Break-out sessions
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Session |
Session Description |
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How We Generate New Knowledge: Extending the Medical Model to Education by Kenneth Kosik |
We have forged a connection between neuroscientific insight and everyday teaching in the classroom. Brain studies have reinforced the importance of exercise, the arts, and sleep in learning. We have ample evidence for early intervention and for paying more to the emotional state of the child in learning. And we have a deep molecular-genetic knowledge of some disorders that impair learning. Given this portfolio of knowledge, the time has come for educators to come to the table and seize the initiative. Educators must now rise to the challenge of this knowledge windfall in brain science and harvest the promise. |
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Affect of the IB Diploma Program on the Chinese National Curriculum by Dale Goodman |
This Session will discuss how a Chinese school’s effort, Chengdu Meishi International School, to implement the San Francisco Communiqué into the school’s Chinese National curriculum is actually currently being viewed as a possible form for change within the existing Chinese national educational curriculum in order to better meet the local and national challenge of developing an educational methodology in an ever more competitive world. The session will address the following points of the Communiqué: • Belief that the IB can be a catalyst for change, having a transformational effect on …society • and Act upon our beliefs, share expertise locally and beyond, and seek out opportunities to exert influence at the local, regional and national levels |
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A look at the new standards and practices for the IB by Ralph Cline |
Christine Amiss, Head of Continuum Development, and Ralph Cline, Director of Global School Services will introduce Heads to the new Standards and Practices, discuss the changes in design and philosophy, and explore the future in programme evaluation. |
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Vision 2020: new thinking in IB programmes by Judith Fabian |
The IB is undergoing considerable change as it prepares for the growth in schools anticipated for 2020. Alongside this restructuring and reorganisation, the academic staff in the IB are also preparing to meet the challenges of 2020 and beyond. This session will provide an overview of the short and medium term developments in all IB programmes and how they will be supported by the organisational changes. |
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How the IB can better serve its schools? Ideas from the IB ombudsman. by Anthony Flatley |
The IB is going through some major changes in its way of working. Some of the changes are: the opening of three global centres (and the consequences for the present offices), a new “schools division”, the setting up of a second assessment center in the Americas, a move to work more closely the various Associations of IB schools. The main reason for these changes is to improve the quality of services provided to schools. In this session, a summary of the various changes underway will be given and it is hoped that participants will share their concerns, issues, questions and suggestions on the whole process. |
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Educación del liderazgo emprendedor: Experiencia del colegio San Ignacio de Recalde by Luis Ernesto Gutiérrez López |
Los rasgos del perfil de la comunidad IB nos permiten formar a las generaciones que han de asumir el desafío de un mundo en incesante cambio. Estamos seguros que nuestros alumnos se desenvolverán en profesiones inéditas, utilizando tecnologías que aún no se han inventado. Queremos compartir la experiencia educativa del Colegio San Ignacio de Recalde (Perú) y nuestras convicciones en la formación de estudiantes emprendedores y líderes a la luz de los rasgos del perfil IB. Se presentarán las principales metodologías y propuestas formativas que han llevado a nuestros alumnos a alcanzar grandes logros a nivel nacional e internacional. |
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Changing a PYP School’s Culture through International-Mindedness by Sidney Baker |
Is your school seriously engaged in international-mindedness or do you rely on the “Four F’s” (flags, food, festivals, and famous people) to fulfill the requirement? Morris Brandon Elementary and Sarah Smith Elementary in Atlanta, Georgia have created a culture that allows students the opportunity for true international understanding in every classroom. Student-centered learning in the Primary Years Programme guarantees an open-minded inquiry into global issues. The workshop will share ideas, offer examples of international-mindedness from the PYP perspective, and discuss ways international-mindedness can be a catalyst for change in primary school cultures. |
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Developing Language Policy for Meaningful Change in the Lebanese Context by Marjorie Henningsen |
The presenter will share one school’s organic approach to developing a language policy that is meaningful to all stakeholders and that promotes new views of Arabic-English bilingualism in the Lebanese context. The context is one in which identifying a "mother tongue" language is not always clear and multilingualism is highly valued but not uniformly understood. The session will address important elements of the context, steps taken in the process and the role of the PYP, struggles we face and possible avenues for solutions. Audience members will also be invited to share their respective experiences with language policy development. |
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Rasing IB standards through quantification of objectives for Whole school Practices by Dinesh C Sharma |
Quantification of objectives for whole school practices towards raising IB standards for achieving better results through effective programme management in PYP,MYP and DP.Quantification of strategic objectives-a process that involves identifying performance indicators and measures,collecting data to support these measures and analyzing the data to enhance programme prformance in order to raise IB standards in whole school settings. |
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"Transforming Teaching and Learning through the Role of IB Coordinator" by Ian Macaulay |
The role of IB Coordinator is often seen as essentially administration. This need not be the case. At The Rochester Grammar School leading the IB is about transformational leadership where colleagues are challenged and supported to change their practice to ensure the values of the Learner Profile are embedded within the whole school curriculum. The IB Coordinator leads on teaching and learning, ensuring the IB Learner Profile becomes a template for outstanding lessons, which enrich the life of the whole school community. |
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The MYP: Pedagogical practices that are a catalyst for change by Anne Fowles |
Through using an interdisciplinary approach, embedding the areas of interaction and providing authentic student engagement in the learning process, experienced MYP practitioners truly are bringing about change in the classroom and in the hearts and minds of young adolescents. Pedagogical practices in the MYP are path breaking in their approach to teaching young people, effective in IB Diploma preparation and the glue that holds the IB continuum together. |
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Positive Education - A Whole School Approach to Cultural Change by Stephen Meek |
At Geelong Grammar School 160 of our staff have been trained in 2008-9 in Positive Psychology by Professor Martin Seligman, the founder of Positive Psychology, from the University of Pennsylvania. This year we have begun to implement this programme from ELC to Year 12 across our four campuses. Geelong Grammar School is the first school to implement this whole school approach. The programme enables students and staff to seek more positive emotion and to learn how to have more engaged and meaningful lives. Positive Education is part of our wider wellbeing programme and is a strong catalyst for change. |
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Model United Nations as a Unifying Thread for all IBO Programmes. by Pat Keenan |
Integrating MUN skills and activities into all IBO programmes. In recent years MUN has been a growing force for real educational progress at OFS, initially at high school and latterly at middle school also. The IBO Learner Profile reads like a list of the outcomes we see from MUN. From August 2009 we will therefore embed MUN within our curriculum to capitalise on the natural links between MUN and the PYP, MYP and Diploma programmes. To this end we have appointed a full time Dean of MUN to oversee this expansion. MUN authentically promotes the IBO Learner Profile – all ages, all ability levels. |
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The Transformational Power of Professional Learning Teams: 2 Case Studies. by Maxine Driscoll |
This session will outline the powerful effects of Professional Learning Teams to bring about transformational change in schools. Two IB world schools, Kardinia International College, Geelong, Australia and Prem Tinsulanonda International School, Chiang Mai, Thailand will be presented as case studies. Participants will learn of the success factors to take into account when developing effective teacher teams to bring about professional change in schools. Participants will have the opportunity to reflect on and plan strategies to assist in the creation of Professional Learning Teams in their own schools. |
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School Districts-Departments;Catalysts for Change through IB by Andy Krawczyk |
Historically,individual schools have been the only authorized structure allowed to implement IB in all three programs(MYP, PYP, DP)-in both public and private systems. This Breakout session will suggest an evolution to a potentially new, comprehensive role being played by School Districts-Ministry Departments. The session will propose new, unique strategies which a district, under a formalized arrangement with IB, might engage in District wide reform by adding IB schools as part of a strategic reform plan, initiated at the District-or higher level.Suggestions for possible future adjustments to authorization, training and fees will be discussed as part of this evolutionary process.Workshop participants will be asked for feedback on the suggestions-as well as to provide input to the model(s) being discussed. |
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See Change: The MYP Powers Education Reform by Deirdre Lavery |
While many schools implement the Middle Years Program to support students with advanced academic abilities, a growing number of high-poverty, highly diverse U.S. public schools are extending access to the IB by challenging established ideas about teaching and learning. Using the learner profile to develop the characteristics necessary for building a rigorous and effective professional learning community, MYP schools can be the catalyst for continual improvement in organizational procedures, communication systems, and stakeholder collaboration. The MYP empowers teachers and fosters student-centered learning, instructional planning, and meaningful assessment in ways that are scalable and transferable to both national systems and independent institutions. |
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Marketing Your International Baccalaureate Program by Sherrrilynn Colley-Vegh |
In order to be successful in these challenging economic times we need to promote and sell our school programs. This workshop will focus on developing a school improvement plan with an emphasis on improving school climate, increase enrollment and recruiting staff. If you are just starting an IB program or trying to grow your existing program learn some practical ways to advertise and market your school. Participants will be given a chance to share their own ideas and concerns. They will have an opportunity to explore some innovative strategies for getting the edge on their competition and promoting their program. |
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A Culture of Storytelling that Supports IB Programme:Headmistress’s Storylab by Nataliya Kurdina |
Stories are packages of knowledge, feelings, thoughts, a universal language through which we can learn about each other. The session is interactive. Roll up your sleeves and create your own copy of beautiful figures of Perm Animal Style (VI-IX centuries) while you hear Nataliya, Head of school, who inspires the students in community service, the teachers into the professional change. Discover and develop your own storytelling skills. |
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Conflict Management Resolution by Christine Andain |
Managing and resolving conflict is increasingly becoming a time consuming part of a Head Teacher’s work load, 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 common causes of conflict, common patterns 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. |
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Challenging Conventional Wisdom: IB Access for All by Eric Hieser |
Many IB schools have a rigorous selection process for access into IB coursework and the IB Diploma Programme. If an IB education is one of the best preparations for university, are schools denying the best form of college readiness by limiting access to IB? IB schools seek to develop the traits of The IB Learner Profile in their IB students, but isn’t it important to develop these traits in all students? We will explore the issues of IB access for all, how one defines a successful IB experience, and how diverse learners can thrive in the IB Diploma Programme |
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Le français à l’intérieur de l’IB : un défi possible à relever by Louis Bouchard |
The challenge of supporting and developing French language programmes within the IB (translation into English of the French title above) This session is for all schools using French as a teaching language, whether in part or whole, within IB programmes Schools using French to teach IB programmes are few in number, frequently isolated and face the same problems and challenges. What can we do to support each other and promote the take-up of IB programmes in French? We need to take action. We look forward to seeing you at this session. Séance destinée aux établissements qui utilisent, partiellement ou totalement, le français comme langue d’enseignement à l’IB Très peu nombreux et souvent isolés les uns des autres, ces établissements rencontrent les mêmes problèmes et les mêmes défis. Peut-on y faire quelque chose? Il y a certes lieu d’essayer. Bienvenue à tous ! |
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Intercas - the IB mission in action in a practical way by Derek Pringle |
Imagine 150+ Diploma students from 30+ IB schools in 8+ different countries in Latin America, joining together to work on a specific CAS activity. helping those from a local community, but also learning from them. The session describes and shows the Intercas events in Peru in 2005, Mexico in 2007 and Argentina in 2009. The IB students learn to work in a collaborative with the local community AND with each other, discovering and understanding the local culture and that of their fellow students. Learn how to organise an Intercas for your country or region and offer the same opportunities for your students. |
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SCHOOLS OF THE FUTURE by Ian Andain |
The breakout session will be largely based on the authors’ book "Creating Lifelong Learners - Meeting the Challenges of 21st Century Education". The presentation will cover a range of issues which all schools, and all three programmes will have to address in the next few years. It will include: - new approaches to learning - the impact of new technologies - strategies for change - learning spaces in schools of the future - the emotional work of school leaders - the challenges facing school leaders and how to overcome them - school cultures The session will comprise a mixture of presentation, activities and a question and answer plenary. |
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Experiential Learning: Tapping the Enduring Power of Experience by Malcolm Pritchard |
Experiential learning is a powerful, yet largely untapped educational tool for secondary students. This session will examine the power of experiential learning beyond the classroom as a catalyst for educational reform and societal change. Drawing on the educational ideas of Dewey, Bruner, and Vygotsky, innovative residential programmes operating in China and Australia will be used to explore the design and practice of experiential learning for IB secondary schools. This session is aimed at schools interested in establishing their own challenging experiential learning programmes. |
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The Holistic Meaningful and Harmonious Leadership Paradigm (HMHLP): A Practitioner’s Approach by Dr Stefanos Gialamas |
The past two decades mark tremendous changes in K-12 academic international institutions. New challenges as well as new opportunities have risen due to demographic, social and cultural shifts, economic growth and development, technological advancements, free trade and information exchange. The trend toward globalization, now, more than ever, requires that academic leadership address the challenges and take advantage of the opportunities that rapidly and continuously unfold in society. Thus “Academic leadership is necessary now more than ever” (Gialamas, Academic Leadership Journal 2005). The fundamental elements of the Holistic Meaningful and Harmonious Paradigm will be presented in the workshop—This new dynamic model for leadership in international, academic institutions incorporates the idea of civic responsibility as well as the ability to cope with change. Participants will be introduced to the concept of “leadership as a partnership with defined flexibility”, a variation of “leadership as a partnership with bounded flexibility as defined by S. Gialamas, S. Hilentzaris and A. Cherif (Academic Leadership Journal, 2003). In addition, workshop attendants will work individually and in groups to identify the principles and values that define their personal leadership identity (PLI), learn how to establish an institutional functional leadership team (IFLT), develop institutional leaders, and create strategies for institutional growth and development with quality and integrity. The HMH Leadership Paradigm, will provide the foundation for understanding a Strategic Leadership Thinking Model (SLTM) which is designed to help leaders effectively promote and process change within the institution, as well as, help its members toward the same end. |
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An Investigation into Teacher Turnover in International Schools by Glenn Odland |
This session will present the findings of a doctoral dissertation study which explored the reasons underlying expatriate teacher turnover in international schools. Two hundred eighty one teachers registered on an international teacher placement database completed a questionnaire asking them to identify which variables influenced their decision to leave an international school at the end of their first contract. Using both quantitative and qualitative data, this study revealed that three causal factors were viewed as influential by the respondents; administrative leadership, compensation and personal circumstances. |
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Teaching Tolerance by Dr. Shailendra Kumar Gupta |
The session on "Teaching Tolerance" is based on the Universal Declaration of Human Rights, which affirms that, "Everyone has the right to freedom of thought, conscience and religion’ (Article 18), of opinion and expression’ (Article 19), and that education ’should promote understanding, tolerance and friendship among all nations, racial or religious groups’ (Article 26). We need help our students develop "Tolerance" so that they excel in professional as well as personal life. The practical curricular and co-curricular strategies of promoting tolerance will be discussed during the session. |
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Heads of Department as Key Curriculum Deliverers-Promoting Effectiveness by David Mulford (Dr) |
Research indicates that Middle Managers in charge of functional units are the key facilitators or blockers or curriculum implementation. Often those in such key positions have gravitated to the role almost by accident, with inadequate training, mentoring or positive role models. Such Heads of Department sometimes choose relational concensus with their subordinates rather than driving for quality curriculum delivery essential to successful implementation of IB programmes. Heads of Department are often reluctant to engage with effective supervision of staff which can become adversarial, but which is essential for the maintenance of proper IB standards of delivery. Action research has suggested some ways forward with these dilemmas. |
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IB as part of Finnish education by Teuvo Laurinolli |
Since 1990 the IB Diploma Programme as well as MYP and PYP have been introduced in a number Finnish national schools. The presentation discusses the role and contribution of IB education as part of the Finnish national system which has achieved top results in several international surveys (PISA). |
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The IB: A Catalyst for Change in New Schools by Stuart Dennis |
This session reviews the process of opening a new international school. In mid 2006 the idea for GEMS World Academy emerged as 3 program IB school. By January 2007 the impressive facility, including a 70 seat planetarium, were well underway. In September 2008, after a year in temporary accommodation, The Academy opened with 585 students K –10. Participants will learn about the lessons learnt, the role of the IB and conclude with a vision for the future of international education through the further development of transformational leadership where the IB is a catalyst for change in our communities. |
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Dialogue on the role of IB in a Third World Country: Pakistan by Taymur Mirza |
In the first part of this interactive session, the audience will critically analyze the highlighted challenges in the implementation of IB curriculum structured on knowledge and skill development with criterion based internal assessment with external moderation/examination in a third world country, Pakistan. A land influenced by its British colonial past, where its people opt for knowledge based and externally examined systems of education. In the second part, the audience will be exposed to recorded statements of local transformed IB teachers and graduated IB students to measure the role of IB in transforming the Pakistani society. |
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Update from the Director General: What’s Happening Across the IB by Jeffrey Beard |
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Supporting IB heads through communications by Simone Emmison |
Heads and principals of IB World Schools and candidate schools are key stakeholders within the IB community. The IB recognizes the need to keep them informed of initiatives, successes and challenges facing IB programmes, as well as connecting heads so that they might support each other and share experiences. At this session you will interact with IB communications staff about the development of new communications channels and the use of social media. |
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Diploma programme Online update: New courses and new opportunities by Ruth Adams |
Major developments in the Diploma Programme Online have resulted in new opportunities for students to enrol in online courses starting this September. Pamoja Education, working in cooperation with IB, will be developing more than 30 new DP Online courses over the next few years. This interactive session will discuss how IB is working toward meeting its access agenda while working to ensure that an IB education is “fit for purpose in the 21st century”. Come learn how your school can benefit from the online courses currently on offer and have input into which courses are planned for future development. |
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UNICEF’s strategy in Education for development by Consuelo Crespo |
Education for Development has been a core area of specific activity for UNICEF since the 1960s. Education for Development refers to that area of UNICEF activities which promotes the development, in children and young people, of attitudes and values such as global solidarity, peace, tolerance, social justice and environmental awareness, and which equips them with the knowledge and skill which will empower them to promote these values and bring about change in their own lifes and in their communities, both locally and globally. Education for Development is grounded in, and expresses the Mission of UNICEF, and is committed to advancing the spirit and directions of the World Summit for Children, the World Conference on Education for All, the Millennium Declaration and Millennium Development Goals, the Special Session on Children, and other key initiatives and instruments of the international community dedicated to promoting and protecting child rights. As with UNICEF itself, Education for Development is particularly dedicated to, and draws inspiration and guidance from, the Convention on the Rights of the Child. |
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Strategic planning in the IB by Andrea Smith |
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The role of heads in leading on the "global dimension" by Boyd Roberts |
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Assessing Assessment: Upgrading the IB’s external assessment capabilities Carolyn Adams |
The IB’s assessment capabilities have been the backbone of the diploma programme’s quality reputation for decades, and the external assessment component has been the single biggest reason for the DP’s widespread recognition among governments and universities worldwide. Criteria-based, and not subject to grade inflation, performance on diploma examinations has remained remarkably stable over time. However, is IB able to retain its quality and consistency in light of the ever-increasing number of candidates each year? Will there be enough trained and skilled examiners? What about the feedback to schools so that internal and external assessment are more closely aligned? How about exam security in light of the increase number of exams being sent around the world and the spread of time zone cheating?Join Jaqi Harris, Director of Assessment & Carolyn Adams, Director of Assessment Operations to learn more about IB’s plans to modernize and transform assessment in light of the organization’s 2020 infrastructure plans. After a short presentation by each director, there will be time for a Q&A session with the audience. |
