tool within the framework to allow students to express their creativity, and to reflect on and remain engaged in their learning. During this workshop we will share our learning journey by providing examples of our boys’ learning experiences. Participants are encouraged to bring their iPads (or similar technology) to explore teaching and learning activities which encourage students to move beyond lesson completion to real learning.

What is the picture of a student’s intellectual A4 future? How is online learning transforming learners and the ways in which learner’s learn?

There is no turning back, to the pre-internet world of learning and inquiry. Our minds are changing as we interact with the tools of learning, and as the structure of our brain changes, so do our thoughts and experiences. What do we stand to lose by constant connectivity, instant and unlimited information? For a talent lost or diminished there will be another one that is gained. As educators continue to nurture student’s minds, they need to tread carefully and perhaps adopt the evolving ‘ Blended learning’ model of education, the combination of traditional bricks and mortar and online delivery. This presentation will cover the impact of the Internet and its tools on learners, the different approaches and models of Blended learning, how the IB is leaning towards a blended learning environment and practical insights into what makes it work.

Developing internationally minded educators Sue Richards

IB Teacher Education Services Manager International Baccalaureate Organization

Adrian Rudzinski

Senior Lecturer, School of Education Flinders University

Dr. Chun Lai

Assistant Professor, Faculty of Education University of Hong Kong

Themes Professional Development (PD) Professional Learning Communities Higher Education / University pathways and opportunities

IB global research department update: Recent studies and future directions Michael Dean

Head of Research, IB International Baccalaureate Organization

Themes About the International Baccalaureate® (IB) organisation The IB Primary Years Programme

The IB partners with reputable universities around A3 the globe to offer educators IB-recognized courses of study. Upon completing a course of study, educators receive an IB educator certificate (formerly the IB teacher award), which acknowledges teachers’ understanding of the principles and practices associated with IB programmes and their commitment to ongoing professional learning. The IB offers two certificates: the IB certificate in teaching and learning for teachers who want to develop their skills as reflective IB practitioners and the IB advanced certificate in teaching and learning research for teachers who want to conduct academic research with the support of university faculty. Participants will learn about how these courses of study support educators to increase their focus on international-mindedness. In addition, the session will focus on the transformational effect of reflective practice and why it is such an important element in learning organizations and leads to stronger teaching. Representatives from universities linked to the IB educator certificates will share insights about the programs they offer.

During this session, participants will hear about F1 & F2 the department’s research agenda, current activities and future directions. The presentation will include an overview of current projects being conducted to inform the review and development of IB programmes, assure the quality of IB services to schools and to investigate the impact IB programmes have on students and schools. In addition, the session will provide an update on the resources and services that the research department provides to the IB community. Participants will have an opportunity to discuss research ideas and priorities for the development of future IB research projects.

The IB Middle Years Programme The IB Diploma Programme The IB Career-related Certificate (IBCC) Research & Validation

49

Catching-up with the candidates - technology in assessment Stephen Miller

Head of Assessment Design and Innovation, IB Assessment Centre Cardiff International Baccalaureate Organization

Themes

For the last four years the Assessment Division at F8 & F9 the IB has been making greater use of technology as part of marking candidate responses in the Diploma Programme. In May 2013 a million candidate examination scripts will be marked on-screen by examiners; schools will upload thousands of pieces of candidate work and the IB will be making its first steps to on-screen assessment for MYP candidates. This session will look to exciting developments in the use of technology in IB assessment.

The IB Middle Years Programme The IB Diploma Programme Inquiry / Concept Based Learning Assessment & Examination ICT and Education

Cultural Evolution Through Experiential Learning Geoffrey KO

Head of Experiential Learning The Independent Schools Foundation Academy

Trevor WONG

Experiential Programs Coordinator The Independent Schools Foundation Academy

Themes The IB Middle Years Programme Professional Development (PD) The IB Learner Profile Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership Curriculum Planning Implementation Culture

50

KEY

Principals/Heads of Schools

ROOM

PYP MYP

DP IBCC

When the brand new Experiential Learning LEADER Team of three members at The Independent Schools Foundation Academy, Hong Kong, was formed in 2010, they were given a wide mandate including: - - Plan, develop, deliver and review all experiential learning programs and activities in The ISF Academy - Develop experiential learning programs and activities that support the overall vision, mission and values (Eight Virtues + One) of the school - Successfully implement the Academy’s vision (Independent, Chinese, Global) - Oversee the development of students emotionally, intellectually, and morally through participation in challenging experiential programs - Instill in the students the attributes of the IB Learner Profile through experiential learning - Establish opportunities for students to participate in exchanges, visits and other programs locally and abroad - Provide experiential learning opportunities and events that focus on leadership, teamwork and characterbuilding - Strengthen the bond amongst the students and their sense of belonging for to the school - Plan, develop and lead the Academy’s Extension Program for student leaders - Plan, organize and deliver an annual team-working event for the Senior Management Team - Develop an appropriate framework of professional development in team-working and relational skills for all staff - Reinforce the spirit of cooperation and attitude of possibility thinking within the community In this inter-active breakout session, the presenters wish to share with fellow practitioners many aspects—objectives, targets, sample programs, teaching and learning approaches, assessment models—of their risky but rewarding journey in bringing about a quiet “Cultural Evolution” on campus.

Confessions of a PYP Specialist Theo Mandziy

Primary Visual Arts Teacher / Primary Single Subject Coordinator Australian International School Singapore

Themes The IB Primary Years Programme Inquiry / Concept Based Learning Differentiated Learning Approaches to Teaching & Learning Principals/Heads of Schools

This paper will examine the importance of the HARPERS role that Primary Specialists play in students connecting their learning to their holistic understandings through authentically linked experiences from a Single Subject framework. With the strong emphasis and importance currently being given to the concepts of innovation and creativity within education globally; it is timely that more attention is focused on how to move beyond a philosophical vision to a more practical engagement with how these themes can be infused within everyday teaching and learning. A Primary Visual Arts model of inquiry will be used to highlight examples of the diversification of specialist, and specifically, Visual Arts learning in schools and the implications this has for a richer whole school programme.

The paper calls for a fundamental shift in Primary education from not just learning about a specialist single subject area but through it and in conjunction with the students’ core class learning. Through an exploration of innovative practice in the Visual Arts, this paper will explore and demonstrate the importance of the role of Primary Specialist Facilitator with examples of studio and inquiry-based teaching and learning approaches that are authentic and not contrived in nature.

Connections not only within Units of Inquiry but across subject area, year group, sub-school and across school models will be presented as alternative creative options in delivering authentic inquiry based pedagogy. Through well-resourced and trained specialists, Schools can allow for valuable connections to be made to the holistic world of the student and the promotion of their learning about community, gender and cultural diversity, 21st century media, innovation, creativity and personal representation of self.

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Breakout Sessions Explore the world of IB Professional Development Anthony Tait

Director of Professional Development International Baccalaureate Organization

Marcia Behrenbruch

Head of global professional development PYP International Baccalaureate Organization (AP)

Themes Professional Development (PD) Online Learning

52

KEY

School Leadership

ROOM

PYP MYP

DP IBCC

Friday Session Four 16:50 - 17:50

Are you looking for professional development F5 & F6 that is innovative, inspiring, and internationally minded? This session gives an overview of the IB’s exciting offerings for face-to-face and online workshops and other multimedia opportunities. It covers new products such as IB educator and leadership certificates, which can enhance your portfolio as an internationally minded educator. It also looks at how IB educators can become involved in the development and delivery of new PD experiences. Come meet the IB’s global Professional Developmentteam and discuss ideas for cutting-edge ways to promote lifelong learning.

The impact of the IB continuum on student, teacher, and school outcomes: Preliminary findings of research in the Southeast Asian context Darren Bryant

Assistant Professor Hong Kong Institute of Education

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Professional Learning Communities The IB Learner Profile School Leadership

IB programmes have grown dramatically across A5 Southeast Asian societies, with increasing numbers of schools offering the full IB programme continuum. This presentation is the outgrowth of a study in progress that has been commissioned by the International Baccalaureate Organization. The research project is exploring the impact that participation in the full IB continuum has on student learning outcomes, teacher professionalism and school organizational structures and cultures. Research data is being collected through qualitative case studies and a questionnaire designed to measure the impact of 5 areas of the learner profile on affective student learning outcomes. This presentation will explore hypotheses regarding the impact of the full continuum, report preliminary findings, and tease out plausible implications for teachers, school leaders and programme coordinators. As this presentation falls early in the research, a key aim is to inform schools about the project, the questionnaire and its potential use, and to stimulate discussion that can inform both research and practice.

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The implementation of international mindedness in the International Baccalaureate Diploma Programme: A qualitative case study of a Hong Kong second language Chinese classroom Kwok-Ling LAU

PhD candidate, Faculty of Education, The University of Hong Kong The University of Hong Kong

Themes The IB Diploma Programme The IB Learner Profile Inquiry / Concept Based Learning Approaches to Teaching & Learning

54

KEY

Language and Education

ROOM

PYP MYP

DP IBCC

Appraisal Theory, Chinese as a second language, F3 & F4 international education, international mindedness, International Baccalaureate Diploma Programme Abstract: This study aims at examining the concept of ‘international mindedness’ as it is evidenced in the International Baccalaureate Diploma Programme (IBDP) in a Chinese as a second language classroom in an international school. The IB programme advocates international mindedness in education and it is of great interest to see how it is implemented in second language Chinese classroom in Hong Kong. Thus this study seeks to fill that knowledge gap. In the theoretical framework, I refer to Hayden, Rancic and Thompson (2000:107), Haywood (2007:86-87) Skelton (2007:380-388), UNESCO Declaration in 1974 and Hill (2006, 2012) contribute new insights on international mindedness, which have been used extensively in international education.

The research methodology includes in-depth semi-structured interviews, classroom observation, classroom discourse analysis (Christie, 2008), text analysis of students’ work by using Systemic Functional Linguistics (SFL) (Halliday, 1994), Appraisal Theory (Martin and White 2005) and Bernstein’s topology of pedagogies of instruction. The results show how the teacher in this study could be said to have demonstrated ‘international mindedness’ in the teaching by scaffolding and how students expressed international mindedness’ in their representations of values and knowledge. Students realized international mindedness by making judgments, reflection on the moral values and applying interdisciplinary knowledge, real life problem solving skills by collaborative learning and inquiry based learning. The study concludes that IB curriculum officers and educators should consider how to effectively promote international mindedness in IB curriculum and assessment development.

Changing the World One Child at a Time - Developing SelfRegulated Learners Lance King

Creator The Art of Learning

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Professional Development (PD) The IB Learner Profile Inquiry / Concept Based Learning Approaches to Teaching & Learning Principals/Heads of Schools

The Diploma Programme Authorization Process Stephen Keegan

School Services Diploma Manager International Baccalaureate Organization (AP)

When all the information in the world is available F7 & F8 at the fingertips of every student then the key skills needed for success both academically and in the world of business and enterprise will be the skills of the self-regulated learner. At that point the development of self-regulated (self-managed, self-directed, independent) learners will become the primary focus of schooling which will require all forms of transmission teaching to be replaced by process oriented, skills based, teaching. The new MYP is being designed with these ideas in mind because this is not the future, this is now. This workshop will look at the Approaches To Learning (ATL) component of the new MYP and the changes to the teaching/learning dynamic that it may engender. This sessions will attempt to answer questions like: - if technology is the answer what was the question? - how do you develop a student’s metacognitve awareness? - what are the key cognitive and affective skills and how do you teach them?

- how can different styles of self-regulation between students and teachers be catered for? - what is the future of teaching?

Authorization: An analysis of the authorization process from beginning to end. The session should be interactive and designed to respond to the problems and experiences of schools which are at different stages of the process.

A4

Avalokita Nanda

School Services Diploma Associate Manager International Baccalaureate Organization (AP)

Themes The IB Diploma Programme

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Heads to Heads Session IB Asia Pacific Regional Council Themes Principals/Heads of Schools

Early Years in the PYP CĂŠcile Doyen

PYP Curriculum Manager International Baccalaureate Organization

Themes The IB Primary Years Programme Professional Learning Communities

Building school culture through collaboration and reflection Aloha Lavina

MYP Coordinator Concordian International School

Themes The IB Middle Years Programme Professional Learning Communities

56

KEY

Culture

ROOM

PYP MYP

DP IBCC

This session will be led by the Chair of the IB Asia A3 Pacific Regional Council, James MacDonald and will be an open discussion on current IB initiatives and how they fit the needs of IB World Schools across the region. IB heads are encouraged to reflect on current support and where the IB could focus intention in the coming year. The session will include members of the Regional and Heads council along with IB leadership.

The PYP team is currently developing curriculum F1 & F2 support materials to provide educators and parent groups with a better understanding of effective early years education within the Primary Years Programme and as a foundation for successful and lifelong learning. This interactive session offers participants an insight into this important aspect of IB programme development as well as the opportunity to share their experience of programme implementation and give feedback about support material design and development.

School culture embraces a school’s focus on F9 &F10 learning, how it uses collaboration, ways it improves practice and celebrates success, how it manages change, and the attitudes toward teaching and learning that permeate every decision and action within its community. In an IB school with teachers new to the IB joining the faculty from a pool of transient educators, how is a resilient school culture developed around common understandings? This session aims to uncover some practical ways to build IB World School culture through a sustainable professional learning community, framing professional learning around school improvement, using coaching to enhance programme implementation, and utilizing examination of student work as a basis for professional development.

50 Activities to Explicitly Teach Scientific Thinking to Grades 3 to 10 Jane Altemen

Head of Sciences at Sinarmas World Academy, DP Chemistry, MYP Science Teacher Sinarmas World Academy

Themes The IB Primary Years Programme The IB Middle Years Programme

There is an assumption that students pick up LEADER scientific process skills in the course of doing labs on science topics. My students aren’t able to do this. In fact, I find that each individual skill of that whole scientific process needs to be introduced and developed as a discrete critical thinking skill. As well, many of these thinking skills can be honed in very young students, without using any traditional science topics. This workshop is a handson-minds-on opportunity for participants to play with some of the 50 activities I have created or cited from others which enable students to gain an enduring understanding of each critical thinking skill of the scientific process.

Approaches to Teaching & Learning

Knowing me; Connecting to you. A schools ongoing journey to further developing International Mindedness as a community Traci Salter

PYP Coordinator, Senior Leadership Team ESF: Clearwater Bay School, Hong Kong

Themes The IB Primary Years Programme

As a PYP school we needed to consider how HARPERS we could further embed, develop and promote intercultural understanding and respect, becoming more Internationally Minded as a school community. This encouraged ongoing discussions, considerations, action plans and commitments to find opportunities in which we could potentially: Create: • learning environments and opportunities within and beyond our POI; • connections within the taught and hidden curriculum, within and beyond all classrooms; • a variety of possibilities to be internationally minded as active global citizens;

The IB Learner Profile

• a culture of international mindedness across our community.

Approaches to Teaching & Learning

Innovate:

Culture

• ways we could now develop, lead and generate new teaching, learning and school wide experiences, to embed international mindedness as a whole school; • opportunities, possibilities and experiences, to learn and understand more about the commonalities and differences between people across the world.

Educate: • our staff; our parents; and our students:, in their understanding and connection to being internationally minded, both as individuals and as a community.

Join us in our journey as we unpacked what was possible, what our students suggested and experienced, and what student voice guided us to address and include. Hear what we celebrated and connected to, to build on and extend our community’s understandings of international mindedness. Help suggest where we could head next, as another exciting chapter lies ahead for us.

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Breakout Sessions Assessment: past, present and future Carolyn Adams

Chief Assessment Officer International Baccalaureate Organization

It’s not “Plan B” anymore: School leadership perspectives on integrating online learning into whole school programmes Edward Lawless Principal Pamoja Education

Themes Online Learning Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership ICT and Education Inclusive Education

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KEY

Curriculum Planning Implementation

ROOM

PYP MYP

DP IBCC

Saturday Session Five 11:10 - 12:10

Carolyn Adams, Chief Assessment Officer, will F5 & F6 reflect on how IB assessment practices and policies have changed over the past 4 years and share ideas about what IB assessment will look like in 5 and 10 years’ time. She will question what Alec Peterson would make of the changes. There will be an opportunity for colleagues to ask questions and share thoughts.

In the past, online learning platforms served as a A5 “backup plan” for those situations when traditional face-to-face learning might be disrupted by events such as flu epidemics, bad weather, sporting tours, project weeks, etc. Now, many school leaders are turning online education solutions into proactive strategies that develop self-regulated learners. This session features a panel of school leaders who will share their strategies and rationale behind online learning initiatives they are establishing in their own schools.

IBAP PD: Regional PD Update and new services for schools

IBAP Professional Development team will look at the PD offerings for 2013 plus all the new PD initiatives in the Asia Pacific Region.

F3 & F4

Stuart Jones Head of Professional Development, IBAP International Baccalaureate Organization (AP)

Catherine Vogel

Acting Professional Development Manager International Baccalaureate Organization (AP)

Catering for all students with their diverse learning needs through inclusive classroom practice Carly Stafford PYP Coordinator & Assistant Principal Highton Primary School

Tessa Calder

Head of School Highton Primary School

Themes The IB Primary Years Programme Professional Development (PD) Differentiated Learning Approaches to Teaching & Learning School Leadership Inclusive Education Curriculum Planning Implementation Primary Years Programme

This presentation will focus on the values of the F7 & F8 IB in creating inclusive school communities. The presenters will provide practical examples of how they have achieved inclusion within their school context. The Primary Years Program with its emphasis on catering for all learners is the perfect vehicle for providing inclusive education. Highton Primary has developed an Inclusion Support Program that aligns with the PYP and caters for the needs of all children. This successful program has been established through a combination of building teacher capacity and implementing strategies for effective classroom practice.

Today’s classrooms have a number of students with special needs ranging from Autism, Aspergers, Gifted learners and students with additional learning needs. In response to these challenges and our responsibilities as educators of all children, Highton Primary School partnered with Monash University to develop an Inclusion Support Program. The presenters will describe their experiences, challenges and successes and provide examples from their highly successful Inclusion Support Program. Both educators are passionate about inclusive education and are keen to share their journey with other IB educators. This presentation will raise more questions than answers and will provide participants with the opportunity to reflect on their school communities and classroom practice. As educators we must understand that all children are entitled to a quality education irrespective of individual differences.

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MYP Mind the Gap: Tensions in Transition into DP Stephen Taylor

MYP Coordinator, Teacher Canadian Academy, Kobe.

Themes The IB Middle Years Programme The IB Diploma Programme Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership Curriculum Planning Implementation

Programme Authorization and Evaluation in PYP Monita Sen

60

KEY

IBAP PYP School Services Regional Manager International Baccalaureate Organization (AP)

ROOM

PYP MYP

DP IBCC

The final two years of the MYP are an interesting A4 and exciting period of transition in our schools and in the lives of our students. As they become young adults with sophisticated ideas, skills and the benefit of an IB education they are ready to take on the world.

But are they ready to take on the IB Diploma? “Getting them ready for Diploma” is a phrase many of us have encountered or may have used ourselves to justify they way we teach and assess in these pre-Diploma years. Yet by focusing on them as “pre-Diploma” are we really perpetuating a myth that the MYP is inadequate? Are we stifling the quality - and love - of learning in order to “prepare” our students? In this interactive session, we will discuss ways in which we can focus on triumphs and facilitate transitions from MYP to DP. We will recognise that there are many tensions, real and perceived, in this transition period and that these impact the way teachers teach and students learn. Resources and outcomes from the session will be posted on a public GoogleSite and participants will be given the opportunity to discuss issues of direct relevance to their own school context. These might include concept-based learning vs content-driven instruction, opportunities for inquiry, backwards mapping of curriculum, dealing with resistance, and changes afoot in the Next Chapter. Please be prepared to join in!

This interactive session will clarify the process involved in the PYP acreditation process and outline the areas built in for support and school development. Questions related to the Authorization or Evaluation process are welcomed.

A3

Effective application of tablet PCs in education in IB classroom Micheal Chian

Middle Years Programme Director Fairview International School

Themes The IB Middle Years Programme Assessment & Examination Principals/Heads of Schools

IBCC - preparing students for the future Dominic Robeau

Curriculum Manager IBCC International Baccalaureate Organization

Avalokita Nanda

School Services Diploma Programme Associate Manager IBAP

Themes The IB Career-related Certificate (IBCC)

Tablet PCs in the world today have been F1 & F2 revolutionizing the way we work and the way information is processed and transformed. We have entered an age of digital management as opposed to information creation. With this concept we encourage our children to become purveyors of information.

As technology improved we have become more mobile and with the concept where learning takes place in the world and not in the classroom, we need to examine how we can take the information wherever we go. Thus the study into this concept and how we would be able to facilitate more effective learning.

The act of teaching and learning would include teachers where we would explore how teachers could and would also be benefiting from this experience, thus translating the benefits to our students.

The introduction of the IBCC is a significant F9 & F10 milestone in IB history in that it seeks to broaden access to an IB education and bridge the academic vocational divide. It is aimed at the growing number of countries who realize that today’s youth are seeking alternative pathways not found in the broad generalist programmes offered in many educational systems. The IBCC combines the academic rigor for which the IB is renowned, with the practical application of career-related studies. It addresses the gap that exists for those students who desire a programme of study with practical career orientated pathways. The presentation will conclude with updates on the IBCC in the Asia Pacific region.

Principals/Heads of Schools

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Using Mentoring to Scaffold Inquiry and Build Student Autonomy Mark Smith

School Principal Macedon Grammar School

Themes Inquiry / Concept Based Learning Differentiated Learning

62

KEY

Approaches to Teaching & Learning

ROOM

PYP MYP

DP IBCC

Inquiry learning provides exciting possibilities LEADER for many learners. The free choice elements encourage high levels of student engagement and an adventure in the learning journey. When a mentor is used the inquiry is guided through regular shortterm goal setting and progress checking. The result is true differentiation each step of the way allowing for productive learning within the individual’s proximal zone, enabling maximum knowledge development. As students move through the mentoring process they begin to develop an approach for personal goal-setting and progress checking which enhances the effectiveness of the inquiry. The result is a building of student autonomy as they begin to scaffold their learning independently through gentle guidance from a caring mentor.

This autonomy can be interdisciplinary being applied to a range of learning situations and contexts. The process develops a method for how to learn as well as what to learn, providing a tool kit for students as life-long learners. The process encourages students to be open-minded, reflective, thinkers as they explore new task options on their own. Through their participation students are also gaining an understanding of themselves as learners. This workshop will provide some practical ideas for teachers using guided inquiry in their classrooms as an effective tool for differentiation.

If you build it, they will come Seetha Murty

Principal Silver Oaks The School of Hyderabad

Themes School Leadership Culture Principals/Heads of Schools

How a school assumed leadership In creating A Culture of learning For Teachers Students Community & Parents And diligently formed Professional learning communities

HARPERS

Teachers - Who They Were Then: • Conservative and traditional people who believed that learning ends after graduating from university.

• Teaming up was for picnics than for curriculum planning.

Teaching was perceived as a job and therefore bags and minds were packed with the school bell.

• A notion that vertical growth for a teacher is to become a principal by virtue of seniority Now: Who They Are• Proactive team with renewed zest for learning.

• Feel that ‘Sunday is the only working day’.

• Thrive in teams and build academic adventures for themselves and the students.

Then: How The World Worked Around Them- An opinion that teaching means plenty of holidays and glorified and deglamourized baby sitters.

Now: How They Make The World Work around them. Owing to the confidence and clarity gained through a culture of learning, a conviction that teaching is a highly scientific method and designing learning spaces and experiences is exciting. They enjoy a mini celebrity status in the family and neighbourhood.

Evidence: Teachers are evolving personally and professionally through IB workshops, in house training programs, Project Zero classroom of Harvard University, online sources and books.

Students Then: How they organized themselves- through instructions given by teachers. Passive and rote learning Now: How they organize themselves- with self responsibility and integrity.

Principled interactions and enthusiastic involvement in learning! Evidence: Students are the brand ambassadors of school Parents Then: How they expressed themselves-Top Ranks as the only goals of schooling years. Now: How they express themselvesaspirations for ‘profile’ development in their children in the ‘learning’ years. Evidence: Parents are the pillars of support to the school Community Then: Sharing The Planet meant monetary support to the less privileged Now: Sharing The Planet means empower the less privileged through education along with monetary support. Evidence: School adopted 10 schools which give education for the less privileged. Nearly 2000 students learn in these schools.

Pedagogical training, curriculum development, student interaction programs and support learning materials are facilitated by the school.

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Breakout Sessions Adult Resilience Strong Not Tough Professor Paula Barrett Keynote Speaker (Telstra Queensland Business Woman of the Year Award) Founding Director, Pathways Health and Research Centre Note: Time 13:30 - 15:00

Saturday Session Six 14:00 - 15:00

The Adult Resilience Workshop will cover F5 & F6 cutting-edge resilience skills training which the participants can apply both in their school communities and their own lives. The Workshop is a condensed version of Professor Barrett’s one-day Adult Resilience Strong Not Tough Program. Some of the positive skills taught include: • Relaxation; • Mindfulness; • Attention Training; • How to establish positive thinking patterns about yourself, others and the world; • Selecting role models and support networks; • How to face challenges in gradual steps; and • Many other social and emotional skills critical for healthy human development across the lifespan.

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KEY

Every participant will be provided with a Resilience book authored by Professor Barrett. There will be opportunities to practice Resilience skills in the workshop and to view footage of the Adult Resilience Program taking place at Pathways’ Health in Research Centre, Brisbane Australia.

ROOM

PYP MYP

DP IBCC

Student Leadership for a Sustainable World - The Jane Goodall Institute and Roots & Shoots Experience Richard Hartung

Treasurer Jame Goodall Institute (Singapore)

Kirtida Mekani

Board Member / Educator Jane Goodall Institute (Singapore)

Themes Inquiry / Concept Based Learning School Leadership Environment / Climate Change Education Principals/Heads of Schools

The Jane Goodall Institutes’ Roots & Shoots A5 (R&S) program is about making positive change happen - for our people, for animals and for the environment. With tens of thousands of young people in more than 120 countries, the Roots & Shoots network connects youth of all ages who share a desire to create a better world. Young people identify problems in their communities and take action. Through service projects, youth-led campaigns and an interactive website, Roots & Shoots members make a difference. In Singapore, more than 30 Roots & Shoots programs are enabling students to become leaders and help save the environment. These students have identified a wide range of projects in the three areas of focus. Students have decided to do research on banded leaf monkeys (animals), help the elderly (people), plant trees or a garden at their school (environment) and much more. Students design the program and do it themselves. The R&S programs compliment classroom learning by providing the experiential component. R&S enables them to connect with other schools, both locally and internationally, for ideas and support. We will be sharing best practices from the Roots & Shoots program, including examples from selected schools in Singapore. An educator and a Jane Goodall Institute (Singapore) board member will share how R&S programs were set up, how students selected and designed and led their programs, the results, and how the results increased sustainability. We will also have samples of the resources, ranging from the basic Handbook to specialized guides, which members can access.

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Teaching information literacy to all students in the IB continuum Matt Harris Head of Learning Resources German European School Singapore

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Professional Development (PD) Inquiry / Concept Based Learning Research & Validation Approaches to Teaching & Learning School Leadership Policy and Planning

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KEY

Curriculum Planning Implementation

ROOM

PYP MYP

DP IBCC

In this session, participants will investigate the

F3 & F4

pedagogy and curriculum behind teaching information literacy at all levels of the IB continuum, from Pre-School level PYP all the way through the DP and the IBCC. To begin, participants will base their learning on this fundamental question: What does it mean to be information literate? They will learn more about the need for information literacy instruction at all levels and content areas and the need for such literacy in both academic and nonacademic contexts. From this point, the session will look at the tenets of information literacy, investigating each at a conceptual level so teachers in all programs can understand how to they apply them to their teaching. Participants will learn about major works in information literacy instruction, then identify areas for growth. Participants will learn how to apply those models to international education, specifically IB instruction and assessment. For the remainder of the presentation, participants will talk about applying information literacy concepts to curriculum and instructional practice. The session will provide specific areas of focus for each IB program, instructional strategies, and curricular examples for teaching information literacy. Participants will be taken through a continuum of information literacy instruction starting at pre-school and ending at the DP. This session will be interactive. Participants will be asked for input during the session and will participate in small group activities to gain a deeper understanding of the content.

The Diploma Programme Evaluation Process Stephen Keegan

School Services Diploma Manager International Baccalaureate Organization (AP)

Evaluation: An analysis of the evaluation process.

F7 & F8 The session should be interactive and designed to respond to the problems and experiences of schools which have been working through the process. Input from schools on different ways to benefit from programme evaluation will be welcomed.

Avalokita Nanda

School Services Diploma Associate Manager International Baccalaureate Organization (AP)

Themes The IB Diploma Programme Principals/Heads of Schools

The indirectness of Language in the IB classroom Steve Jacobi

IB Co-Ordinator Wellington College International Tianjin

Themes

A multi-media presentation about the slippery A4 nature of words and their elusive meanings, which will lead to a discussuon of the problems teachers have in making themselves and their subject material ‘known’ to pupils. This may be an issue in the IB classroom where pupils are less likely to share a uniform linguistic background and where the focus is on independent thinking (rather then rote learning).

The IB Middle Years Programme The IB Diploma Programme Differentiated Learning Language and Education Culture Gender and Education

MYP: the next chapter TBA

Head of MYP Development International Baccalaureate Organization

This presentation will give an update on developments arising from MYP: the next chapter.

Participants will have opportunities to give feedback and take part in discussion.

A3

Themes The IB Middle Years Programme Principals/Heads of Schools

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What is an IB education?

Developments across the IB continuum Christine Amiss Head of continuum development International Baccalaureate Organization

What is at the heart of an IB education? What F1 & F2 are the core elements across all programmes that inspire schools to innovate and create? This presentation will focus on developments across the continuum of IB programmes. Participants will have the opportunity to engage in discussion and share ideas about the core elements of IB programmes.

Themes The IB Learner Profile Inquiry / Concept Based Learning Approaches to Teaching & Learning Inclusive Education Principals/Heads of Schools

Promoting Education for Sustainable Development within the IB PYP Chitra Venkatesh PYP Coordinator Odyssey The Global Preschool

Rupal Arora Head of School Odyssey The Global Preschool

Themes The IB Primary Years Programme Inquiry / Concept Based Learning Environment / Climate Change Education

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KEY

Principals/Heads of Schools

ROOM

PYP MYP

DP IBCC

The presenters will provide a brief overview of F9 & F10 Education For Sustainable Development (ESD) and discuss the links between ESD and IB PYP. The presenters will share their experiences of planning and implementing a sustainability focused IB PYP curriculum in a Singapore Early Childhood setting, and provide ample opportunity for discussion with the attendees. Attendees at this session will (1) develop an understanding of the importance of ESD within the IB PYP environment and its importance to child development; (2) examine the links between ESD principles and IB PYP (3) Share the units of Inquiry that the children, teachers and parents worked on collaboratively. (4) Discuss some of the challenges in implementing ESD within IB PYP as a schoolwide culture in the Singapore early childhood setting.

Evaluation Model Leading to Staff Professional Development Sargis Sakanyan

MYP Coordinator/Deputy Principal Suzhou EtonHouse International School

Steve Brown

Head of Secondary Wuxi EtonHouse International School

The presenters have been researching and Leader working on a staff evaluation model that world enhance staff professional learning and determine school’s goals and plans for staff development.

As a result an evaluation model has been created and applied in presenter’s school and into other IB schools in the area. The model is based on IB Standards and Practices, is cyclic and requires teacher developmental portfolio to provide evidences of teacher learning. The first phase of the evaluation will take place in November-December 2012 and the second one in May-June, 2013.

Betty Brown

Vice principal Wuxi EtonHouse International School

Themes Policy and Planning Principals/Heads of Schools

Focus Group - Online/ blended learning for IB World Schools and students Denise Perrault

Head of Online Learning International Baccalaureate Organization

Themes About the International Baccalaureate® (IB) organisation The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme The IB Career-related Certificate (IBCC) Professional Development (PD) Online Learning Differentiated Learning Principals/Heads of Schools

The IB has a strategic priority for 2013 to initiate Harpers the development of communities of practices, experiential resources and innovative teaching and learning environments in which IB educators across the continuum can realise the potential of blended learning. Blended learning is defined as a combination of a formal learning environment with online delivery characterized by student control over some elements of time, place or pace. This session provides a forum to facilitate a dialogue amongst IB stakeholders regarding blended learning in IB World Schools. Discussions aim to better understand: IB stakeholders’ attitudes toward and perceptions of blended learning; current and aspired implementations of blended learning in IB World Schools; and the supports IB World schools require to implement and sustain effective blended learning environments. Results gathered from the feedback of participants will provide valuable insight and will contribute to further action and planning. This could include piloting of emerging models of blended learning practice for IB schools, creating global school collaborations for students and educators and direct resource development to reflect the needs of schools in the area of blended learning.

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Breakout Sessions IB Recognition Global and Regional Update Paul Sanders Global Head of Recognition International Baccalaureate Organization

Stefanie Leong

Head of Development, Asia Pacfic International Baccalaureate Organization (AP)

Themes Higher Education / University pathways and opportunities

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KEY

HIgher education/Principals/ Heads of Schools

ROOM

PYP MYP

DP IBCC

Saturday Session Seven 15:10 - 16:10

This session will provide an overview of IB F5 & F6 recognition efforts and trends globally and regionally, with a special focus on how IB works with universities and ministries to improve the status of IB programmes. We will also discuss the role of different stakeholders, and share best practices and strategies for gaining and improving recognition in order to strengthen students’ applications to universities. The session will also include relevant research updates and an overview of the recognition campaigns planned for 2013, including the IB Student Registry, and the Higher Education Conference.

SPIDER Web Discussion: The Best Class You Never Taught Alexis Wiggins DP English Teacher Mont’Kiara International School

Themes

In this workshop, learn about a unique type of A5 class discussion called Harkness Method that will revolutionize your class. Students learn complete self-sufficiency, facilitating, debriefing, and self-assessing their contributions to high-level, inquiry-based discussions, whether the subject is English or math, grade 2 or grade 12.

The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Professional Development (PD) Professional Learning Communities The IB Learner Profile Inquiry / Concept Based Learning Differentiated Learning Approaches to Teaching & Learning Inclusive Education Curriculum Planning Implementation

Convergence between creating K-12 standards and benchmarks and aligning pedagogical practices around current psychological understandings, with specific reference to Critical Thinking.

Nicholas Alchin High School Principal, UWCSEA East Campus United World College of South East Asia

Until relatively recently, education seems to F3 & F4 have been largely divorced from any rigorous empirical inquiry. In the last 30 years, however, there has been a great convergence of findings into how students learn, and what this might mean for schools and teachers. In this paper I outline some recent findings, their implications for the classroom, and show how they are informing one school’s development of a coherent learning programme, with a guiding set of learning principles and a conceptually driven K1-12 articulated curriculum (which encompasses IB and other programmes).

Themes Inquiry / Concept Based Learning Approaches to Teaching & Learning School Leadership Curriculum Planning Implementation

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Differentiation in the PYP - A practical whole-school approach to curriculum differentiation in the PYP classroom Chrissy Gamble Head of Junior School Scotch College, Western Australia

Amanda Ritchie

PYP Coordinator Scotch College, Western Australia

Janet Lopez

Year 4 Teacher Scotch College, Western Australia

Themes The IB Primary Years Programme Differentiated Learning Approaches to Teaching & Learning Inclusive Education

“In this session we will explore a whole school F7 & F8 approach to curriculum differentiation within the context of the Primary Years Programme (PYP).

We will look at the notion of differentiation; its definition and context. We will discuss the process of policy development and practical strategies for school structures, maximising staff input and invigorating classroom practice.

Within the session, we will cover practical examples of how to establish the context for whole-staff professional development focusing on how to differentiate the curriculum and sustain wonderful outcomes for students. We will also look at how to assess and evaluate student progress and sustain positive momentum for curriculum differentiation and its role in maximising student learning outcomes. Throughout the session, key elements will include: a) How to embody the philosophy and practice of the International Baccalaureate Primary Years Programme through rigorous, differentiated learning opportunities b) Ways to develop shared understandings and essential agreements pertaining to curriculum differentiation c) Strategies for maintaining exciting learning environments through the implementation of appropriately differentiated classroom inquiries d) The role of determining prior knowledge and understanding (pre-testing) in order to establish relevant trigger points for the students’ inquiry e) The importance of regular assessment to determine the acquisition of learning processes and understandings using appropriate assessment strategies”

International Mindedness curriculum for Language Learners Myung Kyung Sung IB Korean teacher/ IB Examiner/ Foreign Language Department Head Seoul Foreign School

Themes The IB Diploma Programme Language and Education Curriculum Planning Implementation

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KEY

Culture

ROOM

PYP MYP

DP IBCC

International mindedness is a crucial part for an A4 international school teacher. Why do we need to teach international mindedness? How can we approach international mindedness? What can students get from having an international mindedness? Most students in international schools have experience living in other countries. However, even so, they will not have an international mindedness if they have not fully understood other cultures through various mechanisms, the most important of which is its language and literature. As a teacher of language and literature and an examiner for the IB Korean Literature Program, I have tried to come up with an effective way of teaching international mindedness in language classes through the usage of media and IT integration.

New ideas for PYP PD: Have your say with the Head of global PD for the PYP Marcia Behrenbruch Head of global professional development PYP International Baccalaureate Organization (AP)

Anthony Tait

Director of Professional develoment International Baccalaureate Organization

PYP educators now have access to over 50 A3 workshops in either the face to face or online environment. The global PD team is also developing additional workshops focusing on areas of interests for developing school leadership. Many of the suggestions for new workshops and new PD products are generated by our PYP teachers. Join in a conversation with the head of global PD for the PYP to find out how your ideas can be translated into workshops or webinars, ask questions about new PD products and services, and offer critical feedback so that we can improve this service to schools.

Themes The IB Primary Years Programme Professional Development (PD) Principals/Heads of Schools

Programme Authorization and Evaluation in light of Next Chapter TBA

School Services Manager MYP, IBAP International Baccalaureate Organization (AP)

MYP the next chapter will have some significant F1 & F2 affects on MYP programme authorization and evaluation between now and its implementation in 2014. This session will look at the transition document published earlier this year and discuss its implications for programme authorization and evaluation between now and September 2014.

Themes The IB Middle Years Programme Principals/Heads of Schools

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Innovate, Educate and Create global citizens as life-long learners Amanda McLean PYP Coordinator & Assistant Principal Brighton Primary School

Anny Lawrence

Principal Brighton Primary School

Themes The IB Primary Years Programme Professional Development (PD) Inquiry / Concept Based Learning Differentiated Learning School Leadership Curriculum Planning Implementation

In 2011 Brighton Primary School developed and F9 & F10 implemented of a comprehensive 12 month professional learning program for Making the Primary Years Program Happen. The principal focus of our extended teacher induction to the Primary Years Program is building teachers’ understanding of inquiry. In the first session, we introduced a number of inquiry models.

Feedback from staff was that they would like to know one model well in order to have a context for making connections with the units of inquiry of the Primary Years Program. Our induction program is inquiring into Kath Murdoch’s model of inquiry. The induction program focuses on one phase at a time. Throughout the program, teachers are asked to make connections between their new and depthed understanding of inquiry, their current units of inquiry and the Primary Years Program planner. Next, teachers will be introduced to Kathy Short’s inquiry model and Backward by Design by Wiggin and McTighe as well as David Anderson’s work on inquiry. As well, participants will share at whole school professional learning to continue building everyone’s knowledge and skills in the delivery of the Primary Years Program. The extended program of Making the PYP Happen meets the criteria for highly effective professional learning.

It is: - conducted on site - directly connected to instructional practice - supported by professional learning teams and the active participation of the leadership team - is ongoing and over an extended period of time - and grows the capacity of staff.

Inclusive assessment arrangements Dr. Kala Parasuram Special Educational Needs Manager, IB International Baccalaureate Organization

Themes The IB Diploma Programme Differentiated Learning Inclusive Education

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KEY

Principals/Heads of Schools

ROOM

PYP MYP

DP IBCC

The inclusive classroom in an IB world school LEader has students with diverse needs. Students with long-term challenges are supported in a number of ways to access the curriculum and assessments. They are provided with inclusive assessment arrangements based on their needs. This presentation will focus on the steps that a school should take in order to plan assessment arrangements for a candidate. The presentation will also discuss the criteria that the IB uses in order to evaluate requests for special assessment arrangements. For a large number of candidates, this is based on the test scores on their psychological reports. The presentation will conclude with an update on the new developments in the authorization of inclusive assessment arrangements by the IB Assessment Centre.

Breakout Sessions Diploma Malcolm Nicolson Head of DP Development International Baccalaureate Organization

Jenny Gillett

Saturday Session Eight 16:50 - 17:50

An update on developments in the DP curriculum F5 & F6 and the approaches to teaching and learning project. This presentation will give opportunities to hear the latest news and offer feedback to IB staff. In addition the presentation will include a detailed update on the new TOK course, which begins teaching in 2013.

DP curriculum manager (TOK, Philosophy, History)

How to Implement an IB Mother Tongue Programme from K-12

Elaine Whelen Head of School Utahloy International School Guangzhou

Nathalie Portier

Languages Coordinator (MYP, DP) Utahloy International School Guangzhou

Nora Vermeulin

Languages Coordinator (PYP) Utahloy International School Guangzhou

Themes The IB Primary Years Programme

The presentation reveals how a student’s A5 emotional well-being, social development and academic performance are enhanced through a well structured mother tongue programme.

From an administrator’s perspective, the Head of School will demonstrate how to establish a large mother tongue programme from K-12. The Primary Languages Coordinator will show the inquiry cycle in different language classes together with planners that show the level of collaboration in PYP. The Secondary Languages Coordinator will show teachers and students working in their mother tongue to access the curriculum in MYP and DP. A video and booklet of the mother tongue programme at Utahloy International School Guangzhou will be available to participants. There is plenty of evidence that students in a strong mother tongue programme thrive socially, emotionally and academically.

The IB Middle Years Programme The IB Diploma Programme Inquiry / Concept Based Learning Differentiated Learning Language and Education Culture

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IB Programs in India: One School’s journey towards choosing and implementing the MYP Michael Purcell

Principal Edubridge International School

Siddharth Mehta

Academic Coordinator Edubridge International School

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme Becoming an IB World School Policy and Planning Curriculum Planning Implementation

This study investigates the geographic and F3 & F4 socio-economic trends accounting for the growth of IB schools in India. The majority of IB schools are clustered in certain states of the country.

The study investigates the reasons for the popularity of the IB in certain states, such as Maharashtra, and highlights the issues that educational institutions confront when planning and implementing IB programmes in India. The reasons for the popularity of the Diploma Programme and the growing popularity of the Primary Years Programme are examined. There is a special focus on the challenges faced by schools wanting to implement the Middle Years Programme. Qualitative data is presented regarding reasons for the implementation, or non-implementation, of the MYP. The anticipation of the Next Chapter of the MYP is examined and its likely impact within India is described for schools, educators, and parents. Lastly, the 2009 Right to Education Act (RTE) is examined, considering its impact on international education in India.

Culture Principals/Heads of Schools

Promoting environmental sustainability within a school community Emma Homerlein PYP Coordinator Phuket International Academy Day School (PIADS)

Themes

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KEY

Environment / Climate Change Education

ROOM

PYP MYP

DP IBCC

Climate change is a fact. Its impact has spread F7 & F8 around the globe and has the potential to affect every aspect of our lives. So what is our responsibility as educators to address these environmental issues? How do we embed Environmental Education into the curriculum so that sustainability is seen as a way of life, not simply a unit of work? These questions and more will be raised and discussed during this breakout session. After hearing from guest speakers via prerecorded interviews discussing key Environmental issues, participants will learn about what some schools are doing to promote environmental awareness, move beyond the 3Rs and empower their school and local communities to take action. The breakout session will include a ‘think tank’, where participants will have the opportunity to discuss these questions and brainstorm innovative solutions with the ultimate goal of bringing this essential element of education back to their own community of learners.

Can Asians Think?

How IB-ToK Can Foster Critical Thinking in Asian Schools Xiaohang Sumner

Executive Vice Chair, UWC China and Principal Examiner for ToK Chinese UWC China

Themes The IB Diploma Programme Professional Development (PD) Becoming an IB World School Inquiry / Concept Based Learning Approaches to Teaching & Learning Curriculum Planning Implementation Principals/Heads of Schools

Negotiating meaning through intercultural exchange Alison Ya-Wen Yang Teacher KIS International School

Themes The IB Middle Years Programme The IB Diploma Programme The IB Learner Profile Language and Education Culture

Singapore diplomat Kishore Mahbubani’s book A4 “Can Asians Think?” in 1999 cast doubt on the Asian education model based on rote-learning but offered no answers as to how Asians could overcome the creativity deficit. The Theory of Knowledge (ToK) course in the IB Diploma Program can be implemented across the curriculum not only in IB World Schools but in all other schools in Asia to promote creative and critical thinking in students. Professional development of teachers in the learnercentered way of teaching can fundamentally change how many subjects are taught - so that teachers guide students to discover and solve problems independently and become “thinkers”.

Asians can think, as long as they are not trained in schools not to think!

The purpose of this presentation is to emphasize A3 a holistic approach to second language acquisition that draws on development of sociolinguistic competence as well as intercultural communication competence. Globalization has brought the distance between people with diverse cultural backgrounds ever closer. Colin Bakers states that the ownership of two languages has increasingly become seen as an asset as the ‘communication world’ gets smaller. However, being able to use appropriate language to communicate with native speakers does not mean that we have the capacity to interact with others appropriately in a variety of cultural contexts.

Students’ intercultural competence skills have to be expanded in our shrinking world. Developing intercultural awareness is a core element to all IB programmes, clearly reflected in the IB mission statement. Students should not merely acquire cultural knowledge as a series of trivia facts. Educators ought to challenge students to think at a higher level and negotiate meaning to generate culturally appropriate behavior. This presentation will be structured into four parts: (1) Discuss strategies to develop students’ awareness of the relationship between languages and cultures; (2) Explore ways for students experience different ways of doing, seeing, classifying, being and acting through second language acquisition process; (3) Foster higher order critical thinking skills to help students interpret, relate, discover and interact. (4) Develop students’ awareness of their own culture and guide students to reflect on how their culture is seen by other people from different cultural backgrounds.

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Conflict Management as Forward-Looking Indumati Sen

IB Ombudsman International Baccalaureate Organization

Themes About the International Baccalaureate速 (IB) organisation

IB programme impact research - current and future studies Bradley Shrimpton

Research Manager International Baccalaureate Organization (AP)

Themes The IB Primary Years Programme The IB Middle Years Programme The IB Diploma Programme The IB Learner Profile

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KEY

Research & Validation

ROOM

PYP MYP

DP IBCC

Conflict exists in all organizations, but can serve F1 & F2 as a source for learning and improvement. The IB Office of the Ombudsman serves as a channel for concerns and feedback for the IB community, and functions independently, confidentially, impartially and informally. The Ombudsman will lead a discussion on some of the important aspects of informal conflict management.

By promoting the understanding of underlying interests and other perspectives, fairness of process, and individual and organizational learning, informal conflict management is forward-looking and can lead to positive change. This session will be of value for most individuals in schools as these lessons can be applied in most settings. The IB Ombudsman will also be available for in-person, confidential meetings during the conference and can be reached at ombudsman@ibo.org for coordination of meetings.

In this interactive presentation the IB Research F9 & F10 Department will report findings from recent programme impact studies undertaken across the globe exploring the qualities and characteristics that distinguish IB schools and IB students. Among the projects we look forward to reporting are outcomes from studies in the U.S and U.K. exploring the benefits of the Extended Essay, and findings from an Australian Council of Educational Researcher (ACER) study examining the post-secondary success of Diploma students in Australia. The presentation will also highlight current and upcoming studies in 2013, with a particular focus on the Asia Pacific region. These include a wide variety of exciting research projects in China, India, South East Asia and Australasia on topics ranging from: academic and non-academic outcomes of the PYP; levels of social-emotional wellbeing among MYP students, and; the role of the DP core subject, the Theory of Knowledge (TOK), in student learning and post-secondary critical thinking. A component of the session will be dedicated to inviting audience members to share their insights and perspectives about the nature of impact in IB programs.

Online PD – Challenging the traditional concept of learning Matt James

Head of Online PD International Baccalaureate Organization

Mirja Myllykangas Online PD Specialist

Online learning is rapidly integrating into every Leader modern educational institution and is already challenging the traditional approach to learning.

IB has been offering online workshops since 2008 with great success. In this session we will introduce our approach to online learning. We will outline the large array of development opportunities that such an innovative learning approach offers to IB schools and teachers around the world.

At the same time we hope to encourage a fruitful discussion to learn more about the expectations and hopes of the IB teaching community. Our view is that effective learning does not only happen in a classroom or behind a computer. As new technology emerges, learning can now take place whenever and wherever you want, perfectly meeting your needs, but without sacrificing high quality standards. This is a great opportunity to get practical hands-on experience of our unique approach. Whether you are an IB teacher, a school coordinator or a Head of School, this is your chance to see what the future of online PD looks like.

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IB Professional Development, Asia Pacific Developing Leaders in International Education One of the IB’s primary goals is to evolve and improve services and support to schools. IB Professional Development (PD) contributes to this goal by giving educators opportunities to develop a deeper understanding of what it means to be an internationally minded and effective teacher.

Beyond offering new skills, IB PD encourages educators to develop new insights into pedagogy and their own practices. It develops and draws from a worldwide professional learning community of internationally minded teachers, school leaders and school administrators. High-quality, innovative and cost-effective products and services support new, experienced and expert educators, including school leaders.

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IB PD plays a vital role in understanding, supporting and successfully delivering IB programmes, supporting life-long learning and encouraging best practice in teaching and learning.

IB Professional Development Is Transformative Our IB Asia Pacific Planning Calendar is updated regularly with our workshop events.

To register, please visit our web page: www.ibo.org/ibap/ professionaldevelopment Questions: please email IB Answers ibid@ibo.org (IB Answers email address)

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Breakout Session Presenter Bios Adrian Rudzinski

Senior Lecturer, School of Education Flinders University

Adrian Rudzinski is a Senior Lecturer, Curriculum Studies, Humanities R-12 and International Baccalaureate Studies in the School of Education at Flinders University.

Alexis Wiggins

DP English Teacher Mont’Kiara International School

Alexis Wiggins is a Language A DP teacher at Mont’Kiara International School. She has taught DP and MYP English, Spanish, and ESL in the U.S., Spain, Hong Kong and Qatar. She also works as a consultant for Authentic Education, helping schools with curriculum design, assessment, UbD and Harkness Method. She blogs on all things best practice at http://modelsbydesign.wordpress.com/, and you can follow her on Twitter at alexiswiggins.

Alice Ong

Deputy Principal IB Programmes Fairview International School

Alice Ong is the Deputy Principal IB Programmes of Fairview International School. She have been teaching in the IB environment since 1995 and has been exposed to the IB continuum in the different roles she has had in schools. Alice obtained her Masters in Education from the US. She was part of a team that piloted IBMYP in the AP region. She has served as MYP Coordinator in 2 international school.

She has been involved working with SEN students and has set up a Learning Support programme.

Alice teaches Humanities in the MYP and is involved in in servicing teachers at Fairview.

Alison Ya-Wen Yang Teacher KIS International School

Alison Ya-Wen Yang is originally from Taiwan. She graduated from Cheng-Chi University in Taiwan, and majored in Chinese literature with a minor in education. She received a Masters Degree in Education through Framingham State College in 2005. This is her tenth year entering the IB programmes. She has had experience teaching across the three IB programmes. Additionally, she is also as a MYP workshop leader, MYP Mandarin language B moderator and DP Mandarin ab initio examiner. She has been actively involved in IB activities and presented in various conferences. Prior to her teaching in Thailand, she volunteered in the UK for a year and worked as a communication facilitator, assisting the school speech therapist to develop communication programmes for students with cerebral palsy. She has benefited from this voluntary experience significantly and has applied ideas from this experience into language teaching. Currently, she teaches at KIS International School in Bangkok.

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Aloha Lavina

MYP Coordinator Concordian International School

Aloha Lavina is currently MYP Coordinator at Concordian International School. An avid IB fan since 1999, Aloha’s personal project has since been an inquiry into building the philosophical and pedagogical threads that run through the IB continuum. This personal inquiry is embodied in her role as Director of Curriculum and Instruction at Concordian, where she is charged with maintaining a sustainable learning community through change while keeping programme integrity within the IB World School. Aloha is a member of the IB Educators Network. Aloha is completing a Doctor of Education in Instructional Leadership and Curriculum from Nova Southeastern University where she is studying teacher efficacy, agency and distributed cognition in the context of professional learning.

Talk with her about Standard C1.

Amanda McLean

PYP Coordinator & Assistant Principal Brighton Primary School

Amanda McLean has worked in a number of Melbourne schools and had various leadership roles with a strong learning and teaching focus. Amanda’s focus is students and enabling them to be the best they can be. She is a skilled teaching coach and works with staff to build their knowledge and understanding of highly effective learning and teaching and the Primary Years Program.

Amanda Ritchie

PYP Coordinator - Scotch College, Western Australia Scotch College, Western Australia

Amanda Ritchie is currently the PYP ILT Coach at Scotch College Junior School, Western Australia and was PYP Coordinator until 2013. Amanda has also been the Western Australian PYP Network Chair and has worked intensively as a key PYP practitioner at Scotch College since their implementation of the programme in 2003. As the PYP Coordinator, Amanda was responsible for overseeing all aspects of curriculum development within the Junior School.

Andrew Atkinson

Director of Global School Services International Baccalaureate Organization

Andy Atkinson is presently the Head of Diploma Programme Development at the International Baccalaureate based in The Netherlands. Andy was educated at Exeter University and Goldsmith’s College, London before embarking on a 20 year career in teaching. He has educated young people in the UK, Argentina, Italy and Spain and is a passionate supporter of all three IB programmes.

He has taught IB geography, languages and theatre in secondary schools throughout his career.

He has been a head teacher of two IB world schools in Spain and Argentina and was previously Director of International Programmes for the bilingual SEK schools of Spain. In his present role he leads a curriculum development team of the Diploma Programme that aims to provide a holistic, internationally minded broad based pre-university education to IB schools worldwide.

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Breakout Session Presenter Bios Andy Fletcher

President/CEO LIfe, the Universe and Everything, Inc.

Andy Fletcher has been speaking on 20th and 21st century science in IB schools and to TOK students globally since 1991, starting at the IS Geneva and continuing into over 200 IB schools in 35 countries.

He is the founder and head of Life, the Universe and Everything, Inc., the educational non-profit that supports the talks. He graduated from the AISZ in Zurich (now the ZIS), attended university in Texas and Japan before graduating from USC in LA with a BA in history, a math major, and minors in English Literature, Philosophy, and Japanese, and did graduate work in both maths and education. He taught maths and German in West Hollywood, maths and history in Zurich and Pebble Beach, and maths at the IS Geneva and College du Leman. Writer, speaker, humorist, musician, photographer, and an Adult Third Culture Kid, he is really only at home in international schools.

Anny Lawrence

Principal Brighton Primary School

Anny Lawrence began her career in small country school with 11 pupils and now she is at Brighton Primary School with 800 students. Her involvement in education has been about learning and people.

She has been a teacher, a consultant a facilitator of professional learning and a principal. Anny has been at Brighton Primary School for nearly 3 years and works closely with Amanda McLean in the leadership of the Primary Years Program.

Anthony Tait

Director of Professional Development International Baccalaureate Organization

Anthony Tait is the IB Global Professional Development Director. He has had a long association with the IB in the Americas where he performed a variety of roles including Head of Regional PD, Head of School Services and Diploma Manager.

He has extensive experience in IB examination and assessment procedures, including senior examiner in IB geography and examination question setter. Anthony also worked part-time in Teacher Education at Flinders University (Adelaide) in the School of Education and the Masters of Gifted Education Program.

Ashish Trivedi

IBEN Manager International Baccalaureate Organization (AP)

Ashish is the IB Educator Network manager for the Asia Pacific region. He currently manages a network of 900+ IB Educators who support the IB as workshop leaders, site visitors and consultants.

Ashish joined the International Baccalaureate organization as MYP Associate Regional Manager in August 2008. Prior to working with the IB, he has taught in national and international schools in India, Indonesia and Japan as Head of Technology, MYP and Diploma Coordinator.

Avalokita Nanda

School Services Diploma Associate Manager International Baccalaureate Organization (AP)

Assist School Services Manager with activities related to the Diploma Programme. These activities include IBAP strategic planning, school application, school authorization and programme evaluation.

Responsible for IBCC management.

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Benjamin Turner

Learning Technology Integrator British International School Ho Chi Minh City

Ben Turner is currently the Learning Technologies Integrator at the British International School HCMC, Vietnam. Over the last 10 years Ben has taught in the UK, Mexico and, most recently Vietnam, where he joined as Head of Maths in 2007. A passionate advocate of the IB Diploma Programme he has taught Mathematics across all levels and TOK, as well as worked as an IB Examiner. In his current role he is responsible for enhancing teaching and learning through setting the direction of, and implementing learning technologies including the associated professional development. Ben holds a BSc (Hons) Mathematics from the University of Manchester, a PGCE Mathematics from the University of Warwick and is currently studying an MA Education (Leadership and Management) at the University of Bath.

Bennan Zhang

Associate Professor, The University of Hong Kong

Dr. Bennan Zhang is an Associate Professor at the Faculty of Education, University of Hong Kong. He is the Honorary Director of the Putonghua Education and Assessment Center, the University of Hong Kong. His research interests include teaching Chinese as a second language and teacher education.

Betty Brown

Vice principal Wuxi EtonHouse International School

Betty Brown has had more than 20 years’ teaching experience. Over the past 18 years Betty has worked with IB as a workshop presenter, visiting team member and PYP coordinators liason IB Asia Pacific and Asia, Africa, Europe and Middle East. Betty has taken three school through the PYP authorisation process as PYP coordinator and administrator, including her current school - EHIS Wuxi.

Bradley Shrimpton

Research Manager International Baccalaureate Organization (AP)

Bradley Shrimpton is an IB Research Manager based in Singapore where his role includes commissioning studies that investigate the impact of IB programmes. Prior to his work with the IB, Brad worked at the University of Melbourne for 12 years where he lectured in subjects including qualitative methods and program evaluation. Brad has received two Australasian Evaluation Society awards, and is the author/ coauthor of more than 50 reports, chapters and journal articles.

Brendan Kean

Grade 2 Team Leader and Teacher Canadian International School of Hong Kong

Brendan is currently writing his PhD through an action research project on developing formative assessment strategies through collaboration and PLCs. His current research won the IB Jeff Thompson Research Award in 2009. In 2011, Brendan was invited to the IB Head Office in The Hague to develop the next PYP assessment document. This is Brendan’s fifth year teaching in a PYP school having completed his MEd, BEd and a Postgraduate Certificate in Educational Studies in the PYP at The University of Melbourne. Brendan has taught in the UK, Australia and Hong Kong and is currently a Grade 2 teacher and Team Leader at the Canadian International School of Hong Kong. Brendan has presented workshops at the South China Regional Network Conference and the East Asian Region Council of Schools (EARCOS).

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Breakout Session Presenter Bios Catherine Vogel

Acting Professional Development Manager International Baccalaureate Organization (AP)

Responsible for supporting all Professional Development needs plus communication with stakeholders and schools to ensure that all workshops and workshop information is delivered in a timely manner so that coordinators can register for the most appropriate workshops with full knowledge of what is on offer from the IB. Carly Stafford

PYP Coordinator & Assistant Principal Highton Primary School

Carly Stafford is the PYP Coordinator at Highton Primary School, Victoria, Australia. As the Deputy Head she leads Curriculum and the Inclusion Support Program. She has a diploma in Teaching Students with Autism and prior to starting at Highton Primary School was a Teaching and Learning Coach for the Department of Education. Her passion is in developing and supporting inclusive classrooms and improving all student outcomes, through building teacher capacity, classroom coaching and creating engaging and effective learning environments.

Carol Van Vooren, Ed.D.

Assistant Professor, former PYP school principal California State University San Marcos, an IB recognized teacher certificate program

Dr. Carol Van Vooren is the former principal of Jefferson Elementary, an IB World School in California.

In and in 2011 she led the development and recognition of the IB Certificate in Teaching and Learning at CSUSM. She is currently an Assistant Professor in Educational Leadership and is leading the pilot of the IB Certificate in Leadership at her university. Dr. Van Vooren is the primary investigator in an international research project on additional languages seeking information in IB PYP schools in the U.S., Uruguay, Australia, Spain, Hong Kong, and Germany.

Carolyn Adams

Chief Assessment Officer International Baccalaureate Organization

Carolyn joined the IB in 2009 and is a member of the Senior Leadership Team. She has over 30 years’ experience in assessment, half at Director level. She has led the transformative change in the IB from paper-based practices to electronic systems, making the journey with the great majority of our 14,000 DP examiners. For Carolyn, the stimulus for change is not the technology but the improvements in validity, reliability and capacity which technology makes possible and from which the IB has benefitted. She continues to enjoy working for the IB and finds the genuine and enthusiastic engagement of schools from around the world particularly stimulating in her aim to improve services and procedures.

Cécile Doyen

PYP Curriculum Manager International Baccalaureate Organization

Cecile Doyen is a Curriculum manager for the Primary Years Programme. Cécile has a Bachelor of Arts degree in Education from Brussels, Belgium, a Master of Arts degree in Early Childhood Education from the US and an additional masters’ degree in instructional design from the University of Strasbourg (France). Cécile has over 10 years experience in the IB community as a PYP teacher, administrator and workshop leader. She has worked as a language teacher and primary years educator and administrator. She brings to the team her knowledge of efficient pedagogical practices and her experience as a professional in the field of language education, as well.

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Chitra Venkatesh

PYP Coordinator Odyssey The Global Preschool

Chitra Venkatesh has worked with young children for about eight years and as PYP coordinator is part of the pedagogical leadership team at Odyssey. She works collaboratively with the teams of teachers to plan, implement and assess the IB PYP. She has coached, faciliatated and mentored teachers to plan and implement a wide variety of sustainability focused units of inquiry since 2011 and is directly responsible for the professional development of more than 30 teachers across two campuses. She has 2 diplomas, a Bachelors and a Masters degree in Early Childhood Education. She has been a presenter at the PECERA and NAEYC conferences and was invited to take on the role of commenter for the Global Leaders Advocacy Programme Seminar initiated by World Forum in 2012.

She has worked closely with the teachers and specialists to collaboratively curate ‘Colours of Odyssey’ - an art exhibition, since 2009 that has not just showcased children in an arts venue The Artshouse, Singapore but has promoted philathrophy in young children. She is also responsible for the preschool community partnership and networking efforts and had planned and executed several workshops, study visits and partnership projects since 2009.

Chris Wyatt

Head of Lindfield Newington College

Chris Wyatt is currently the Head of Lindfield K-6, a stand-alone campus of Newington College in Sydney. Lindfield will be authorized as a PYP school at the end of 2012. Prior to taking the role at Newington, Chris was the PYP Coordinator at St Paul’s Grammar School in Sydney. Chris is a workshop leader and visiting team member in the IBAP region.

Chrissy Gamble

Head of Junior School - Scotch College, Western Australia Scotch College, Western Australia

Chrissy Gamble is the Head of Junior School at Scotch College, Western Australia. She has a Masters degree by dissertation (Murdoch University) focussing on gifted students, curriculum differentiation and acceleration. Prior to working at Scotch College, Chrissy was the Head of Junior School at All Saints’ College in Bull Creek, Western Australia. She was a co-presenter at the 2012 IB Regional Conference in Singapore, in sessions pertaining to Evaluation in the PYP. Christine Amiss

Head of continuum development International Baccalaureate Organization

Christine Amiss is the Head of Continuum Development for the International Baccalaureate (IB) and is based in the IB Global Centre, The Hague NL. Her role in the academic division includes leading the alignment and articulation of the continuum of IB programmes and facilitating the development of continuum resources for IB World Schools. She is a career educator and prior to joining the IB in 2008 she was as a teacher of English and drama in London followed by various teaching, coordination and leadership roles in IB schools in Hong Kong and the USA. She holds a B.Ed (Hons) from London University and a MLA from Johns Hopkins University. Christine finds collaboration with IB educators particularly inspiring as the IB further develops its continuum of international education.

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Breakout Session Presenter Bios Dr. Chun Lai

Assistant Professor, the University of Hong Kong Ita Lam

Dr. Chun Lai is an Assistant Professor at the Faculty of Education, University of Hong Kong. She coordinates the Master of Education (Teaching Chinese as a Second Language) program, which is IB recognized course provider for IB Certificate in Teaching and Learning (DP Chinese L2). Her research interests include teaching Chinese as a second language and L2 teacher development. Dr. Mark S.K. Shum is an Associate Professor at the Faculty of Education, University of Hong Kong. He is the Deputy Director of the Centre of Advancement of Chinese Language Education and Research, the University of Hong Kong. His research interests include Chinese language education, teaching Chinese as a Second Language, and international education. Dr. Bennan Zhang is an Associate Professor at the Faculty of Education, University of Hong Kong. He is the Honorary Director of the Putonghua Education and Assessment Center, the University of Hong Kong. His research interests include teaching Chinese as a second language and teacher education.

Darlene Fisher

Director (on leave to study) Bath Uni EdD candidate

Darlene Fisher has been an administrator in IB schools for the last 14 years, including being Director in Istanbul for the last 6. She started international work, moving from Australia to Oman, continued in Thailand and then India moving on to Istanbul. She is now taking time out to study for an EdD at Bath University with a focus on international school leadership, investigating the impact of organizational and national culture on leadership and management. She has been closely connected with the IB since her first year in Oman, teaching in all three IB programs at different times. She became an IB curriculum reviewer, then examiner in Oman, later team leader and question setter for History, and an Extended Essay marker. She became a workshop leader and now school consultant. This year she has become involved with the IB global PD group with a view to developing school leadership support through professional development created for aspiring and new Heads of international schools.

Darren Bryant

Assistant Professor Hong Kong Institute of Education

Dr. Darren Bryant is Assistant Professor in the Department of Educational Policy and Leadership at the Hong Kong Institute of Education. He serves as Managing Editor of the Journal of Educational Administration and Programme Coordinator of the International Executive Master of Arts in Leadership and Change, one of five tertiary programmes worldwide to pilot the IBO’s leadership framework. Darren is co-investigator on the IBO-commissioned research project “The International Baccalaureate Continuum: Student, Teacher and School Outcomes” with principal investigators Professors Allan Walker and Phillip Hallinger, and co-investigators Professor Wang Wen Chung, Associate Professor Moosung Lee, and Assistant Professor Junjun Chen.

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Daun Yorke Mindful Coordination (Coordinating With Compassion)

Daun Yorke is the DP Coordinator, TOK Coordinator, Visual Arts and TOK Teacher at Canadian International School of Hong Kong. Daun is an Assistant Examiner and a Workshop Leader and has led workshops for Extended Essay and Visual Arts. She is in her ninth year of teaching and coordinating DP. Daun holds a BFA, BEd and MA in Art Education and has taught at International Schools in Hong Kong, Mainland China and Secondary Schools in Canada. Currently she is working on her second Masters Degree, an MSc in Educational Technology from the State University of New York. Daun has special interest in Teacher Education and worked as a Faculty Associate at Simon Fraser University and taught Education Methods courses at both Simon Fraser University and the University of British Columbia.

Denise Perrault

Head of Online Learning International Baccalaureate Organization

Dr. Denise Perrault has been involved professionally in education since 1990 first in the traditional classroom teaching Maths and then, in 2001 became involved solely in e-learning mainly in the United States. She has experience in developing and managing virtual schools, online curriculum development, professional development and management of online teachers, policy development, research and other facets of online teaching and learning. She has collaborated with national and international groups examining policy and funding models and identifying promising practices in online teaching and learning. In 2011, Denise brought her experience to the International Baccalaureate where she is the current Head of Online Learning for the organization in The Hague, Netherlands. The Online Learning department of the IB aims to facilitate the development and application of online learning to enhance teaching and learning in IB classrooms and beyond.

Dominic Robeau

Curriculum Manager IBCC International Baccalaureate Organization

Dominic Robeau is the Curriculum Manager for the IBCC based in the Africa, Europe and Middle East Global Centre in The Hague, Netherlands. He joined the IB in 2011 to support the academic development of the IBCC. Dominic has a strong background in management, curriculum design and teaching, having taught in Australia, Indonesia and the United Arab Emirates. He has a Masters in Literature & Communications from Murdoch University, Western Australia.

Edward Lawless

Principal, Pamoja Education Pamoja Education

Ed Lawless’ 30 year career in education spans four continents. He has been a teacher of English and senior school administrator in the US, France, Singapore and Australia. He joined Pamoja Education in July 2010 as Principal after serving five years as Head of Professional Development for the IB’s Asia Pacific Region, based in Singapore. Working in close cooperation with the International Baccalaureate, Pamoja Education develops and delivers a wide range of IB Diploma Programme online courses.

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Breakout Session Presenter Bios Elaine Whelen

Head of School Utahloy International School Guangzhou

Elaine Whelen is dedicated to expanding mother tongue programmes in IB and national schools. She has worked closely with educators, presented at conferences and workshops, and written articles on the mother tongue programmes in ISL London, where she was head for four years, and in her current school, Utahloy International School Guangzhou, where she has built a mother tongue programme over the past five years. Both schools have thriving mother tongue programmes.

Emma Homerlein

PYP Coordinator Phuket International Academy Day School (PIADS)

Emma Homerlein is a PYP Coordinator and an elementary teacher who has worked within the IB Primary Years Programme for 12 years. She completed her Bachelor of Education degree in 1996, at the Queensland University of Technology in Brisbane, where she chose Environmental Education as an elective during her final year of study. Emma has had the opportunity to work in a variety of countries: England, Hong Kong, Japan and Thailand, where she has been actively involved in Environmental Community Service. For Emma, seeing how differently schools approach the issue of Environmental Education has been an interesting and sometimes frustrating journey. As an IB PYP workshop leader and visiting team member, she has had the opportunity to see what schools are doing around the world to promote sustainability programmes that move beyond the 3Rs. Emma is currently working in Phuket International Academy as PYP Coordinator.

Dr Fang Woan Pin

Teacher School of the Arts, Singapore

Woan Pin is an Economics teacher at School of the Arts, Singapore. She received her doctorate degree from Durham University, UK and has taught in Nanyang Technological University, Singapore. She has served as Course and Examination Chair in Economics in the UK Open University program. Woan Pin started her school teaching career at Raffles Institution (Junior College) in 2007. Her current research interests include economics education, gifted education and curriculum development.

Geoffrey KO

Head of Experiential Learning The Independent Schools Foundation Academy

Upon his graduation from the Eastman School of Music in the USA, Geoffrey Ko spent half of his vocational life as an administrator with the Hong Kong Philharmonic Orchestra, a teacher of various disciplines in Hong Kong and Canada, and an organizer of overseas expeditions and study tours.

An Outward Bound Personal Leadership Development program taken in 1985 kindled within him an infectious enthusiasm for adventure training and experiential education. Geoffrey became the pioneering Marketing Manager of Outward Bound Hong Kong in 1986 and later served as Director of Training until 2001. He returned to St. Paul’s Co-educational College as its first Music Director in 2002 and held that post until his retirement in 2010. He then joined The Independent Schools Foundation Academy as Head of Experiential Learning and now devotes himself whole-heartedly to “people-building”. Geoffrey also serves as an Honorary Advisor to the Hong Kong Institute of Adventure Counseling.

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Helen Barrett

Head of PYP Development International Baccalaureate Organization

Helen joined the IB in May 2012 as the Head of PYP Development. She brings experience of curriculum review, development, and implementation within national and international contexts. Prior to the IB, Helen worked as a Curriculum Manager with the Australian Curriculum, Assessment and Reporting Authority (ACARA) working to develop the new Australian curriculum for students from foundation to year 12. Before then, she joined the the National College for School Leadership (NCSL) in the UK to develop school-to-school networks in primary, secondary and special schools, and as part of a research and inquiry team to develop an evidence base of successful school leadership. Helen was the head of a state primary school in the UK for seven years. She has an MBA in Educational Management and a BEd from the University of Leicester.

Indumati Sen

IB Ombudsman International Baccalaureate Organization

Indumati Sen joined the IB as the ombudsman in January of 2011. She serves the IB global community in the AP, AEM, and Americas regions. Indu provides assistance to both internal and external stakeholders. As a Certifided Organizational-Ombudsman Practitioner, she is also helping the IB to further develop the ombudsman programme under internationally recognized standards of practice and is a member of the Board of Directors at the International Ombudsman Association. Prior to the IB, she served as the Director of the Office of the Ombudsman at the University of California, Riverside.

Indu earned her LL.M. from the Straus Institute for Dispute Resolution at Pepperdine University with a concentration in International Dispute Resolution in 2008. Her previous legal practice experience is in the areas of education, employment and labor law.

Jacqui Cameron

Elementary Vice Principal/PYP Coordinator Chadwick International

Jacqui Cameron is currently the Village School Vice Principal and PYP Coordinator at Chadwick International School in Songdo, South Korea. Prior to her time in South Korea, Jacqui has been a teacher at six different international schools around the world. She has worked with a variety of educational curriculums and has taught an array of students and grade levels. Jacqui has a passion for curriculum development. She has been part of Chadwick International since it first opened its doors to students in September of 2010. Jacqui has been an instrumental force in helping the school develop its PYP program. Chadwick International is a candidate school and is looking forward to participating in its authorization visit in April of 2013.

James MacDonald Head of School Yokohama International School

James MacDonald is currently the Head of School at Yokohama International School in Japan and presently the chair of the Asia Pacific Regional Council. This summer James will be leaving Yokohama and moving to Bangkok, where he will be the new Head of School at NIST.

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Breakout Session Presenter Bios Jane Altemen

Head of Sciences at Sinarmas World Academy, DP Chemistry, MYP Science Teacher Sinarmas World Academy

Jane Altemen has been a teacher and administrator for 26 years. In the classroom she teaches DP Chemistry, MYP Science, MYP Math. In the office she’s served as Middle School Principal. With a first degree in Neuroscience, Jane’s teaching practice is dominated by Brain-Based Learning. Jane has taught in Canada, the Middle East, Europe, and in South-East Asia where she is currently Head of Sciences at Sinarmas World Academy near Jakarta, Indonesia. On the MYP front Jane is a Consultant, Visiting Schools Team Leader, Workshop Leader, and previous MYP Coordinator.

Jason Graham

Learning Technologies Coordinator Bandung International School

Jason Graham is an experienced educator of 17 years and is currently the Learning Technologies Coordinator at Bandung International School in Indonesia. He has over 12 years experience teaching in the PYP including the role of the PYP Coordinator. He holds a Master of Business Administration degree, Master of Science TESOL degree and a Graduate Diploma of Education (Primary). Jason enjoys using technology in the classroom to enhance learning and has recently completed the Flatclassroom Teacher Certification and is currently enrolled in COETAIL at SUNY Buffalo. He is a PYP workshop leader, both online and face to face and is also a faculty member of the Online Curriculum Centre (OCC).

He also co-wrote the PYP Inquiry online workshop. He enjoys presenting at conferences and learning with others. Jason blogs at www.thelearningjourney.org and tweets from @jasongraham99. He is one of the founders, organisers and moderators of the fortnightly #pypchat, a global discussion group for PYP educators.

Jeffrey Beard

Director General International Baccalaureate Organization

Jeffrey R Beard joined the International Baccalaureate® (IB) in September 2005 and became director general in January 2006, following the retirement of George Walker Born and educated in the United States, Jeffrey Beard graduated from the US Naval Academy in 1972 with a bachelor of science in analytical management, and has two graduate degrees, including an MBA from the University of Wisconsin-Oshkosh, WI. His business career included roles of increasing responsibility in several multinational corporations where he developed his cross-functional management experience and understanding of strategic planning, thinking and delivery. His decision to move to the IB represented an opportunity for him to “give something back”; to leave the business world and apply his management knowledge and experience to international education, an area to which he is greatly committed.

Jenny Gillett

DP curriculum manager (TOK, Philosophy, History)

Jenny Gillett is the DP curriculum manager for TOK, History and Philosophy, based in The Hague. She joined the IB in 2010 after working for 7 years as a DP teacher and Head of TOK in the UK. Jenny has an MA and BA in Philosophy and Theology from the University of Oxford, and in addition to working for the IB is also currently completing a part-time Phd in Philosophy at Leiden University.

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Joel Weekes

Teaching and Learning Team Leader / Year 5 Teacher Newington College

Joel Weekes is currently the Teaching and Learning Team Leader (PYP Coordinator) and Year 5 Teacher at Lindfield K-6. He has been at Lindfield since the original implementation of the PYP. Jose Manuel Villarreal, Ed.D.

Founding Head of Schools (Principal); Adjunct Professor Vista Magnet Middle School of Math, Science and Technology, IBMYP Authorized

Jose Manuel Villarreal, Ed.D. is the founding principal of Vista Magnet Middle School in Southern California, a public IB school with a high percentage of low income students who have surpassed regional test scores and earned many awards. His experience ranges from teaching at California State University San Marcos as an adjunct faculty for the Masters of Education General Option and Administration Credential to beginning his career as a school counselor at a large comprehensive high school. Dr. Villarreal is the son of immigrant parents who worked as field workers picking, cleaning and irrigating crops in California where he was introduced to hard work and resiliency. His English Learner journey as a native Spanish speaker brings him a natural international mindedness to teaching, learning and leadership. He is a passionate educator who challenges audiences for their permission to push their thinking, whether in front of fellow Principals, teachers, parents, students or workshop attendees.

Judith Fabian

Chief Academic Officer International Baccalaureate Organization

Over the past 11 years Ian has forged a successful career in education leadership and teaching. Before joining the International Baccalaureate Ian was Regional Manager, Asia Pacific for an international provider of international qualifications for 14–19 year olds where he also held the position of Regional Manager, South Asia based in New Delhi, India. Previously, Ian was a Curriculum Leader for Business and Enterprise in the UK and a teacher of Economics and Business Studies. During his career Ian has developed institutional partnerships with Central and State Governments as well as the British Council and regional boards.

Dr. Kala Parasuram

Special Educational Needs Manager, IB International Baccalaureate Organization

Dr. Kala Parasuram is an educator with a specialization in inclusive education. She has vast experience in working with students with learning support needs and has also worked with a number of schools to create innovative inclusive educational programmes. She has worked as a lecturer and researcher in universities and not-for-profit organizations in the USA, UK and India. In India, she has also with the central government in policy and advocacy in inclusive education. Her past experience with IB world schools includes working as a consultant with new schools in Mumbai.

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Breakout Session Presenter Bios Kirtida Mekani

Board Member / Educator Jane Goodall Institute (Singapore)

Kirtida Mekani served as the founding executive director of the Singapore Environment Council 19931996. She currently serves on the Management Committee of the Garden City Fund, the Board of JGIS, and the United World College of Southeast Asia Foundation Board. She is an Advisory Board member of two IB International Schools, one in India and one in Thailand. Kirtida combines her extensive volunteerism with co-managing a family run business.

Krysten Fort-Catanese

Director of Social and Emotional Learning (SEL) and Mindfulness Phuket International Academy Day School (PIADS)

Krysten Fort-Catanese is the Director of Social and Emotional Learning (SEL) and Mindfulness at Phuket International Academy Day School (PIADS). She holds a K-8 Teaching Credential, a Master’s Degree in Educational Leadership, and a Bachelor’s Degree in Cultural Anthropology. Krysten has been a classroom teacher for over 15 years at inquiry-based schools that have emphasized whole child pedagogy and embedded social and emotional learning into their curriculum. Krysten has been a PYP Teacher at PIADS since 2009 and has been an integral part of bringing social and emotional learning and secular mindfulness practices to the school. Krysten completed the Cultivating Emotional Balance Teacher Training (CEBTT) with Dr. Paul Ekman and Dr. B. Alan Wallace as well as attended other mindfulness-based retreats for educators. Krysten was a featured presenter at the International Mindfulness in Education Conference co-hosted by PIADS at Thanyapura’s Mind Centre in Phuket, Thailand, October 2012.

Kwok-Ling LAU

PhD candidate, Faculty of Education, The University of Hong Kong The University of Hong Kong

Miss Kwok Ling Lau is currently a PhD Candidate of Faculty of Education at the University of Hong Kong. She received Master of Education (Educational Studies) from University of Sheffield and a Bachelor of Education from National Taiwan Normal University in 2001 and 1996, respectively. She is also a Teacher of Chinese at King George V School in Hong Kong. This PhD research will evaluate the implementation of international mindedness in the International Baccalaureate Diploma Programme in Hong Kong second language Chinese classrooms.

Lance King

Creator The Art of Learning

Lance King, B. Tech, TTC, Dip Ed(dist), MEd(hons) Key note speaker and pre-conference workshop leader at the Madrid conference Oct 2012, workshop leader at the Cancun conference July, 2012, coauthor of the two new IB Skills books, architect of the ATL component of the MYP - The New Chapter, co-designer of the IBCC co-ordinator training modules. Designer of the Art of Learning programme taught in eight countries to over 150,000 students in the last 17 years.

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Low Wai-Peng

Teacher School of the Arts, Singapore

Low Wai-Peng has been teaching Economics since 2004. She began her teaching career as an A level Economics lecturer and tutor to pre-tertiary students and in 2011, she started teaching IB Economics in School of the Arts, Singapore. She graduated from the National University of Singapore with a Bachelor of Social Sciences with Honours in 2002, majoring in Economics, having obtained a Bachelor of Arts with Merit in 2001. She went on to obtain a Diploma in Education with Merit from the National Institute of Education, Nanyang Technological University Singapore, in 2004.

Dr Malcolm Pritchard Head of School The ISF Academy

Dr. Malcolm Pritchard is the Head of School at The Independent Schools Foundation Academy, a K-12, Chinese-English bilingual IB school in Hong Kong (MYP, DP). In previous appointments, he was the Principal of Kormilda College, an IB school (DP) with a strong Australian Indigenous boarding enrolment, located in Darwin, Australia; in the 1990s, he founded Caulfield Grammar School’s cultural immersion campus in the Chinese city of Nanjing; and was the Head of Languages at Melbourne Grammar School. Dr. Pritchard has served as a member of the Council of International Schools Board of Trustees. He has a BA in Asian History from the University of Queensland, an MA, in which he researched IT applications in Chinese language, and a Graduate Diploma of Education, both from Monash University. He completed his doctoral dissertation on the theoretical underpinnings of experiential learning at the University of Melbourne.

Malcolm Nicolson

Head of DP Development International Baccalaureate Organization

Malcolm Nicolson is the Head of DP Development, based in The Hague. He has held this position since January 2013. Before joining the DP team he was Head of MYP Development, leading the project, MYP: the next chapter. Prior to working for the IB, Malcolm was a vice principal at an international school in Thailand, and additionally has taught in The Bahamas and the UK. He has a BSc. Ecological Sciences from the University of Edinburgh, UK and an MA in International Education from the University of Bath, UK. Marcia Behrenbruch

Head of School Services, Asia Pacific International Baccalaureate Organization (AP)

Marcia Behrenbruch has over 25 years of experience as a teacher and school administrator living and working in Canada, Australia, the Netherlands, Vietnam and Singapore. Her research interests are inquiry learning, facilitating change in classroom practice and identifying factors that contribute to effective professional development. She currently works in the IB office in Singapore. After three years as head of professional development for the PYP, she is now head of school services for Asia Pacific.

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Breakout Session Presenter Bios Mark Smith

School Principal Macedon Grammar School

In 2012 Mark was appointed Principal of Macedon Grammar School, an IB World School near Melbourne, Australia. Prior to 2012, Mark was the creator and Director of Altitude, a multi-faceted enrichment and extension program for highly able students, a program that he facilitated at Carey Baptist Grammar School, in Melbourne, Australia between 2002 and 2011. Mark has a Master of Education, specialising in gifted and talented education. Although Macedon is only authorized for the IB Diploma, Mark is passionate about PYP and MYP. He is currently working to develop an IB culture across his school from first year of school to Year 12 using classroom essential agreements based on the IB learner profile as a starting point. Mark is also working with his staff to develop rich, inquiry based learning tasks with clear success criteria for all students from lower primary/elementary to Year 12.

Mark S.K Shum

Associate Professor, the University of Hong Kong Kwok Ling Lau

Dr. Mark S.K. Shum is an Associate Professor at the Faculty of Education, University of Hong Kong. He is the Deputy Director of the Centre of Advancement of Chinese Language Education and Research, the University of Hong Kong. His research interests include Chinese language education, teaching Chinese as a Second Language, and international education Matt Harris

Head of Learning Resources German European School Singapore

Dr. Matt Harris is the Head of Learning Resources at the German European School of Singapore. His responsibilities include developing strategies for utilizing IT, libraries, instructional resources, and teacher support services to enhance teaching and learning across all three IB programs, plus the school’s pre-school division, and the school’s German curriculum section. Dr. Harris holds a Master’s degree in Education with a focus on Educational Technology and an Educational Doctorate in Educational Research. Dr. Harris has experience with the PYP, MYP, and DP, both as a teacher and an administrator. He has worked as an educator for the past decade in the US and abroad and has taught every grade level from pre-school to graduate school.

Matt James

Head of Online PD International Baccalaureate Organization

Matt James has been at the leading edge of online professional development for the last 17 years. In senior roles at Cambridge International Examinations and the National College for School Leadership in the UK, he innovated in the use of web conferencing technology for learning as well as developing facilitator-led online courses and managing a professional online network of over 100K school leaders. He also has extensive experience as an examiner, moderator and producer of teacher support materials. Matt has been Head of Online Professional Development at the International Baccalaureate since 2011, where he is keen to bring new approaches to the online professional development of IB educators worldwide.

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Mary Morrison

Assistant Head Teacher British International School Ho Chi Minh City

“Mary Morrison is Assistant Head Teacher at the British International School Ho Chi Minh City.

Leadership development and international mindedness has been a central focus of her work. Mary taught in London, UK for eight years before joining BIS HCMC in September 2012. In her first four years of teaching her roles included Head of Global Citizenship Education and Head of Social Sciences and Law. Since 2005, Mary’s focus has been professional development, leadership development and teacher training; including five years experiencing training participants on the Teach First Leadership Development Programme in Global Citizenship Education and training teachers in Global Education for the UNESCO Schools Commission, UK. Embedding the IB Learner Profile through middle leadership development is an important part of her role at BIS HCMC. Mary has a BA (Hons) in Political Studies from the University of Leeds, UK and an MA in Education, Gender and International Development from the Institute of Education, University of London, UK. Metty Antony

Diploma Coordinator Canadian International School (Singapore)

Metty Antony is an experienced educator having worked with a wide range of students ranging from primary to the tertiary level. She has a double masters degree and is currently specializing in teaching Economics and TOK. Besides being an IB educator, workshop leader and school evaluation site visit member, she is also the Diploma Coordinator at the Canadian International School, Singapore. Metty has also been involved in establishing the Diploma online course at the Canadian International School. Metty is excited to share the practical insights she has gained through her own research and management experience. She is fascinated about how learning, fueled by the rapid growth of digital technologies, has evolved over the years. At the same time, she recognizes and understands the value of having a restrain to our infatuation for the evolving tools of learning. The intricate balance of Blended learning is the way to go forward.

Michael Dean

Head of Research, IB International Baccalaureate Organization

Michael Dean is the Head of Research at the International Baccalaureate. His areas of research have focused on international education, evaluating professional development, quality assurance models, and diagnostic assessment models of mathematical cognition. He has been a secondary school mathematics teacher in the United States and Cameroon and currently serves as an adjunct associate professor of education, psychology and applied statistics at Teachers College, Columbia University.

He holds a M.S. in Applied Statistics as well as a Ph.D. in Measurement and Evaluation from Teachers College, Columbia University.

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Breakout Session Presenter Bios Michael Purcell

Principal Edubridge International School

Mr. Purcell received his Master’s Degree in Physics from The University of Texas at Austin. He began his teaching career at Huston-Tillotson College and the Science Academy of Austin at LBJ High School in Austin. Mr. Purcell came to India in 2000 to be Head of Mathematics at the Mahindra United World College. From 2002 - 2012, Mr. Purcell was at the New International School of Thailand. There, he has taught math, science, history, and Theory of Knowledge. Mr. Purcell has received numerous teaching awards from both academic institutions and his students. His student-centered approach has earned him the respect of his students, their parents, and the institutions he serves. In addition to his experience of over 4,000 hours of classroom teaching, Mr. Purcell is a renowned leader in IB program planning; he has served as an educational consultant to schools in Thailand and Japan. His extensive experience with International Schools in different locations over the years has given him an acute understanding of the nuances of all three International Baccalaureate (IB) programs.

Micheal Chian

Middle Years Programme Director Fairview International School

Michael Chian was trained in the medical field but chose teaching as a career after he was introduced to the international Baccalaureate Programmes. Currently, pursuing the Masters in Education from Sheffield Hallam University in the UK, Michael was the key person behind the introduction and implementation of the MYP programme in Fairview Kl. in addition to teaching Biology and Science, Micheal served as the MYP coordinator in Fairview KL. MIchael also delivers in house workshops to MYP teachers weekly. MIchael was made the MYP programme DIrector recently overseeing all the 4 campuses of Fairview International School in Malaysia.

Mirja Myllykangas Online PD Specialist

Mirja Myllykangas is an Online Professional Development Specialist, based at the Hague office of the International Baccalaureate. Before joining the IB in 2012 she worked at Laureate Online Education, where she gained a deep understanding of the newest technologies used in online learning to promote interactivity and participant engagement. In her current role she manages a network of 150+ online facilitators and she is actively involved in the delivery of the IB’s online workshops. She also contributes to the development of the new online PD offer, and plays a strong role in the promotion of online PD. She holds an M. Sc. in Sociology from the University of Tampere, Finland.

Monita Sen

Regional Manager - PYP School Services International Baccalaureate Organization (AP)

Monita Sen is the Regional Manger – PYP School Services for the Asia Pacific region. Monita comes with over 12 years experience working with the PYP in a variety of roles including primary teacher, PYP coordinator, head of school, PYP workshop leader, school visitor, educational consultant, teachertrainer and workshop developer.

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Myung Kyung Sung

IB Korean teacher/ IB Examiner/ Foreign Language Department Head Seoul Foreign School

Myung Kyung Sung was born and raised in Seoul, Korea. She is currently teaching IB Korean classes at Seoul Foreign School in Korea. She received her master’s degree in Teaching Korean as a Second Language at Yonsei University, and is now currently working on her doctorate program at Yonsei University in Korean studies, an integrated program of Korean Literature, Korean History and Korean Language teaching, to gain more insight into teaching the new Korean curriculum at SFS. She used to work as a translating reporter for Munhwa Broadcasting Company before she became a teacher.

She has been working as an examiner for the Korean IB diploma program and was appointed as the Examiner Responsible for Korean IB curriculum in 2011. She is also working actively as the Foreign Language Deparment Head and K-12 Curriculum Leader at SFS. Nathalie Portier

Languages Coordinator (MYP, DP) Utahloy International School Guangzhou

Nathalie Portier has worked in IB schools in the UK and China, teaching DP and MYP French. She is currently the Languages Coordinator in the Secondary School. Nora Vermeulin worked in France and South Africa before joining Utahloy. Her IB experience commenced three years ago with a year in MYP French for mother tongue speakers, followed by two years in PYP French for mother tongue speakers.

She is the Languages Coordinator in the Primary School.

Nicholas Alchin

High School Principal, UWCSEA East Campus United World College of South East Asia

Nick Alchin is High School Principal at UWCSEA Singapore, East Campus . He previously worked as Dean of Studies at the Aga Khan Academy, Kenya, as Director of IB at Sevenoaks School UK, and as a teacher at IS Geneva. He has also lectured part-time Critical Thinking at two Singaporean Universities.

Nick examined TOK and Mathematics 1997 – 2010 and is also a textbook author and TOK workshop leader. He was TOK Chief Assessor 1995 – 2010 and Vice Chair of the IB Examining Board 2006 - 2012, in which capacity he sat on the Diploma Review Committee and chairs or co-chairs the Final Award Committee and Examiner’s Forum. Nick has degrees in Science, Management and Education and has interests in Critical Thinking and Philosophy.

Nora Vermeulin

Languages Coordinator (PYP) Utahloy International School Guangzhou

Nora Vermeulin worked in France and South Africa before joining Utahloy. Her IB experience commenced three years ago with a year in MYP French for mother tongue speakers, followed by two years in PYP French for mother tongue speakers. She is the Languages Coordinator in the Primary School.

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Breakout Session Presenter Bios Professor Paula Barrett

Keynote Speaker (Telstra Queensland Business Woman of the Year Award) Founding Director, Pathways Health and Research Centre

Professor Paula Barrett, B.Sc (Hons), M.Clin.Psych., MAPS, PhD, is internationally recognised as a prominent scholar and groundbreaking researcher in the field of child psychology. Paula has a distinguished international reputation as a keynote presenter, and has been published widely in the area of prevention and treatment of anxiety and depression and the promotion of resilience through the evidence-based ‘FRIENDS’ programs. Recently, Paula received the Telstra Queensland Business Woman of the Year Award, was shortlisted for the Australian of the Year Queensland Award and the Queenslander of the Year Award, and received the Highly Commended Certificate in the Human Rights Medal of the Australian Human Rights Commission for her contribution to the wellbeing of children, youth and the wider community.

Paul Campbell Head of Development, Americas International Baccalaureate Organization

Paul Campbell is the Head of Regional Development for IB Americas. He has worked for the IB since 1988. During that time, he has worked with hundreds of schools and school systems to help them start or sustain IB programs. He is currently responsible for overseeing the region’s work with universities, governments, associations, and educational organizations. His department assists schools and schools systems as they consider adopting or expanding IB programs. They also oversee the region’s annual conference.

Paul Kidson Principal St Paul’s Grammar School

Paul Kidson is Primcipal of St Paul’s Grammar School, a 3 programme school in Sydney, Australia.

He holds a postgraduate in philosophy of education and is currently undertaking further study in educational leadership, particularly in the IB Learner Profile & it’s relevance to leadership & school culture.

Paul Sanders Global Head of Recognition International Baccalaureate Organization

Formerly with the College Board from 1999-2009 as a Senior Educational Manager and with Rice University from 2009-2011 as the Executive Director of the Center for College Readiness, Mr. Sanders has comprehensive experience working school districts, universities and government officials in addressing issues of access and excellence in education. Mr. Sanders joined the IB as Global Head of Recognition in May 2011. He holds a BA in Political Science from Texas A&M University and an MLA in History from St. Edward’s University.

Richard Hartung

Treasurer Jane Goodall Institute (Singapore)

Richard Hartung is the founding president of the Jane Goodall Institute Singapore (JGIS). He works as a consultant and freelance writer. He has an MBA from Stanford University.

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Rupal Arora

Head of School Odyssey The Global Preschool

Rupal Arora has worked in different educational settings and with different age groups before taking on the role of center director of Odyssey during its inception in 2008 and is currently Head of School responsible for the care of more than 60 staff and 400 children and their families from 21 different nationalities. She has worked collaboratively with parents and community partners to foster positive relationships and a culture of sustainability within the preschool communities at the two Odyssey campuses. She has been the driving force behind Odyssey@FA since 2010 - Singapore’s first preschool with a mission to promote education for sustainable development. She has a Masters degree in early childhood education and has presented at the NAEYC conference in 2012.

Sargis Sakanyan

MYP Coordinator/Deputy Principal Suzhou EtonHouse International School

Sargis Sakanyan is the MYP Coordinator and Deputy Principal at Suzhou EtonHouse International School. He has been working in management of IB schools for the last 5 years, while also actively teaching MYP Humanities. Sargis is currently studying for Master degree at the University of Leicester.

Seetha Murty

Principal Silver Oaks The School of Hyderabad

A Teaching career of 15 years in Pre primary classes to Grade XII and an experience of 10 years as Coordinator, Head and Principal in different parts of the country helped Seetha Murty to develop progressive schooling patterns that ensure positive grooming of young people with character and competence. Formal Learning A Masters in Political Science Masters in Education Core Area Learning She is trained by International Baccaulerate Organization’s workshops in Primary Years Program, Written Curriculum, Role of Social & Science in primary years, Written Curriculum, Concept driven curriculum, Collaborative Planning, Pedagogical Leadership & Assessment. She has done a course on ‘Leading for Understanding’ with Project Zero classroom of Wide World-A part of Harvard Graduate School of Education Harvard University. Interest Area Learning Attended training program conducted

by Dr Stephen Covey on the challenges of 21st century. Attended seminar given by Dr Howard Gardner from Harvard University on 4 mega trends of education.

Shelly Luke Wille

Elementary Principal Chadwick International

Shelly Luke Wille, is currently the Village Principal at Chadwick International School in Songdo, South Korea. Prior to her time in South Korea, Shelly was in a similar role at Hillbrook School in Los Gatos, CA. At Hillbrook she was instrumental in technology development for over 10 years and served as the director of technology in addition to her educational leadership role. Formerly a technology consultant specializing in search engine optimization, search strategies, technology integration, thin client computing and design and marketing technology tools for education. She has served as the Director, Educational Technology and Media Services for San Mateo Office of Education, serving 24 school districts and over 90,000 students.

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Breakout Session Presenter Bios Siddharth Mehta

Academic Coordinator Edubridge International School

Mr. Mehta has a Bachelor’s degree in Science from the University of British Columbia, Vancouver, Canada, and a Diploma of Technology from the British Columbia Institute of Technology, Burnaby, Canada. Prior to this, he graduated from the IB Diploma Programme from one of the most prestigious IB schools in India in 2006. During the course of his academic career, Mr. Mehta chose to study a broad variety of subjects across disciplines. He has also worked closely with numerous IB students from around the world for the past 3 years, most notably with students of Stratford Hall, an IB World School in Vancouver and at the Satit Prasarnmit International Program in Bangkok, Thailand, where he was invited to lecture in the Sciences.

Professor Sohail Inayatullah

Keynote Speaker (political scientist/futurist) Graduate Institute of Futures Studies, Tamkang University / Centre of Policing, Intelligence and Counter Terrorism, Macquarie University, Sydney

After selecting a research question, personal or institutional (futures of retirement, futures of ways of knowing, futures of education, futures of life stages, for example), participants will be led through a process of questioning the future, with the intent of developing alternative futures, and a metaphor or narrative to support the desired future.

Stephen Keegan

School Services Diploma Manager International Baccalaureate Organization (AP)

Stephen joined the IB Asia Pacific regional office in July 2007 and is currently the Regional School Services Manager Diploma Programme. Prior to that, he was head of high school and IB Diploma coordinator at the International School of Suva, Fiji. Stephen has worked in a number of IB and international schools in and out of the region, including schools in Hong Kong, Switzerland, Japan, Thailand and Argentina.

Stephen Miller

Head of Assessment Design and Innovation, IB Assessment Centre Cardiff International Baccalaureate Organization

Stephen Miller has been with the IB Assessment Division for almost four years. He is Head of Assessment Design and Innovation and in his words “gets all the exciting things to do in assessment”.

His focus has been on introducing the eMarking systems that have allowed coursework upload and examination script scanning before examiners mark scripts on-screen. He leads a team of Business Integration and Assessment Quality analysts and a team of Researchers working with the curriculum division. Prior to joining the IB Stephen worked in Assessment, in e-learning and also taught in Sudan, Abu Dhabi and Malaysia. He holds a number of teaching qualifications including a Masters Degree in Teaching English as a Foreign Language.

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Stephen Taylor

MYP Coordinator, Teacher Canadian Academy, Kobe.

Stephen is the MYP Coordinator, Head of Science and teacher of MYP 4-5 Science and IBDP Biology at Canadian Academy, Kobe, Japan. Currently studying for an MA in International Education with the University of Bath, he is a UK-trained teacher. With a keen interest in curriculum, learning and technology and a philosophy of sharing, Stephen’s resources are popular on the internet. Through his free website, i-Biology.net, he supports IBDP Biology and MYP Science teachers and students while raising donations for charity. Stephen also moderates a monthly #MYPChat on Twitter.

Steve Brown

Head of Secondary Wuxi EtonHouse International School

Stephenen has worked in international education system for the past 18 years. He is an educator who has a strong belief in the philosophy and pedagogy of IB. Stephen is a successful MYP coordinator, having taken three schools through the IB accreditation process, and a senior moderator for IB. As an administrator and a colleague he believes in working together towards tangible results and sharing a commitment to a common purpose, mission and goals in an environment of a mutual accountablity.

Steve Jacobi

IB Co-Ordinator Wellington College International Tianjin

Stephen Jacobi was educated at Cambridge, Edinburgh and London universities. He has a PhD on the novels of Sir Angus Wilson and an M.A. in screenwriting. He has taught in the UK, Singapore, Dubai and China, where he has been at various times Head of English, Director of Studies, IB Co-Ordinator and Head of Sixth Form.

Stuart Jones

Head of Professional Development, IBAP International Baccalaureate Organization (AP)

Stuart worked in international education for 17 years prior to joining the IB. Stuart’s role in Professional Development looks at the overall provision of all types of IB workshops in the region (in-school, regional, provider, partner/cluster events), communicating with co-ordinators, workshop leaders, schools and providers to ensure that we are meeting the needs of the IB community.

Sue Richards

IB Teacher Education Services Manager International Baccalaureate Organization

Sue Richards is manager of teacher education services at the IB. She has several years of experience in international education in various leadership capacities. At the IB, she is responsible for creating and implementing the IB certificate in teaching and learning and the IB advanced certificate in teaching and learning research frameworks. In addition, she manages the implementation of the IB certificate in leadership practice and IB advanced certificate in leadership research in universities and other institutions worldwide.

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Breakout Session Presenter Bios Theo Mandziy

Primary Visual Arts Teacher / Primary Single Subject Coordinator Australian International School Singapore

Theo Mandziy is the Primary Visual Arts teacher and Coordinator of the Primary Single Subject programme at the Australian International School, Singapore. He has trained in painting and printmaking (Sydney College of the Arts), sculpting (apprenticeship with renowned Australian sculptor, May Barrie) and has a B.Ed. (hons) degree in Primary Education (University of Wollongong).

He has been a Visual Arts educator for the past twenty years. Theo is also a practicing artist and painter who has conducted many successful solo exhibitions both in Australia and Asia. Theo is well versed in the IBO Primary Years Programme and bases his inquiry approach teaching pedagogy on its philosophy. Theo’s experience and understanding of the IBO frameworks led to his appointment, in 2008, as a workshop leader in the role of the Arts in the PYP. From that time he has led in-school and regional workshops and has presented at IBO Asia Pacific region annual conferences.

Theresa Forbes

Head of Development, AEM International Baccalaureate Organization

Theresa is responsible for supporting the strategic growth of IB programmes through developing partnerships and relations with ministries, Governments, HEIs and wider stakeholders. She works with a team of specialists focusing on regional recognition, accreditation and access opportunities for schools and governments. She works with partners and stakeholders including, IB associations, vocational education providers, foundations and sponsors across the region. She is based at The Global Centre in The Hague connecting regularly with the regional, global, academic, research and assessment teams. She has previously worked in the UK, The Netherlands, Oman and Indonesia as a teacher, curriculum director and Headteacher.

Tessa Calder

Head of School Highton Primary School

Tessa Calder is the principal of Highton Primary, a small school of 270 students in country Victoria.

She has involvement in curriculum planning and the inclusion of all students in the school program.

Her previous experience has been in the area of coaching teachers in literacy and numeracy. These coaching skills are ones she uses in ensuring that Highton includes all individuals with their different needs in an innovative learning program.

Trevor WONG

Experiential Programs Coordinator The Independent Schools Foundation Academy

Born and brought up in China, Trevor Wong developed a deep love for the great outdoors. An ardent traveler, he spent most of his holidays during his university years exploring the geographical, cultural and ethnical diversity of China. Re-located to Hong Kong in 1993, he became a professional photographer and studio manager. A ship-based Outward Bound Diploma course that took him to the Philippines and Malaysia in 1996 revealed his true calling in life. His zeal and outstanding aptitude caught the attention of the Outward Bound staff, who soon recruited him as an instructor. Rising up the ranks to become Senior Instructor, he facilitated training courses locally and internationally, taking on significant leadership roles including Course Coordinator of the popular Kids’ Courses and China Corporate Courses as well as Project Manager of the Outward Bound Adventure Race. Trevor joined The Independent Schools Foundation Academy as Experiential Programs Coordinator in 2010.

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Traci Salter

PYP Coordinator, Senior Leadership Team ESF: Clearwater Bay School, Hong Kong

Traci Salter is currently a PYP Coordinator at Clearwater Bay School, part of the English Schools Foundation (ESF) Hong Kong, ESF is made up of nine primary schools whose PYP coordinators regularly meet and collaborate to continue to embed and develop the PYP across the whole Foundation in Hong Kong . She is also a WSL and frequently leads PD training and presentations across ESF / HK / Asia Pacific and South Africa. Traci has lived in HK for eight years and has worked in two IB Schools leading them through IB Authorisation and IB Evaluation . She is exceedingly passionate about curriculum innovation and enthusiastically embraces opportunites to develop and extend connections and new possibilities within teaching and learning.

Xiaohang Sumner

Executive Vice Chair, UWC China and Principal Examiner for ToK Chinese UWC China

Xiaohang Sumner is the Executive Deputy Chair of the United World College (UWC) National Committee of China and the founding Principal of Alcanta International College, an IB World School in Guangzhou, China. An experienced IB teacher, examiner, and school administrator, Ms. Sumner holds an MA degree in Economics and an MBA from the University of Toronto and an Excellence in Teaching Award from the University of Chicago. She is the Principal Examiner for ToK in Chinese and has been conducting teacher-training workshops for ToK in Chinese for teachers from many disciplines as well as school administrators for the last five years.

TI-Nspire™ Technology Built-in applications for handhelds and software With TI-Nspire technology, students have the power to learn across different representations of a problem for a deeper understanding of concepts. This unique ability to see and explore multiple representations on a single screen is supported by the following applications built into TI-Nspire handhelds and computer software.

TM

Graphs Graph equations, expressions and other functions. Graph and rotate (manually and automatically) 3D functions.

Email: educator-support@list.ti.com • Website: http://education.ti.com/Asia • Phone: 6389 4675 • Fax: 6389 4662

Geometry Construct and explore geometric figures interactively and create animations.

Calculator

List and Spreadsheet

Perform computations. Enter and view expression, equations and formulas as they appear in textbooks.

Use spreadsheet features to perform mathematical operations on data. Add colour to cells to match their stat plots and help make connections between tabular and graphical representations.

Notes

Data and Statistics

Express science and math in writing.

Summarize statistical data using different graphical methods, such as histograms, box plots, bar charts, pie charts and more.

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Venue Map

Ground Floor

Function Room 8

Function Room 7

Function Room 6

Function Room 5

Function Room 4

Function Room 3

(F8)

(F7)

(F6)

(F5)

(F4)

(F3)

Pre-Function Area

Function Room 9

Function Room 10

Board Room 2

Board Room 1

Function Room 1

Function Room 2

(F9)

(F10)

(B2)

(B1)

(F1)

(F2)

West Wing - Arcade Rooms

Concourse

East Wing - Harpers & Leaders

Exhibition Area Restrooms

Restrooms

Entrance

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Venue Map

1st Floor

Grand Ballroom A

B

Restrooms Conference Office Restrooms

Dynasty Restaurant

Ballroom Foyer Exhibition Area

Elevators Sagano Restaurant

Elevators IB Pavilion Grand Staircase Stage Lounge

To East Wing Harpers & Leaders To West Wing Arcade Rooms

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Venue Map

Arcade Rooms Lower Ground, West Wing

Carpark Lift

Pre -Fu nc tio nA rea

Arcade 3 (A3)

To West Wing

Arcade 4 East Wing

(A4)

Harpers & Leaders Arcade 5

Restrooms

(A5)

Venue Map

Grand Harpers & Leader Level 2, East Wing

Pre-Function Area

Prayer Room Leader

Elevators Restrooms

s Grand Harper Pre-Function Area Harpers

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International BaccalaureateŠ Asia Pacific Singapore Branch 600 North Beach Road Parkview Square 21-01 Singapore 188778 Tel: +65 6579 5000 Fax: +65 6579 5003 Email: ibid@ibo.org

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Š International Baccalaureate Organization 2013