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Michael Fullan  

Prof. Michael Fullan - Author, educational researcher and former dean of the Ontario Institute for Studies in Education (OISE)


Integrating Technology, Pedagogy, and Change Knowledge

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Michael Fullan, OC is the former Dean of the Ontario Institute for Studies in Education at the University of Toronto. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. From 2004-2013 Michael Fullan served as Special Adviser in Education to the Premier of Ontario. He received the Order of Canada in December 2012 and holds honorary doctorates from Duquesne University, Pittsburgh, Pennsylvania; University of Edinburgh, Scotland; Newman University College, University of Leicester; and Nipissing University in Canada. Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council), Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education, Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009, and Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward. His latest books are The Principal: Maximizing Impact (in press), Motion Leadership in Action (2013), Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2013), and Professional Capital: Transforming Teaching in Every School (with Andy Hargreaves) (2012).

Session description

This session will first identify powerful push and pull factors in current schools systems. Push factors for students show that students are increasingly bored as they move up the grade levels; teachers are increasingly alienated. On the pull side there are increasing strong pedagogies, which, when couple with technology accelerate learning. I will then focus on the new learning partnership between and among students and teachers that creates exciting new learning linked to deep learning outcomes. All of this will be connected to change leadership--the kind of leadership and change processes the generate collective ownership and efficacy.

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Y. Zhao  

Dr. Yong Zhao - Presidential Chair and Professor, University of Oregon


World Class Learners; Educating Creative and Entrepreneurial Students

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Dr. Yong Zhao is an internationally known scholar, author, and speaker. His works focus on the implications of globalization and technology on education. He has designed schools that cultivate global competence, developed computer games for language learning, and founded research and development institutions to explore innovative education models. He has published over 100 articles and 20 books, including Catching Up or Leading the Way: American Education in the Age of Globalization and World Class Learners: Educating Creative and Entrepreneurial Students. He is a recipient of the Early Career Award from the American Educational Research Association and was named one of the 2012 10 most influential people in educational technology by the Tech & Learn Magazine. He is an elected fellow of the International Academy for Education.

Session description

We have entered a new age when globalization, automation, and population growth have transformed our economy. This new economy has redefined the value of talents, skills, and knowledge, making traditionally undervalued talents and skills more valuable and render old skills obsolete. In this new economy, creativity has become a necessity; entrepreneurship a must; and global competency the new literacy. But traditional schools have followed a paradigm that aims to cultivate locally-oriented, compliant employees instead of globally competent, creative entrepreneurs. In this presentation, Dr. Zhao proposes that we need a paradigm shift to cultivate the talents we need for the new economy.

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Prof. Marcus du Sautoy


Teaching The Shakespeare of Mathematics

Speaker profile

Marcus du Sautoy is the Charles Simonyi Professor for the Public Understanding of Science and Professor of Mathematics at the University of Oxford and a Fellow of New College. In 2004 Esquire Magazine chose him as one of the 100 most influential people under 40 in Britain and in 2009 he was awarded the Royal Society’s Faraday Prize, the UK’s premier award for excellence in communicating science. He received an OBE for services to science in the 2010 New Year’s Honours List.

Marcus du Sautoy is author of "The Music of the Primes" (Fourth Estate, 2003), “Finding Moonshine: a mathematician’s journey through symmetry” (Fourth Estate, 2008), and The Num8er My5teries (Fourth Estate, 2010. He has also written for The Times, Daily Telegraph, Independent and the Guardian, and regularly appears on television - most recently as presenter of The Beauty of Diagrams (BBC 4, 2011), and landmark 3-part series The Code (BBC2, 2011).


Session description

Governments across the world recognize that a mathematically literate work-force is more likely to capitalize on the ever increasing technological changes that are sweeping through society. The power of Google to hunt out the page you want, the ability of cameras to cram more detailed pictures into tinier memories, the sophisticated games and animations we watch all depend on clever mathematics. To innovate further you need to understand the mathematical language that underpins these technologies.

But for me this emphasis on utility misses a key point. What turned me on to the subject was being shown what mathematics is really about. Real mathematics. It was being exposed to the big stories, the Shakespeare of mathematics that inspired me. It is my belief that more children should be given the key to this secret garden. Why can't we include the Shakespeare of maths in the curriculum? We are not frightened to teach Richard III to 13 year olds. Let's be more brave and throw Riemann at them too!

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Andreas Schleicher  

Prof. Andreas Schleicher - Director for Education and Skills and Special Advisor on Education Policy to OECD's Secretary-General


How to best shape effective learning and teaching?

Speaker profile

Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris.

As a key member of the OECD Senior Management team, Mr. Schleicher supports the Secretary-General’s strategy to produce analysis and policy advice that advances economic growth and social progress. He promotes the work of the Directorate for Education and Skills on a global stage and fosters co-operation both within and outside the OECD. In addition to policy and country reviews, the work of the Directorate includes the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES).

Before joining the OECD, Mr. Schleicher was Director for Analysis at the International Association for Educational Achievement (IEA). He studied Physics in Germany and received a degree in Mathematics and Statistics in Australia. He is the recipient of numerous honours and awards, including the “Theodor Heuss” prize, awarded in the name of the first president of the Federal Republic of Germany for “exemplary democratic engagement”.  He holds an honorary Professorship at the University of Heidelberg.


Session description

International comparisons are never easy and they aren’t perfect. But they help countries see themselves in the mirror of the educational results and educational opportunities delivered by the world’s educational leaders.

That raises the question of what we can learn from the world’s top performing school systems. And can what works in one context provide a model elsewhere? Everybody agrees education is important. But the test comes when education is weighed against other priorities. How do countries pay their teachers, compared to other highly-skilled workers? How do the media talk about teachers? What we’ve learned from PISA is that the leaders in high performing systems have convinced their citizens to make choices that value education, their future, more than consumption today. But placing a high value on education is just part of the equation. Another part is the belief in the possibilities for all children to achieve. Interestingly, many of the world’s top performing school systems combine strong and equitable performance, in the sense that students from all social backgrounds do well. High-performing school systems also share clear and ambitious standards across the board.

Top school systems embrace diversity with differentiated instructional practices, they realise that ordinary students have extraordinary talents and personalize educational experiences. The most impressive outcome of world class school systems is perhaps that they deliver high quality across the entire school system so that every student benefits from excellent learning. And nowhere does the quality of a school system exceed the quality of its teachers. Top school systems pay attention to how they select and train their staff. They watch how they improve the performance of teachers who are struggling and how to structure teachers’ pay. They provide an environment in which teachers work together to make innovations in pedagogy, to improve their own performance and that of their colleagues, and to pursue professional development that leads to stronger educational practice.

Last but not least, high performing systems tend to align policies and practices across all aspects of the system, they make them coherent over sustained periods of time, and they see that they are consistently implemented. The presentation will deal with an analysis of the policies and practices the most rapidly improving education systems have put in place.

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Cathryn Berger Kaye M.A. - President of CBK Associates


Taking Action: A Dynamic Way of Knowing

Speaker profile

Cathryn Berger Kaye, M.A., author and president of CBK Associates, travels over 150 days annually throughout the United States and globally providing professional development programs, conference keynotes, in-depth institutes, custom-designed curricula, and exceptional education and learning resources on service learning, 21stcentury competencies and approaches to learning, social and emotional realms, school climate and culture, youth engagement, effective teaching strategies, and environmental sustainability. Cathryn also consults with the International Baccalaureate Programme. A former teacher, Cathryn is the author of numerous articles and eight books including The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action, and two books with environmental advocate Philippe Cousteau to inspire students to be environmental stewards, Make a Splash! for primary levels, and Going Blue for teens. Having taught in rural, suburban and urban settings with years of experience developing custom-designed programs for schools and districts globally that build connections between applied learning and meaningful action, she is knowledgeable about the landscape of education and communities today.

Session description

By applying academic skills and knowledge to authentic community needs, students become fully engaged. They develop curiosity, ask more revealing questions, address real problems, and confirm that learning matters. Discover ways this process of service learning has made a difference in the lives of students, teachers, schools and communities. As educators we continually seek advanced strategies to compel understandings that are applicable to the dense and complex issues facing our societies. Across the IB continuum, the idea of bridging academics with community and service is reflective of this imperative. How can we ensure students participate in appropriate and meaningful ways that solidify what they learn and establish transferable ways of knowing that can be applied in the classroom and the community? Service learning becomes a reliable approach for moving academics forward with a high level of engagement motivated by the intrinsic desire to transform ideas into action. Hear memorable stories. See vibrant examples. It has been said that service learning is the fourth wall of the classroom that opens up to the world. Discover the possibilities, challenge your own practices and engage in reflection to extend existing school action to significant ways of knowing.

Featured Speakers


Cristóbal Cobo (Ph.D) - Research fellow at the Oxford Internet Institute


Hacking education: what if the traditional knowledge currencies are not enough?

Speaker profile

Cristóbal Cobo (Phd) is a research fellow at the Oxford Internet Institute, University of Oxford, where he coordinates research on innovation, open knowledge initiatives and future of learning research projects. Currently he works on Internet Science and OportUnidad project (founded by European Commission). Cristóbal has been a Visiting Fellow at the Centre on Skills, Knowledge and Organisational Performance, University of Oxford and  Professor and director of Communication and New Technologies and editor of the educational platform of the Latin American Faculty of Social Sciences , Mexico. External Evaluator for National Science Foundation and MIT Press (US), International Labour Organization (UN), International Development Research Centre (Canada). Invited Expert for RAND EU in future trends on technology and education commissioned by the Bureau of European Policy Advisors (BEPA). Dr Cobo currently serves on the board of the Global Open Educational Resource (OER) Graduate Network.

Session description

This presentation, based on a set of international research, aims to challenge some of the taken-for-granted assumptions that exist on education. We will explore how alternatives knowledge currencies as well as more flexible mechanisms of skills recognition need to be included into the formal education. Some of the questions to be explored are: Are schools doing enough to embrace expanded learning? Can Œopen badges¹ provide an alternative to traditional mechanisms of knowledge recognition?

Can creativity be assessed? How will these new currencies affect our teaching and learning practices? How can we provide an education that remains meaningful beyond graduation? How should we rethink education in the 21st century?

Robin Martin  

Dr. Robin Ann Martin - Assistant professor at the Bilkent University Graduate School of Education in Ankara, Turkey & co-presenter Alanna MacPherson Can - M.A. student, PYP Coordinator


Teacher development across disparate cultures:  A case study

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Dr. Martin works as an assistant professor at the Bilkent University Graduate School of Education in Ankara, Turkey. Her current work includes teaching general courses in curriculum and instruction for pre-service and in-service MA students. Since 2010, she has served as coordinator of the graduate school's IB Certificate in Teaching and Learning for pre-service teachers. From 2006 to 2009, Dr. Martin worked with teacher trainees of English as a foreign language at a private university in The Sultanate of Oman. Her doctorate in curriculum and instruction is from Iowa State University, and she has an MA in educational psychology from the University of Iowa. In the U.S.A., she served as teacher, tutor, administrator, and researcher in small private schools in California, Oregon, and Washington.

AlannaCO-PRESENTER: Alanna MacPherson Can, MA student, PYP Coordinator

Ms. MacPherson Can works as the PYP Coordinator at Ihsan Dogramaci Bilkent Erbil College (IDBEC) in Erbil, Iraq. She is currently participating in the Masters of Curriculum and Instruction programme at Bilkent Graduate School of Education in Ankara, Turkey. Ms. MacPherson Can has been working as PYP Coordinator since 2013 and classroom teacher since 2011 at IDBEC. Previously she worked as lower primary classroom teacher in Egypt, Qatar, and China.

Session description

One unique challenge of teacher development for international education runs parallel to that of international schools: How to cope with and perhaps even benefit from teachers' experiences that are essentially disparate in terms of their linguistic, professional, and cultural backgrounds. In 2014, we faced this challenge head-on with an MA course entitled Curriculum in an International Context. The video conferencing elements of the course created the initial challenges of delivery, but the real work was creating open-ended activities and discussions that would engage teachers with widely varied levels of experience and English fluency. More notably were the cultural differences, having local/national teachers from Turkey and northern Iraq (with Kurdish and Turkmen identities), alongside of expatriate teachers from Syria, England, Canada, the United States, the Philippines, and Thailand. This presentation will analyze the Moodle forums, presentation assignments, and midterm projects that evoked collaboration across and within cultures. In particular, with the help of one course participant who chose this case study as her own midterm project, we will address these inquiry questions: (1) How did comfort levels with the English language influence participation in the course? (2) How did participants' varied levels of teaching experiences contribute to their collaborative learning? (3) What cultural differences were acknowledged by course participants? (4) How can we make the most of cultural differences for optimizing teacher learning and participation in the design of future courses?

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Dinos Aristidou - Playwright, Theatre Director and Education consultant


Knowing me, Knowing you; Experiential learning, empathy and the art of reflection

Speaker profile

Dinos Aristidou is a playwright, director and education consultant who specialises in working with educators, communities and young people, both in the UK and internationally. He is a workshop leader, examiner and consultant for the International Baccalaureate and has taught on the post graduate Arts Management Diploma at the Royal Welsh College of Music and Drama. He is also an Artsmark validator and trainer for Trinity College, London. He has worked for a number of organisations in the UK, directing large scale work with young people for Birmingham Royal Ballet as artistic director of a new ballet with over 80 young people. He has also worked with UCAN, training blind young people to be workshop leaders and facilitators. As Development Officer for Children and Young People and Creative Learning Programme Manager at the Arts Council of England, South East, he has contributed to cultural policy and learning initiatives in the UK. His research and interest in cultural memory, experiential and contextual learning has led to the development of site learning programmes at the SEARCH museum in Gosport, the American Museum of Natural History, New York and the British Museum, London. In 2012 he was commissioned to write a play as part of the 2012 Cultural Olympiad for the South East. He is at present working on a commissioned play for production in spring 2015 and is running a two year programme developing young writers 16-25 . He is a part of the artistic team and a board member of the International Schools Theatre Association (ISTA).

Session description

We reflect in order to learn and we learn by reflecting. Reflection is the bridge between internal and external experiences that leads to deep learning. But what exactly do we mean by reflection and why is it so important, particularly in an international programme? Is it a moving river in which we catch glimpses of ourselves or is it a mirror that we hold up to frame our world? Reflection is a complex concept and a challenging skill for children and young people and yet it is a key skill required by many programmes. Without it, experiential and contextual learning run the risk of being superficial. Without it, understanding both self and an 'other' becomes impossible. It is an essential component of emotional intelligence and empathetic action, a way to capture our fluid identities and to make sense of our personal, social and global interactions. There is, however, a fundamental difference between the act of reflection and the different modes of representing and recording reflection. This presentation will examine the role reflection plays in meaning making and learning through metaphor as well as delving into the multi faceted nature and art of representing reflection, which though required, is often not explicitly taught. Using elements of the presenter's work as a playwright, the art of meaning making and giving voice to self and others, it will engage participants from all subject areas with practical strategies for developing effective reflection required for meaningful affective, cognitive and somatic teaching and learning. Participants are required to bring pen and paper or any other device for the recording of text.


Dr. Fran Martin - Senior Lecturer in Education, University of Exeter


Ways of knowing: the place of cultural knowledge in developing intercultural understanding and respect

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Dr. Fran Martin started her career as a primary school teacher in 1980. She taught in primary schools for thirteen years, and for three years as an advisory teacher for primary history and geography education before entering into the university sector in 1993. Since then she has worked in three universities in Initial Teacher Education, specialising in geography, environmental studies, and global citizenship education. In 2011-2012 Dr. Martin was president of the Geographical Association in England; the theme for the year was Geographies of Difference. This drew on her research interests in ethno-geographies, ethno-knowledges, global partnerships and critical intercultural learning. She was a principal investigator for an Economic and Social Research Council project, 'Global Partnerships as Sites for Mutual Learning'. A major outcome of the project has been deeper understanding of what it is possible to learn from intercultural interactions. This is profoundly affected by not only the socio-cultural-historical backgrounds of those in conversation, but also the ways of knowing of different societies. Currently Dr. Fran Martin is working on a book, 'Transforming Intercultural Learning: Learning to live with difference'.

Session description

In this session Dr. Fran Martin proposes an expanded view of culture that goes beyond race, ethnicity and nationality, and a pedagogy that is founded on ways of knowing that are multiple, relational and fluid. She will draw on an online learning resource, 'Frameworks for Intercultural Learning',( that has been created using the outcomes of a recent research project and meets the demands of two IB units - global learning and ways of knowing. Central to intercultural learning are the relationships between those in conversation. The aim is to understand these relationships by exploring two alternative ways of being and knowing, each of which will be used as a lens for understanding how the concepts of cultural similarity and difference are constructed: object-based and relational. The first describes a relationship between the self (the knower) that is separate from the object (the known); the second focuses on the space between the self and the other where knowledge is co-created through the relationship. Both are important ways of knowing and being, but in the Western world, the object-based tradition dominates and through the processes of neoliberalism there is a danger that it is coming to dominate on a global scale – and Dr. Martin argues that this is detrimental to developing intercultural understanding and respect.

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