Workshop Presenters

Jane Altemen

Biography: Jane Altemen teaches science to kids in Grade 6 through 12 and runs science clubs for elementary kids. Over the years she has created 50+ activities that K to 12 teachers use to nurture authentic scientific thinking. The activities work because they are not confounded by subject content; they focus only on scientific thinking. Jane has been a teacher and administrator since 1988 in her native Canada and in the Middle East, Europe, and now South-East Asia. With a first degree in Neuroscience, Jane's teaching practice is dominated by Brain-Based Learning coupled with Visible Thinking Routines and the Understanding by Design paradigm.

WORKSHOP 1
Title: How to Invite Students to Inquire Into Science K to 12
Science is organized curiosity. Curious kids ask questions. With this in mind we teachers must present students with opportunities to be curious. Participants take away a dozen adaptable ways we can invite students to inquire into science. There will opportunity to stand up and play with the provocations since to present a provocation with flourish, you want to have mastered Jane's' slight of hand' tricks.

WORKSHOP 2
Title: How to Explicitly Teach Scientific Thinking K to 12
Science organizes curiosity using scientific thinking. With this in mind K-12* teachers must explicitly teach scientific thinking. Participants will take away dozens of activities where each teaches one aspect of scientific thinking. For the last 30 minutes we'll stand up and play with some activities so teachers master them and feel ready to use them the next week. *Older students need these explicit thinking activities to consolidate their understanding of best summation and presentation protocols. Middle school students need these explicit thinking activities to consolidate their understanding of fair test design. Elementary teachers know that youngsters are wonderful theorists. Elementary students need these explicit thinking activities to learn a host of fundamental skills such as how to ask scientific vs unscientific questions and how to be good observer. An elementary curriculum that fosters scientific thinking prepares students well for middle school science and sets a foundation to develop astute problem solvers.

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Paul Andersen

Biography: Paul Andersen is an educational consultant and YouTube creator living in Bozeman, MT. Paul is an experienced educator having taught science in Montana for 20 years. Paul was the 2011 Montana Teacher of the Year, and was also one of four finalists for the 2011 National Teacher of the Year. In addition to teaching Paul has created hundreds of YouTube science tutorials that have been viewed millions of times by students around the world. In 2012 Paul was selected by YouTube as one of ten YouTube Edu Gurus. Paul has provided training for thousands of students, teachers, administrators, and professors around the world. Paul's specialties include the Next Generation Science Standards, educational technology, the flipped classroom, and effective classroom design. Paul enjoys providing meaningful professional development that can be applied immediately in the classroom.

WORKSHOP 1
Title: The Wonder - Unlocking the Power of the NGSS
The NGSS represent the largest conceptual shift in teaching science in decades. However, this revolution will only occur if teachers understand the standards and make changes in their classrooms. In this workshop Paul Andersen will guide you through the standards while giving you examples that can change science classrooms immediately.

WORKSHOP 2
Title: Science and Engineering Practices
Scientists answer questions about the observable universe through the process of inquiry. Engineers solve human problems through the process of design. Students should engage in both of these processes to improve instruction in the science classroom. In this workshop Paul Andersen will show you how to do this effectively.

WORKSHOP 3
Title: Scientific Inquiry and Engineering Design
Scientists answer questions about the observable universe through the process of inquiry. Engineers solve human problems through the process of design. Students should engage in both of these processes to improve instruction in the science classroom. In this workshop Paul Andersen will show you how to do this effectively.

WORKSHOP 4
Title: Play and Learn
Paul Andersen turned his science class into a videogame four years ago. Students played the game with avatars, accrued points through challenges, and tracked their current levels on a classroom leaderboard. In this workshop Paul will explain what worked, what didn't, and how his classroom evolved over time.

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Jessica Balli and Patrick Callahan

Biography: Jessica Balli, a graduate of Jakarta International School, is a mathematics educator with ten years of classroom experience. She has taught in both a small charter setting and a large, comprehensive high school, teaching a wide range of math courses. Jessica has taken on a variety of roles over the past several years as a leader in transitioning to the Common Core at the school, district, and national levels. She has worked on several grants that have allowed her to work closely with teachers and mathematics education experts in order to create meaningful and authentic classroom experiences for students and teachers. Jessica is a reflective educator who enjoys sharing her trials and successes with other teachers. Jessica was raised in Jakarta, Indonesia and incorporates her international experience when helping teachers make their classrooms more inclusive and engaging.
Dr. Patrick Callahan began his career as a mathematics professor at the University of Texas at Austin, while doing research as a topologist. After several years of teaching at the university level, he became involved in education research. During this time, he helped revolutionize the university's secondary teacher preparation program by helping design and implement UTeach, a secondary STEM-focused program that has gained national recognition and replicated across the country. Over the past two decades, Dr. Callahan has held a variety of positions in different areas of mathematics education, including the Executive Director of the University of California Science and Mathematics Initiative, a Senior Research Scientist at WestEd, and the Statewide Co-Director of the California Mathematics Project. As a mathematician who has been deeply involved with improving education for twenty years, Dr. Callahan offers broad experience, multiple perspectives, and relevant, practical content for teachers and administrators.

WORKSHOP 1
Title: Tracking/Acceleration in MS Math: Pitfalls and Perils
There are more pressures to accelerate in mathematics than any other subject. "If my child isn't accelerated, they won't get into the top colleges," a phrase heard all too often, has serious implications. In this session we will discuss some of the pitfalls and perils associated with acceleration and tracking in mathematics. Colleges and universities are re-thinking college admissions, especially regarding mathematics preparation. The SAT has changed, and IB Diploma is in the process of revising their assessments. We will provide insights, and concrete strategies for improving mathematics teaching and programs and how to avoid some of the common pitfalls.

WORKSHOP 2
Title: Making Middle School Mathematics Meaningful
Our students are entering a more global and connected world than ever before in history. This is an incredibly exciting time in education and yet, middle school students continue to regard math as one of the least useful, unengaging and most pointless subjects in their school day. We will share and discuss concrete examples to help teachers and students embrace the value and beauty of mathematics in their world, making middle school mathematics a powerful, meaningful part of their life-long learning.

WORKSHOP 3
Title: Writing and Mathematics: It Can be Done!
Mathematics is more than solving equations, calculating averages, and converting fractions to decimals. It is a subject that can encourage argumentation, model the real world, and allow students to communicate their thinking and reasoning. When we balance our approach to mathematics with procedural fluency, conceptual understanding, and applications, we make room for writing in mathematics. In this session we will share strategies for students to write mathematical arguments, revise their writing to encourage a growth mind-set, and provide feedback to each other to promote a culture of learning from their peers, not just the teacher.

WORKSHOP 4
Title: Assessments in Mathematics: What do You REALLY Know About Your Students?
Mathematics assessments are often multiple choice, low Depth of Knowledge, and only capture evidence of our students' ability to memorize and correctly execute a procedure. But what do these assessments show us about their ability to problem solve, communicate their reasoning, and model with mathematics? During this session, we will share our experiences in writing and designing assessments that capture more diverse evidence of student thinking and understanding of mathematics. We will also discuss instructional implications connected to assessments of this type, and how you can modify your own assessments to gather evidence beyond student recall.

WORKSHOP 5
Title: Tracking/Acceleration in MS Math: Pitfalls and Perils (Repeat)
There are more pressures to accelerate in mathematics than any other subject. "If my child isn't accelerated, they won't get into the top colleges," a phrase heard all too often, has serious implications. In this session we will discuss some of the pitfalls and perils associated with acceleration and tracking in mathematics. Colleges and universities are re-thinking college admissions, especially regarding mathematics preparation. The SAT has changed, and IB Diploma is in the process of revising their assessments. We will provide insights, and concrete strategies for improving mathematics teaching and programs and how to avoid some of the common pitfalls.

WORKSHOP 6
Title: Making Middle School Mathematics Meaningful (Repeat)
Our students are entering a more global and connected world than ever before in history. This is an incredibly exciting time in education and yet, middle school students continue to regard math as one of the least useful, unengaging and most pointless subjects in their school day. We will share and discuss concrete examples to help teachers and students embrace the value and beauty of mathematics in their world, making middle school mathematics a powerful, meaningful part of their life-long learning.

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Waka Brown

Biography: Waka Brown is the Manager/Instructor for Stanford e-Japan, an online distance-learning course for Japanese high school students about the U.S.-Japan relationship; and a Curriculum Specialist for the Stanford Program on International and Cross-Cultural Education (SPICE). In 2004 and 2008, Waka received the Franklin Buchanan Prize, which is awarded annually to honor an outstanding curriculum publication on Asia at any educational level, elementary through university. Waka has presented teacher seminars nationally for the National Council for the Social Studies in Seattle; the National Consortium for Teaching about Asia in both Denver and Los Angeles; the National Council for the Social Studies, Phoenix; Symposium on Asia in the Curriculum, Lexington; Japan Information Center, Embassy of Japan, Washington. D.C., and the Hawaii International Conference on the Humanities. She has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Tokyo, Japan, and for the European Council of International Schools in Amsterdam, Netherlands.

WORKSHOP 1
Title: Divided Memories: Comparing History Textbooks
The "Divided Memories" project was begun at Stanford University in 2007 to compare prevalent history textbooks from five Pacific Rim societies: China, Japan, South Korea, Taiwan, and the United States. In this session, we will explore Stanford's "Divided Memories" project and demonstrate its associated curricular materials and classroom activities.

WORKSHOP 2
Title: Whisper to a Roar: Case Studies in Building a Democracy
The documentary film A Whisper to a Roar, shot over three years and finalized in July 2012, tells the stories of democracy activists in five countries-Egypt, Malaysia, Ukraine, Venezuela, and Zimbabwe-who risk everything to bring freedom to their people. This workshop explores activities that supplement issues from the film.

WORKSHOP 3
Title: Religions and Philosophies in China: Confucianism, Daoism, and Buddhism
The study of China is not complete without exploration of the historical roots and practice of its three main religions and philosophies: Confucianism, Daoism, and Buddhism. This workshop focuses on a variety of activities and resources to learn about these world religions and philosophies in a Chinese context.

WORKSHOP 4
Title: Chinese Dynasties: Middle School Activities
Chinese civilization has endured for thousands of years, held fast by the notion of unity, and challenged by the constant struggle to maintain it. To understand this notion is to understand the very essence of Chinese civilization. In this workshop, activities to make this vast subject accessible will be explored.

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Jennifer Chang-Wathall

Biography: Jennifer Wathall is an independent consultant, author, faculty chair of mathematics at Island School and honorary faculty adviser and part time instructor for the University of Hong Kong. She is a certified trainer in DISCtm behavior assessment, a performance coach and she is a certified independent consultant in "Concept Based Curriculum Design" by Dr H. Lynn Erickson. With over 20 years experience in the education field. She has worked in several international schools including South Island School, Hong Kong and The United Nations International School, New York and Island School, Hong Kong. In the international arena she has presented many workshops and given talks at numerous international conferences about concept-based mathematics, the use of instructional media and how to effectively integrate a 1:1 program into the classroom. Her book titled "Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Schools" is currently in production and due for release in February 2016.

WORKSHOP 1
Title: Concept-Based Curriculum in Mathematics and Science
This interactive workshop will look at an overview of the Structures of Knowledge and Process and how to craft generalizations (statements of conceptual understanding) for the disciplines of Mathematics and Science. Participants will be immersed in social constructivist environment and partake in highly engaging learning experiences.

WORKSHOP 2
Title: Unit planning for Concept-Based Curriculum and Instruction
This interactive workshop will cover the critical content when unit planning for mathematics and science. This session will look at exemplars of unit planners and the use of guiding questions when unit planning. Participants will be immersed in social constructivist environment and partake in highly engaging learning experiences.

WORKSHOP 3
Title: How to Engage Students Through Instructional Practice
This interactive workshop will cover eight instructional strategies to engage students and promote learning in any discipline area. Participants will be immersed in social constructivist environment and partake in highly engaging learning experiences.

WORKSHOP 4
Title: The Use of Technology to Foster Conceptual Understanding
The interactive workshop will look at two models for technology integration: TPACK and SAMR and some practical examples of digital tools to enhance learning in the classroom. Participants will need to have a laptop or smart phone to access materials and participate in this session.

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Dan Chassagne

Biography: Dan Chassagne, Middle School science teacher and Department Head at Singapore American School, has been a teacher for over twenty-five years in the US, Saudi Arabia, Malaysia, and Singapore. Dan has taught science from elementary to high school. He currently appears on the Nat. Geo. Channel show "Food Files" as a science consultant. On this show he demonstrates and explains to the audience complex science concepts related to food in an easy to understand way. Dan also does consulting work at other international schools where he shows teachers and students how to make NGSS practical in the classroom. Dan has been passionate about science for his entire life and he loves making it come alive for his students in meaningful and relevant ways.

WORKSHOP 1
Title: NGSS -- Making the Practices Practical (developing and using models, and designing solutions)
This workshop will focus on two of the NGSS practices, developing and using models, and designing solutions. This workshop will use demonstrations and an inquiry approach to elicit conceptual thinking about model making. Participants will also engage in a hands-on lesson to design solutions to an engineering problem. Participants will come away with a clear understanding of these two practices and how to use them in the classroom.

WORKSHOP 2
Title: NGSS -- Making the Practices Practical (engaging in argument from evidence, and planning and carrying out investigations)
The science and engineering practices from NGSS highlight the essential skills that all scientists rely on. In this workshop, we will focus on two of these practices, engaging in argument from evidence, and planning and carrying out investigations. Participants will engage in lessons using multimedia and hands-on activities to make these practices accessible and engaging for students of all abilities.

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Kim Cofino

Biography: Kim Cofino is an experienced, dynamic and innovative educator. Her international teaching has taken her to Germany, Malaysia, Thailand (ISB), Japan, and now back to Bangkok (NIST International School). Her job titles have included: Academic IT Coordinator, Technology Learning Facilitator, 21st Century Literacy Specialist, Technology and Learning Coach, consultant, and most recently she has added, Consultant-in-Residence at NIST International School. Kim is a COETAIL co-founder, a founding partner in Eduro Learning, a member of the Advisory, as well as the Board, for the Learning 2.0 Global Conference, and an Apple Distinguished Educator. She regularly consults with international and public schools around the world and her work has been widely published in educational websites, journals and books. She occasionally blogs at Always Learning and you can find her on Twitter @mscofino.

WORKSHOP 1
Title: The Power of Audience
Students spend lots of time on social media: watching, commenting, sharing, and creating. Often, we tend to view this as "wasted time", but in looking closer at the skills, habits and dispositions it takes to be a successful creator in social media spaces, we can see that this is a great space for learning.

WORKSHOP 2
Title: First Steps Towards Transforming Your Classroom
Transforming student learning through technology is an exciting, but challenging, goal for many teachers. We want to try new things in our classrooms, but often struggle to know where to start. This session will explore three key frameworks for successful integration of technology in a creative and innovative way without chasing after the latest fads.

WORKSHOP 3
Title: Making Time To Create
Research that shows that spending time in creative spaces not only makes us happier, but helps us process our thinking and understand the world around us. This session will focus on the value and purpose of creativity in a classroom setting, as well as strategies and suggestions for making time to create - for both you and your learners.

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Lynne Coleman

Biography: If there is a nobler, more critically important profession than teaching, I have not been able to imagine it. Which is why I've been a teacher for some 40 years. With degrees in English, art, and applied linguistics, I began as a middle school teacher. Later I taught in university, but the enthusiasm and excitement of secondary education brought me back in the mid-1980s when I taught language and literature in DoDDs schools in rural Germany. From there, with my husband, I moved to the John F. Kennedy Schule in Berlin; later we became teachers and administrators in Malaysia, in Beijing and Shanghai in China, and in Accra, Ghana. Two-thirds of my career has been in international schools, in and outside the classroom. I am now a consultant to international and U.S. schools on topics ranging from creating and maintaining professional learning environments to differentiation and interdisciplinary teaching, from pedagogical leadership to strategic planning and accreditation.

WORKSHOP 1
Title: Building Service into Formative and Summative Assessments
By their nature, project-based summative assessments and the formative assessments that lead toward them are ripe for service grounded in curriculum. Building from the work of Wiggins and McTigue, participants will create a service-centered summative assessment with formative assessments that lead to it. All are welcome, though the workshop is most appropriate for classroom teachers of grades 6-10.

WORKSHOP 2
Title: Formative assessment: Soup or salad
Most of life asks us to work formatively; most student experiences with assessment should be similar. Participants will identify learning to learn skills that need to be explicitly taught and mastered in order to succeed in light of common core standards or MYP objectives. To get from initial explicit teaching to mastery we find formative assessment practices that increase student access to success. Participants will build formative assessments based on learning to learn skills for standards from their subject area. (Sources: Lance King, Common Core standards and the IB Middle Years Program).

WORKSHOP 3
Title: International-mindedness as Foundation for Service
Understanding that learning can and should be useful to self and/or to others changes the way learners think and act. Participants will explore ways to build a mindset of international-mindedness and the social entrepreneurship that goes hand-in-hand into the curriculum of their courses. We will be looking at sample units, including those teachers bring along from their own classes. Audience: teachers of grades 5-10

WORKSHOP 4
Title: Assessment: Putting learning into action that is useful
Making and doing in the real world involves learning, experimenting and trying out new learning to see what works best. It is iterative and generative. It can be be academically rigorous. Formative assessment works similarly - at least it should. And it can if the summative assessment allows for several right ways to meet a real-world challenge. Participants will construct a summative assessment with formative assessments that lead to the summative assessment. Audience: teachers of grades 5-10.

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Kate Dore and Kate Lane

Biography: Compass Education is a nonprofit organization comprised of sustainability experts, teachers and administrators guided by the AtKisson group. The tools, methods and strategies used by Compass Education were developed by Alan AtKisson and first introduced to the education sector in 2009. Compass Education is a leading actor in the global movement to TRANSFORM learning, thinking and action by youth, educators, school leaders, and educational institutions, in order to contribute to building a flourishing and sustainable future for all. Compass Education empowers and connects learning communities to educate an act for a sustainable future.

Kate and Kath are members of the Compass Education team in Singapore. Kath teaches Primary school, and has a background in Sustainable Education. Kate teaches Science, and has a background in Neuropsychology and Educating for Scientific Literacy. They are excited to connect with other educators who are passionate about thinking, learning, and acting for a sustainable world.

WORKSHOP 1
Title: Leading Change: Diffusing Innovation for a Flourishing and Sustainable World
How do we get a great idea to come alive and make a positive impact? Utilizing an exciting simulation called "AMOEBA" developed by sustainability change agent, Alan AtKisson, we will identify the different roles we play in diffusing innovation and develop strategies for ensuring the innovation reaches the take off point.

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Henry Evans

Biography: Henry Evans is a 26 year old British scientist, explorer & educator who has extensive experience in the communication of science and exploration to students of all ages at schools across the world. After skiing to the South Pole in Antarctica, he set up his own education business called Magnificent Ocean, which over the past 3 years has visited over 250 international schools across 5 different continents. Henry is currently studying a Masters degree in Climate Change Science at the University of Copenhagen in Denmark and is researching climate literacy worldwide. For more information, please visit http://www.magoce.com

WORKSHOP 1
Title: From University To The South Pole And Beyond
This session will cover the Antarctica skiing expedition, the training, the national selection process, as well as setting up Magnificent Ocean and communicating science to students worldwide. Antarctica expedition equipment will be shown, such as clothing, masks, food and a penguin costume. Expedition video footage will also be played.

WORKSHOP 2
Title: Climate Change Science & Climate Literacy
The scientific basics of climate change, common misconceptions and the importance of this being taught to students worldwide to improve climate literacy. The audience will take part in a survey and will be a part of a science education & climate literacy research project. Also discussing professional development for teachers on climate change.

WORKSHOP 3
Title: Marine Biology & Rainforests
"Two subjects that are regularly taught in schools worldwide and that are very relevant to the conference location, in Malaysian Borneo. The session will cover the weird and wonderful biodiversity that inhabits various marine habitats, such as coral reefs & the deep-sea. Also discussed will be scientific projects conducted by Henry within marine biology. The importance of rainforests worldwide, why they are under such threat and the biodiversity that inhabits them. Potential future school expeditions and projects with schools to the rainforest and other environments. Methods and examples will be covered of how it can be most effective to teach these subjects to students of all ages. Henry spent 2 months in Malaysian Borneo back in 2009, with the majority of the time spent jungle trekking, conducting marine biodiversity surveys and running an education & outreach programme with the local population."

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Craig Gabler

Biography: Dr. Craig T. Gabler is a Science/STEM education consultant, calling the Puget Sound region of Washington State home. Craig has a background in secondary science education and extensive experience in many levels of the education system in the US. He has worked as a classroom teacher, regional science coordinator, consultant, science director for a large school district, program supervisor at the state office of education and as science consultant for American curriculum schools in the Middle East/North Africa region. Outside of his work in districts, Dr. Gabler has been active in science education leadership. He served as a writer for the Next Generation Science Standards (NGSS), was President of the National Science Education Leadership Association, served a two-year term as president of the Washington Science Teachers Association and as the National Science Teachers Association's District XVII Director. Along with passionately supporting the implementation of the NGSS, leadership and leadership development are areas of focus for Dr. Gabler.

WORKSHOP 1
Title: Understanding the 3 Dimensions of the Next Generation Science Standards
Participants will gain an overview of the structure of the Next Generation Science Standards (NGSS) and how to leverage these standards for improved student engagement and conceptual understanding. Participants will in and analyze a science learning activity to identify the 3 Dimensions of NGSS and how these apply to best practices in science instruction.

WORKSHOP 2
Title: Understanding the 3 Dimensions of the Next Generation Science Standards (Repeat)
Participants will gain an overview of the structure of the Next Generation Science Standards (NGSS) and how to leverage these standards for improved student engagement and conceptual understanding. Participants will in and analyze a science learning activity to identify the 3 Dimensions of NGSS and how these apply to best practices in science instruction.

WORKSHOP 3
Title: Powerful Formative Assessment in Science
Participants will engage in examples of science formative assessments that uncover student thinking and provide opportunities for effective science instruction and engagement in the science and engineering practices.

WORKSHOP 4
Title: What is Engineering Design & How do I teach it?
Participants will gain an initial understanding of engineering, technology, and the engineering design process using text, video cases, and a quick engineering challenge.

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Christophe Galfard

Biography: Christophe Galfard has studied Advanced Mathematics and Theoretical Physics at Cambridge University, England, where he did his Ph.D. on Black holes and the Origin of our Universe under the supervision of renowned Professor Stephen Hawking. Praised for his ability to explain difficult ideas with simple words, Christophe devotes has been, for the past few years, devoting his time to spreading scientific knowledge to the general public. He has given public talks in front of more than 200,000 people, children and adults alike, throughout the world. He is a regular guest on TV and radio shows in France, where he is one of the most acclaimed popular science writer and speaker. Christophe has written many award-winning popular science books for children about the Solar System and our Earth's Climate before writing The Universe in Your Hand, his first book for adults, now an international best-seller translated into 16 languages.

WORKSHOP 1
Title: Understanding Nature
As of today, mathematics is the best language mankind has ever found to describe Nature. Throughout this workshop, we'll get a feeling of what the maths involved are, what they mean, and what their limits may be. No prior mathematical knowledge is needed, nor any mathematical skill. We will start from scratch. We'll for instance figure out together how scientists link a language to particles and we'll try, together again, to see how one can guess the existence of something previously unknown. The workshop is intended to be fun, and (reasonably) challenging at the same time. The aim is for the audience to get a feeling of the extraordinary and uncanny powers of mathematics.

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Tim Gerrish OBE

Biography: Profile: Tim is a highly committed and commended International Child Protection expert with extensive experience in advising on risk management issues and investigations. He specialises in conducting child protection audits as well as developing and delivering top class training on child safeguarding for international schools and high profile organisations. Investiture June 2013: Awarded an OBE by her Majesty Queen Elizabeth II for services to International Child Protection. Background: Tim's background is in law enforcement with 30years experience as a detective with Scotland Yard in London. He was also head of the UK National Criminal Intelligence Service Serious Sex Offender unit before working with the Child Exploitation and Online Protection centre (CEOP). At CEOP his role was Head of International Partnerships, working with international schools, foreign governments, law enforcement agencies and child protection practitioners overseas. He has extensive experience of working within Southern and South East Asia as well as Europe, Africa and many other countries around the world.

WORKSHOP 1
Title: Child Safeguarding - What you need to know.
- Identify the different types of child abuse and the effects these have on children's lives. - Recognise signs and symptoms. - What makes a safer school - Identify the key steps that you can take to protect children in your school - Consider some of the online vulnerabilities children might face when using modern technology

WORKSHOP 2
Title: Child Safeguarding - What you need to know. (Repeat of # 1)
- Identify the different types of child abuse and the effects these have on children's lives. - Recognise signs and symptoms. - What makes a safer school - Identify the key steps that you can take to protect children in your school - Consider some of the online vulnerabilities children might face when using modern technology

WORKSHOP 3
Title: Disclosure from Children - Managing the Moment
- Different types of disclosure from children - Practical scenarios - Barriers for children in reporting abuse - Barriers to listening for adults - How to manage the moment a child wants to tell you about their abuse. - Do's and Don'ts in managing the moment

WORKSHOP 4
Title: Disclosure from Children - Managing the Moment (Repeat of 3)
- Different types of disclosure from children - Practical scenarios - Barriers for children in reporting abuse - Barriers to listening for adults - How to manage the moment a child wants to tell you about their abuse. - Do's and Don'ts in managing the moment

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Joseph Greenawalt

Biography: For three years, Joe Greenawalt was a pilot teacher for the College Board helping develop the new Advanced Placement Computer Science Principles (CSP) course. Joe helps lead a project named CS Matters of Maryland developing and testing curriculum for the course. In that role, he also leads professional learning for teachers. As a College Board consultant, he helps teachers prepare for the new Advanced Placement Computer Science Principles course. As a teacher in Charles County Public Schools, Joe pioneered the AP CSP and Computer Science A courses. He has been an AP Computer Science A Exam Reader for several years. He has had other professional titles including technology coordinator, network administrator and school principal. He has a Master of Science in Computer Science and is currently pursuing a Master of Science in Cyber Security. He is married, the father of two and has two grandchildren.

WORKSHOP 1
Title: Computer Science Principles - the Internet and Impact
This interactive session is an introduction of the Computer Science Principles course for teachers of any discipline. No Computer Science background is required of participants. The course was developed to go beyond the study of machines and systems and instead to highlight the impacts of computing. Similarly, this session focuses on two of the big ideas central to the course, Data and the Internet, examining how these ideas have impacted students and how their impacts stem from computing. In this session, participants experience activities as they might be presented to students to see how the internet functions, how the data it transmits is threatened, and how trust and security are provided.

WORKSHOP 2
Title: Impact of Computing
This interactive session will provide an overview of the content and assessments of the AP Computer Science Principles (CSP) course and assessments. The AP Computer Science Principles course is designed to be equivalent to a first-semester introductory college computing course. In this course, students will develop computational thinking vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. In the session, participants will experience a variety of activities to illustrate the course contents and address essential questions of computer science. Participants will examine sample performance tasks and discuss how the performance tasks accomplish the course goals and how they are assessed and how they promote student understanding of the impact of computing.

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Julie Harris-Stern

Biography: Julie Stern is the co-founder of Education to Save the World, an innovative organization that provides tools and training to schools all over the world to help transform teaching and learning to meet the demands of the 21st Century. She is the author of the book Tools for Teaching Conceptual Understanding by Corwin Press. She is a certified trainer on Concept-Based Curriculum and Instruction by Dr. Lynn Erickson and is a James Madison Constitutional Scholar. She is a Verified Master Trainer and has Coaching and Change Management Certificates. Her depth and breath of knowledge combined with her vision and contagious energy make her an in-demand workshop facilitator, instructional coach, author and advisor in many areas including concept-based curriculum, differentiated classrooms and formative assessments.

WORKSHOP 1
Title: Tools for teaching conceptual understanding in the secondary classroom
This workshop provides practical tools for designing lesson plans and formative assessments that build deep, conceptual understanding. Learn how to set up an idea-centered classroom with concrete strategies to engage students' intellect and help them to transfer their understanding to real-world, complex situations.

WORKSHOP 2
Title: Designing units that explore global issues for the elementary classroom
This workshop offers powerful tools for planning interdisciplinary units that help young students grapple with real-world issues facing their generation. View sample units and plan your own so you can walk away with a practical tool to use immediately in your school.

WORKSHOP 3
Title: Inquiry-based humanities lesson demonstration for high school
Come and experience what an inquiry-based humanities classroom feels like - one that fosters deep, conceptual understanding and builds the type of thinking and big ideas that allow students to transfer their learning to new, complex situations.

WORKSHOP 4
Title: Designing units and lessons for real-world transfer of learning in middle school
How do we engage middle school students to think deeply about real-world issues? Gain practical tools for designing units and lessons that allow students to unlock complex situations. Consider age appropriate strategies that you can implement immediately in your school.

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Sue Harvey

Biography: Sue Harvey has taught AP Calculus and other mathematics courses for 23 years at Hong Kong International School. In addition to facilitating workshops in mathematics teaching and learning that enrich the curriculum, she has served as an AP Reader, and participated in a number of selective programs (NEWMAST, NEH, PCMI, Fulbright). After earning her B.A. and M.A. at the University of Colorado, she began her teaching adventures that have taken her from the Pine Ridge Indian Reservation in South Dakota to Iceland, Guam, the Virgin Islands, and finally to Hong Kong International School, where she serves as a teaching administrator. Sue continues to stay connected to students and their development of mathematical thinking through the teaching of AP Calculus BC.

WORKSHOP 1
Title: Rich Projects: Exploiting a Problem for Increasing Levels of Mathematical Sophistication
Some problems in mathematics provide rich opportunities for students to make connections, apply learning, and build new understandings that stick. In this session, participants will explore a set of problems that can be scaffolded throughout the high school curriculum, from beginning Algebra through Calculus, and tackled with increasing levels of sophistication. The end result at each stage culminates in the creation of a project used for assessment, appropriate to the stage of mathematical development of the learner. Themes of recent efforts in transforming our approaches to teaching and learning - project-based learning, backwards design, standards-based assessment, student engagement, to name a few - will be interwoven as we explore these problem scenarios.

WORKSHOP 2
Title: Mathematical Thinking: Delving Deeply in Order to Go Beyond
In an effort to "cover the curriculum," as teachers we sometimes put mathematical thinking and understanding on the back burner while we strive for our students to acquire whatever skills are necessary for them to progress to the next level of the mathematics curriculum. Beginning with a few basic concepts from geometry, this session will provide an opportunity to experience mathematics the way we hope our students do -by investigating, problem-solving, and problem-posing to find what connections and surprises emerge along the way.

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Stefanie Lamb

Biography: Stefanie Lamb is a Curriculum Consultant for the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University. Prior to joining SPICE in 2000, she taught Middle School Language Arts and Social Studies in Oregon and Hong Kong, China. Stefanie's academic interests lie in curriculum design and instruction. She received her Bachelor's Degree in Elementary Education from Western Oregon University and her Master's Degree in Curriculum and Teacher Education from Stanford University. Ms. Lamb has authored or co-authored the following curricula for SPICE: An Introduction to Diasporas in the United States; Baltic States: Estonia, Latvia and Lithuania; China's Cultural Revolution; Crowding the Rim; Examining Human Rights in a Global Context; Geography and the Human Experience; Islamic Civilization and the Arts, The Road to Beijing, The Road to Tokyo, and Traditional and Contemporary Korean Culture.

WORKSHOP 1
Title: Teaching about China's Cultural Revolution
The Cultural Revolution in China (1966-1976) was a decade of enormous change and upheaval with a lasting impact on the country, its citizens, and the world. This presentation engages participants in hands-on activities to teach about the social, cultural, educational, political, and economic changes in China during this era.

WORKSHOP 2
Title: Japanese Arts of the Edo Period
During the Edo Period in Japan, peace and stability helped facilitate a renaissance in the arts, and art became more accessible to all classes of people. Participants will view images of art and become familiar with some of the economic, political, and social forces that influenced Edo Period arts.

WORKSHOP 3
Title: Teaching about the Silk Road
This presentation focuses on a curriculum that explores the vast ancient network of cultural, economic, and technological exchange that connected East Asia to the Mediterranean. Participants will engage in activities demonstrating how goods, belief systems, art, music, and people traveled across such vast distances to create interdependence among disparate cultures.

WORKSHOP 4
Title: Learning about Korea through the Arts
What can the arts reveal about a culture? In this presentation, participants will consider this question and then become familiar with examples of Korean art and architecture and what they reveal about traditional and contemporary Korean culture.

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Ron Lancaster

Biography: Ron is an Associate Professor, Teaching Stream at the University of Toronto where he teaches mathematics methods courses for future middle and high school teachers. He has over 20 years of experience teaching grades 7-12 mathematics. Ron's professional activities include consultations and conference presentations in North America, Asia, England, Abu Dhabi, Dubai, Qatar and Africa. Ron is an author for the NCTM (The Mathematical Lens) and member of the Advisory Board for the Museum of Mathematics in New York City. He is the recipient of the 2015 Margaret Sinclair Memorial Award Recognizing Innovation and Excellence in Mathematics Education awarded by the Fields Institute. https://www.fields.utoronto.ca/press/14-15/SinclairAward2015.html

WORKSHOP 1
Title: Posing Powerful Questions by Exploring World Flags
When you investigate the flags of nations, you discover that mathematics is an integral part of the design and construction of these flags. This session will allow teachers to see how high-quality, contextualized mathematics tasks are formed using these flags. Come and write more tasks of your own!

WORKSHOP 2
Title: Rich, mathematical tasks with multiple solutions.
Consider the benefits for students when they solve a problem using different ways of setting it up. Picture your students revisiting the same problem from one grade to the next using algebra, geometry & trigonometry & calculus; technology; physical models; color and even sound. Reflect on students' awareness of their mathematical growth over time.

WORKSHOP 3
Title: Introducing your students to Micah Lexier, an artist who uses mathematics and measurement to visualize information and data
Throughout his long career as an artist and curator, Micah Lexier has created remarkable works of art that allow viewers to visualize information and data connected to daily life and his personal life. His works of art are often mathematical in nature and involve systems of measuring life spans and aging. Introducing students to Lexier's art and sculptures provides them with the inspiration to create their own installations as well as generate challenging math problems related to them

WORKSHOP 4
Title: Mathematical Modeling in Abu Dhabi: Architecture, design and mathematics
Mathematical modeling can be done with buildings anywhere in the world. The focus of this session will be on mathematical models and activities related to astonishing buildings in Abu Dhabi, including one that responds to sunlight and another in the shape of a circle. The mathematical content from this session will involve linear and quadratic functions; algebra, geometry, trigonometry and the golden ratio.

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Zander Lyvers

Biography: Zander is a Middle School Humanities teacher from the American International School in Hong Kong. He is passionate about project-based learning and student engagement. When he began teaching in New York City, Zander participated in an asynchronous learning pilot for iZone, an office within the NYC Department of Education that fosters innovation in schools. As a recipient of the EARCOS Action Research Grant, he conducted his research on the effects of asynchronous learning on student literacy. He created a thematic unit that compared the Crusades with the current global War on Terrorism. The first half of the unit was taught in a more traditional, synchronous fashion, in which all students learned at the same pace. The remainder of the unit allowed students to work at their own pace while receiving feedback from the instructor and their peers.

WORKSHOP 1
Title: Strengthening Literacy and Content Knowledge through Asynchronous Learning
How can Humanities teachers strengthen students' literacy skills and comprehension of content through asynchronous learning? Asynchronous learning is an approach where students move through assignments at their own pace with the help of both online platforms and personalized coaching from their teacher. During this presentation I will share the results of my Action Research on teaching the War on Terrorism through asynchronous pacing. The goal of this workshop is for participants to create a prototype of an asynchronous unit for their own classroom. Participants: If possible to have a laptop/iPad so they can participate in the 'window shopping'" protocol.

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Karim Medico Letwinsky

Biography: Dr. Karim Medico Letwinsky is the Department Chairperson and an Assistant Professor in the Doctoral Department of Educational Leadership at Wilkes University in Pennsylvania. She also serves as the Director of international graduate education programs. At Wilkes, she teaches master and doctoral level courses in Effective Instruction, Curriculum, Assessment, and Quantitative Research/Statistics. Karim also is a certified elementary and secondary math teacher and principal, with over 20 years as a classroom teacher at all levels. Her ongoing research is focused on the professional development of K-12 mathematics teachers and international school leadership. Most importantly, Karim prides herself in being both a practitioner and researcher with a contagious passion for the effective teaching and learning of mathematics. As an international mathematics and leadership consultant, Karim provides targeted professional development workshops to K-12 classroom teachers and leaders world wide.

WORKSHOP 1
Title: Beyond the Numbers: Understanding what else influences students' mathematics learning
In this workshop, participants will engage in activities and collaborative discussions to promote a deeper understanding of the influences that can either enhance or impede a students' understanding of elementary mathematics. Teaching strategies to increase mathematics literacy, student self efficacy and decrease mathematics anxiety will be explored.

WORKSHOP 2
Title: Differentiation in Mathematics Class: Increasing the Success of ALL Students
This interactive workshop will explore strategies for differentiating mathematics lessons to meet learning needs. Teaching approaches will be explored so participants will leave with a framework for implementing differentiated experiences in their own classrooms. All students can learn mathematics, and this workshop will help teachers assure this belief.

WORKSHOP 3
Title: Hands on Learning and Developing Conceptual Understandings in Mathematics
The world today needs critical thinkers and problem solvers, and math class is the perfect place to cultivate these abilities. This workshop will demonstrate the difference between merely calculating mathematics and creating deep conceptual understandings. Strategies to develop the power of thinking, rather than merely answering, will be shared.

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Steven Money

Biography: Steven is co-founder of an educational consultancy called "the currency of ideas". He is a certified workshop facilitator for the IBO, OSC (Oxford Study Courses), and the Cultural Intelligence Centre. He has conducted workshops and seminars in the Asia Pacific region for the ISM (International School of Manila), ACEL (Australian Council of Educational Leaders), EARCOS (East Asia Regional Council for Overseas Schools), OUP (Oxford University Press), and the IBO. In addition, he is an examiner for IB Language B English and IELTS (International English Language Testing Systems). Steven firmly believes that sharing current ideas is a path to best practice.

WORKSHOP 1
Title: The transformational power of experiential learning
In this workshop we will review the "who, what, where, why, and how" of powerful learning and changes that occur in experiential learning, and we will share stories that exemplify this.

WORKSHOP 2
Title: "Get off Facebook and get into peoples' faces!" (Thomas Friedman).
How can social media facilitate students into action and service in our local communities? We will explore ways and means of encouraging our students' to find appropriate solutions to both local problems and global issues.

WORKSHOP 3
Title: Global citizenship - the essential attribute of a twenty-first century student.
We face the urgency of fostering global citizenship and international mindedness in our learning communities. What are the inherent and explicit responsibilities in global citizenship? How can we embed and promote international mindedness in our classes?

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Kenny Peavy

Biography: My passion is getting people outdoors and immersing them in Nature so that they learn to love and respect the planet we all share. For the past 20 years I've worked as a classroom science teacher and Naturalist in the United States, Malaysia, Indonesia and Thailand. I've ridden a bamboo bike across South East Asia to raise awareness for sustainability in the region and I often Rock for the Environment with music, arts and cultural shows to raise funds for conservation. In April 2014, I circumnavigated Phuket, Thailand in a kayak with the GREEN Paddlers to spotlight marine issues and conservation in the region. Most recently, I initiated the Buy A Book, Support a Village program using my books and publications to raise funds to empower women in Southeast Asia, promote literacy and support conservation projects in the region. As a result of my and dedication to the environment, education and conservation I've been awarded Volunteer of the Year by both the Georgia Adopt-A-Stream Organization and the Malaysian Nature Society. I currently lead Education Outside The Classroom expeditions to inspire students and teachers to make a deep connection with Nature and take action for a sustainable future! For more information please see my website: http://theearthmatters.asia/

WORKSHOP 1
Title: Adventure Learning: Basics of Program Design
Whether your school does service projects, week without walls, cultural immersion or adventure programs you'll need to know a few basics to get started or improve your current program. This workshop will cover program design, logistics, desired learning outcomes & experiences for students during Education Outside The Classroom (EOTC) expeditions.

WORKSHOP 2
Title: Adventure Learning: Basics of Risk, Safety & Standard Operating Procedures
Whether your school does service projects, week without walls, cultural immersion or adventure programs you'll need to know a few basics to get started or improve your current program. During this workshop we will cover risk & safety, risk assessments, Standard Operating Procedures (SOP's) and choosing and working with third party providers to ensure a safe and rewarding Education Outside The Classroom (EOTC) expedition for your students.

WORKSHOP 3
Title: Making Service Learning Happen- A practical approach
Do you or your students engage in service projects or service learning? Learn how to jumpstart your projects and engage your students for maximum benefit and the greatest impact on student learning,. Using Rockin' 4 the Environment, GREEN Riders, GREEN Paddlers and Buy A Book, Support A Village as examples this workshop will explore the process of how to make your service projects come alive with project design, sponsorship, media, promotions and ensuring a successful project.

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Kim Phuc Phan Thi

Biography: Known as the "napalm girl," or simply as "the girl in the picture", PHAN THI KIM PHUC is the 9-year-old Vietnamese girl depicted in photographer Nick Ut's iconic Pulitzer Prize-winning photo, shot after a U.S. led napalm bombing of Kim's village during the Vietnam War on June 8, 1972. Severely burned by the napalm, Phuc's agony so moved Ut that he took her to the nearest hospital. She was not expected to survive but she eventually recovered over 14 months and with 17 surgeries. Kim is married to Bui Huy Toan, and they have two sons, Thomas and Stephen. They sought political asylum in Canada and are now Canadian citizens. In 1997, Kim set up The Kim Foundation International to help child victims of war. She is a lifetime UNESCO Goodwill Ambassador for the Culture of Peace and travels the world sharing her inspiring message of love and forgiveness.

WORKSHOP 1
Title: Behind The Kim Foundation International Image
Kim explains the meaning behind this illustration, which merges Nick Ut's famous 1972 image with a photograph taken in 1975 by Anne Bayin, of Kim with her infant son Thomas.

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Tina Quick

Biography: Tina Quick, author of "The Global Nomad' Guide to University Transition," is a well-seasoned traveler and mother of three, young adult daughters. She is an adult Third Culture Kid (ATCK) who, having made 29 moves (15 of them by age 13) understands well the cycle of loss and grief involved in a cross-cultural lifestyle. Tina has raised her own TCKs across four cultures on the continents of Asia, Africa, Europe and North America. Tina is a cross-cultural trainer, writer and international speaker. She has served on the Board of Directors of Families in Global Transition (FIGT) and the advisory committee of TCKid, a non-profit virtual community whose mission is to help TCKs find a place of belonging. She is a member of the International Association of College Admissions Counseling and National Association of Foreign Student Advisors. Tina works closely with colleges and universities, domestic and international schools.

WORKSHOP 1
Title: Third Culture Kids: Supporting Students in Transition
Participants will come to understand: - the context of how their TCK students' functioning and learning might be affected by their regular mobility, - what they can do to help support their learning, and - what strategies they could introduce in the classroom to mitigate the negative impacts.

WORKSHOP 2
Title: International Parenting: How Global Mobility Affects Children
Participants will come to understand: - how children are impacted by their highly mobile, cross-cultural childhoods, - how parents can help ease their child's transition experience, and - and how they can help their children grow by leveraging the gifts and confronting the challenges of their mobility.

WORKSHOP 3
Title: Culture and Communication
This session will focus on five dimensions of culture that are most likely to impact communication and are most consistently useful for people of most cultures to understand. Participants will come away with the sensitivity to better understand their international students, parents, and co-workers as well as host country nationals.

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Martin Robinson

Biography: Martin Robinson is currently in his 13th year teaching music at the Taipei American School in Taiwan. He is a professional drummer and drum circle facilitator with a passion for bringing people of all ages and abilities together through interactive rhythm activities. Martin has presented workshops at EARCOS, NESA, and SEATCO Teachers' Conferences, the Taiwan Orff Association, the Taipei Teachers of English, and the Asian Rhythm Facilitators' Conference. He is certified by the American Orff-Schulwerk Association and is a graduate of the renowned Village Music Circles Hawaii Drum Circle Facilitators Mentor Training course. Martin has led drum circles with the Taipei American School PTA, teachers, students, and many other groups. He is a past recipient of the TAS Joanna Nichols Award for Excellence in Teaching and Professional Development and has previously taught in the Newport-Mesa Unified School District in Southern California and at international schools in Pakistan, Indonesia, Japan, and India.

WORKSHOP 1
Title: Rhythmication: Drumming Activities as Metaphors in Math and Science
How can highly motivating drumming activities be adapted for use in math and science classrooms to engage students in metaphorical thinking about key concepts? Energize your classroom with strategies designed specifically for math and science teachers using percussion instruments, found sounds, and body percussion.

WORKSHOP 2
Title: Connecting Global Minds through Drumming
Drum circles are a powerful way to bring people together and encourage personal connection through group music making. Playing together requires listening, respect, and sensitivity. In this session for non-musicians, play in a drum circle and learn basic facilitator techniques to take back and lead this activity in your community.

WORKSHOP 3
Title: Connecting Global Minds through Drumming (Repeat of #2)
Drum circles are a powerful way to bring people together and encourage personal connection through group music making. Playing together requires listening, respect, and sensitivity. In this session for non-musicians, play in a drum circle and learn basic facilitator techniques to take back and lead this activity in your community.

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Mary Ellen Ryan

Biography: A former elementary educator from Nova Scotia, Canada, Mary Ellen is currently the Enrichment Specialist at Hong Kong International School. She provides professional development for teachers and works with high ability/gifted students in grades 3-5. She has a master's degree in Gifted Education from the University of Connecticut and 25 years of experience as an educator in grades K-5. Mary Ellen also works as an Educational Consultant in Asia. She has delivered workshops on topics such as parenting gifted children, differentiated instruction, math differentiation and enrichment, and the Schoolwide Enrichment Model for both parents and educators in Hong Kong, China, Vietnam, and the Philippines.

WORKSHOP 1
Title: Developing Mathematical Proficiencies through Problem Solving
Create a lively math classroom and develop resilient learners through challenging problem solving. See how the power of mathematical discourse develops concepts, reasoning, justification, and math vocabulary. Learn how to develop mathematical thinking with effective questions and experience hands-on activities that employ multiple strategies for problem solving.

WORKSHOP 2
Title: Tools and Strategies for Differentiating Mathematics Instruction
Wondering how to best meet the needs of all math students? This workshop will introduce educators to strategies for differentiating mathematics instruction. Participants will learn how to meet student needs through high-end engaging tasks and implementing differentiation strategies such as flexible grouping, questioning, and compacting.

WORKSHOP 3
Title: Math Games: The Fun Way to Learn Skills and Concepts in Math
Who knew you could add fractions without finding the common denominator or evaluate negative and positive integers before knowing the rules! Participants will learn how to use math games to promote conceptual understanding. Be prepared to play and learn.

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Logan Smalley

Biography: Logan Smalley is the founding director of TED's youth and education initiative, TED-Ed;an award-winning website, content format and program offering that serves millions of teachers and students every day. Prior to working for TED, Logan was selected as a TED Fellow for his roles as director, editor and composer of the nonprofit, feature-length film, Darius Goes West (28 film festival awards, 2007). Logan is also the founder of CallMeIshmael.com; a creative, participatory literary initiative that was an honoree for the National Book Foundation's Innovations In Reading Prize in 2015. Logan began his career as a high school special education teacher in his hometown of Athens, GA, and he currently lives and works in New York City. He holds a B.Ed. in Special Education from the University of Georgia, and an Ed.M. in Technology Innovation and Education from the Harvard Graduate School of Education.

WORKSHOP 1
Title: How to Use TED-Ed In Your Classroom and School
TED-Ed's youth and education initiative, TED-Ed, is currently being used to spark and celebrate the ideas of over 100 million teachers and students around the world. In this workshop, attendees will learn how they can incorporate TED-Ed's award-winning website, content, and programs into their classrooms and schools.

WORKSHOP 2
Title: How to Use TED-Ed In Your Classroom and School (Repeat)
TED-Ed's youth and education initiative, TED-Ed, is currently being used to spark and celebrate the ideas of over 100 million teachers and students around the world. In this workshop, attendees will learn how they can incorporate TED-Ed's award-winning website, content, and programs into their classrooms and schools.

WORKSHOP 3
Title: Deep Dive: TED-Ed Clubs & TED-Ed Innovative Educators Programs
The mission of TED's award-winning youth and education initiative, TED-Ed, is to spark and celebrate the ideas of teachers and students around the world. In this workshop, attendees will experience an abbreviated but authentic version of TED-Ed's two core programs - TED-Ed Clubs & TED-Ed Innovative Educators.

WORKSHOP 4
Title: Deep Dive: TED-Ed Clubs & TED-Ed Innovative Educators Programs (Repeat)
The mission of TED's award-winning youth and education initiative, TED-Ed, is to spark and celebrate the ideas of teachers and students around the world. In this workshop, attendees will experience an abbreviated but authentic version of TED-Ed's two core programs - TED-Ed Clubs & TED-Ed Innovative Educators.

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Steve Sostak and Aaron Moniz

Biography: Steve Sostak is a Middle School Futures Academy humanities teacher at the International School of Beijing, where he has been the MS Global Issues Network (GIN) mentor for the past two years. While in Malaysia and Peru, he facilitated local MS GIN conferences and service projects, collaborating and crafting ways to bridge ideas on global citizenship strands with classroom curriculum, housing these ideas and resource banks on the growing Occupy Middle School site. Recently, Steve trained with Compass Education and began Makers community woodworking and Futures Public Radio programs at ISB. Along with the global-minded and dedicated Aaron Moniz and a team of teachers, he hopes to better embed citizenship, sustainability, and community components into everyday student inquiry, learning, and project-based experiences.

Aaron Moniz is the Futures Academy Learning Support and EAL teacher at the International School of Beijing. As a learning support teacher, he strives to reach all learners and push them towards achieving their independent potentials, whether a diagnosed learning challenge or an identified need for enrichment and extension. Himself a Third Culture Kid and global citizen, Aaron embraces the essential goal in educating globally minded middle school students, a crucial age in developing identity, habits, and experiencing positive impacts on society. His belief that education needs to be pungent, authentic, and engaging has resulted in guiding students to discover their innate potential to manipulate the world impactful and compassionate ways. As an Occupy MS and Futures Academy colleague, he is excited to share the initial steps in this journey with co-facilitator Steve Sostak.

WORKSHOP 1
Title: Occupy Middle School: Embedding Global Citizenship
Finding space for meaningful global issues integration in classroom curriculum can be difficult due to pre-existing units, the lack of resources, support, or flexibility. Participants will first be introduced to a myriad of resources in six "Global Citizenship Strands" to help embed citizenship into pre-existing units without losing connections to disciplinary standards. Next, participants will engage in a self-selected, small-group inquiry into one of the strands, ending in a community share of authentic ideas to inspire greater citizenship in classrooms and schools.

WORKSHOP 2
Title: Occupy Middle School: Global Wealth Dynamic Workshop
Following simulations into income and social structure, participants will collaborate with learner peers to construct differentiated mini-outputs for SMART solutions related to inequality. Project-based and inquiry-driven work will be the focus, facilitated through the Occupy Middle School Six "Global Citizenship Strands" while linking to disciplinary standards. Participants will end by engaging in a job-a-like mini-session on the strengths and challenges of the framework, as well as sharing critical feedback to help with our next steps.

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LeAnn Stanhope

Biography: LeAnn is a High School English teacher from the American International School in Hong Kong. I am passionate about empowering students to think deeply, to form opinions, to have the courage to voice them and explore ways to communicate those ideas to the world responsibly, ethically and powerfully.

WORKSHOP 1
Title: An Action Research project on the effect of Agile Furniture on student engagement.
This presentation will outline the journey and the findings of an EARCOS Action Research project beginning in August to create a prototype High School classroom that addresses the needs of the 21st century learner in a small physical space. The research began as an endeavor to answer the question, "Does the flexibility of learner spaces in the classroom through the use of agile furniture increase student engagement?" The project has been a journey to enhance student learning by rethinking the requirements of learning spaces to accommodate more collaboration, encourage more creativity, to integrate technology in a more intuitive way and to really explore environments that engage students to think and learn in more optimal ways.

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Aaron Tait and Kaitlin Tait

Biography: Aaron is the co-founder and Director of Innovation of Education Changemakers, and brings the radical thinking element to EC that helps us to stand out from other players in the global professional learning landscape. His ability to draw upon out of the box ideas and challenge education audiences to trial new concepts is globally recognised and is well illustrated in EC's recently published book 'Edupreneur: Unleashing teacher led innovation in schools' of which Aaron was the lead author. Aaron draws upon lessons from a diverse career that has seen him serve for seven years as a decorated Australian military officer, run a secondary school for street-children in a Tanzanian slum, run an orphanage in Kenya, and graduate from three Masters degrees in strategy, international relations and development, with the third, from Cambridge University. Aaron is the co-founder and former CEO of Spark* International, and now the CIO of YGAP, an organisation that has accelerated hundreds of high impact entrepreneurs across six countries who have dramatically changed the lives of hundreds of thousands of people living in poverty in Africa and the Asia Pacific. Aaron has spoken with audiences including TED, Do Lectures, AITSL, Microsoft, ACEL, HSBC, AFL PWC and Sankalp.

Kaitlin brings a powerful combination of education and entrepreneurship experience to the EC facilitation team. The holder of a masters degree of international education, she has taught in schools across England, Australia and East Africa in both high and low SES contexts. As the co-founder of Spark* International, and the global General Manager of Impact for YGAP she has accelerated hundreds of impact entrepreneurs across Africa, Asia and Australia and overseen programmes that have changed the lives of hundreds of thousands of people living in poverty. Additionally, as the founder of SHE Africa and the One Roof Plus Accelerator (exclusively for female entrepreneurs) she brings a particular strength to the EC team around female leadership. Kaitlin was named as the 2014 Australian social entrepreneur of the year by the Foundation for Young Australians.

WORKSHOP 1
Title: Solving the problems that matter most.
In this workshop the founders of Education Changemakers will work with you to help you identify the problems that exist in your school and community, choose which of these are worth solving, and then give you powerful skills to dig down to understand them. A powerful and practical session for educators who want to stand up and change the world from their classroom.

WORKSHOP 2
Title: Ideas that change the world.
Building upon the workshop 'Solving the problems that matter most' in this workshop the founders of Education Changemakers will teach you the innovation tools that you can take back to your classrooms to work with student and your staff to come up with powerful innovations to change your school and change your communities. This workshop is fast paced and lots of fun so come prepared to think!

WORKSHOP 3
Title: Schools that change the world.
Building upon the first two EC workshop in this workshop the founders of Education Changemakers will teach you how to foster an innovative and passionate environment in your school that allows teachers to come up with powerful ideas, and support students to do the same.

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James Tanton

Biography: James Tanton (PhD, Princeton 1994, mathematics) is an education consultant and an ambassador for the Mathematical Association of America in Washington D.C., currently serving as their Mathematician-at-Large. He has taught mathematics both at university and high-school institutions. James is absolutely committed to sharing joyful and beautiful mathematical thinking and doing with all. He writes books and articles, he advises on curriculum, he consults with teachers and gives demonstration classes across the globe, he designs and teaches graduate education courses, he gives public outreach lectures, and he works with students of all ages and backgrounds to experience the wonder of mathematics. James is founder of The Global Math Project: www.theglobalmathproject.org.

WORKSHOP 1
Title: How to Think Brilliantly and Creatively in Mathematics
How do we model and practice uncluttered thinking and joyous doing in the classroom? How do we encourage deep understanding over rote practice and memorization, and develop the art of successful innovation? Let's see how upper school mathematical content really is a vehicle for ingenuity and joy.

WORKSHOP 2
Title: The Power of the Area Model
The profoundly simple idea of drawing a rectangle unites so much of the mathematics from the K-12 curriculum: from the standard arithmetic algorithms to the work of polynomial algebra and solving quadratics, from infinite series to probability theory. Let's see how uncluttered thinking penetrates so deeply in effective mathematics learning.

WORKSHOP 3
Title: The Power of Visualization in Mathematics
Let's see just how fundamental and crucial pictures are to problem-solving, doing joyful mathematics and engaging in deep learning - even in upper school mathematics. They say a picture can speak a thousand words. In mathematics, a picture can spawn a thousand ideas.

WORKSHOP 4
Title: Exploding Dots: K-12 math united in one astounding fell swoop!
This topic is sweeping the globe and here it is for us to enjoy! See www.gdaymath.com for a sneak peek. Come with pencil and paper in hand, and possibly an extra pair of socks - this session will knock your first pair right off!

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For more information

If you have any questions, please contact the EARCOS office or email Elaine Repatacodo, ETC Coordinator at lrepatacodo@earcos.org

Phone: +63 (02) 779-5147
Fax: +63 (49) 511-4694
Mobile: +63 928-5074876