Innovative Global Education
Central China PYP Network of Schools in partnership with Innovative Global Education (IGE)
Date: 12-13 September 2015
Venue: Western International School Shanghai China with Innovative Global Education www.innovativeglobaled.org
Saturday 12th September
Session one 0930-1100
Session two 1120-1320
Session three 1400-1600
Sunday 13th September
Session one 0830-1030
Session two (end of workshop) 1100-1300
Workshop One: Reimagining environments - Creating a culture of engagement and inquiry as a community of learners
Presenter: Kirsty Liljegren
Kirsty Liljegren is currently on family leave from being the teaching Director of Cornish College Early Learning Centre, in Patterson River, Victoria, Australia. Cornish College is a coeducational school, situated on one hundred acres with a strong emphasis on inquiry based learning alongside a commitment to sustainable education. Many educators from around the world have visited the early learning centre as a place of provocation, innovation and inspiring practice.
Kirsty is a committee member of the Reggio Emilia Australia Information Exchange (REAIE) and has undertaken two study tours to Reggio Emilia, together with visits to the Forest Schools in Denmark and the Nature Kindergartens in Scotland. Children’s connections with nature together with the influence of the Reggio Emilia philosophy on practice are areas of research for Kirsty. She is particularly passionate about the all-important question- how do we as educators enable children to flourish?
Kirsty consults and lectures in a variety of contexts, with professional learning that comes from the practitioners, as well as a leadership perspective. In 2012 Kirsty participated in the Integrated approach to Assessment Project with the Victorian Curriculum Assessment Authority In 2001, Kirsty was awarded a national excellence in teaching award for innovative practice, and in 2012 was awarded a State and Territory award for Victoria for her contribution to the early childhood sector. One highlight for 2014 was representing REAIE by presenting at the International Early Childhood conference in Hawaii.
“An environment is a living, changing system more than just a physical space; it includes the way time is structured and the roles we are expected to play. It conditions how we think, feel and behave ...and it dramatically effects the quality of our lives.” Jim Greenman
“The environment should act as a kind of aquarium which reflects the ideas, ethics, attitudes and culture of the people who live in it.”
From the practical to the philosophical, this workshop will unpack, challenge and further explore the pivotal role that the environment plays in children’s learning. Together we will consider how engaging, inspirational, creative as well as functional environments, both indoors and out can enhance educational practice.
A critical element of an environment of participation is one where the walls ‘speak’, where the learning and understanding is made visible in a variety of ways. How can pedagogical documentation enhance and celebrate learning?
Participants will leave the workshop with tools and ideas to create thoughtful, engaging and inspiring environments that support and celebrate the inquiring mind.
The importance of reflecting the values of the educational setting in the environment
The notion of the environment as the third teacher
The relationship between the environment and how we view children
How to create environments and encounters that respect the curious nature of children, not just
as inquisitive and creative explorers but also as critical thinkers.
Different ways to share and documentation in the environment
The impact of the environment on children’s learning and well-being
How to cater for different learning capacities, dispositions and styles together with children’s
interests and sense of wonder
The role of aesthetics
How the environment supports relationships, connection, collaboration and a sense of
How to be creative with environment that we have
Early Years Primary/Elementary Lower
Workshop Two: Documenting Children’s Learning 2
Presenter: Anne van Dam
Anne van Dam, Bachelor of Education, Assistant Principal Primary at the International School of Zug and Luzern.
Teaching was my passion for 19 years in schools in Rotterdam, Shanghai and Singapore. Since 2000, I have taken on various leadership positions, combining teaching with other responsibilities. I used to work at the Canadian International School (Singapore) where I was part of the team that took the school to IB authorization in 2005. I have been an IB trainer since 2005, sharing my passion for young children with educators in IB schools in South East Asia. I joined EtonHouse International Pre-School in August 2007, drawn to the school for its vision to establish quality practice in early childhood education in Singapore. During my first year at EtonHouse, I combined teaching with the responsibilities of the PYP coordinator. In June 2008, I became the Director of the school working in close collaboration with the Assistant Director, senior teachers, support staff and the other educators of the school. In 2009, I became visiting team member for the IB. I enjoy visiting schools and supporting them with the implementation of an inquiry based programme.
In August 2011, I became Assistant Principal at the International School of Zug and Luzern. At ISZL, I have developed, in partnership with teachers and other school leaders, a vision for the early years programme at the school. This direction places a strong emphasis on relationships, play, learning environments (both inside and outside), and, on making teaching and learning visible to others through pedagogical documentation.
The process of noticing and recording children’s learning is an essential practice for early childhood educators. It provides information about individual children’s development that teachers can use for their planning. It also gives insight into how a group of children is learning together and how to support the children with deepening their thinking.
During the workshop a range of ways of gathering information about children’s learning, creating the traces of ‘learning made visible’ will be discussed. Through examples of children’s learning stories, participants will have an
opportunity to think about planning that builds on effective formative assessment, responds to the ‘unpredictability’ of young children’s learning and consider learning goals established within a school setting.
The written aspects of observing children include anecdotal notes of significant moments or achievements, as well as longer planned observations. There are many ways to gather information about children’s learning. Pedagogical documentation has been developed as a method that adds depth and vision to the observation and recording aspects of assessment. It aims to make learning visible, capturing the breadth and increasing complexity of children’s thinking and development so that it can be shared and discussed by all.
Understand the importance of observing and recording young children’s learning
Consider how assessment of young children needs to take place in a context of secure
Discuss and examine what to notice and record children’s thinking and research
Learn how to use information about children’s learning for planning (for both individual children
and the group)
Examine cycle of observation – documentation – interpretation and planning
Examine different ways to organize anecdotal notes (including use of technology)
Learn about pedagogical documentation and the role in plays in deepening our understanding of
teaching and learning
Early Childhood Teachers
Workshop Three: Leading Creativity in the Classroom and Beyond
Presenter: Canice Gleeson
Canice Gleeson comes from county Kilkenny, Ireland. He received his bachelor degree in music and a postgraduate diploma in music education from the University College Cork. He completed his graduate studies in music at Newcastle University and has studied conducting at New York University and The Juilliard School of Music. As a music educator, composer, arranger and conductor, Canice has held Head of Music and Performance positions at schools in Dublin, Rome and Tokyo. For his work in secondary school music education, he received the ‘Dublin Living Award’. Currently based in Hong Kong, he is Director of Music at German Swiss International School. He is actively involved in music making, and is the founding director of the Celtic Connections Chamber Choir and the International Concert Orchestra of Hong Kong. Canice conducts international school choirs and orchestras and regularly gives workshops to students and teachers. He is currently vice-chairman of The International Schools Choral Music Society organizing internationally renowned festivals with gifted musicians in Asia. Canice was invited as guest conductor with Davy Spillane and the City Chamber Orchestra of Hong Kong at concerts in Hong Kong and Beijing. He conducted the Welsh Concert Orchestra alongside renowned opera soloists, The ISCMS Orchestra at the Lumen Gala Concert in the Forbidden City Concert Hall Beijing and recently performed bodhran with James Galway and the CCOHK.
"The principle goal of education is to create people who are capable of doing new things, not simply repeating what other generations have done - people who are creative, inventive, discoverers." Piaget.
The workshop provides a creative framework for rethinking leadership style, philosophies, teamwork, and effectiveness. Explore and develop your untapped creativity through singing in harmony and performing a specially composed piece in a 25 - piece Chinese Drum Ensemble! No previous musical experience is needed, just wear comfortable clothes and be ready to experience a very active workshop and a lot fun!
This practical ‘hands on’ music workshop is designed to stimulate innovation, create a sense of community, improve communication, promote well-being and develop team building. Resources will include a variety of scores, discussion materials, links to published resources, web-based video materials and academic texts. The intention is to balance skill development with pedagogical awareness and critical understanding.
Performing involves using both the logical and the creative hemispheres of the brain simultaneously. Collaboration and teamwork are at the core of ensemble performing, and our goal will be to give
a performance of the repertoire learnt at the end of the workshop.
Gain the benefits of working as a team, risk taking and trusting one another in working together towards a common goal – Creating.
Perform ensemble pieces that will give an immediate sense of achievement.
Experience varied usable activities and resources designed to provide an enjoyable approach to
Open to all
Workshop Four: Math Inquiry
Presenter: Lyn Coote
Lyn is passionate about fractions and switching students on to the wonders of mathematics. She has worked in primary schools in Australia in a range of roles including classroom teacher, PYP coordinator, and head of school. She has been a workshop leader for the MLATS (mathematics, learning and teaching for success) professional development program, and curriculum writer. She is a workshop leader and school visitor for the International Baccalaureate Primary Years Programme. She is currently Vice Principal Primary at Discovery College, Hong Kong.
In this workshop participants will identify factors that support inquiry in the teaching and learning of mathematics and have the opportunity to plan for inquiry in their own classrooms.
Participants will journey through a process of self-reflection, access current research and thinking in this area and collaboratively plan and investigate mathematics concepts and pedagogy.
Reflect on their current practice and inquire into current research and pedagogy
Develop a deeper understanding of mathematics and inquiry
Develop strategies to support Mathematical inquiry
Plan a unit/learning engagements where students will be able to inquire into a
Participants will need to bring Mathematics documents they use at your school, i.e. scope and sequence documents, curriculum documents
Elementary practitioners, Leadership.
Workshop Five: Integrating Technology into Classroom Learning
Presenter: Leanne Sercombe
Leanne Sercombe is a PYP Teacher Librarian who teaches Digital & Information Literacy. In 1994 she began her teaching journey as an international teacher in Caracas, Venezuela before moving on to teach in Singapore, London and now Hong Kong. In the past decade, Leanne has developed herself as an educational leader through various roles such as Language and Information Literacy Chairperson leading the creation of the written curricula within the English Schools Foundation. She is now co-developing professional resources to support the integration of IBPYP Approaches to Learning. She continues to grow in her professional journey and has recently undertaken her UK based coaching qualifications. Leanne is completing her Masters in Educational Leadership and Change this year. Leanne leads staff development around Teacher Inquiries and has prepared presentations on Viewing & Presenting including a workshop on Visual Literacy. As an international teacher and inquirer, Leanne is always keen to reflect and develop strategies to enhance teaching and learning in classrooms. She continually promotes the use of digital and information technologies alongside inquiry.
This workshop is designed for classroom teachers who want to develop the integration of Digital &
Information Technology throughout the classroom programme. In this workshop, we will develop our
understanding of how to embed technology in order to enhance learning and transform curriculum. This
will include hands on activities, professional readings and discussions. We will look at how we can
infuse aspects of Digital & Information Literacy to support collaborative and independent inquiry.
Elementary teachers with or without ICT curriculum responsibilities.
Workshop Six: Inquiry-Centered Leadership
Presenter: Richard Owen
Dr Richard Owens is the Director of the Centre for Innovation in Leadership and Learning at the Australian International School, Singapore. He has worked as an educator in a range of Primary, Secondary and Tertiary settings in Australia and internationally. He has held school leadership positions with responsibility for curriculum coordination, student welfare and staff development; as well as roles as an Assistant Head and Head of School.
Richard completed his Bachelor’s degree in Secondary Education at Deakin University, with majors in English and Media Studies. He was awarded a Post-Graduate Certificate in Arts (English) from the University of Melbourne and a Post-Graduate Certificate in Primary Education from Latrobe University. He completed his PhD in Education at Monash University, with a specific interest in professional and organizational learning, teacher inquiry, and school leadership.
Richard has made presentations and conducted workshops in Australia, Asia and Europe. His writing has been published in a variety of academic and professional journals. He has also been involved in large-scale curriculum and professional development projects at the state level in Australia, as well as internationally.
Inquiry-centered leadership allows school leaders to explore the role of ongoing improvement in their school, while also creating the conditions that will support sustainable reform. Through an emphasis on investigation, collaboration and reflection, inquiry-centered leaders develop their own skills and understandings, while building effective teacher teams and the broader capacity of their schools to adapt to new challenges. With quality teaching finally being acknowledged internationally as having the most significant influence on student achievement, it is critical that more attention is paid to the work of those educators who directly lead teacher teams.
This interactive workshop supports aspiring leaders, middle managers and school administrators to develop powerful approaches to leadership at all levels of the school. Through examining current research, theory and real-world case studies, participants will identify strategies and approaches that impact most positively on effective leadership practice. Importantly, the workshop will help leaders develop their ability to lead others in rich collaboration that is deeply focused on issues and areas of strategic interest related to curriculum, assessment, classroom practice and student learning. A central focus will be on the practical application of research-based tools, strategies and approaches to the real- life challenges being experienced by participants in their own schools.
Understand different leadership theories and styles
Develop a deeper understanding of reflective practice, including creative approaches to self-
Learn practical approaches for developing and sustaining effective collaboration within teacher
Understand the importance of inquiry, goal setting and reflective practice for leaders and teams
Improve ability to lead and manage change, including development of strategies for effective
communication and problem solving
Teachers, Curriculum Coordinators, Middle Managers, and School Administrators
Workshop Seven: Unlock Your Mind- Creativity in Chinese Language Class
This workshop is designed for Chinese teachers who teach Chinese as an additional language. Teaching Chinese as an additional language requires an understanding of different students, different language profiles and different settings. This often varies greatly from our own educational experiences. How to teach and what to teach have always been the challenges in our schools. In this workshop, we will inquire into these two questions through hands on activities, professional readings and discussions. We will look at how we can embed aspects of inquiry into what we teach and ways we can promote creativity.
Participants will gain:
Practitioners in elementary and Middle schools who teach Chinese as an additional language
Please note the majority of this workshop will be facilitated in Chinese
Presenter: Lilian Wong ( Workshop A)
Lilian Wong is a Chinese teacher, who in 2001 began her teaching journey as an international
teacher. In the past decade, Lilian has developed herself as an educational leader through various roles she has played and continues to play in her professional journey. These include being a Chinese head teacher, International Baccalaureate (IB) Primary Years Programme (PYP) workshop leader, an IBPYP committee member (school representative), an IBPYP visiting team leader and a school consultant.
As a Chinese teacher, Lilian is always keen to reflect and develop strategies to enhance teaching and learning in her class in order to promote creativity and inquiry. Teaching through language, she believes it is important to make connections between cultures in order to enhance international mindedness in the students she teaches as well as the school community as a whole that she belongs to.
Presenter: Yan Ping Zhao (Workshop B)
Yan Ping currently works at ISS in Singapore as a Mandarin teacher and language specialists’ team leader. She is also an IBPYP workshop leader, consultant and school visitor. Yan Ping has developed Chinese teaching through homeroom and additional language teacher roles in China, Thailand and Singapore.
Yan Ping graduated from Nanjing Xiao Zhuang College, received Bachelor Degree in Primary Education, and then later completed her Masters Degree in Multidisciplinary Studies from the State University of New York (SUNY), Buffalo.
Yan Ping is passionate about teaching and learning Chinese language and culture at international schools. She also finds it exciting, both as a teacher and learner, to keep updated with new technologies and creative ideas.
Workshop Eight: Exploring Reading and Writing Through Inquiry
Presenter: Beth Queeney-Dressler
Beth Queeney-Dressler is an elementary EAL teacher, the Elementary EAL Coordinator and the Elementary Language Coordinator at NIST International School in Bangkok, Thailand. Before moving to NIST, Beth was the teacher librarian/information literacy specialist at Firbank Grammar Junior School, Brighton Campus, in Melbourne, Australia where she worked collaboratively with classroom teachers to infuse information literacy knowledge, understanding and skills into all aspects of curriculum and to develop digital citizenship ethics across the school.
Beth is passionate about language teaching and learning and is excited by the new literacies that are emerging in today’s digital age. She has 20 years of experience as an EAL teacher/language specialist and has worked at schools in the United States, the Czech Republic, Thailand, Ukraine, Malaysia and Australia. Beth is an International Baccalaureate (IB) Primary Years Programme (PYP) workshop leader, an ESL in the Mainstream trainer, and holds a Master’s Degree in Teaching English to Speakers of Other Languages (TESOL) from Michigan State University. Beth recently completed the Certificate of Educational Technology and Information Literacy (COETAIL) programme while working towards her second Master’s degree in Multidisciplinary Studies from the State University of New York (SUNY), Buffalo. She tweets at @bqdressler and blogs at www.coetail.com/bqdressler
“Reading and writing float on a sea of talk.”-James Britton
This hands-on workshop will investigate the teaching and learning of reading and writing, with special attention given to English as an Additional Language (EAL) learners. Language, culture, and identity will also be explored in order to understand the complex profile of EAL learners in international schools today. The presenter will provide practical strategies and suggestions on how to most effectively facilitate the learning of reading and writing through inquiry. Throughout the workshop, contemporary digital learning tools and strategies will be explored to illustrate the significant role that digital literacy plays in language learning.
investigate the complex language profile of learners in international schools today and the impact this has on learning to read and write in English
understand how to structure reading and writing lessons through a model of gradual release of responsibility
understand the role that inquiry pedagogy plays in learning to read and write
investigate Halliday’s framework of learning language, learning through language, and learning
about language in relation to reading and writing
consider a range of strategies and suggestions for the learning and teaching of oral, written and
understand that reading and writing cannot operate in isolation of the other language skills of oral
and visual language
explore a range of digital learning tools to support language learning and teachingAudience:
Primary/Elementary (Kindergarten to Grade 5/6) homeroom and/or EAL specialist teachers
Workshop Nine: Reawakening the Visual Arts in the Classroom
Presenter: Sue Yee NOTE: This workshop has had to be cancelled. Will be offered in 2016!! Watch this space...
Workshop Ten: Differentiation: Attending to Needs
Presenter: Tania Lattanzio
Tania Lattanzio is an experienced international educator. Previously a teacher, coordinator, and manager with the International Baccalaureate, she is now a Regional Director of Innovative Global Education. In this role she has worked as a consultant extensively in Asia Pacific and other parts of the world. This role involves developing and conducting professional development for teachers and leadership, developing and designing curriculum for schools and working intensively with teaching teams to improve planning, teaching and assessment. A passionate educator Tania works closely with educational institutions to specifically meet their needs in supporting school reform and making significant shifts in pedagogy in both local and international settings.
M Ed (Curriculum and Administration), Grad Dip (Librarianship), Dip Ed
“ The success of education depends on adapting teaching to individual differences among learners" - Yuezheng, in 4th century B.C. China.
As a student once stated in their feedback, 'I like this class because there's something different going on all the time. My other classes, they are like peanut butter for lunch every single day. This class, it's like my teacher really knows how to cook. It's like she runs a really good restaurant with a big menu and all.' This workshop will provide a tool-kit of approaches and strategies for building differentiated learning environments.
define what differentiation is
examine personal educational beliefs about differentiation
examine the significance of a student learning profile and implications for informing differentiation
understand that differentiation is connected to readiness, interest and learning profile
examine the role of motivation in a differentiated learning environment
explore and develop respectful tasks that promote differentiation in the classroom
understand the importance of flexible grouping
explore the connection between formative assessment and differentiation
reflect on the role of the teacher, student and environment in a differentiated classroom
Teachers of Year/Grade 1 – Year/Grade 9
Workshop Eleven: Conceptual Learning for Deeper Understanding
Presenter: Andrea Muller
Andrea Muller is an experienced international teacher and consultant who has worked in many schools throughout New Zealand, Australia, Asia, Middle East and Europe. In these settings, she has had roles that include extensive classroom teaching, curriculum coordination, curriculum advisory K-12, and programme manager with the International Baccalaureate. Her current role is Regional Director and consultant as part of Innovative Global Education. In this role, she has worked extensively in Asia Pacific and Middle East. Critical to this role is leading and evolving sustainable models that support enduring professional learning. These models involve developing and designing curriculum frameworks; working in partnership with teams to review and refine planning, teaching and assessment and supporting significant shifts in pedagogy in both local and international settings. Andrea is currently in the process of co-writing a book on conceptual learning that is due for publication by Hawker Brownlow, May 2015.
“If one respects the ways of thought of the growing child, if one is courteous enough to translate material into his logical forms and challenging enough to tempt him to advance, then it is possible to introduce him to advance, the it is possible to introduce him at an early age to the ideas and styles that in later life make an educated man. We might ask, as a criterion for any subject taught in primary school, whether, when fully developed it is worth an adult’s knowing, and whether having known it as a child makes a person a better adult. If the answer to both questions is negative or ambiguous, then the material is cluttering the curriculum (Bruner 1960)”.
Conceptual learning involves designing learning around ideas of significance and importance that have relevance in life within and beyond the classroom. They provide the why and purpose to student learning ensuring that learning is meaningful and transferable in different contexts and lead to deep understanding. © IGE
examine how concepts can be used to guide curriculum
examine the difference between interdisciplinary concepts and disciplinary concepts.
understand the difference between a topic approach to teaching and learning and a conceptual
be introduced to and use a ‘new’ model that promotes the development of enduring
develop a tool for assessing conceptual understanding
understanding how to plan and teach in order to embed concepts into our teaching and learnin