International Baccalaureate Liverpool Conference Programme

IB Africa, Europe & Middle East Regional Conference LIVERPOOL2010 26 - 29 September 2010 PROGRAMME

This programme is also available in French and Spanish

Contents Mission statement Introduction

1 2-3

Schedule

4

Venue map

5

speaker profiles: Prof. David Hopkins Prof. David Gillborn Prof. David Perkins Director General - Jeffrey R Beard Chair of Board of Governors - Carol Bellamy ROUND TABLE DISCUSSIONS Mon Recognition Tues Education and intercultural

understanding Wed Developing and supporting

future leaders

9 10 11 12 - 13 14 - 15 16 - 18 20 - 21 22 - 23

Event overview

24 - 25

Workshops Mon Session one

Session two

Session three Tue Session four

Session five

Session six

26 - 29 30 - 33 34 - 38 39 - 43 44 - 48 50 - 51

Associations

52

1

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

Declaración de principios

Baccalauréat International

del Bachillerato International

“ L’éducation pour bâtir “ Una educación para un monde meilleur un mundo mejor ” ” Le Baccalauréat International a pour but El Bachillerato Internacional tiene 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.

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.

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.

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.

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.

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.

2

Dear members of the IB community, Thank you for your commitment to the IB and for making the time at the start of the academic year to attend the 2010 IB Africa, Europe and Middle East conference. This is a unique event in the region which brings together a record number of educators with representatives from more than 60 countries, which is staggering in these economic times.

3

Our overall theme is Imagine...Education for a better world. Imagine, inspired by John Lennon’s most famous song, is not merely the theme, but it is also a call for all of us to engage in the debate and share our creative ideas and experience as to how Education can further contribute to making to making our schools and the world a better place.

We have a rich programme of sessions addressing the topics of Education for all, Education for intercultural understanding and respect and

Education for life-long learning, balanced with a comprehensive series of IB presentations and workshops. I would like to thank all the presenters for sharing their work and ideas and for stimulating the debate.

I would also like to thank our sponsors, supporters and exhibitors for their generous support and to pay tribute to Ian Andain and the staff of Broadgreen International school and the IB team in the regional office without whom this event would not have been possible.

Liverpool is a vibrant city, made world famous by the Beatles. The city has so much to offer and I hope you have the chance to explore and enjoy its cultural diversity.

Best wishes,

Adrian Kearney Regional Director IB Africa, Europe, Middle East

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Schedule

Tuesday September 28th

Sunday September 26th

09:00 – 10:00 Plenary session Prof. David Gillborn

OPENING DAY

10:00 – 10:30

Coffee break and exhibition

15:00 – 17:00

Registration desk open

10:30 – 11:30

Workshops session 4

17:00 – 17:15

Welcome message

11:45 – 12:45

Workshops session 5

12:45 – 14:15

Lunch and exhibition

14:15 – 15:15

Round-table on education and intercultural understanding

15:15 – 15:45

Refreshments and exhibition

15:45 – 16:15

Message from Jeff Beard, IB Director General

16:30 – 17:30

Workshops session 6

18:45 – 19:45

Gala cocktail

19:45 –

Gala dinner

17:15 – 18:30 Opening plenary Prof. David Hopkins 18:30 – 20:00

Drinks reception

Monday September 27th

EDUCATION FOR INTERCULTURAL UNDERSTANDING AND RESPECT

EDUCATION FOR ALL 08:30 – 09:00

Late arrival registration

09:30 – 10:30

Workshops session 1

10:30 – 11.00

Refreshments and exhibition

11.00 – 12.00

Workshops session 2

12:00 – 14:00

Lunch and exhibition

14:00 – 15:00

Workshops session 3

15:00 – 15:30

Refreshments and exhibition

15:30 – 17:30

Round-table on Recognition

Wednesday September 29th EDUCATION FOR LIFELONG LEARNING 09:00 – 10:30

Round-table on developing and supporting future leaders

10:30 – 11:00

Refreshments and exhibition

11:00 – 12:00 Closing plenary Prof. David Perkins 12:00 – 13:00

Lunch and exhibition

14:00 –

Excursions

5 Escalators to refreshment and exhibition area

Stairs

16

Stairs

4A 3A

8

6

9

7

10

11A 12 11B

Auditorium

Venue Map Upper Level

4B

5

15

11C 3B

13 14

Stairs

Stairs

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Global sponsors APPLE INC. Apple ignited the personal computer revolution with the Apple II, then reinvented the personal computer with the Macintosh. Apple continues to lead the industry with its awardwinning computers, OS X operating system, and iLife, iWork and professional applications.

Apple leads the digital music revolution with its iPods and iTunes online store, has reinvented the mobile phone with its revolutionary iPhone and App Store, and has recently introduced its magical iPad which is defining the future of mobile media and computing devices.

PAMOJA EDUCATION Pamoja Education’s online courses for the Diploma Programme, developed in close cooperation with the IB, allow students to pursue IB subjects not otherwise available at their schools. Students from across the globe work collaboratively, under the leadership of specially-trained IB teachers, ensuring a rigorous yet highly-stimulating “virtual classroom” experience. Pamoja Education is offering eight new 2-year courses beginning in September 2010 and plans to offer up to fourteen courses for the academic year beginning September 2011.

PROMETHEAN Promethean is a global leader in interactive learning solutions. Its award-winning ActivClassroom suite of technology is changing the way teachers and students engage, interact and learn, and how they are monitored and assessed.

The ActivClassroom is today helping educate over 12 million individuals in over 500,000 classrooms in some 100 countries. Beyond the classroom, PrometheanPlanet.com provides comprehensive training and support for interactive whiteboards users. With over 650,000 members, it is the world’s largest online community.

Supporters

Exhibitors

Manage Bac ManageBac is privileged to serve 2 in 5 IB Diploma students at one third of the world’s IB schools. We are proud to support the IB Liverpool Conference. www.managebac.com

Oxford Study Courses

Cambridge University Press

Interactive Knowledge Centre

QS Quacquarelli Symonds Ltd

www.cambridge.org/education

www.intkc.com

www.qs.com

CAS Australia

International Travel for Schools

Scholastic International

www.itsedu.net

www.scholastic.com

John Catt Education Ltd

www.search-associates.net

www.casaustralia.org

CES Holdings Ltd www.cesholdings.com

OSC is a highly professional company based in Oxford, UK, with over 20 years’ experience specialising solely in the International Baccalaureate Diploma Programme. www.osc-ib.com

www.concord.com.au

Università Bocconi

Haut-Lac

Concord Australia Pty Ltd Finalsite www.finalsite.com

Università Bocconi is one of Europe’s International Centre leading economics andlogo business www.myswisscamps.com logo standard dimensioni minime diametro crest 11 mm diametro crest 9,6 universities, located in the centre ofmm scritta Helvetica Neue bold corpo 8, interlinea 9, track -2 scritta Helvetica Neue bold corpo 7, interlinea 8, track -2 Milan, Italy’s most cosmopolitan city.

Heath Books Bocconi offers a range of Bachelor and www.heathbooks.co.uk Msc programs taught entirely in English Hodder Education by an international faculty aimed at logo standard positivo logo dimensioni minime positivo www.hoddereducation.co.uk providing selected students with a truly international education.

IB Coordinator www.unibocconi.edu logo standard negativo

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UK Connection

logo dimensioni minime negativo

UK Connection is a well-established tour operator specialised in educational travel for school groups. Services include tailor-made itineraries, coach hire, accommodation reservation and excursion bookings. www.ukconnection.eu

Help Desk IB E-marking, Online Examiner Training & recruitment IB Professional Development IB Publishing IB Virtual Community

www.ibo.org

www.johncatt.com

Kingshurst Multimedia www.kingshurstmultimedia.com

Oxford University Press www.oxfordsecondary.co.uk/ib

Pamoja Education www.pamojaeducation.com

Pennies for Peace www.penniesforpeace.org

360 People www.360people.co.uk

Pearson Global Schools www.pearsonglobalschools.com

PHYWE System www.phywe.de

Pronin International www.pronin.com.au

Search Associates Triple A Learning www.triplealearning.com

Universidad Europea de Madrid www.uem.es

University of California Irvine www.uci.edu

World Challenge www.world-challenge.co.uk

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Oxford Study Courses 2011 IB Diploma Programme Vacation Courses and Study Guides

OSC IB Study Guides A specialist series of IB Diploma Programme Revision Guides. Over 60 titles.

OSC IB Pre-Exam Spring Revision – April, UK For May IB Diploma Programme exams.

All main subjects plus extra options classes.

OSC IB Summer Schools July-August, UK | USA

OSC Pre-IB Course: Ensures prospective IB students are well prepared – Oxford, Boston.

Choose from a 3-week or 2-week course.

New for Pre-IB: Maths intensive weekend.

OSC Mid-IB Courses: Consolidates year 1 and prepares for year 2 – Cambridge, Oxford, Boston.

Resident in Oxford University Colleges.

OSC IB Pre-Exam Revision June/July, Sydney and Melbourne, Australia For November IB Diploma Programme exams.

University locations.

Resident in Oxford and Cambridge University Colleges, UK; Harvard and MIT, Boston, USA.

OSC Careers Courses July, UK | USA

UK University Tour: 1 week visiting UK universities with advice from experienced college counsellors. Starts and ends in Oxford.

US University Applications Course: Combines college visits and coaching on US application process. Resident in Harvard and MIT, Boston, USA.

These courses have been developed independently of the International Baccalaureate Organization.

osc-ib.com

+44 (0)1865 512802

osc@osc-ib.com

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Visiting or Emeritus Professor at the Catholic University of Santiago, the Chinese University of Hong Kong, the Institute of Education, London, and the Universities of Edinburgh, Melbourne, Nottingham and Wales

PLENARY speaker

Prof. David Hopkins Sunday 26 September

David is passionately committed to improving the quality of education for all, and the action orientation of his work is characterized by an integration of policy, research, and practice. This reflects the variety of roles he has held in education as a teacher, professor, change agent, senior policy maker and international consultant. His professional interests are in the areas of learning and adventure, teacher and school development, leadership, educational change and policy implementation.

David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. He is a Member of the Board of Trustees of Outward Bound and responsible for developing the Outward Bound School concept.

He is an International Education Consultant, currently to the Governments of Bermuda, Chile, Mexico and States/Provinces in Australia and Canada.

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Professor of Critical Race Studies in Education at the Institute of Education, University of London.

PLENARY speaker

Prof. David Gillborn Tuesday 28 September

David Gillborn is Professor of Critical Race Studies in Education at the Institute of Education, University of London. Recently described as ‘one of Britain’s leading race theorists’, David has twice been recipient of the UK’s most prestigious education research award; the Society for Educational Studies prize for outstanding education book of the year, for his books ‘Racism and Education: coincidence or conspiracy?’ and ‘Rationing Education’ (co-authored with Deborah Youdell). The award is made according to the following criteria: quality of research; originality of analysis and argument; an ability to connect theoretical and academic considerations in Educational Studies with implications for educational policy and practice; and quality and accessibility of writing. David has also been honoured for his work

‘promoting multicultural education’ by the American Educational Research Association (AERA) special interest group on the Critical Examination of Race, Ethnicity, Class and Gender in Education.

David’s writing spans both quantitative and qualitative research and includes the use of fiction, as part of a counter-storytelling approach, that presents scholarly work in unusual ways in order to make research more accessible and challenge takenfor-granted assumptions. He is founding editor of Race Ethnicity and Education, the leading international journal on racism and education, and co-editor (with Ed Taylor and Gloria Ladson-Billings) of Foundations of Critical Race Theory in Education, the first major collection to bring together key texts on critical race analysis from both legal and educational studies.

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Member of the Senior Faculty and the Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard Graduate School of Education.

PLENARY speaker

Prof. David Perkins Wednesday 29 September

David Perkins is a member of the Senior Faculty and the Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard Graduate School of Education. He is a founding member of Project Zero, co-director for many years, and now senior co-director and member of the steering committee. Project Zero, founded in 1967, is a research and development group at the Harvard Graduate School of Education investigating human intelligence, creativity, understanding, and learning at all levels.

David Perkins conducts research on creativity in the arts and sciences, informal reasoning, problem solving, understanding, individual and organizational learning, and the teaching of thinking skills. He has participated in

curriculum projects addressing thinking, understanding, and learning in Colombia, Israel, Venezuela, South Africa, Sweden, and Australia as well as in the United States. He is actively involved in school change. Perkins is a co-founder of the WIDE World Initiative, a distance learning initiative for practitioners.

He is the author of numerous publications, including Smart Schools (The Free Press, 1992), Outsmarting IQ (The Free Press, 1995) on intelligence and its cultivation, The Eureka Effect (Norton, 2001) about creative thinking and King Arthur’s Round Table (Wiley, 2003) about organizational intelligence and learning and Making Learning Whole (JosseyBass, 2008) about organizing learning around full meaningful endeavors.

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Jeffrey R Beard joined the International Baccalaureate in September 2005 and became director general in January 2006, following the retirement of George Walker DIRECTOR GENERAL

Jeffrey R Beard

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.

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Further to his proven record of successfully managing an international business, he has also demonstrated the ability to raise development funds. In 1990 he was appointed as local chairman of the United Way Campaign, which raised over US$1 million for charity. Because of his strong belief in ethics and character development in young people, in 2004 and again in 2008 he led campaigns to fund a new academic position, the Distinguished Military Professor

Chair for Character Development, for his alma mater, the US Naval Academy and raised $800,000 and $1.3 million respectively.

Jeffrey Beard has a great deal of personal interest and a strong belief in education. He served as president and member of the West Des Moines school board in Iowa, USA for five years.

Various members of Mr Beard’s close family are teachers, he taught college business courses while stationed in Wales, UK in the mid 1970s, and his two children graduated with IB diplomas from the Vienna International School, Austria in the 1990s.

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Carol Bellamy is currently chair of the IB Board of Governors.

CHAIR OF BOARD OF GOVERNORS

Carol Bellamy

In September 2009 Carol Bellamy was engaged as Senior Adviser to the Education for all - Fast Track Initiative. In 2009, she was awarded the Légion d’Honneur by the Government of France.

Between 2005-2009 Carol Bellamy was President and CEO of World Learning,

a developer of community-driven development programmes in more than 75 countries.

Since 2007, she has been chair of the Board of Directors of the Fair Labor Association, which promotes workers’ rights internationally.

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Carol Bellamy was named in Forbes magazine’s listing of the 100 Most Powerful Women in the World in 2004.

She previously served 10 years as Executive Director of UNICEF, the children’s agency of the United Nations. She was also the first former volunteer to become Director of the Peace Corps.

Carol Bellamy has worked in the private sector at Bear, Stearns & Co., Morgan Stanley, and Cravath, Swaine & Moore.

Born and raised in New York, USA, she spent 13 years as an elected public official and was elected the first female president of New York City Council in 1978, a position she held until 1985.

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Recognition

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MONDAY 27 September 2010 15: 30 - 17:30

Dr. Alfred Bloom

Dr. Santiago Iñiguez

Vice-Chancellor; NYU Abu Dhabi

Rector of IE University and the Dean of IE Business School

Bloom joined NYU Abu Dhabi from Swarthmore College, after an 18-year tenure as president. Prior to assuming the presidency at Swarthmore, he served as executive vice president of Pitzer College in Claremont, CA. Previously, he was vice president of academic affairs and dean of faculty at Pitzer.

He was appointed as assistant professor of psychology and linguistics at Swarthmore in 1974, and named associate provost there in 1985.

Santiago Iñiguez de Onzoño is the Rector of IE University and the Dean of IE Business School. He studied at Madrid’s Complutense University and Oxford University, UK. Iñiguez de Onzoño is a Doctor of Law and holds an MBA from IE Business School.

Bloom graduated summa cum laude, from Princeton University in 1967. He received his Ph.D. from Harvard University in 1974, and holds honorary doctorates from the University of Richmond and Swarthmore College.

Iñiguez has worked as a management consultant and has played an active role in the field of quality control and development of management education in Europe. He is member of the boards of EFMD (European Foundation for Management Development), the International Advisory Board of AMBA (Association of MBAs, UK), GFME (Global Foundation for Management Education) and the Awarding Body of EQUIS (European Quality System). He also serves on the boards of CENTRUM (Universidad Católica, Perú), University Putra Malaysia Business School, Antai Business School (Jiao Tong University, China) and Leeds University Business School (UK). He has been portrayed by the Financial Times as “one of the most significant figures in promoting European business schools internationally”. Iniguez is also President of the IE Fund in the US and serves on the boards of different companies based in Spain. Iñiguez is Professor of Strategic Management at IE Business School.

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Prof. Nigel Thrift Vice-Chancellor, University of Warwick

Professor Nigel Thrift is Vice-Chancellor of the University of Warwick. He joined Warwick from the University of Oxford where he was made Head of the Division of Life and Environmental Sciences in 2003 before becoming Pro-Vice-Chancellor for Research in 2005.

Since becoming Vice-Chancellor in 2006, Professor Thrift has launched an ambitious new strategy for Warwick’s future and has led the University in: implementing an extensive capital plan; achieving a 20% increase in research income; producing the highest ever annual philanthropic income in 2009; establishing high-profile partnerships and research collaborations with leading universities in the US, Australia, India, Asia and Europe; and rapidly increasing Warwick’s international profile through initiatives such as the Warwick Commission and the International Gateway for Gifted Youth.

Professor Thrift was born in Bath, educated at Aberystwyth and Bristol and is an international research figure in the field of geography. He continues to maintain an active research career alongside his role as Vice-Chancellor and has been the recipient

of a number of distinguished academic awards including the Royal Geographical Society Victoria Medal for contributions to geographic research in 2003, Distinguished Scholarship Honors from the Association of American Geographers in 2007 and the Royal Scottish Geographical Society Gold Medal in 2008. He was made a Fellow of the British Academy in 2003.

Prof. Barney Pityana Principal and Vice Chancellor of the University of South Africa

Prof N Barney Pityana has been Principal and Vice Chancellor of the University of South Africa in the City of Tshwane, South Africa since November 2001 and will be retiring from the university end of December 2010.

He was previously Chairperson of the South African Human Rights Commission (19952001). He has also served as a member of the African Commission on Human and Peoples’ Rights for a term of six years.

Dr Pityana read law in South Africa and is an admitted attorney of the High Court of South Africa. He also studied theology at King’s College London and trained for the Anglican ministry at Ripon College Cuddesdon Oxford.

Prof Pityana has published extensively in theology, human rights law and politics. He holds the ad hominem Chair in Law at the University of South Africa. He has also served as Chairman of the AU Commission’s Steering Committee on African Intellectuals and the Diaspora; the African Governance Institute, and as Chairman of the African Council for Distance Education. In South Africa he is Chairperson of Higher Education South Africa (HESA). Prof Pityana is an Alternate Member for Africa on the Follow-up Committee: UNESCO International World Conference on Higher Education.

Simon Johnson Current student University of Cambridge

Simon Johnson is a former IB student. He completed the diploma in November 2009 with a score of 44.

He is the author of ‘The IB Guide.’ The Guide is a handbook for parents and students, explaining the unique features of the IB and whether it is suitable for their child.

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Recognition (continued)

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MONDAY 27 September 2010 15: 30 - 17:30

Nick Lee

Dr. Ian Hill

IBAEM / IBSCA University Liaison Officer

Deputy Director General IB (Moderator)

First encountering the IB when he worked at the United World College of South-East Asia in Singapore, Nick Lee then joined St Clare’s in Oxford, the oldest-established DP school in England. In his time there he was variously Head of Science, IBDP Coordinator, ToK Coordinator and Director of Studies.

Ian Hill has been deputy director general of the IB organization, based in Geneva, since 2000 and was IB regional director for Africa, Europe and Middle East from 1993-1999.

He also became an examiner, a workshop leader for Chemistry teachers, DP Coordinators and Administrators, a regular Authorization Visit team member and a frequent contributor to regional and other conferences.

In August 2008 he ceased working at St Clare’s and started work as an independent educational consultant. He now has several projects in hand. He is the the IBAEM University Liaison Officer, working on the ongoing process of educating UK universities about the IB; he undertakes Authorization Visits for the Region; he leads various workshops, online and face to face; and he is frequently called on to give advice to IB World Schools.

He was head of an IB school in France and senior private secretary/Advisor to a Minister of Education in Australia. Ha has published numerous papers and book chapters on international education and co-authored with Jay Mathews, of the Washington Post Supertest: how the International Baccalaureate can strengthen our schools (2005).

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Education and Intercultural Understanding

R

TUESday 28 September 2010 14:15-15:15

Monique Conn

Christiane Leitinger

French Delegation Aga Khan Development Fund.

Gouvieux, France

Director Pennies for Peace. Washington D.C., USA

Monique Conn joined the Aga Khan Academies unit early in 2007. Her main responsibility is to define and lead the development and implementation of the academic programmes and related professional development of the Aga Khan Academies network in order to contribute to the fulfillment of the mission and educational aims of the Academies.

Monique grew up in France, graduating from the University of Lille with a teaching degree in English Language and Literature, before moving to Canada. She holds an MA in French literature from the University of Alberta and completed further post-graduate studies in curriculum and assessment development and educational leadership. Monique joined the International Baccalaureate (IB) in January 1997 as Head of Middle Years Programmes. She then became Head of the Programmes Division, and prior to joining the Aga Khan Academies Unit in 2007, she was the Academic Director of the IB, reporting to the Director General. In that capacity, Monique led initiatives to improve programme quality, increase access and extend a range of new services to IB World Schools.

Christiane Leitinger is the Director of Greg Mortenson’s Pennies for Peace, a program of Central Asia Institute (CAI). A former Montessori educator, she has worked with diverse cultural and economic populations previous to her work with CAI. She has a Bachelor’s Degree from Grinnell College, and a Master’s Degree in Education from Loyola College in Maryland. A longtime friend and supporter of Greg Mortenson and the Central Asia Institute, Christiane has guided Pennies for Peace since 2005 and has introduced it to a broad new audience. Pennies for Peace is a logical evolution of her teaching career, and an important opportunity to share the transformative power of education to children around the world. She was Executive Producer of the 2009 released Pennies for Peace Toolkit, as well as Executive Producer of Greg Mortenson’s 2009 call-to-service concert event – Journey of Hope - at legendary music venue Red Rocks.

Prof. Justin Orlando Frosini Università Bocconi. Milano, Italy

Lecturer of Public Law and member of the steering committee for the Bachelor Degree in International Economics and Management at

21 Università Bocconi, Milano, Italy.

Director of the Center for Constitutional Studies and Democratic Development in the Faculty of Law at the Università di Bologna and at the Bologna Center of Johns Hopkins University .

H.E. Dr Muhyieddeen Touq Commissioner General for Human Rights.

Amman, Jordan.

Born in 1944 in Amman, Dr. Muhyieddeen Touq earned a PhD in Educational Psychology from Purdue University, USA in 1972 and he has been a full professor of Psychology since 1982.

Dr. Touq has spent the first 25 years of his professional career working in education as a professor, researcher, and administrator in Jordan, USA, and the United Arab Emirates During his academic career, Dr. Touq received various awards and scholarships in recognition for his continuous efforts, starting with the university of Jordan graduate assistantship, 1966 – 1968; the FulbrightHayes scholarship,1968 – 1972; the Fulbright scholarship, 1984; Distinguished International Alumnus of the National Association of State Universities and Land - Grant Colleges, 1987; Award of Distinction from Purdue University/ USA for his services to education and international relations, 2003.

Dr. Touq has devoted the last 10 years of his professional career to politics, diplomacy, and governance matters. He is presently the Chairman of the “World Bank – UN Stolen Asset Recovery Initiative”, and a member of the Steering Committee for the establishment of the International Anti-Corruption Academy in Austria. He has also been a member of numerous honorary councils in Jordan including: the Economic Advisory Council for His Majesty King Abdullah II; the Civil Service Commission; the Council for the King’s Prize for Administrative Reform; the Royal Commission on Human Rights; the Scientific Council of Al-Hussein Fund for Excellence; the Higher Steering Committee for Administrative Reform; and the Board of Trustees of the King Abdullah II Award for Excellence in Government Performance and Transparency. He was also a member and Chairman of the National Committee for Teaching Human Rights; and the Committee for Raising Awareness and Culture of Human Rights.

Haifa Najjar Director General of the Ahliyyah School for Girls and the Bishop’s School for Boys. Amman, Jordan

Haifa Najjar, Superintendent of the Ahliyyah School for Girls and the Bishop’s School for Boys, is an eminent figure in the field of education in Jordan and internationally. She

holds a Masters degree in Transformation Management, and is currently doing her MPHL in Transformation Management.

She is highly qualified as a Director in Leadership and School Management. In addition to possessing a unique vision and practice in the educational area in general, Mrs. Najjar is a member of several committees and boards including the International Baccalaureate Heads Council (HC-IB), Regional Council (RC-IB). Mrs. Najjar is the head of the Technical Committee of The Queen Rania Award for Excellence in Education and a member of Board of Trustees of the European Council of International Schools (ECIS).

She is also a Board Member of The Greater Municipality of Amman. In addition, she is the President of The Business and Professional Women Association / Amman. Mrs. Najjar is a member of the Economic and Social Council and the Educational Policies Committee for the Economic and Social Council. She is a member of the National Alliance Group to Fight Violence Against Children in Schools, the Steering Committee for MA’AN Campaign to Fight Violence Against Children in Schools and the Head of the Technical Committee of MA’AN Campaign to Fight Violence Against Children in Schools. She was a founding member of the Board of Trustees of The King’s Academy and she served on the Higher Council of Youth in Jordan and the council of Education in Jordan.

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Prof. Konstantin Bezukladnikov

Developing and supporting future leaders

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Wednesday 29 September 2010 9:00-10:30

Ph.D. Head of the Department for Foreign Language Education of Perm State Teachers’ Training University.

Head of the Staff and Resources’ Centre for International Education. Perm, Russia

Professor Bezukladnikov was born in 1959 in Perm. In 1981 he graduated from Perm State Teachers’ Training University and between 1987 and 1990 he completed a postgraduate course at Moscow State Teacher Training University and was awarded a Ph.D. In 1993 he took a postgraduate course in ESP at the Institute for English Language Education at Lancaster University and from 1996 to 2001 Professor Bezukladnikov participated in a number of Tempus – Tacis International Projects in Education (Oxford University, University of Amsterdam, Halle University, Perm State Teacher Training University).

Professor Bezukladnikov is the author of English Language Course Books for Primary Schoolchildren (aged 7 -11) and of a number of books for university students, teachers and teacher trainers and also books about the International Baccalaureate in Russia. He has also authored a large number of articles on teacher development and international education. He is the author of the Web Electronic Vocational Portfolio for Pre- and In-service Teachers (and also IB teachers).

In 2009 he completed his second doctorate degree in Education and he presently supervises postgraduate students doing their Ph.D in education and international education. Currently he is Head of the Staff and Resources’ Centre for the project “International Baccalaureate in Perm Krai”.

Caroline Jenner Senior Vice-President Europe.

Junior Achievement-Young Enterprise Europe.

Brussels, Belgium.

Ms Jenner began her career as an entrepreneur—running her own private language school in Bratislava, Slovakia in the early 1990’s. Early on, she took an interest in business education and she began to work with economics curricula developed by Junior Achievement.

She set up Junior Achievement in Slovakia and later became the Regional Director for Junior Achievement operations in Central and Eastern Europe.

In 1997 she moved to Italy to a job in the private sector. Her work involved retail business development, particularly in new markets such as the Ex-Yugoslavia and Ukraine.

23 After 3 years, in 2001, she returned to Junior Achievement, this time in Brussels, with the task to create Junior Achievement-Young Enterprise Europe. It has gone on to become the largest entrepreneurship education provider in Europe and the European headquarters for JA Worldwide. She took on a global role as Senior Vice President for Europe in 2004.

Ms Jenner serves on several expert groups for the European Commission and serves as a member of the Technical Advisory Committee for the World Economic Forum on Entrepreneurship Education Ms Jenner has a Bachelor of Arts, First Class Honours, in French Language and Literature and also graduated from the Canadian Royal Conservatory of Music. She is Canadian and in addition to English speaks French, Italian, and Slovak. She is based in Brussels, Belgium.

Fred Swaniker Founder & CEO of African Leadership Academy (ALA).

Johannesburg, South Africa.

Fred Swaniker is an entrepreneur with deep experience in education and leadership on the African continent. He is currently based in Johannesburg, South Africa, and is the Founder & CEO of African Leadership Academy (ALA), an institution that aims

to transform Africa by developing a new generation of ethical and entrepreneurial leaders for the continent.

Judith Fabian

Prior to founding ALA, Fred was a consultant at McKinsey & Company. He also helped launch and has been a director of Mount Pleasant English Medium School, one of the top-performing private elementary schools in Botswana. Fred gained entrepreneurial experience when he was the founding Chief Operating Officer of Synexa Life Sciences, a biotechnology company in Cape Town. More recently, Fred founded and led the launch of Global Leadership Adventures, a leadership development program for youth throughout the world.

Before taking up the position of head of programme development with the IB in Cardiff in 2004, Judith taught English A1 and TOK in international schools in Jordan, Tanzania and Germany. She was also High School Principal at the International School of Tanganyika and Munich International School, overseeing the implementation of the MYP in grades 9 and 10 in both schools. Prior to her work in international schools, Judith was a deputy head teacher and taught English and drama in state schools in London, UK. She was appointed the Academic Director in 2007 and is now Chief Academic Officer for the organisation.

Fred and fellow ALA founder, Chris Bradford, were recognized as two of the leading emerging social entrepreneurs in the world when they were named Echoing Green Fellows in 2006. Fred was also named a TED Global Fellow in 2009 for his ground breaking work with ALA. Fred holds an MBA degree from the Stanford University Graduate School of Business, where he was named an Arjay Miller Scholar.

Fred also holds a B.A. degree magna cum laude in economics from Macalester College in St. Paul, Minnesota, USA.

Academic Director IB. Cardiff. UK (Moderator)

Judith has a BA in law from the University of Nottingham and a PGCE (Post-graduate certificate in education) and MA in education from Goldsmiths’ College, University of London.

MONDAY OVERVIEW

24

Late arrival registration 8:30 - 9:00 SESSION ONE 9:30 - 10:30 Room Number

Audience

8

ALL

Managing and resolving conflict.

Christine Andain

ALL

How can IB schools support public schools in the less-developed countries?

Ziad Azzam, Dr. Sadru Damji

DP

We can’t change the past but we can change the future by acting against poverty and towards development.

Henriette Groot Antink

11B

DP

Including students with special education needs in the IB Diploma Programme: case studies and best practices.

Stephanie Hepner, Paul Binns, Lena Schuwer

7

PYP

Equal access to curriculum.

Anja Junginger, Beatrice Morales-Bocksch, Alba Pincay-Clauss

14

MYP

The learner profile as a focus for improving behavior and motivation in a challenging school.

Richard Matthews, Phil Burdass

11C

ALL

An introduction to philosophy for children.

Julie McCann

4A

ALL

New online courses for the Diploma Programme.

(Pamoja sponsored session) Ed Lawless, Roderick McAllery, Ned Walker, Mark Turley

10

PYP

Social and emotional education through technology.

Maria del Carmen Portellano, Veronica Steffen

12

ALL

Sustaining professional growth of faculty in the context of international schools.

Rockey W. Du Randt, Rhonda M. Fisher

13

MYP

Parents without borders implementing a parent programme in IB schools.

Laraine May Reason

11A 4B

Session Title

Refreshments and Exhibition 10:15 - 10:45

SESSION TWO 10:45 - 11:45

SESSION THREE 14:00 - 15:00

Room Number

Audience

Room Number

Audience

12

ALL

What is new in assessment operations?

Carolyn Adams

8

ALL

Lean and Green - coping with financial pressure.

Sue Austin, Nick Lee

13

ALL

Online professional development.

Ruth Adams

10

PYP

Swimming against the current.

Agnieszka Chojnacka.

3B

ALL

Kick-start creativity and engage a broader array of learning styles. (Apple sponsored session) Oscar Stringer

4B

PYP

Pedagogical leadership in the Primary Years Programme Jennifer Giddings

11C

ALL

The improvements in IB services to schools: an independent perspective from the IB ombudsman.

Anthony Flatley

7

DP/ MYP

Dance and world religions: from pilot to mainstream.

Caroline Harman

4B

ALL

IB research: recent studies and future directions.

Michael Dean

11B

ALL

Transformations: from community service to service learning.

Cathryn Kaye, Chris Mannix, Tony Gerlicz

3A

ALL

Revised IB standards and practices: how can they support schools with the development of the IB programme(s).

Luz Maria Gutierrez, Christine Amiss

11C

MYP

Meeting the educational challenges faced in a dichotomous world.

Yukesha Makhan, John Hopkins

10

ALL

Shaping IB’s strategy for Africa, Europe and the Middle East.

Adrian Kearney, Andrea Smith

11A

PYP

Fight illiteracy, create development.

Peter Mania, John Ngigi, Stephen Mwangi

14

ALL

Education and technology in the digital age.

Eric Lauzon

4A

ALL

“Walk” the talk.

Joseph Morgan

8

ALL

The IBCC: a new vision of IB education.

Chris Mannix, Stephen Dennison

13

PYP

Visible thinking in a PYP classroom.

Yonca Oktay

11A

ALL

Seizing opportunities within electronic marking.

Richard Penrose

1C

ALL

New online courses for the Diploma Programme.

(Pamoja sponsored session) Ed Lawless, Roderick McAllery, Ned Walker, Mark Turley

7

ALL

Living the mission.

Glynn Richards

3A

ALL

Themes that matter Jim Wynn (Promethean sponsored session)

4A

ALL

Recognition of the IB programmes in the AEM region.

Ake Sörman, Nick Lee, Karen Turner

12

ALL

Why British schools need to wake up to the MYP. Anthony Seldon

14

MYP

Using student cultural experiences to improve the classroom learning environment.

George Sirrakos

Session Title

LUNCH and Exhibition 12:00 - 14:00

Session Title

Refreshments and Exhibition 15:00 - 15:30 PLENARY Round Table Recognition (1A) 15:30 - 17:30

PLENARY Prof. David Gillborn (1A) 9:00 - 10:00 Refreshments and Exhibition 10:00 - 10:30 SESSION FOUR 10:30 - 11:30 Room Number

Audience

Session Title

11B

ALL

21st century learning - why, how, where?

Ian Andain, Ged Murphy.

3B

ALL

Learning anything, anytime, anywhere.

(Apple sponsored session) David Baugh

4B

DP

Developing intercultural sensitivity in educators and students.

Anne Fretheim

7

ALL

Beyond the brain: the mind.

Conrad Hughes

ALL

Building bridges of peace-one penny at a time.

Christiane Leitinger

ALL

“THINKERING” international mindedness.

Heather Lapper, Darren Arbour, Andrew Mitchell

ALL

Ethical decision making in schools: how to incorporate a global perspective.

Jeff Lippman

13

ALL

Developing intercultural understanding in the classroom.

Catherine Lockhart.

11C

DP/ MYP

Preparing IB students to merge successfully in different cultures.

Hamed Mokhtar

12

ALL

Communicating across cultures.

Larry Molacek, Rhonda Fisher

1C

ALL

New online courses for the Diploma Programme.

(Pamoja sponsored session) Ed Lawless, Roderick McAllery, Ned Walker, Mark Turley -REPEAT

3A

ALL

Leadership coaching - making a difference for the future.

Eldon Pascoe

14

DP

Welfare state challenge: missing role models disoriented students.

Jutta Rüdiger

8 10 4A

SESSION FIVE 11:45 - 12:45 Room Number

Audience

12

ALL

What is new in assessment operations?

Carolyn Adams - REPEAT

3B

ALL

Digital Storytelling - Modern Day Minstrels (Apple sponsored session) Fons van den Berg

11A

ALL

Meeting the needs of 21st century learners: new developments in IB programmes.

Judith Fabian.

8

ALL

The new IB virtual community: IB in the digital world.

Marla Gerein, Nanneke Staps, Robert Powell

4A

DP

Diploma courses online update. New courses offering and opportunities to participate.

Darren Hughes

7

ALL

Language and learning in the IB. A position paper.

Carol Inugai-Dixon

4B

ALL

How we can further improve our services to schools?

Adrian Kearney, Drew Deutsch

3A

LUNCH and Exhibition 12:45 - 14:15

Session Title

PLENARY Round Table (1A) 14.15 - 15.15 Refreshments and Exhibition 15:15 - 15:45 PLENARY Jeff Beard (1A) 15.45 - 16.15 The IB has undertaken a strategy for dealing with not only the need to provide capability and capacity to handle the larger number of new schools that want to offer our programmes, but also to improve quality and increase access for students that may not otherwise be able to benefit from an IB education. Director General Jeffrey Beard will describe the work the IB is or will be undertaking over the coming five years.

SESSION SIX 16.30 - 17.30 Room Number

Audience

ALL

Updates on the IB continuum Christine Amiss

4A

PYP

Developments in the IB Primary Years Programme.

Jennifer Giddings, Sandy Paton

13

ALL

A guide to IBIS during an examination session.

Samantha Lloyd, Victoria Booth

12

MYP

Developments in the IB Middle Years Programme.

Margareth Harris, Colette Crosbie

14

ALL

New directions for special needs in IB programmes, the support mechanism in place and students insights into learning.

Jenny Reed

1C

DP

11C

ALL

Changing face of examining.

Craig Escott, Michelle David.

10

DP

Language provision in groups 1 & 2 of the DP - the future.

Roxane Vigneault.

11A

Session Title

Developments in the IB Diploma Programme.

Andrew Atkinson Head to Head.

Heads Jeff Beard, Adrian Kearney, Haifa Najjar, Christopher Charleson

11B

PD

4B

New to IB

Talking professional development in IBAEM. Dr. Marcia Behrenbrunch, Liza Tercero, Victoria Pierlot The IB: past, present and future.

Ian Hill

TUESDAY OVERVIEW

25

9.30 - 10.30

MONDAY SESSION ONE

workshops

26

Managing and resolving conflict

8

Christine Andain Freelance Trainer. Liverpool, UK

Managing and resolving conflict is increasingly becoming a time consuming exercise, whether it be between members of the board, staff, parents or pupils. For schools to operate efficiently it is essential that conflict is resolved , yet often no formal training in this area has been received.

This session will allow participants to have a greater understanding of behaviour, the importance of emotional intelligence, how we communicate subconsciously and consequently how misunderstandings arise, warning and danger signs and the models that can be used to successfully resolve conflict.

How can IB schools support public schools in the less-developed countries?

11A

Ziad Azzam Chief Executive Officer, Taaleem. Dubai, UAE

Dr. Sadru Damji Deputy Chief Education Officer, Taaleem. Dubai, UAE

Educational reform that focuses on student achievement and implements change is not a single event in time as change is a process – it is a transition from old ways to new and is both personal and developmental. Public Private Partnerships are being increasingly utilised by governments as a methodology for reforming education. Based on the experience of Raha International School working with Taaleem-EdisonLearning, IB schools can play an increasingly important role in sharing with public schools best practices in pedagogy and the adoption of approaches that encourage parents to support high quality education for their children.

27

We can’t change the past but we can change the future by acting against poverty and towards development.

4B

Including students with special education needs in the IB Programme: Case studies of best practice

11B

Equal access to curriculum Anja Junginger

7

Director of Academics for Learning/Lower School, International School of Stuttgart

Henriette Groot Antink

Stephanie Hepner

Beatrice Morales-Bocksch

ISSE, Eindhoven, Netherlands

Head of High School Learning Support, International School of Brussels, Belgium

Mother Tongue Coordinator and EAL teacher/Lower School, International School of Stuttgart

Paul Binns

Alba Pincay-Clauss

IB Coordinator, International School of Brussels, Belgium

Head of EAL Department/Upper School, International School of Stuttgart, Germany

Lena Schuwer

At the International School of Stuttgart, we strive for all our learners to make connections to themselves, each other, the community and wider world around them. We aspire for all our students to be internationallyminded citizens who will be able to use their strengths and experiences to access new learning. This aspiration is at the heart of our mother-tongue program, and the reason for its inception. We offer support in seven mother-tongue languages, which are used to reinforce access to our PYP and the MYP curricula for all language learners. We would like to share our journey, findings, the program, and our next steps as a model to support other schools in finding ways to meaningfully promote intercultural understanding and student learning.

When I visited Ethiopia for the first time after having run a project with my students to support libraries and education in Ethiopia for ten years - I met many proud people who are all eager to learn and increase their living standards by expanding their knowledge. Since 1999, ISSE students were collecting teaching materials and raising money for Ethiopia. With their support, a library was built and handed over to the local government of Soddo, in 2006.

Driven by success WODA (NGO) started the building of a school for the gifted and talented students of the region, next to the library. Most students in Ethiopia lack access to information that is freely available to the students of the Developed world.

Therefore exchange of ideas, experiences and knowledge needs to take place between the Eindhoven students/ teachers and the Wolaitta students/teachers and has started this year.

Assistant IB Coordinator, International School of Brussels, Belgium

The International School of Brussels is an open-admissions school where 12-15% of the IB Diploma exam candidates have special education needs and are approved for exam concessions. Our experience has shown that students who have learning disabilities can be successful in IB certificate courses and the full IB Diploma Programme. By using detailed case studies, we lead you through how we counsel students in course selection, how we support them and their teachers in their chosen IB Diploma courses, and how we ensure they receive the accommodations they need on their exams.

workshops MONDAY

SESSION ONE (continued)

28

The Learner Profile as a focus for improving behavior and motivation in a challenging school.

14

Richard Matthews Director of IB Programmes and DP Coordinator, Havelock Academy, Grimsby, UK

Phil Burdass Director of Teaching & Learning and MYP Coordinator. Havelock Academy, Grimsby, UK

The Learner Profile is fundamental to the success of IB programmes and yet its use in many secondary schools can still be rather tentative. At Havelock Academy, the Learner Profile is central to academic and pastoral life and has played a role in transforming a school that serves a catchment suffering considerable social and economic deprivation. We present our approach to the Learner Profile, including a unique online tool (“Reflect”) that allows all members of the school community to gauge their progress on a regular basis by answering psychometric questions and using the results to engage in guided reflection.

An introduction to philosophy for children

11C

New online courses for the Diploma Programme

Julie McCann

Ed Lawless

IB PYP coordinator, Broadgreen Primary School, Liverpool, UK

Principal and Head of Academics, Pamoja Education, Oxford, England, UK

Philosophy for Children is a powerful teaching method that boosts children’s thinking and learning skills. It provides enjoyment while challenging and encouraging your pupils to think openly, clearly and rigorously and to communicate successfully with each other.

Roderick McAllery

By enhancing children’s mutual respect and understanding, Philosophy for Children promotes social and moral values both in the classroom and beyond.

This session will provide an outline of the aims and origins of Philosophy for Children, as well as a condensed Philosophical Enquiry to provide participants with a taste of this method of learning.

4A

President, Pamoja Education, Oxford, England, UK

Ned Walker Head of Sales and Marketing AEM Region, Pamoja Education, Oxford, England, UK

Mark Turley Pamoja Education Investments, Geneva, Switzerland (Pamoja sponsored session)

Pamoja Education and the IB recently announced a long term comprehensive cooperation agreement, covering the development and delivery of at least 27 online courses for the Diploma Programme.

Online courses allow schools to increase their subject offerings and scheduling flexibility, while teaching students 21st century skills.

Pamoja Education will share experiences from the 2009-10 academic year and provide an overview of the courses to be offered in the 2010-11 and 2011-12 academic years.

29

Social and emotional education through technology

10

Maria del Carmen Portellano Coordinator of Primary National Programmes, Institución Educativa SEK Madrid, Spain

Veronica Steffen Coordinator of Primary International Programmes, Institución Educativa SEK Madrid, Spain

Emotional intelligence should be developed in the early years. To be able to analyze your own emotions and understand others’ feelings will increase the possibilities of personal development. In our project “learning to be” within the PYP, we aim to ensure that our students become socially and emotionally competent. Our students will learn to manage their feelings and control their emotions and therefore become human beings. At the same time they become people capable of using new technologies as information, research and communication tools. Through Webquest, students become acquainted with the theme they will study, are then asked to perform a task and receive instructions by using online resources to achieve their objective.

Sustaining professional growth of faculty in the context of international schools

12

Rockey W. Du Randt Associate Director International School of Latvia, Riga, Latvia

Rhonda M. Fisher IB Psychology Teacher and College Counsellor, International School of Latvia, Riga, Latvia

An effective, happy, and well-managed school is dependent on the complex dynamic interaction of its students, parents and community, teachers and administration. As isolated units, each have important roles to play, but the quality, enthusiasm, dedication and professionalism of the teaching faculty has the greatest role. In achieving and maintaining a motivated teaching faculty, mechanisms are needed whereby individuals are professionally and personally recognised and acknowledged, academic and personal support systems are made available, and professional growth opportunities exist for the career professional. This session will explore options, discuss practical ideas and try to facilitate realistic applications.

Parents without borders – Implementing a parent programme in IB schools

13

Laraine May Reason MYP Coordinator, MIRAS International School, Almaty, Kazakhstan

In Kazakhstan, MIRAS International School works with parents to deliver a programme designed to engage parents in their child’s education. Research shows that many parents want to be engaged in their child’s learning and seek to be empowered with skills that can help them assist their child at home. MIRAS School has opened this programme to the local and international school communities of Almaty. The programme (introduced: 1998, Australia) has transformed, and accommodates bi-lingual delivery, but it is now more generic, and can be used in any school seeking to develop partnerships with their parents. Materials provided, bring your USBs

workshops

MONDAY SESSION TWO

11.00 - 12.00

30

What’s new in assessment operations?

12

On-line professional development

13

Carolyn Adams

Ruth Adams

Assessment Operations Director IB, Cardiff, UK

Head of IB Global Online Development Programmes, Cardiff, UK

Carolyn will outline some of the new initiatives in her area, with particular reference to how they will affect IB schools.

She will ask for feedback on proposals for new services and procedures and will welcome all comments and thoughts from colleagues on assessment matters. She will highlight the following topics: E-marking, E-coursework, management of internal disputes in schools, a new EUR service re-moderation of IA work, the new Committee for Academic Honesty, School delegation of special needs or access arrangements and Heads’ Assessment Newsletter.

Developments in the Global Professional Development division have led to the complete restructuring of the Online PD department. Online workshops now “count” equally toward authorization and evaluation, enabling teachers around the globe to participate in online professional development without leaving their own classrooms.

Alternative forms of professional development available will be presented; including the new “examiner training” offered to teachers, graduate credit for online workshops, customized PD offerings and “online events”.

Come meet the Online PD team and learn how your school can benefit from current online offerings and help us plan future workshops to better meet your school’s needs.

31

The improvements in IB services to schools: an independent perspective from the IB Ombudsman

11C

Anthony Flatley IB ombudsman, Quebec, Canada

Tony Flatley retired as chair of the IB heads committee (now the Heads Council) in April 2007 after six years at the helm. During that time, Tony also sat on the Board of Governors and was active on various board committees.

In July 2007, Tony retired as head of school after 33 years in education. He started as the ombudsman (a part-time post) in October of the same year and is now finishing his third year in the job. As ombudsman, Tony deals with complaints and issues coming from schools, parents and IB staff. His role is to help find solutions to the various issues. He then uses this knowledge to identify trends and systemic problems that the organization can integrate into their strategic planning. In this session, Tony will indicate the areas where he has seen improvements, areas where there is still work to be done and areas of future challenges. There will be time for questions and exchanges during the workshop.

IB research: Recent studies and future directions

4B

Michael Dean Head of Research, Schools Division IB. New York, USA

During this interactive session, participants will have an opportunity to hear an overview of the department’s research agenda and learn about the results of several recent studies in the IB, including a study of PYP and MYP student performance on the International Schools Assessment and a study of successful practices in full continuum schools. In addition, participants will have an opportunity to discuss and ask questions about research ideas and priorities for the development of future IB research projects.

Revised IB standards and practices: how can they support schools with the development of the IB programme(s)

3A

Luz María Gutiérrez Head of School Services, IB Africa, Europe, Middle East.

Geneva, Switzerland

Christine Amiss Head of Continuum Development, IB. Cardiff, UK

This session will give a preview of the revised IB programme standards and practices and authorization and evaluation documents scheduled for publication in October 2010.

Participants will be provided with a draft copy of the IB programme standards and practices and implementation timelines that apply to each of these processes. This will also be an opportunity to understand the role of the IB programme standards and practices as schools implement or further develop their IB programme(s) at their schools. The session aims at generating reflection to continue discussions at the school.

workshops MONDAY

SESSION TWO (continued)

32

Kick-start creativity and engage a broader array of learning styles

3B

Shaping IB’s strategy for Africa, Europe and the Middle East

10

Education and technology in the digital age

14

Adrian Kearney

Eric Lauzon

Regional Director Africa, Europe and Middle East, IB. Geneva, Switzerland

IB Chief Information Officer. Singapore, Republic of Singapore

(Apple sponsored session)

Andrea Smith

Today’s students have access to a wealth of entertainment media that easily captures and holds their attention. How can we capitalise on these assets to enhance the learning process? iLife ’09 offers easy-to-learn tools that encourage students to communicate their best thinking in compelling and new ways. Using iMovie and a prepared animation sequence, participants will learn how to make a short film, enhancing and editing like a pro! Assessments have never looked so good. After working on the Mac, participants will then learn how to view what they’ve created on a mobile device, making it easy to share with peers and students. Finally participants will get a short introduction to iBooks, iTunes U and Apps which help personalise learning instruction, address a variety of learning styles, and create highly interactive classrooms.

Head of Strategy and Planning, IB. Cardiff, UK

Join Eric Lauzon, Chief Information Officer for IB, as he explores the interplay between education and technology in the digital age. Is education ready for the generation Z, the digital natives? Are we about to witness a transformation of education? The presentation will highlight the importance of integrating technology in education for an increased global understanding for schools.

In addition, he will explore various initiatives from around the world. He also will address how new collaborative approaches can offer unique opportunities for education technology stakeholders.

Oscar Stringer Education Mentor

This hands-on session will provide participants with an opportunity to discuss and input to the IB regional strategy for AEM. What do you think are the priorities for the IB in the next 5 years; how best can we support our schools in providing high quality international education? IB strategy is currently being redeveloped, and it is important for us to gain greater insight into the needs of our schools, teachers and students. If you have clear views on what is working well, what needs to be improved, or new and exciting initiatives that you would like to see us explore, join us at this session.

33

The IBCC: a new vision of IB education

8

Chris Mannix

Glynn Richards

7

Head of Access & Service Projects, IB, Singapore, Republic of Singapore

IBCC Project Manager. Cardiff, UK

Stephen Dennison Deputy COO, IB. Cardiff, UK

The IBCC is a new initiative that has the potential to change the public face of the IB. No longer will students have a single IB option at upper secondary level. Instead, the IBCC provides an alternative pathway for students interested in the development of both academic and practical skills. The IBCC honours the IB’s access agenda by providing the means by which a much broader and diverse student population will have access to an IB education.

Seizing opportunities within electronic marking

Living the mission

11A

Richard Penrose IB Head of Diploma Assessment. Cardiff, UK

Electronic marking represents opportunities to improve the assessment experience for IB schools, IB examiners and IB staff. Two of these opportunities, “seeding” and “QIGing” will be explained and the benefits they offer to the IB community.

The IB Board of Governors is firmly committed to the access agenda, i.e., “enabling more students to experience and benefit from an IB education, regardless of personal circumstances.” But what does this mean in practical terms?

How can we increase the diversity of our organization—while at the same time broadening the reach of the IB to improve the education of children worldwide? This presentation reviews the exciting projects that IB Access & Advancement is engaged in as it seeks to address seriously these challenges and live the values expressed in our mission statement.

Recognition of IB programmes in the AEM region

4A

Åke Sörman Head of Regional Development IB. Geneva, Switzerland

Nick Lee IBAEM & IBSCA Liaison Officer. Cardiff, UK

Karen Turner Accreditation specialist, IB Cardiff, UK

The session will provide an update on current university and government recognition for the IB programmes. It will have a strong focus on recent UK developments but will also give a full regional overview and clarify IB strategies for improving recognition worldwide and the support that IB can give to initiatives from associations and schools.

Examples of good policy and successful strategies will be shared and discussed. This session is useful for anyone interested in the recognition of IB programmes but primarily designed for counselors and coordinators, members of associations of IB World Schools and university personnel.

workshops

MONDAY SESSION THREE

14:00 - 15:00

34

Lean and green – coping with financial pressure

8

Sue Austin Educational Consultant

Nick Lee IBAEM & IBSCA University Liaison Officer.

Cardiff, UK

This session will examine how to run a DP course that combines money-saving with attention to environmental issues, all in the light of the Mission. A chance to brainstorm, share ideas and real-life examples. Amongst the topics under consideration will be: Lean: Counting the pennies, centimes, dimes.

How to make a Diploma Programme more economical. Saving the Diploma Programme in the face of national, local and institutional belt-tightening Green: Creating and promoting environmental projects in school as well as the local community for CAS and Thinking globally; linking up with schools worldwide on environmental issues and schemes.

Swimming against the current Agnieszka Chojnacka

10

PYP Coordinator, Canadian School of Warsaw, Poland

The presentation will venture into the very delicate field of schools that struggle to introduce PYP at the same time that they are obliged to follow their country’s prescribed national programmes of education (with their prescribed course books and exams as well as subject specific teachers and lesson content). It will talk about characteristics of schools that provide PYP and explain why PYP is exclusive to the private education sector in most of the central European countries. It will provide examples of parent, private school and organization movements and the actions taken to create an atmosphere of understanding for international programmes of education. As such it will explore forms of school-parent education and communication, show efforts of schools to form associations recognized by national government (Ministries of Education in particular). It will put into focus the value of cooperation and dialogue when what are sometimes very competitive schools come together - united by a higher cause which is the best education for their children.

35

Pedagogical leadership in the Primary Years Programme

4B

Dance and world religions: from pilot to mainstream

7

Jennifer Giddings

Caroline Harman

Head of PYP Programme Development, IB Cardiff, UK

Curriculum Subject Area Manager, IB Cardiff, UK

Heads of school, principals and coordinators are charged with the responsibility of leading schools in ways that support the IB mission statement. IB World Schools implementing the Primary Years Programme are expected to demonstrate their commitment to the programme and the effective management of resources to support its successful implementation. Constructive collaboration between members of the PYP pedagogical leadership team within the school ensures a pervasive understanding of the programme so that teaching and learning positively impacts on students’ understanding and achievement. How do pedagogical leadership teams realize these expectations?

What are the signs of success and what are the ongoing issues and concerns?

As part of the subject provision in groups 3 and 6 of the Diploma Programme, the IB has been developing two new subjects: world religions and dance. Both courses, the culmination of pilot work over several years, will be available for all schools to teach from September 2011 onwards, with first examinations in May 2013. In the discussion of these courses, Caroline Harman will focus on education for intercultural understanding and respect.

Transformations: from community service to service learning

11B

Cathryn Kaye International Consultant, Los Angeles, California, USA

Chris Mannix Curriculum Area Head - Hexagon Core, IB. Cardiff, UK

Tony Gerlicz Director, American School of Warsaw. Warsaw, Poland

What’s the difference? How can the intention of community service become a deeper and richer experience when transformed into service learning? Understanding the rationale and practice of service learning opens the portal for more opportunities for students, increase the ethos of service within the school culture, and shift the emphasis to a more integrated dynamic with intrinsic rewards. Examine the benefits, explore the possibilities, and accept the challenge to move toward a more engaging teaching methodology. From multiple perspectives, see the value and possibilities with results that improve both the process and education and our local and global communities.

workshops MONDAY

SESSION THREE (continued)

36

Meeting the educational challenges faced in a dichotomous world

11C

Yukesha Makhan MYP Coordinator, North London International School.

London. UK

John Hopkins Upper School Principal, North London International School. London. UK

It is not always easy to ensure that the educational experiences of students will equip them with a desire to build a better world. At North London International School we face numerous challenges, but we hope, that through a number of case studies, we will be able to illustrate how we try to overcome these challenges and foster a desire in our students to develop altruistic intentions. Participants will be encouraged to share their own experiences with the group.

Fight illiteracy, create development

11A

Peter Maina Ngugi Program Director Maarifa Aids Group International (MAGI).

Juba, Southern Sudan

John Njoroge Ngigi Project Director Maarifa Aids Group International (MAGI).

Juba, Southern Sudan

Stephen Njung’e Mwangi Executive Director Maarifa Aids Group International (MAGI). Juba, Southern Sudan

Education is the most effective way to empower the poor and marginalized out of poverty. Primary education in Southern Sudan is faced by problems of low-level resources, services, facilities and teaching.

Security, internal civil wars, pastoral livelihood, and cultural belief have denied many children access to quality education.

In this session MAGI will address: - Problems facing education for the poor - Illiteracy and basic girl education in the aftermath - Weather as a factor hindering education in sub-Sahara Africa

“Walk” the talk Joseph Morgan

4A

Physical & Health Education Teacher, Health & Wellness Coordinator, Anglo American School, Moscow, Russia

What do people “see” when you walk into a room, down the hall, through the door?

When you “walk the talk” you act your values and principles. This workshop explores the positive values and principles that we all purport to encourage in a global society.

You will reflect on, and assess, the model you present to your colleagues, your students, your family, and the people you interact with. Topics explored: Principles & values, paradigms in teamwork, Balance of ethics and relationships, Commitment to character, 5 key principles to “Walking” the talk. Participants will leave this session with a renewed sense of self and principles.

37

New online courses for the Diploma Programme

1C

Visible thinking in a PYP classroom

Ed Lawless

Yonca Oktay

Principal and Head of Academics, Pamoja Education, Oxford, England, UK

PYP Coordinator, Al Jazeera Academy, Doha, Qatar

Roderick McAllery President, Ned Walker, Head of Sales and Marketing AEM Region

Mark Turley Pamoja Education Investments, Geneva, Switzerland

Ned Walker Head of Sales and Marketing, AEM region, Pamoja Education, Oxford, England, UK (Pamoja sponsored session)

Pamoja Education and the IB recently announced a long term comprehensive cooperation agreement, covering the development and delivery of at least 27 online courses for the Diploma Programme.

Online courses allow schools to increase their subject offerings and scheduling flexibility, while teaching students 21st century skills.

Pamoja Education will share experiences from the 2009-10 academic year and provide an overview of the courses to be offered in the 2010-11 and 2011-12 academic years.

13

The PYP is committed to structured, purposeful inquiry that engages students actively in their own learning. In the PYP it is believed that students should be invited to investigate significant issues by formulating their own questions, designing their own inquiries and assessing various means available to support their inquiries.

How best can we help our students learn?

Visible Thinking is a framework for enriching classroom learning in the content areas and fostering students’ intellectual development.

Teachers are invited to use with their students a number of Visible Thinking Routines (simple protocols for exploring ideas) around whatever topics are important.

Visible Thinking emphasizes several ways of making students’ thinking visible to themselves and to others. This session will demonstrate a few thinking routines that can be applied in the classroom such as “I See, I Think, I Wonder” and “Headlines”.

Themes that matter Jim Wynn

3A

Chief Education Officer,Promethean, UK (Promethean sponsored session)

Jim Wynn, Chief Education Officer at Promethean, will talk about the issues facing education and describe how technologies can help teachers with their teaching and planning and how assessment technologies can support the all important area of formative assessment.

Jim will explain the “Themes that matter” in education, such as the link between economic growth and the quality of education and what is happening in education as a reaction to these themes.

workshops MONDAY

SESSION THREE (continued)

38

Why British schools need to wake up to the MYP

12

Anthony Seldon Headmaster Wellington College, Berkshire, UK

We have a very puzzling phenonomen in Britain. We have 150 schools and colleges offering the IB diploma, a figure that is growing year on year. At the same time, we have huge criticism of GCSEs and of IGCSEs which are clearly flawed exams, but almost all the 150 diploma schools, despite being proud to boast that they’re fully signed up ‘IB World Schools’ turn their back on the MYP. This talk will argue that schools in Britain and abroad should begin the MYP if they are to merit the title ‘IB World Schools’. It will also argue that the IB needs to improve the MYP.

Using student cultural 14 experiences to improve the classroom learning environment George Sirrakos IB DP Biology HL/SL Instructor, MYP Science Instructor, Head of Science Department, Dresden International School, Germany

This session is intended for primary and secondary school science teachers as well as ESL and special education teachers.

This session is designed to help educators understand the philosophical underpinnings of inquiry based instruction and reality pedagogy and how these can be use to improve the classroom learning environment.

As well, participants will be introduced to various learning environment questionnaires that they can use to test the effectiveness of using student cultural experiences to improve the learning environment. Finally, the group will be encouraged to explore and share strategies, activities and best practices that foster student interest in science

10:30 - 11:30

TUESDAY SESSION FOUR

workshops

39

21st Century learning: why, how, where?

11B

Learning anything, anytime, anywhere

Ian Andain

David Baugh

Headteacher, Broadgreen International School, Liverpool, UK

Apple Education Mentor

3B

(Apple sponsored session)

Ged Murphy Headteacher, Broughton Hall Catholic High School, Liverpool, UK

The learning organisation, the learning environment, learning styles, the learning culture, lifelong learning, personalised learning all constitute 21st century challenges for educationalists and are crucial components to helping create global citizens – people who live the IB learner profile. This workshop by the authors of “Creating Lifelong Learners” will build on the themes outlined in the first edition with new materials and stimulating thoughts for education in the next decade. Leading for learning, building positive school cultures, the impact of technology, passionate leadership, great schools, and new developments in thinking skills will all be tackled in a dynamic interactive workshop.

Come and see how mobile devices enable an entirely new way of learning in and out of the classroom, engaging even the most reluctant learners. This session investigates how these devices can accelerate learning with reference to the field of science. Get a hands-on experience with the latest iPad applications that will allow your school to extend learning everywhere. In this session, you will also get an introduction to iBooks on iPad, the multi-touch interface that lets you turn pages with the flick of a finger. You’ll be introduced to a range of education Apps for every subject and every level of instruction.

And lastly, a short introduction to iTunes U, home to more than 250,000 free lectures, videos, readings, and podcasts from the most prestigious learning institutions all over the world.

workshops TUESDAY

SESSION FOUR (continued)

40

Developing intercultural sensitivity in educators and students

4B

Anne Fretheim Kongsberg Videregaende Skole, Norway

This presentation is designed to allow educators to explore their own degree of intercultural sensitivity in the classroom. We will go over Bennett’s Development Model of Intercultural Sensitivity and discuss how we can use the model as a starting point for understanding our own cultural biases and how they may affect our response to cultural differences, both within our classrooms and the cultures in which we may find ourselves living and working. We will also talk about how we can frame the discussion around cultural difference for our students and its connection to international mindedness.

Beyond the brain: the mind Conrad Hughes

7

Diploma Coordinator, International School of Geneva, Switzerland

We speak of making the world a better place through education, putting the student at the centre of learning and educating for life.

How do we do this? This paper will begin by looking at some of the assumptions, facts and beliefs that are increasingly predominant in the field of neuroscience and how this view of education runs the risk of reducing the student to a walking muscle that is alimented by water, nuts, the quality of blood circulation and diet. The second part of the paper will move away from modern neuroscience and investigate education as a spiritual and intellectual voyage, not a physical exercise. We will look at how attitudes, skills, passion and staying power are central to learning.

Building bridges of peace – one penny at a time

8

Christiane Leitinger Washington DC, USA

The Pennies for Peace is an award-winning international youth service learning program is designed to broaden youth’s cultural horizons and teach them about their capacities as philanthropists – one penny at a time! It educates students about the world beyond their experience and shows them that they can make a positive impact on a global scale. The program incorporates a standards-aligned K-12 curriculum, with rubrics, assessment tools and activity reproducible; 14+ videos; maps; fact sheets; pictures; an implementation guide and more. Students learn the rewards of sharing and working together to bring hope and education opportunities to the children in Pakistan and Afghanistan. While a penny is virtually worthless, in impoverished countries a penny buys a pencil and opens the door to literacy.

41

“THINKERING” International Mindedness

10

Heather Lapper MYP Regional Manager IB Africa, Europe, Middle East.

Geneva, Switzerland

Andrew Mitchell MYP Associate Regional Manager, IB Africa, Europe, Middle East, Geneva, Switzerland

Darren Arbour PYP Associate Manager, IB Africa, Europe, Middle East, Geneva, Switzerland

In this session, hands-on tinkering with current world events, critical thinking, and shared good practice will lead to mindson thinkering about new ideas related to international mindedness. Engaging in both physical and virtual collaboration, participants will build on their current knowledge base of international mindedness, replacing it with more meaningful ideas and initiatives. Using thinkering as a method to stimulate inquiry, learning and new ideas, participants will discover how to create a culture of international mindedness in their schools.

Ethical decision making in schools: how to incorporate a global perspective

4A

Jeff Lipman American School of Valencia. Valencia, Spain

This session is designed for educators who are interested in deepening their understanding of how to approach ethical dilemmas in schools. The workshop will be interactive, using case studies that will stimulate debate amongst the participants.

The primary objective is to show that different cultural perspectives on ethical issues should be embraced in our discourse.

The workshop will show how the IB Learner Profile and TOK can be helpful tools in developing what Rush Kidder terms “Ethical Fitness”.

Developing intercultural understanding in the classroom

13

Catherine Anne Lockhart Diploma Coordinator, Greenfield Community School, Dubai, UAE

During this workshop, participants will be encouraged to investigate ways in which they can incorporate the rich cultures of their school community into their classrooms and curriculum. A case study of some of the initiatives at Greenfield Community School such as the “Living Books Library” and the Mother Tongue Enrichment extra curricular activity programme will be introduced to help stimulate ideas on how workshop participants can involve members of the outside community in their curriculum as a way of developing intercultural understanding and respect. Ideas from the workshop will be collated and shared amongst the participants.

workshops TUESDAY

SESSION FOUR (continued)

42

Preparing IB students to merge 11C successfully in different cultures

Communicating across cultures

Hamed Mokhtar

Larry Molacek

Curriculum Manager & Maths Supervisor, Green Land PrĂŠ Vert International Schools, Cairo, Egypt

Director, International School of Latvia

Eldon Pascoe

Rhonda Fisher

General Manager of Teepee Educational Consultants, Queensland, Australia

Many students move from their home country, during or after their IB, for future studies abroad. Relying only on the awareness of other cultures, to enable them to live happily and work effectively while preserving their identities, might not be enough. The IB provides a lot of opportunities to prepare these students to merge successfully in other cultures.

However, it is the role of educators to make it happen. The objective of this session is to discuss some ideas, within MYP and DP curriculums, which enable educators to decrease the effects of culture shock on students who travel abroad.

12

Academic Counselor, International School of Latvia, Riga, Latvia

In your own culture you have been socialized to communicate with the goal of getting your message across successfully, but how do you use those skills when communicating with other cultures? Do they understand your message? During this presentation the audience will be given a model and the necessary tools that have been effectively used in international businesses to understand cultural behaviour.

At the conclusion of the presentation participants will have the skill set to successfully communicate with people from other cultures.

Leadership Coaching – Making a difference for the future

3A

Educating young people today in a global community takes shared responsibility. The power of effective mentoring and coaching programs, established with local community support, can make a real difference.

Leadership programs assist young people in the development of the essential skills and behaviour needed for their future. Students, their teachers and school leaders can benefit from the wisdom and assistance of others.

Preparing the leaders of tomorrow is critical for setting school communities on the path to success. This presentation examines how mentoring and coaching programs can help your school community understand its strengths and further enhance areas needing development.

43

Welfare state challenge:Â Missing role models disoriented students

14

Jutta RĂźdiger IB Diploma Coordinator, Norre Gymnasium, Copenhagen, Denmark

An increasing number of our students have difficulties meeting the demands of the IB Diploma Programme as a result of dysfunctional families. Their often divorced, career-oriented parents cannot provide the necessary emotional and practical support. Further, the modern democratic welfare state means decreasing value cohesiveness and increasing complexity in choices and expectations. Role models are scarce and experts are politically incorrect.

The combination of an insufficient home base and a destabilizing sense of alienation restrains the students from unfolding their potential. A public debate about our changing societal structures and educational responses is needed.

workshops

TUESDAY SESSION FIVE

11:45 - 12:45

44

What’s new in assessment operations?

12

Digital storytelling - Modern day minstrels

Carolyn Adams

Fons van den Berg

Assessment Operations Director IB, Cardiff, UK

Apple Education Mentor

3B

(Apple sponsored session)

Carolyn will outline some of the new initiatives in her area, with particular reference to how they will affect IB schools.

She will ask for feedback on proposals for new services and procedures and will welcome all comments and thoughts from colleagues on assessment matters. She will highlight the following topics: E-marking, E-coursework, Management of internal disputes in schools, A new EUR service - remoderation of IA work, The new Committee for Academic Honesty, School delegation of special needs or access arrangements and Heads’ Assessment Newsletter.

Story telling is an important part of our history, from cave paintings to greek tragedies, medieval minstrels to Shakespeare, radio to television, people have been telling and listening to stories since the age of time. New media technologies offer easier ways and greater opportunities for students to tell their stories than ever before. By using iLife and iWork to tell their stories, students are more motivated to learn, feel a stronger connection to the subject matter, and spend more time on a task. This session will demonstrate how easy and fun it can be to tell and create simple yet powerful stories in the form of a podcast. And, since telling stories is all about having people listen to them, this session will conclude with a demonstration of ways to share these stories.

45

Meeting the needs of 21st 11A century learners: new developments in IB programmes

The new IB virtual community: IB in the digital world.

Judith Fabian

Head of Virtual Communities, International Baccalaureate, Colorado Springs, CO, USA

Chief Academic Officer IB, Cardiff , UK

The IB organisation is undergoing considerable change as it prepares for the growth in numbers of IB World Schools anticipated for 2020. Alongside the restructuring and reorganisation, the academic division of the IB is also preparing to meet the educational challenges of 2020 when the need to develop inquiring, knowledgeable and caring young people will be more important than ever. This session will provide an overview of significant developments in all IB programmes, relating them to the needs of 21st century learners, the mission of the IB and to the new organisational changes.

8

Marla Gerein

Nanneke Staps Virtual Community Manager, International Baccalaureate, The Hague, The Netherlands

Robert Powell Project Manager, International Baccalaureate, Cardiff, Wales, UK

The IB’s new virtual community has rolled out! Come find out how you can collaborate, communicate and connect with other members of the IB community using this new IB online platform. The IB virtual community has been designed to meet the needs of schools, classrooms, educators, teachers, students, alumni and members of the IB Educator Network from around the globe looking to work together. The IB virtual community provides the platform and the processes by which our community members can have authentic interactions each and every day that center on the IB’s goals and learning outcomes. Join us to learn how educators and other community members are already using the virtual community to teach, learn and make connections.

Diploma courses online update.

New courses offering and opportunities to participate.

4A

Darren Hughes Head of online Learning development, IB. Cardiff, UK

Roderick McAllery Director Pamoja Education. Oxford, UK

Recent developments in Diploma Programme courses online will expand the online course offerings available as for this September. Pamoja Education, working in close cooperation with IB, will be developing more than 30 new DP course online over the next few years. This session will discuss the relationships, course design standards, quality assurance processes, student support mechanisms and future course development.

Come learn how your school can benefit from the online courses currently available, provide input into which courses are selected for future development and find out more about the pilot IB Open World School initiative.

workshops TUESDAY

SESSION FIVE (continued)

46

Language and learning in the IB. A position paper.

7

How can we further improve our service to schools?

4B

A guide to IBIS during an examination session

Carol Inugai-Dixon

Adrian Kearney

Samantha Lloyd

Language and Learning Manager IB, Cardiff, UK

Regional Director Africa, Europe and Middle East, IB. Geneva, Switzerland

Team Leader – Coordinator Help Desk, IB. Cardiff, UK

To accommodate the diverse language needs of IB students around the globe there is wide range of course options which are comprehensive but at the same time often complex. Sometimes this can cause practical complications. Some examples are when schools might be deciding which language courses are best for their particular context and there are limited resources; or when they are planning for long term language growth for a linguistically diverse cohort of students; or when they are placing new students who have complex language profiles. Other considerations concern pedagogy for varying situations; for example, the teaching of ab initio Japanese to Spanish or the teaching of biology in English to Korean speaking students. This session looks at a position paper that can help inform ‘language and learning’ decisions.

Drew Deutsch

Victoria Booth

Regional Director Americas, IB. Maryland, USA

Team Leader – IBIS Administration, IB. Cardiff, UK

Join the Directors of the Americas/Africa/ Europe and Middle East regions in this interactive session to learn about the latest global quality initiatives to improve services to schools. This will be followed by group work and the opportunity to share your ideas as to what our future priorities should be.

Updates on the IB continuum Christine Amiss

3A

Head of continuum development, The Hague

This session will provide participants with an overview of academic developments involving two or more IB programmes. Participants will have time to share some of the opportunities and challenges related to the implementation of the IB continuum in their schools and to share effective continuum practices developed in their schools. The session aims at generating reflection in order to continue discussions in continuum schools.

13

This session is intended for new IB Diploma Programme coordinators or those who would welcome a refresher course! It will provide a full perspective of the IBIS functionality before, during, and after an examination session.

The presentation will demonstrate the main tasks completed on IBIS including registering candidates, submitting IA and PG marks, requesting the submission of results to universities, and configuring IBIS to benefit the user.

47

New online courses for the Diploma Programme

11B

Ed Lawless Principal and Head of Academics, Pamoja Education, Oxford, England, UK

Roderick McAllery President, Pamoja Education, Oxford, England, UK

Ned Walker Head of Sales and Marketing AEM Region, Pamoja Education, Oxford, England, UK

Mark Turley Pamoja Education Investments, Geneva, Switzerland (Pamoja sponsored session)

Pamoja Education and the IB recently announced a long term comprehensive cooperation agreement, covering the development and delivery of at least 27 online courses for the Diploma Programme.

Online courses allow schools to increase their subject offerings and scheduling flexibility, while teaching students 21st century skills.

Pamoja Education will share experiences from the 2009-10 academic year and provide an overview of the courses to be offered in the 2010-11 and 2011-12 academic years.

New directions for special needs in IB Programmes, the support mechanisms in place and student insights into learning

14

Jenny Reed Special Education Needs Manager IB. Cardiff, UK

This session will address the new directions for special educational needs in IB programmes. The special arrangement processes will be reviewed and how schools can prepare students in accessing those most suitable to their needs. Each arrangement will be considered and the ways in which it can contribute to allowing access and equity to student with specific learning issues. There will be a link made between the MYP programme where students have the flexibility to experiment with many of the special arrangement support mechanisms that will enable them to continue their education through to the tertiary sector.

Insightful anecdotes from a variety of stakeholders will complete the presentation to highlight the importance of constant review and reflection on special educational needs in accessing IB programmes.

Changing face of examining Craig Escott

11C

Online examiner training and recruitment manager IB. Cardiff, UK,

Michelle David ECMS analyst, IB. Cardiff, UK

1 years’ ongoing teaching experience, a degree in the subject you wish to examine and an interest in international education.

These are the basic requirements to become an IB examiner. This session looks at how examining for the IB is changing and why now is an extremely exciting time to join the IB’s team of examiners. The introduction of new processes and technologies is improving the accuracy of assessment for candidates but the changes also improve the support and experience for examiners. Craig Escott looks at all the benefits of examining and how becoming an examiner has never been easier. Whilst Michelle David discusses how emarking is providing examiners with an improved experience.

workshops TUESDAY

SESSION FIVE (continued)

48

Language provision in groups 1 & 2 of the DP - the future

10

Roxane Vigneault IB Assessment Area Head, Cardiff, UK

Carlos Martinez Subject Area Manager, IB Cardiff, UK

In 2004 the IB embarked on a comprehensive review of language provision in groups 1 and 2 of the Diploma Programme. In this session Roxane Vigneault and Carlos Martinez will provide a summary of this review. One of the aims is to ensure that the language courses reflect the IB’s intercultural dimension. The new courses, which begin in September 2011, with first examinations in May 2013, include curriculum and assessment components with an intercultural focus.

Another aim is to expand the offerings in group 1 for the IB language learner who, in the 21st century, can have a diverse or complex language profile.

49

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workshops

TUESDAY SESSION SIX

16.30 - 17.30

50

Developments in the IB Primary Years Programme

4A

Developments in the IB Middle Years Programme

12

Jennifer Giddings

Margareth Harris

Head of IB PYP Programme Development

MYP Curriculum and Assessment Manager Language A, Language B and Physical Education, IB Cardiff, UK

Sandy Paton PYP Curriculum Manager, IB, Cardiff, UK

This session provides an update on ongoing and future developments in the PYP. The emphasis will be on new publications, new services and initiatives aimed at enhancing teaching and learning in an International Baccalaureate Primary Years Programme school. Responses to these developments will be sought.

Colette Crosbie MYP Assessment Manager, IB Cardiff , UK

This interactive session will give participants an opportunity to hear the latest developments in the MYP. Additionally, a brief overview of the history of the MYP will address the question: where did the areas of interaction come from?

Developments in the IB Diploma Programme

1C

Andrew Atkinson Head of Diploma Programme Development, IB. Cardiff, UK

This session will update all participants but in particular Heads and Coordinators - on the latest changes to the curriculum for 2011 and beyond. A main focus on languages of course but also Dance, World Studies Extended Essay and World Religions. The session will also be interactive in finding how schools in AEM have and can contribute to curriculum review.

51

Head to head Jeff Beard

11A

Talking professional development in IBAEM

Director General, IB. Geneva, Switzerland

Dr. Marcia Behrenbruch

Adrian Kearney

IB Global Development Head for PYP. Singapore, Republic of Singapore

Regional Director Africa, Europe and Middle East, IB. Geneva, Switzerland

Liza Tercero

Haifa Najjar

IB Global Professional Development Head for DP. Cardiff, UK

Superintendent of The Ahliyyah School for Girls and The Bishop’s School for Boys, Amman, Jordan

Victoria Pierlot

Christopher Charleson

Head of Professional Development IBAEM, Geneva, Switzerland.

Director Sotogrande International School. Cadiz, Spain

This session is aimed at Heads of IB Schools to learn more about what’s happening and being planned in the IB that impacts Heads of school. Join Director General, Jeff Beard in an interactive session as they discuss plans and issues of concern affecting IB heads.

Members of the Heads Council and IB staff will also be available to answer your questions.

11B

This session will provide an overview of IBAEM professional development activities, then focus on new developments in Category 3 workshops. These include subject specific areas of interest, pedagogy, learning theory and areas of scholarly inquiry. Participants will have the opportunity to discuss ideas for future workshops.

The IB: Past, present and future Ian Hill

4B

IB Deputy Director General, Geneva, Switzerland

Overview of the educational vision of the founders, the extent to which that vision has been maintained today, what the IB might look like educationally in the future. The presentation will include: how and why the IB came into existence in the 1960s and the educational context at the time, some of the people who made it happen, major donors, why schools found the IB attractive, the rise of state schools, how the IB was saved by the schools in the 1970s, the IB today and tomorrow – building on its past.

52 Many IB World Schools have chosen to form local associations with other IB World Schools at a national or sub-regional level. These non-profit associations provide a forum for school collaboration, informal gatherings and the exchange of good practice. Associations are often active in negotiating university and government recognition for IB programmes and can be an indispensable resource for schools discovering the IB for the first time.

The IB is increasingly working on a formal basis with these associations, recognizing the key role that they play in supporting the school network and developing the IB mission around the world. Each association is an independent entity that is not run or managed by the IB itself.

Associations of IB World Schools with a cooperation and licence agreement in the Africa, Europe, Middle East region • Commonwealth of Independent States The IB Schools Association of Commonwealth of Independent States (IBSA) • Germany Association of German International Schools (AGIS) • Middle East Middle East IB Schools Association (MEIBA)

• Spain Asociacion de Colegios BI en Espana (ACBIE) • Sweden The Association of Swedish IB Schools (ASIB) • United Kingdom The IB Schools and Colleges Association (IBSCA )

Associations of IB World Schools • Denmark The Danish Association of IB Schools • Finland Association of Finnish IB Schools (AFIB) • Greece IB Schools in Greece Association (IBSIGA) • Netherlands The Dutch International Secondary Schools • Norway Norwegian IB Schools (NIBS) • Poland IB Schools Association in Poland • Portugal IB Schools in Portugal • Southern Africa IB Schools in Southern Africa (IBASA) • Switzerland Swiss Group of International Schools (SGIS) • Turkey IB Schools in Turkey

Contact details are available on the IBAEM regional website for your school to become a member of the relevant association.

53

This is the ActivClassroom.

A 360-degree, technology-enabled learning environment, the ActivClassroom makes education a group experience where teachers are empowered, students are encouraged to participate, and everyone learns their way, by doing, seeing, contributing and connecting, across the classroom and the world. www.PrometheanWorld.com

© International Baccalaureate 2010 “International Baccalaureate” and “IB World School” are registered trademarks of the International Baccalaureate Organization and may not be used as generic terms. Except by written permission from the International Baccalaureate Organization, these trademarks may not be used as (or as part of ) a product or publication name, company name or registered domain name.

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