Regional Presenters

Secret Stories® transforms phonics into fun, brain-friendly “secrets” that students can’t forget. In this interactive session, teachers will gain knowledge of stories that make phonics stick and see how they empower all learners—including Multilinguals—to crack the code of print during real reading and writing. Drawing from the experiences of real teachers who use these strategies in their classrooms, participants will walk away with proven ways to boost confidence and bring joy back to literacy instruction.

Biography:
Janna Allooh teaches Grade 1 at Korea International School, Jeju. She has sixteen years of homeroom experience and holds master’s degrees in both Early Childhood Education and Reading (K–8). 

Madeleine Kleynhans is an ELL specialist at the International School of Korea Jeju. She has been working with Multilingual leaders for the past 13 years. 

Both are passionate about early literacy, especially amongst emerging multilinguals. "

This hands-on workshop explores simple, research-informed activities—such as Name & Gesture, Follow the Leader, and Tableaux—that bring movement and role into any subject. Grounded in brain-based learning research on the benefits of active over passive engagement, participants will experience these strategies firsthand, explore cross-curricular applications, and leave with practical tools to energize their own classrooms.

Biography:
Originally from Manitoba, Canada, Hannah Baker holds a Bachelor of Education and a Bachelor of Arts in Theatre from the University of Winnipeg. She is currently teaching MYP Drama/Theatre and English Language and Literature at Chatsworth International School in Singapore, after previously teaching in South Korea for two years. Hannah is passionate about creating active classrooms that empower student voice, and she applies differentiated strategies to inspire engagement, creativity, and a lifelong love of learning.

This workshop introduces teachers to the intentional integration of concept-based learning and inquiry-based pedagogy as a means to elevate classroom practice. Participants will examine the rationale behind merging these two approaches to promote deeper learning and explore how macro-concepts can serve as anchors for unit planning. Participants will learn strategies to frame essential understandings and guiding questions that enhance transferability and coherence across subjects.

Biography:
With 17 years in primary education, Parul has established herself as an innovative curriculum leader who bridges theory and practice. As Assessment Leader and key contributor to her school's concept-based inquiry transformation, she has guided teachers in designing units where student curiosity drives conceptual understanding. Her work spans concept-based inquiry, culturally responsive teaching, and ATL skill development. Her leadership encompasses Humanities curriculum development, assessment practices, and professional learning facilitation. Trained in Harvard's ‘Creating Cultures of Thinking’ and a presenter at multiple FOBISIA conferences, Parul brings classroom-tested strategies for integrating inquiry and concept-based approaches. 

How can we move beyond “writing assignments” toward authentic authorship? In this engaging session, a teacher–librarian duo shares practical ways to help students write, publish, and celebrate their own work, from simple handmade books to polished digital publications. Participants explore publishing parties, library displays, and digital showcases that amplify student voice. Attendees can try tools like Canva or Book Creator and leave with ready-to-use templates and community-building ideas to transform the writing culture in their schools.

Biography:

Clarkson Bhondai is an IB PYP educator at Sias International School in China. Passionate about inquiry-based learning, literacy development, and student voice, he integrates creativity and authorship into everyday classroom practice. Clarkson has led classroom publishing projects that have grown into schoolwide celebrations of student writing and collaboration between teachers, librarians, and families. With a background in educational leadership and international education, and holding a Master’s in Education, he empowers young learners to see themselves as confident authors, thinkers, and creators within their communities.

Elizabeth is the Head Librarian at Sias International School in China. She has over 30 years of international teaching experience across Central America, Africa, Southeast Asia, and China. Before becoming a librarian, she taught upper primary and then spent more than a decade as a technology integrationist. A lifelong educator and parent of two international-school graduates, now international teachers themselves, Elizabeth is passionate about helping students find their voice through reading, writing, and publishing."

In schools, we wear many hats—advocate, guide, listener, problem-solver—but coaching offers a fresh lens that centers student voice, agency, and growth. This session explores how coaching strategies like powerful questioning, goal setting, reflection, and strengths-based approaches can naturally enhance daily practice. Through examples and interactive activities, we’ll see how curiosity-driven conversations empower students to uncover insights and take ownership of their learning. Participants will leave with adaptable coaching tools and questions to use in classrooms, advisory, and one-on-one settings.

Biography:

Linda Bloemberg, MEd, MS, ACC, is a counselor and ICF Associate Certified Coach with over 40 years of experience, including 28 years in Hanoi. She holds master’s degrees in Education and Restorative Practice and is passionate about using coaching to empower student voice, agency, and growth. As the Middle School Counselor and a foundling faculty member of Concordia International School Hanoi, Linda brings both rich experience as well as a fresh look at creative ways to build community and empower student voice.

Learn to leverage your language profile to support students as writers. This session will explore the benefits of incorporating diverse languages into student work, adopting a strengths-based approach. We'll examine mentor texts to see how other languages make stories more relevant and impactful, outline mini-lessons to teach this craft move, and discuss potential roadblocks.

Biography:

Angela Brienza is the Literacy Coach at UNIS Hanoi, where she has worked for the past 10 years. In her time at UNIS, she has taught both Grade 1 and Grade 5 and now coaches with teams from Early Years to Grade 5. Originally from Canada, she has worked internationally in Australia, Saudi Arabia, Indonesia and Vietnam. As an avid reader, engaged writer and more recently an enthusiastic word noticer, she can bring these passions to teachers and students in her role as coach.

This session explores how the brain learns to read and how educators can design instruction that sticks. Participants will explore how the brain processes print and language, why reading is complex, and how vocabulary and comprehension grow through purposeful instruction. Through hands-on activities and discussion, participants will design routines that strengthen attention, memory, and word learning. This practice translates research into classroom practice to promote enduring literacy growth and reading success.

Biography: 

Ann Brooks is the Head of Student Support Services at Bali Island School, where she leads inclusive systems that integrate learning support, counseling, EAL, and enrichment. A Literacy Specialist and Certified Academic Language Therapist (CALT), she advocates for literacy as a fundamental human right that empowers individuals and strengthens communities. Her leadership centers on building professional capacity through collaboration and coaching, ensuring equitable access to learning for all students. Ann is dedicated to nurturing global mindedness, respect for diversity, and compassionate engagement in an interconnected world.

This workshop is for both new and experienced PYP Language B educators. In many international schools, students navigate multilingual landscapes, learning the host country’s language (e.g., Vietnamese, Mandarin, Thai) as Language A and an additional global language such as Spanish or French as Language B. Together, we’ll explore strategies to foster student agency, identity, and intercultural understanding through both pathways. Using real examples from PYP Spanish B and Vietnamese A, participants will gain practical tools for planning, assessment, and collaboration between Language A and B teachers to design meaningful, translanguaging-rich learning experiences that amplify student voices.

Biography:

Ana J. Castiblanco R. is a Spanish educator at the International School of Ho Chi Minh City (ISHCMC) with over a decade of experience across Asia and at the Instituto Cervantes in Manila. A psychologist with studies in education and linguistics, she fosters voice, identity, and intercultural understanding through inclusive, inquiry-based Language B learning aligned with CEFR, AERO, and ACTFL standards.

Linh Nguyen Thi Thuy is a Vietnamese teacher at ISHCMC with 16 years of experience. She holds a Master’s in Education and designs engaging, hands-on learning that connects language and culture.

Join me for an interactive workshop designed to help you seamlessly incorporate storytelling into your classroom. Participants will leave with a dynamic "toolbox" of strategies applicable to reading, writing, math, and social-emotional learning, all while fostering community and nurturing creative confidence. This hands-on session will feature a detailed lesson breakdown, reflective discussions, and a handy "cheat sheet" to ensure you're equipped to implement these strategies immediately.

Biography:

Gemma is a Grade 4 homeroom teacher whose goals within her classroom are a variety of ways to engage students, ensure students have meaningful (and fun) learning experiences, and feel connected to her students. Gemma has always had a love of reading fostered at a young age and aims to do the same with her elementary students. This year she has taken on the role of Battle of the Books coach and is fostering a diverse team with a range of reading tastes and levels. Gemma previously presented at EARCOS and is back this year with some new ideas related to the power of story telling to elevate voices!

Exploring ways to shift the conversation around AI in assessment in high school from "AI proofing" and "preventing cheating" to one centered on authenticity and validity. Participants will examine both their own assessments and those provided by the presenter, brainstorming ways to intentionally integrate or move away from AI use, depending on the purpose.

Biography:

Phoebe Charrier has taught high school humanities for 11 years, in Australia, the USA, Saudi Arabia and now South Korea. She is currently teaching at Korea International School in both the English and Social Studies departments. She loves teaching for its creativity, challenges, and storytelling. 

Interpersonal communication is essential in language learning, yet collecting meaningful student writing data can be challenging due to varying proficiency levels and diverse needs. This workshop offers a practical solution: using chat-bots to gather students’ real-time interpersonal writing, simulating authentic conversations even in large classes. Participants will learn how to design, implement, and analyze chat-bot interactions to better support and assess all learners.

Biography:

Lusi is a grade 6-8 Chinese language teacher in Hong Kong. With AAPPL-certification and OPI tester experience, she brings a deep understanding of ACTFL standards. Lusi is passionate about integrated performance assessment, differentiated instruction, standards-based assessment, and universal design for learning. She is dedicated to creating inclusive and engaging learning environments that support student growth. (I also have a bio for Claudia, but it doesn't fit in the allotted character count.)

I will present a tool on learning that I have developed and trialed. I will model one application of the tool and then have educators come up with a way in which it could be used in their context to demonstrate the applicability of the model.  We will share and discuss the work of the participants and close with some  conclusions of the potential value of the model and how to  keep in touch. 

Biography:

Christian Chiarenza, born in Canada, has been an international school educator for 25 years.  While he started as a curriculum  expert, having worked in curriculum development and written on the IBDP Core, more recently his research has led him to the understanding that no curriculum will be successful if a sense of belonging is absent.  He has worked in schools in Asia, Europe, and Latin America.

Turn lessons into playable adventures! In this hands-on session, teachers experience and design classroom. RPGs where students make choices, manage resources, and collaborate toward learning goals. Leave with a ready to use game template for your own unit.

Biography:

Elyse is a members of the 5th grade team at Canadian International School, Bangalore.

International schools often assume that EAL students will succeed simply through immersion in English-speaking classrooms. However, research shows these learners face unique linguistic and academic challenges that require targeted support. Many teachers lack training in EAL-specific literacy strategies. This presentation emphasizes the importance of equipping educators with practical tools and approaches to effectively support EAL learners, enhance classroom inclusion, and improve academic outcomes.

Biography:

Jessica holds a Master's degree in Education (Med) and has over 10 years of experience in teaching English as an Additional Language (EAL) in addition to International School teaching. With a passion for supporting diverse learners, she has developed effective strategies to enhance language acquisition and academic success in multilingual classrooms.

You've heard the hype. You've heard the warnings. Now hear from two teachers who genuinely disagree and still respect each other. This workshop features a dynamic dialogue between a tech enthusiast and a thoughtful skeptic who will model how to think critically about AI integration in schools. Through authentic conversation, live demonstrations, and hands-on practice, participants will explore real classroom scenarios where AI both enhances and potentially undermines learning. Participants will be given the tools to create richer, more personalized learning experiences while maintaining human connection.

Biography:

Russell Coffin Jr. is a grade 4 homeroom teacher and is passionate about learner agency and intrinsic motivation, experimenting with AI tools to enhance differentiation, identify assessment bias, and create personalized learning experiences.

Ethan Oulton teaches high school Theatre and Human Geography, bringing years of professional stage performance, acting, and dance to the classroom. He is passionate about creativity, curiosity, and growth mindset, approaching teaching as an improvisational art that centers human connection.

Ever notice that students get stuck between a prompt and a great final product? This workshop is all about helping students ""show their work""—the thinking that happens between the assignment and the final product they hand in.

We'll share practical strategies aimed at equipping students with the ability to generate, test, and refine their thinking and ideas. You'll get tools and templates to explicitly coach students through complex thinking in order to build their confidence and voice. Let's make inquiry and insight accessible to all!" This workshop is primarily for Secondary Education, Grades 6-12, and is best suited for humanities teachers; however, it can be adapted for other content areas, such as science.

Biography:

Farrah Collette, Tiffany Kelley, and  Meghan are high school English teachers at International School Bangkok.  Farrah passionately believes that teaching is the best job in the world, and is overcome by the joy of creating learning experiences for students that values their thinking and supports them to strive for excellence. Tiffany’s passion lies in making learning not just relevant, but transformative – she firmly rejects the idea of the "teacher's desk" as the final destination for student work. Meghan’s guiding philosophy is that she must have a significant impact on learners while simultaneously making herself obsolete.

This workshop focuses on the importance of providing AI literacy to students. It highlights what students already might know about AI, and stresses why AI literacy matters to critical thinking, digital citizenship, and future readiness. The workshop outlines what makes a person AI literate. It also encourages teachers to start simple discussions, create classroom expectations, and collaborate across grade levels and departments to guide responsible AI use. Participants will work together in job-alike groups to create a short AI literacy lesson/video/resource to help them get the discussion going in their classrooms.

Biography:

Originally from Virginia Beach, Dominic has worked for over 10 years in international education. He is driven by a passion for helping students grow as confident, purposeful critical thinkers. After earning a B.Sc. in Social Sciences with a minor in Government and an M.Ed. in Teaching and Learning, he taught elementary and middle school in South Korea. Now at Shanghai American School, he teaches 3rd grade, fostering exploration, digital citizenship, and AI literacy.

We spend hours crafting fun activities and gamifying our lessons only to realize some students - particularly multilingual learners and students with special needs - continue to fall through the cracks. How can we ensure all students get and stay engaged, actively participate, access the content, and feel a genuine sense of belonging in our classroom community? Hear the story of how a couple of veteran co-teachers transformed their practice and found a new level of engagement among all students using Kagan Cooperative Learning Structures. You will walk away inspired and equipped with a repertoire of strategies to use immediately in your own classroom.

Biography:

Sharon Dickinson Dent has taught EAL in elementary and middle school for the last 25 years at six international schools (in Turkey, China, Laos, India, Chile, and Thailand). She has a master’s degree in Teaching English to Speakers of Other Languages and has completed extensive professional development in co-teaching. As an advocate for English learners in the mainstream classroom, she geeks out on well-researched strategies that build inclusion and engagement.

Bring your device so we can build a student-ready space you can run tomorrow—no prior experience required. In this hands-on session, you’ll create a Space from a template, add clear student directions, and configure essential guardrails so AI coaches student learning without giving answers. We’ll drop in two PowerUps for access and quick checks, then preview in student view to tighten clarity. You’ll leave with a reusable, shareable Space tailored to your class. 

Biography:

William R. Edgerton, M.Ed., is a High School Computer Science Teacher at the International School of Myanmar. With over 25 years of experience teaching math, science, and computer science, he has taught for 13 years in Texas and more than a decade internationally. William holds a Master’s in Educational Technology, a Bachelor’s in Computer Science, a Certificate of Advanced Graduate Study in Educational Leadership. William stays engaged with global conversations on educational technology, as well as shared his expertise through presentations at different conference and events.

In a time of increasing global uncertainty and misinformation, students must be empowered to think critically, question, and speak back to the narratives around them. Critical Literacy supports this by creating learning environments where diver: perspectives are valued and assumptions are challenged. This concept-based workshop introduces the foundations of Critical Literacy and its application across disciplines and levels. Participants will engage in Critical Literacy practices and reflect on the ways in which Critical Literacy can transfer to individual teaching contexts.

Biography:

Emily Ferguson teaches English and Humanities at UWCSEA and is one of the school's designated DEIJ leaders. She is passionate about the intersection between education for sustainability and social justice and is pursuing a doctorate in Curriculum and Teacher Development with this focus. With international experience in Korea, South Africa, Indonesia, and Singapore, she has led teams and developed curriculum that inspires students to become agents of peace and change.

This workshop explores how choice transforms classrooms from compliance-driven spaces into communities of curiosity and confidence. Rooted in contemporary resarch, this workshop invites participants to design learning that honors student voice and identity. Participants will unpack what it means for students to be choice-literate, able to make decisions and reflect on what choices support their learning. Participants will also experience hands-on strategies to embed authentic choice in learning and assessment across grade levels and disciplines

Biography:

Carol Fisher is an avid creative writer who also happens to teach literature. She has taught a diversity of learners in Canada, South Korea, and China. Her (almost finished master's degree) has afforded her the opportunity to continue learning about current education developments and ideas. She actively embraces sharing the power in her classroom and workshops.

This 50-minute workshop fast-tracks your ability to provide Psychological First Aid (PFA-S) in schools. Learn a practical framework to stabilize students in distress and connect them to support. As a key takeaway, you'll receive Concordia’s comprehensive, 46-page Crisis Response Protocol—a living Word document refined over eight years—equipping you with immediate, actionable steps for a confident response.

Biography:

Dr. Ben Fishman has served on school crisis teams at Hong Kong International School, Concordia International School, and the New International School of Thailand. Ben attended several workshops with Dr. Doug Walker.  

Maya Evans is a licensed counselor from the US. She is in her ninth year of school counseling and is currently working as an elementary school counselor. She previously worked for five years as a high school counselor in the US. 

Ben and Maya presented on the topic of PSY-S at the International School Counseling Association conference in Athens, Greece, in 2024.

This workshop explains how to incorporate AI prompting in student assignments as a tool to assist in providing feedback without replacing critical thinking, reflection, or authentic learning in student work. The goal is to ensure AI is a tool that is used and never an end-product submitted. It examines methodologies and guidelines in using AI as a tool in four domains: Stylistic Writing Choices (ELA) with exercises in prompting and image creation to analyze diction and connotation; Critical Thinking and Cognition (TOK/Social Sciences) analyzing the cultural context and data given to AI to generate certain responses; Grammar Correction (ELA) issues; Research and OPVL analysis (all subjects).

Biography:

Kendal Fortson (M.S. Curriculum & Instruction) is an AP Psychology & English teacher and is currently teaching at GUIS/NCPA in Guangzhou, China. He has presented PD workshops for NESA and IBSEA. His workshops emphasize interdisciplinary learning, media literacy and the analysis of cultural contexts in narratives, and the ethical integration of technology into classrooms to ensure it does not replace active engagement and authentic learning. When not in the classroom, he develops educational resources for international schools, and (time permitting) composes music for orchestral instruments.

Discussions on what effective interactions can look like in an Early Years setting. Why our interactions matter and the sharing of good practices with a balance between child-led and teacher-led learning. Examples are shown of an IEYC unit and the difference between adult-led and adult-initiated. How much child led learning really happens in our environments?

Biography:

Katy holds a BEd from Westminster College, Oxford. She began teaching in Birmingham before moving to the Dominican Republic. Over 28 years, she has worked in Nepal, Nigeria, Russia, and South Korea. Specializing in early years education, Katy has taught the IPC curriculum and supported schools through IPC and IEYC accreditation. Since 2018, she has led the IEYC program at Seoul Foreign British School, mentored teachers, contributed to accreditation teams, presented at the ICA 2025 conference, and is currently supporting schools in achieving curriculum recognition and excellence.

This workshop introduces practical approaches in decoding student behaviour while implementing strategies to support diverse learners wheel as a framework around social emotional, cultural, academic, and communcaition factors that influence behaviour. Through case scenarios, reflecting inclusive responses, and adapating stratgies to support diverse learners across grade levels to create responsive, supportive classrooms. My target audience will be teachers, learning support teachers, and counselors working in diverse classrooms as well as adminstrators interested in student well-being. These strategies are meant to adapted across grade levels.

Biography:

Sara Gardiner is a Learning Support Teacher (Numeracy) at the Canadian International School of Hong Kong. She has a background in special education from Canada, where she supported students through alternate and modfied cirricula, social-emotional programming, enrichment opportunties, and responsive teaching practices. Sara has also taught mathematics, social studies, and visual arts, in Canada and internationally in Asia. Her focus is inclusive education, bringing a creative lens through her visual arts background to support diverse learners.

What does it really mean to build a culture of inclusion and how can schools use WIN Time to support this vision? In this interactive session, participants will explore how agency, wellbeing, identity and belonging intersect to shape an intentional, inclusive culture. Within this flexible, learner-centered workshop space, participants will reflect on the many ways in which WIN Time can be a lever for creating an authentic, inclusive school culture. This workshop touches on several strands, including Special Needs, Counselors, Literacy/Reading and General Education.

Biography:

Throughout her career, Vicki has worked to support the success of students through pastoral, behavioural, counselling, SEL and learning support lenses. She is the ISPP Head of Student Success and is passionate about removing barriers to learning through creating interconnected systems of support that focus on supporting the whole child. Vicki leads workshops around social emotional learning, inclusive and equitable environments and educational belonging. She enjoys exploring how to create environments for educators where inclusion and wellbeing principles infuse the adult learning experience.

In this workshop, you’ll take part in a short, fun inquiry, explore examples of integrated units, and discover  strategies to spark curiosity in your classroom. We’ll also explore ways to design learning spaces and experiences that inspire exploration and amplify student voice. Leave with fresh ideas and inspiration to bring back to your students!

Biography:

Catherine and Kelly are international educators passionate about creating engaging, student-centered learning environments that inspire curiosity and critical thinking. Catherine, from the United States, has 11 years of experience teaching grades 1–4 in IB and American curriculum schools across the U.S., Colombia, and South Korea. Kelly, from Singapore and raised in Shanghai, has taught K–3 in China, Albania, Thailand, and South Korea, drawing on her diverse experiences to design meaningful, collaborative learning for young learners.

Explore how oral language serves as the essential foundation for literacy development. This presentation begins with an understanding of the language brain and the nature of spoken English. Then, discover powerful strategies to help students bridge the gap between spoken and written English. These strategies include chanting, gesturing, and visual cueing. Learn how learners can spend more time with sound-first experiences, positioning them for success in writing.

Biography:

Renee is an EAL teacher at the International School of Beijing (ISB), China. She has her master's in English as an Additional Language and over 12 years of teaching experience abroad, primarily in Beijing, China. Renee is passionate about getting students speaking English to help them experience success in their language development. 

This presentation explores the design of inclusive classrooms that effectively serve multilingual and neurodivergent learners. It examines the distinctions between English as an Additional Language (EAL) and Learning Support (LS), highlighting learner variability as a critical point of intersection to build bridges. Grounded in Universal Design for Learning (UDL), this session presents a research-informed framework and offers practical strategies that elevate student voice and empower all learners.

Biography:

Kim Guiry has over 30 years of experience teaching multilingual learners in international schools. As a teacher-leader at the International School Manila, she has worked with learners from Grades 5–12 and champions asset-based approaches to teaching and learning. She also serves as a co-facilitator with the EAL Training Center founded by Dr. Virginia Rojas. A firm believer in the transformative power of collaboration, Kim is passionate about multilingualism, diversity, and time at her family cottage in Canada.

Unlock the power of CASEL’s SEL Signature Practices to transform your facilitation. In this hands-on workshop, educators will explore three research-based routines—inclusive welcomes, engaging strategies, and intentional closes—to build belonging, deepen reflection, and spark action. These simple yet powerful practices can be used in any classroom and advisory setting. Participants will leave with adaptable micro-practices ready to weave SEL into daily planning and interactions.

Biography:

Onur Gundogdu has been an international school educator for over 20 years. He currently serves as a Grade Level Coordinator at International School Manila, where he oversees the advisory program and supports the social-emotional learning of more than 200 students. In addition, he teaches Grade 10 and IB DP Physics. Onur also taught MYP/DP maths and science in Cambodia and Turkey. He is currently completing the Certificate in School Management and Leadership at Harvard University. Beyond school, Onur enjoys scuba diving and discovering new culinary experiences.

This interactive workshop will provide international school counselors, teachers, and administrators with a proactive, collaborative framework for supporting student well-being. Moving beyond a reactive, problem-focused model, this presentation will reframe the counselor's role as a vital consultant and leader in fostering a "culture of care." Participants will leave with actionable strategies and immediate-use tools for empowering their colleagues and building stronger, more connected school communities.

Biography:

Krissy Gutierrez (she/her) is a dynamic school counselor that is committed to fostering inclusive, developmentally responsive care. She is passionate about enriching the lives of students and the broader school community through wellbeing and systems level work. She believes in the power of meaningful dialogue and hard conversations to elevate voices and build a better world. Krissy is currently a HS SEL Counselor at Kaohsiung American School in Taiwan.

Discover how intentional learning assets — print and digital resources — enhances accessibility to content for all learners. This session delves into human-centered design principles, along with Universal Design for Learning (UDL ) guaranteeing that your digital content and communications are clear, intuitive, and accessible to everyone within your school community. During our time together, we will exchange ideas and apply our learning to an artifact of yours to increase student accessibility.

Biography:

Alex Gutierrez is a middle school design technology teacher at The American School in Japan, where he develops ideas into experiences that test the impact making & tinkering have on student learning. As a storyteller, Alex is committed to revealing “the story of ideas”. In a learning environment, this often means helping learners experience that the real power of making is not in the mediums or tools we use but in the ways we develop a mindset that values failure, iteration, and community as ways of learning, and connecting. 

This workshop guides educators in designing Project-Based Learning (PBL) experiences that maximize student engagement and real-world impact. Through intentional integration of Social-Emotional Learning (SEL), students engage in meaningful self-reflection to identify values and issues beyond themselves that truly matter to them. Flexible in structure, the project can be undertaken individually or collaboratively in small teams and is highly adaptable for cross-curricular implementation, making it a powerful framework for authentic, student-centered learning.

Biography:

Rob Hall has approximately 20 years teaching experience on the Primary, Secondary, and University levels. He holds a M.A. and M.F.A., as well as many graduate hours in Education and Criminal Justice. A former Peace Corps Volunteer, he has had careers in education, professional theatre, and law enforcement, and is the author of "Rape in America: A Reference Handbook" (ABC-CLIO).

This professional learning session explores the intersection of multilingualism, inquiry, constructivism and transfer. Participants will engage with pedagogical approaches that leverage students’ first language knowledge to deepen second language learning, bridge languages, and explore identity. Through language investigations, educators will learn to design lessons that prompt students to compare and contrast linguistic features—making abstract concepts visible while valuing linguistic backgrounds and harnessing multilingual voices.

Biography:

Mara Hansen is a dedicated and experienced educator with a passion for multilingualism and innovative teaching methods. An American who has called Korea home for 13 years, she currently serves as the Multilingual Learning Coordinator at Branksome Hall Asia. She holds a Master of Arts in Applied Linguistics and TESOL from Macquarie University. Her academic interests include genre pedagogy, translanguaging and co-teaching. When she's not in the classroom, Mara enjoys connecting with nature through her favorite hobbies: hiking, running, and biking.

This session empowers educators to view multilingual learners through an asset-based lens. Participants will explore how to embed WIDA Can-Do Descriptors, “I Can” statements, and content-language objectives to highlight students’ English strengths. The workshop introduces Culturally and Linguistically Responsive Pedagogy (CLRP) as a bridge between home languages and English development, equipping teachers with strategies to amplify student voice, connect language and content learning, and create inclusive classrooms that honor all learners’ linguistic identities.

Biography:

Mr. Jeffrey Hanson has been a valued member of the BIBA community for 18 years, fostering collaboration, reflection, and student-centered growth. He builds strong partnerships among students, families, and teachers to support learning both at school and home. Dedicated to recognizing each learner’s unique strengths, Mr. Hanson tailors instruction to meet diverse needs and empower students to take ownership of their learning. His approach promotes confidence, curiosity, and success for every child in his classroom.

Providing a foundation of critical thinking skills moves students from surface level to higher-order thinking. Learning experiences are challenged and enriched when students question assumptions, reason through logic with supporting evidence, and seek out diversity of thought and collaboration amongst those with differing points of view. In this interactive session, participants will roll the critical thinking dice challenging their own assumptions and opening doors to practices that elevate the critical thinking needle.

Biography:

John Helgeson, PhD, teaches middle school English and Social Studies at Korea International School, Pangyo Campus. He has been in education for over 26 years as a teacher, curriculum specialist, and school and district leader. He has written several articles and facilitated workshops and professional development sessions in multiple conferences throughout Asia and the United States. 

This hands-on workshop guides educators in using co-created musicals to boost literacy, ignite imagination, and foster a love for the arts in young children. We will demonstrate a practical framework, grounded in the PYP's focus on symbolic exploration, for transforming student-driven stories into full-scale productions. Participants will explore our proven process for integrating character development, original songs, choreography, and process-art set design. The session will also cover how to extend the experience by publishing student work as take-home books, creating a powerful, cyclical link between dramatic play, literacy, and student agency.

Biography:

Jessica Joy Hertz is an international educator and leader driven by the belief that joy is the engine of learning. With 15+ years of experience in roles spanning Assessment Coordinator, Literacy Coach, and Team Lead, she specializes in empowering teaching teams, integrating arts and outdoor learning, and building strong family partnerships. Jess's work is dedicated to creating inclusive, magical educational experiences for her learning community. 

High-ability learners bring intensity and creativity to the classroom, but their socio-emotional needs can be overlooked. This session will explore this affective side of high ability students and uncover what’s behind their unique strengths and struggles. Walk away with practical, ready-to-use strategies to better connect with and support these learners, helping every student thrive in a truly inclusive classroom.

Biography:

Cynthia, a founding member of the HAGT Collaborative, began her education as a gifted & talented student, so it’s no surprise that she has a passion for Gifted Education. After graduating from the University of Texas with honors in English and Liberal Arts, she worked with gifted high school English students in Houston. She spent several years as the GT Coordinator at the Anglo-American School of Moscow, creating and implementing the school's program. She is the Sec. HAGT Specialist at NIST in Thailand. Cindi has a MA in Ed. Leadership & Cultural Studies and a GT Teaching Certification. 

The presenters have engaged in a multi-year process to analyze and curate the library collection, unit texts, and grade-level core libraries to align with our departmental philosophy and the values of our school community. Last year, we conducted qualitative interviews with students to measure the impact of our text selections and empower students to reflect on their own identity as readers.

Biography:

Deanna Howard (Librarian) has been in Asia for three decades, working as an English teacher and teacher librarian in China, Korea, and for the last five years at UNIS Hanoi. Geoff Piggott (BA, MA, PhD) is a High School Language & Literature teacher. Tracy Ramberg (Special Education, Literacy Specialist) is a Middle School Language and Literature teacher with 24 years of experience, including roles as an MYP/curriculum coordinator internationally. Jenny Louvet (MFA Poetry, MA Literature) is a High School English teacher with over 20 years of experience across multiple educational levels.

Beginning with a department-wide Chinese curriculum lens across Primary, Secondary, and IBDP, this hands-on session transitions into a practical, step-by-step framework for second-language instruction aligned with IB Ab Initio and IGCSE expectations. Integrating IB philosophy, gamified strategies, and AI-assisted planning, participants will explore how to speed up design, deepen reflection, and sustain engagement in Modern Language classrooms.

Biography:

Jen-Chieh (Howard) Huang is a Mandarin educator with experience in developing a department-wide Mandarin curriculum from Primary through IBDP. Having taught across Early Years, Primary, Secondary, and IB programs in international schools, he focuses on creating connected and meaningful learning experiences for second-language learners. As a workshop presenter, Howard has led over 60 sessions on AI-enhanced and game-based learning in Mandarin education, supporting teachers in designing engaging, practical, and globally minded language classrooms.

This session tackles a major global challenge: the inappropriate use of AI. We position AI as a learning companion, not a shortcut. Students learn to question, iterate, and cite while keeping cognitive ownership and developing as critical thinkers. For teachers, we streamline non-academic tasks such as rubric drafting, scheduling, and data tidying. Participants leave with clear guardrails, classroom norms, and practical workflows that elevate human judgment. 

Biography:

Rajesh is DP Coordinator at the International School Yangon. Before moving to Myanmar, he spent seven years in Indonesia as an IB educator and leader. He serves with IBEN as a workshop leader and evaluation leader, and is assistant principal examiner for IBDP Computer Science as well as team leader for TOK assessments. Rajesh has facilitated professional learning in Singapore, Sydney, Hyderabad, Mumbai, Bangkok, Jakarta, and Melbourne. He advocates responsible AI as a learning companion that preserves cognitive ownership, strengthens critical thinking, and frees teacher time for coaching.

This interactive workshop introduces educators to the DIBELS assessment framework. Participants will learn how DIBELS identifies at risk student students tracks literacy development and alliance with common core standards through hands-on practice and discussions. Educators will gain practical tools for effective implementation and data driven instruction to support diverse learners.

Biography:

Dedicated educator with eight years of experience in early childhood education, specializing in creating engaging and inclusive classrooms. She has a proven track record in curriculum enhancement and innovative teaching strategies, fostering a collaborative environment that supports both educators and students. Currently serving as a grade 1 homeroom teacher in Hong Kong, Kalinda leads initiatives that promote student success and well-being and as passionate about lifelong learning and committed to empowering future generations.

This workshop empowers K-12 educators with effective strategies for supporting EAL students transitioning from traditional, teacher-centered backgrounds to student-centered environments.

Biography:

Thomas Lane is an experiences international educator currently teaching English Language Acquisition in Xi'an, China. With experience teaching in the United States, China and Thailand, Mr. Lane brings diverse pedagogical perspectives to his role. As a former instructional coach, he has supported teacher development and curriculum implementation. Mr. Lane is currently a doctoral student in Curriculum and Instruction.

Explore how AI tools can empower students to develop stronger writing skills. Led by IB Literature teachers, this hands-on workshop helps apprehensive educators transform AI from threat to ally. Discover practical strategies for teachers and students: creating task-specific feedback guides, personalizing support for struggling writers, and teaching students to leverage AI effectively as a writing partner across secondary writing-based disciplines.

Biography:

Caroline and Kristen are literature educators at Seoul Foreign School, bringing combined expertise from US public schools, UK secondary schools, and international schools in Colombia and South Korea. Kristen has taught MYP and DP Literature since 2019, while Caroline brings 12 years of experience teaching GCSE, A Level English Literature, English National Curriculum, and IMYC. Their combined cross-cultural expertise across American, British, and IB programmes offers unique perspectives on inquiry-based instruction and differentiated writing support for diverse student populations.

In today’s international classrooms, multilingualism is the norm. This interactive workshop bridges research on bilingual development with practical strategies to help teachers distinguish between typical multilingual growth and potential language disorders. Through demonstrations, reflection, and case examples, participants will explore how transfer, exposure, and proficiency affect learning, apply a “red flag vs. green flag” framework, and adapt inclusive activities—leaving empowered to view linguistic diversity as a strength and support all students’ success.

Biography:

Alice Lee is a bilingual speech-language pathologist with over seven years of experience in medical and educational settings, supporting both children and adults. As a Learning Support Teacher at Chadwick International School, she also provides private evaluations and therapy. Passionate about empowering confident communicators, Alice strives to ensure every child’s voice is heard, valued, and understood without bias. By bridging expertise in language development and inclusive education, she helps create classrooms where multilingual learners and educators ensure all voices thrive.

In this dynamic workshop, educators will explore practical approaches to integrating UNESCO's AI competency framework into classroom teaching. As AI technologies become increasingly prevalent, this session addresses the urgent need for concrete examples that help students learn about AI's complexities while also learning with the technology. Using language teaching as a starting point with demonstrated applications for all subject areas, this hands-on workshop moves beyond theory to provide real-world classroom practices. Middle school, High School, Tech coordinators

Biography:

With over ten years in IB education, I serve as an IB workshop leader and examiner. My commitment to fostering students’ holistic development has been recognized with the honor of being an Outstanding Educator awarded by the University of Chicago. As the Head of High School Languages Department at Western Academy of Beijing, I'm passionate about fostering diverse, inclusive learning environments and continually seek to integrate technological innovations into education to enhance student experiences.

How do teachers respond to students struggling emotionally or socially in classrooms? This hands-on workshop will equip teachers with intentional strategies for integrating social-emotional learning (SEL) across subject areas. Participants will explore core SEL competencies, practice modeled techniques, discuss applications, and begin planning ways to embed SEL into their daily lessons to support student growth and engagement. Attendees will leave with practical, research-based approaches ready to implement in their classrooms.

Biography:

A veteran educator, Dr. Sharon Ma’s 38 years of extensive international experience as a classroom teacher and school administrator have developed a global perspective on education that is inclusive and culturally sensitive. Her PhD in Education: Curriculum and Instruction led her to become a dedicated advocate for inclusive education and dynamic learning environments for students. She emphasizes the importance of creating learning environments that support the growth of all learners.

This workshop aligns with the EARCOS theme of enriching worlds and elevating voices by presenting three evidence-based strategies to enhance the inclusion of multilingual learners. Participants will examine approaches to cultural inclusion that honor diverse students and families, explore translanguaging as an effective and equitable pedagogical practice, and learn to develop a comprehensive Language and Culture Database. Together, these strategies promote linguistic equity and transform multilingualism into a valued and celebrated dimension of the school community.

Biography:

Jenny Malloy is the Primary Inclusion Coach and BML Coordinator at Canggu Community School in Bali. With 20 years of experience, she creates inclusive, engaging learning environments. Originally from Boston, she holds an M.Ed. in Curriculum and Instruction and enjoys yoga, surfing, travel, and family time.

Jen Wiles is a Secondary English teacher and BML Coordinator at Canggu Community School in Bali. With over a decade of EAL experience, she promotes equity and inclusion. Originally from the UK, Jen holds a Master’s in English Literature and enjoys exploring Indonesia with her family."

The Playful Page: An Invitation to Transform Literacy Through Play invites educators to reimagine literacy through story, art, and imagination. Participants will explore how play builds oral language, inspires writing, and fosters authentic expression. Through Story Workshop practices, documentation, and reflection, educators will experience strategies that elevate student voice and choice. Leave inspired to create classrooms where wonder leads learning, stories build connection, and literacy becomes a joyful, transformative experience.

Biography:

Angela McCloskey is a kindergarten teacher at the American International School of Guangzhou, now in her third year in China and with over a decade of international teaching experience. She is passionate about play-based, story-rich learning that nurtures curiosity, creativity, and student voice. Angela is dedicated to deepening student inquiry through story, art, and documentation—inviting children to explore language through play and to see themselves as storytellers shaping their own worlds. 

This interactive workshop will explore the essential role of fine motor development in young learners and its link to long-term physical and academic success. Participants will examine how fine motor skills support learning across domains and gain practical, research-based strategies to strengthen these skills throughout the school day. The session will also highlight ways educators can partner with families to extend fine motor support at home, ensuring a consistent and developmentally appropriate approach that promotes confidence and independence.

Biography:

A dedicated early childhood educator currently pursuing an Ed.D. in Curriculum and Instruction Design at the American College of Education, with a specialization in Early Childhood Education. Serves as a kindergarten teacher and Coordinator at Makuhari International School in Chiba, Japan. Professional interests focus on supporting children’s social and emotional growth, grounded in the belief that strong Social-Emotional Learning (SEL) foundations are essential for lifelong success. Also contributes to the field by sharing expertise on nurturing both academic and emotional development in young learners.

This workshop helps secondary language, humanities, and art teachers engage diverse international classrooms. Student Engagement via Text Types & Relevancy guides educators in connecting classroom materials to students' lived experiences. By using varied texts that mirror students' identities, teachers can foster meaningful connections. Participants will receive practical resources and strategies to implement these approaches effectively in their teaching.

Biography:

Brandon Mitchell is an educator from the US and teaching in Chiang Mai, Thailand. He currently holds a M.Ed. in Teaching Multilingual Learners and is the Wellness Coach and Student Support Services teacher for Middle School.

Move beyond cool visuals and emergency lesson plans. Discover 9 nonobvious techniques using the latest Google Gemini 3.0 features (including Gems) to transform teacher mindsets and maximize student agency. This workshop, led by a Google Certified Innovator, also provides concrete, actionable strategies for managing AI hallucinations and mitigating student cheating concerns. 

Biography:

Motivated by the belief to ""Create the classroom culture you wish you had as a child,"" I have dedicated a career spanning almost two decades to active involvement in educational conferences and professional learning communities. As a proud Apple Distinguished Educator (2013) and Google Certified Innovator (2022), I have been fortunate to learn from continually inspiring educators worldwide. I love learning from others as well as sharing success stories from my campus.

Shift your perspective from a medical/deficit view to one of neurodiversity empowerment. Cultivate skills to understand diagnoses, reframe behavior, and use accommodations as equity tools. We will explore the impact of masking on mental health and learn to create safe, authentic environments for all students. Utilizing first-person accounts, role-plays, and resources, this workshop prepares all stakeholders to integrate and apply learning in your school setting.

Biography:

Melanie is a Speech and Language Pathologist from South Africa who has called Singapore home for 16 years. She has worked in schools, clinics, and ran her own practice for 10 years. Amanda is an Elementary School Counselor from the United States who has worked in schools for over 25 years.  They are passionate about neurodiversity-affirming practices and empowering students and families.

This session aims to highlight the meaningful integration of language learning and play, and the important role of collaboration between language and classroom teachers for transferable outcomes.  We will discuss our journey as we have moved from an isolated model to one of an intentional co-planning and co-teaching approach that strives to honour and elevate the voices of all of our multilingual learners by purposefully leveraging the unique skills of all educators.

Biography:

Kate and Lara are early childhood educators who nurture language through play, connection, and collaboration. Kate, grounded in Montessori and play-based practice, designs spaces where young learners explore ideas and express themselves with confidence.Lara, a multilingual language acquisition teacher, supports children in drawing from all their languages through meaningful interaction and inquiry. Together, they have moved from planning in parallel to co-planning and co-teaching, placing play at the heart of language learning.

Participants will be introduced to some of the key concepts regarding GenAI's role in writing instruction, namely around formative assessment (the interplay of Assessment AS and FOR Learning), particularly the links between thinking and writing. Participants will write their own paragraphs to demonstrate a cycle of the weekly writing feedback process being presented. A structured discussion around the relationships between writing, assessment, and thinking will follow.

Biography:

Graham Noble teaches MYP Language and Literature and DP English Literature at the Canadian International School of Hong Kong. He is now pursuing his interest in the intersections of culture, language, and technology in teaching and learning as a Doctoral Candidate at the University of Hong Kong, with a thesis that examines the impact of GenAI feedback on the development of writing among first- and second-language English students.

This workshop explores the dynamic process of adapting library programs across diverse cultural and educational contexts. Through a reflective journey spanning 12 years and three distinct settings—an Indonesian National Plus School, Indonesian IB schools, and a Korean Christian IB School—I will illustrate how the library programs become a powerful tool for embodying a school's core identity, mission, and values, moving far beyond curriculum compliance. And how in this shared future of the intelligence age, the librarians need to take the new role navigating AI Literacy as part of their library programs.

Biography:

For over a decade, I have led library programs across diverse cross-cultural contexts, from pioneering a library in Papua, Indonesia to supporting IB communities. Today, as the Secondary Librarian at GSIS, I partner with school leadership to shape a culture where innovation and values co-exist. Drawing on my Library Science degree, I specialize in integrating emerging technologies like AI ethically, ensuring technology serves our core Christian and IB Values. My expertise is positioning the library as a strategic partner, developing values-driven AI policy, and fostering critical inquiry.

The workshop is about, how at ISS, we integrate local and global contexts into our units of inquiry to celebrate identy(ies) and develop intercultural understanding. The workshop would use ISS primary unit examples, how teachers integrate case studies about Fijian culture(s) and cultures around the would to support cuturally-reponsive teaching practices. The title is in reference to the old saying, "knowledge is power" but takes a different perspective attributed to Lao Tzu, "Knowing others is intelligence; knowing yourself is true wisdom.

Biography:

Tara O'Brien has worked at international schools in Hungary, Qatar, Switzerland, China, and Fiji for the past 18 years in a variety of teaching and leadership positions. She's a lifelong learner with multiple credentials and two master's degrees, self-diagnosed curriculum nerd, and a current doctoral candidate. Tara has presented at SGIS, ACAMIS, and IES conferences in Switzerland and China and looks forward to learning with and from all of you at the EARCOS conference. 

They say a picture is worth a thousand words! In this hands-on session, explore the Picture Word Inductive Model (PWIM) and experience how it engages students while building vocabulary, sentence structure, and content knowledge. Using photos and word cards, you’ll see how learners at any language level can describe, label, and categorize ideas. Discover practical strategies to make language and content learning accessible, meaningful, and fun.

Biography:

Daphne-Jane is in her seventh year as a Multilingual Learner (MLL) teacher. She holds a B.S. in TESOL Education with a minor in Studio Art from The Ohio State University and is a licensed educator as well as a member of her district’s curriculum development team. Skilled in tailoring instruction to diverse learning goals, she strives to help students build personal connections to new content through creativity and voice. An artist and avid reader, Daphne-Jane brings her passion for language and expression into the classroom across age ranges. 

This session explores how WABX Productions, a fully student-led live event production team at the Western Academy of Beijing, empowers learners to design, execute, and reflect on real events that transform school culture. Participants will discover how authentic, project-based experiences can elevate student voices, promote creativity with limited resources, and foster innovation and collaboration.

Biography:

I am a Middle School Mathematics and Design educator at the Western Academy of Beijing, where I also coordinate WABX Productions, a student-led live event production team. With over seven years of international teaching experience, I specialize in integrating design thinking and educational technology to create authentic, student-centered learning experiences. Through projects such as concerts, film festivals, and international conferences, I guide students in applying creative and technical skills to real-world contexts. 

In this hands-on workshop, teachers will explore how emotion, attention, memory, and retrieval shape the way languages are learned. Participants will experience brain-friendly activities, learn simple neuroscience behind why they work, and walk away with ready-to-use strategies that boost engagement and retention. The session connects brain-based learning to language instruction, giving teachers tools to make learning more meaningful, memorable, and motivating.

Biography:

Samantha has over 15 years of experience teaching Spanish and EAL in the United States and abroad, and currently teaches middle school Spanish at the American School in Japan. She holds a master’s degree in Teaching Spanish and is passionate about second language acquisition, proficiency-based instruction and assessment. Her work focuses on creating engaging, communicative classrooms where students acquire language naturally and joyfully through authentic interaction and purposeful learning experiences.

Join us for an engaging workshop that embraces the diversity of our classrooms! Discover effective strategies to balance learning abilities, physical needs, behavioral challenges, and language backgrounds. Together, we'll explore actionable techniques for differentiating assignments and refining assessments. Learn how to create an inclusive environment that enriches the educational experience for all students. Don't miss this opportunity to enhance your teaching skills and support every learner!

Biography:

With over 30 years of teaching experience, including 25 years in China, Holly has worked as a primary and middle school teacher, special needs educator, mental health counselor, and educational therapist. Her dual perspective as both an educator and a parent fuels her passion for inclusive education. Holly advocates for including all learners in the least restrictive environments, believing it to be a WIN for every student. Join her workshop to gain practical strategies for fostering inclusivity in your classroom and transforming the learning experience for all students.

Grounded in Ross Greene’s belief that “kids do well if they can,” this workshop will help a broad range of teachers from a variety of contexts. We will explore the underlying factors that affect student engagement and success, and how to look beyond behaviors to understand individual needs. You will leave with practical, evidence-based strategies for your toolkit to immediately begin enhancing your inclusive, supportive classrooms so that all students feel successful.

Biography:

Jasmine Ridoutt is a Primary Learning Support Teacher at Nagoya International School. Jasmine is a Speech Pathologist by discipline, and has worked as a therapist in a Special Education school and as a consultant to schools through an Early Intervention service in Australia. She is passionate about empowering neurodiverse learners, and overall making the world a more inclusive place. Outside of work Jasmine enjoys running, hiking and having a laugh where she can.

This interactive session translates Visible Learning research into practical classroom writing strategies. Participants will experience how clarity, differentiated rubrics, and formative feedback loops accelerate writing growth for all learners. Through hands-on analysis of student exemplars and the co-construction of success criteria, educators will learn how to design writing instruction that moves students from surface to deep to transfer learning, building confidence, ownership, and measurable literacy growth.

Biography:

Sofie Riley is an international educator at Korea International School, Jeju Campus, where she blends research-driven practice with creative, student-centered design. She holds a Master of Education in Curriculum, Instruction, and Learning with an emphasis in Bilingual/ESL Education. Her work and research efforts focus on teacher clarity, literacy growth, translanguaging, and empowering multilingual learners through visible learning and feedback-driven instruction that leads to measurable and lasting student impact.

Biography:

Scott Riley is the award-winning author of several narrative non-fiction books for young readers, including The Floating Field (2021 Millbrook Press) and Rats to the Rescue (2024 Millbrook Press). His work focuses on telling true stories of hope, innovation, and community from around the globe. His upcoming book, Rooted in Hope (2027 Millbrook Press), explores the story of Somali Bantu farmers in Maine. As a co-founder of Authors and Illustrators Abroad, Scott is passionate about helping librarians and teachers bring stories and their storytellers directly to students.

This workshop explores practical strategies for teachers to support students' social-emotional development and respond to challenging classroom behaviors through a restorative lens. Participants will learn how to use social emotional data, and relationship based strategies to identify students needs, de-escalate conflict and promote accountability. Teachers will gain insight into the underlying causes of behavior and ways to foster belonging and respect in every interaction. 

Biography:

Ashleigh Ryan is the Middle School Dean of Students at Stamford American International School, Singapore. With over 16 years in education and a background in Pastoral  leadership, she specializes in restorative practices, student voice, and relationship-based behavior support. Ashleigh is passionate about helping teachers move beyond punitive responses toward practices that build empathy, accountability, and belonging. She leads SEL curriculum development, student leadership programs, and professional learning focused on creating emotionally safe and connected school communities. 

Most secondary literacy teacher training does not include teaching the foundational skills, leaving upper grade teachers feeling unequipped to address literacy gaps. This workshop is aimed at secondary teachers (grades 5-10) who have noticed students coming to them 2 or more years below grade level in reading skills and wanting to do something about it. This workshop will help you assess student reading skills through simple screeners and immediately put that data to use in your instruction. This workshop will develop your background knowledge on the strands of literacy skills and give you concrete strategies and teaching points to adapt to your learners.

Biography:

Amanda comes to ISKL by way of Mexico and India, although she is originally from Minnesota, USA. This is her 13th year of teaching, and while she has always enjoyed switching it up between middle and high school, her heart is solidly in the middle school. She loves to share her love of reading with students and help them become more caring humans through literacy.

This workshop explores what current research reveals about how young children learn to write and how educators can nurture authentic, confident writers in the early years. Participants will examine multiple evidence-based approaches, such as modeled, shared, and independent writing, and discover how to combine them to create balanced, responsive writing instruction. Together, we will re-imagine early literacy environments as spaces where children’s ideas and identities take shape through writing.

Biography:

Marie Saer is a Year 2 teacher at The Alice Smith School (Kuala Lumpur) and a WASC Visiting Committee member. She holds a Master of Education in Curriculum and Instruction and specialises in early literacy development. Marie’s practice bridges research and classroom reality, integrating reading, writing, and inquiry to nurture confident, expressive learners. She is passionate about helping educators design evidence-based literacy environments that honor student voice, foster curiosity, and balance explicit skill teaching.

Every student deserves meaningful access to high-quality language learning opportunities. This session examines how the foundational principles of MTSS Tier 1—universal access, prevention, and inclusion—can be effectively applied to Modern Language classrooms to support diverse learners. Through the lens of Mandarin performance tasks, participants will explore how language, culture, and identity intersect in authentic communicative contexts, fostering equitable, culturally responsive, and engaging learning experiences for all students.

Biography:

Angela is a K–12 Mandarin educator, currently serving as US Mandarin teacher at TAS and World Language Department Head. She has contributed to teacher training as a trainer for Taiwan’s Overseas Community Affairs Council. Julia has over 12 years of experience teaching LS and MS Mandarin at TAS and in New York, specializing in ACTFL principles and reading writing workshop models. Their current professional interests include implementing UbD, UDL, and MTSS in the Mandarin program.

Design dynamic secondary lessons by applying UDL Checkpoints (Representation & Action/Expression) to embed high-leverage literacy scaffolds. We'll articulate the rationale for UDL-aligned supports, justifying design choices with evidence-based principles like the Science of Reading (SoR). This workshop focuses on honoring student assets by incorporating funds of knowledge into intervention design, ensuring inclusive and effective literacy practices.

Biography:

Casey Lynn Siagian is an educator, researcher, and doctoral candidate, specializing in multilingual and inclusive learning. With over 16 years of teaching experience across the U.S., Singapore, Indonesia, China, Malaysia, and Timor Leste, Casey currently serves at Singapore American School as a high school Humanities and Learning Support teacher. Their research and practice focus on culturally responsive pedagogy, multilingual literacy interventions, and executive functioning supports.

This session shows how short films by local artists can bridge international and host-nation school communities. Using a Lao Film and Culture class as a case study, we will showcase partnership and pedagogical strategies. To model, we will watch a portion of "The Long Way Home," review anonymized student reflections, and leave with a practical roadmap for building connections with local artists, curating, and teaching local shorts that center on representation and belonging.

Biography:

Todd grew up attending international schools around the world. He is an IB educator and filmmaker teaching Drama and Film at Vientiane International School. As a producer-director, his work has been screened at over 100 festivals and on the Sundance Channel; his most recent film won the Jury and Audience Awards at the San Francisco International. Most recently, he co-authored an e-book on UDL with Katie Novak and presented as an ISS thought leader on ethics and AI. As an educator, he places well-being and belonging at the center of his classroom.

In an age of instant answers and AI support, students often default to quick digital fixes when research feels overwhelming. This workshop explores how educators can guide students through the cognitive and emotional stages of inquiry to build agency and ethical awareness. Drawing on Carol Kuhlthau’s Information Search Process, participants will learn to embed emotional intelligence into research instruction through reflection, dialogue, and adaptable tools that foster student ownership.

Biography:

Ashley Simmons is the Systemwide Library Media Specialist at Shanghai Community International School, where she empowers students and teachers to explore learning with curiosity, creativity, and integrity. Through her leadership in developing the Information Literacy Continuum and Academic Integrity Policy, she bridges inquiry, emotional awareness, and technology to help learners use information and AI responsibly and reflectively across the IB continuum.

This hands-on session guides teachers through easy songs, chants, and playful games perfect for morning meetings and community building. Activities include kinesthetic movement, social interaction, and simple student choices, all designed so any teacher can lead them confidently, even if you think you “can’t sing.” Walk away with a toolkit of fun, interactive strategies to strengthen classroom community and inspire participation and socialization every day.

Biography:

Danielle Solan and Laura Lorentzen have been teaching partners for thirteen years at Hong Kong International School Lower Primary. They are passionate about creating active, playful, and creative music experiences for young learners, influenced by Orff Schulwerk and the SongWorks Approach.

Unlock the reason why more and more students have executive function difficulties in attention, emotional regulation, and impulsivity. You will participate in ‘Heavy-weight’ activities (activities that provide strong sensory input) and learn how to incorporate these regulatory inputs in small ways throughout the day. We will apply whole class strategies that embed regulation support directly into your instruction. We’ll look at your learning spaces and find areas where you can incorporate sensory paths and heavy-weight stations. By the end, you'll have practical strategies for transforming your environment into a supportive space that promotes sustained attention and emotional well-being.

Biography: 

Brianna Spencer is the Early Interventionist and Learning Support teacher at Saigon South International School (SSIS). With over a decade of experience working with diverse learners from Early Childhood to Grade 5. Brianna is passionate about creating inclusive learning environments and has developed a deep understanding of how sensory needs impact attention, focus, and a child's overall ability to flourish.

The Science of Reading tells us that a shift is needed from leveled reading to skill-specific target areas.  This workshop will examine elements of DBI (data-based individualization) to help you determine intervention practices and programs, structures, and research-based materials you can use to build and run reading intervention groups in your class.

Biography:

Savannah Spillers is an educator with almost 20 years of experience both in her home country of the USA and abroad in Brazil, Mexico, Qatar, and Myanmar.  She has worked as a middle/high school English teacher, elementary homeroom teacher, curriculum designer for an EdTech company, PYP Coordinator, and most recently is a Learning Support Teacher at The International School Yangon.  Savannah believes that early intervention in Literacy is one of the most important goals in education and is excited to see future developments in Literacy encouraged by the Science of Reading.

Practical classroom strategies for supporting and extending EAL students in mainstream classes.

Biography:

Jane is a highly experienced secondary English and Humanities teacher with over 30 years in the classroom. CELTA-qualified and a TEMC tutor, she specialises in helping teachers embed language development across all subjects and year levels, operating on the principle that all teachers are language teachers. Currently at the Australian Independent School Jakarta, she supports an inclusive EAL program. Her workshops offer practical, ready-to-use strategies to engage students, build confidence, and equip mainstream teachers to make academic language accessible for every learner.

South Korea faces a devastating mental health crisis among its youth. Despite economic growth and educational achievement, the country now holds the highest suicide rate among OECD nations, with suicide ranking as a leading cause of death for teenagers (and young adults). The intent of this presentation is to address suicide through a trauma-informed perspective. Students face pressure related to high achievement, perfectionism, stigma around mental illness, and family expectations; suicide ideation may be a result of trauma from these stresses. 

Biography:

April Taylor is a dedicated School Psychologist committed to student well-being and educational equity. Holding degrees in Psychology, Special Education, and School Psychology, she is both a Nationally Certified and Licensed School Psychologist. With over a decade of experience in the U.S. and abroad, including work with DoDEA and Chadwick International School, April supports diverse communities with empathy and expertise. Her focus on suicide prevention and mental health advocacy continues to foster safer, more supportive school environments.

Through activities and presentations, the workshop aims to share information about dyslexia-friendly libraries in terms of theory and practice. The content includes research-based library shelving designs, the decision-making process, and alignment with the school values for an accessible and inclusive environment and builds student agency.

Biography:

The presenter Stella Therond has worked in the international school setting for over 20 years. She currently serves as the Elementary School Librarian at the International School of Kuala Lumpur, Malaysia, fostering a love of reading and inquiry, always looking for ways to create a nurturing and inclusive library environment for all. Joining her is the co-presenter Stephanie Lin, currently the MS/HS librarian and EE Coordinator at ISKL.

Today, the expanded definition of literacy means the ability to locate, evaluate, use, and communicate using a wide range of resources, including text, visual, audio, and video.

Biography:

Bela Toth is an English Language teacher holding a master's degree in TEFL. He is DELTA qualified with a specialism in ELT Management. He is experienced in teacher training and quality assurance, is an enthusiastic hiker, likes to meet people and is always happy to sit for a cup of coffee.

This session introduces 18 Minutes to English Mastery, a piloted program developed for Mandarin-speaking learners of English at Keystone Academy in Beijing. The approach builds vocabulary, grammar, reading, writing, and listening skills through short, consistent practice supported by structured feedback and reflection. It promotes accountability, confidence, and visible progress across proficiency levels. Participants will explore how structured routines create opportunities for student agency and effective feedback while maintaining strong teacher oversight. Grade 6- Grade 12

Biography: 

Carla-Mari van den Heever is an English teacher from South Africa with experience across national and international curricula, teaching students from middle school through senior secondary. She currently teaches IB English at Keystone Academy in Beijing. Alongside her classroom work, she is developing 18 Minutes to English Mastery, a prototype system that uses short daily practice and AI-supported feedback to enhance student growth. Her interests include student motivation, agency, and sustainable, technology-informed approaches to language learning.

In this workshop, teachers will use a number of online simulators to create simple electrical circuits and then discuss and evaluate the utility of the simulators for various applications, ranging from science class to design tech. Evaluation criteria will include age/level-appropriateness, real-world applicability, engagement potential, and ease of use. 

Biography:

Ryan Van Loh is an IB Physics specialist and has been teaching STEM subjects for over a decade. He has been living in Tokyo since 2008 and enjoys life down by the river with his wife and two daughters.

Discover how coding in the Early Years can be playful, hands-on, and screen-free. In this session, participants will experience unplugged coding activities that nurture problem-solving, creativity, and collaboration. Together, we will design classroom-ready strategies that connect coding to essential learning skills and integerate meaningfully across different areas of the early childhood curriculum. 

Biography:

Amanda Vanyakila is an Early Years teacher at North Jakarta Intercultural School. With a passion for play-based learning, she integrates coding and computational thinking into Early Years classrooms through joyful, hands-on experiences rather than screen time. She has presented weilbeing and literacy workshops for colleagues and continues to explore how essential skills such as problem-solving, creativity, and collaboration can be nurtured through playful coding. Amanda's work empowers both teachers and children to see coding as a natural extension of inquiry and creativity in the Early Years.

Learners will experience the Teaching Proficiency through Reading and Storytelling (TPRS) method by acquiring Spanish through an authentic music video. This input-based, highly comprehensible approach builds vocabulary and understanding in personalized, contextual ways. Grounded in research, TPRS emphasizes that language must be comprehensible to be acquired, explicit grammar instruction has limited effect, development deepens through reading, context enhances learning, and acquiring language is more natural and enjoyable than studying it.

Biography:

Nisse began learning another language in Grade 9 at a public school in California before her family moved to South America, where she discovered, as Dewey proposed, that true learning happens through experience. She earned a BA in International and Area Studies with minors in History and Spanish from Kalamazoo College, spending a year in Chile, and later a MAT from Colorado College. With over two decades of experience teaching Spanish (Grades 6–12, MYP/DP/AP), PHE, and Social Sciences across 10 countries, Nisse continues to pursue her goal of lifelong learning through lived experience.

Participants will explore practical strategies that foster safety, trust, empowerment, and collaboration in classrooms across grade levels. Through examples, discussion, and scenario-based practice, teachers and assistants will leave with adaptable approaches to support student well-being and learning. The session emphasizes daily practices that promote fairness, inclusion, and resilience, equipping educators to respond to diverse student needs with compassion and consistency.

Biography:

Jon Welchman is an international school educator and learning leader with over 18 years of teaching experience across multiple grade levels. Currently serving as a Grade 5 team leader at Shekou International school in China, he is passionate about building equitable, student-centered learning environments. Jon has led professional development on inquiry-based learning, mathematics, and social-emotional education, and is committed to equipping teachers with practical strategies that support student growth, resilience, and well-being. 

This workshop introduces the Guide to Success (GS) framework, a structured conferencing method that helps students stay motivated, organized, and reflective during long-term STEAM and engineering projects. Adapted for design-based learning at St. Johnsbury Academy, GS supports student agency while maintaining focus on project goals. Participants will explore examples from computer science and STEAM classes and learn how to apply the framework in their own classrooms.

Biography:

Dr. Ryan White has spent 17 years in science and STEAM classrooms experimenting with project-based learning strategies. He has a M.Ed.L. from High Tech High Graduate School of Education. 

Mr. Jonathan Bennett has been teaching for 15 years in various disciplines (8 years in the computer science and robotics space) and has founded successful robotics teams that have competed on the world stage.

Power and authority can distort teacher perspectives on what is happening in their classrooms. This session will focus on how teachers can create inclusive spaces to elevate student voices and solicit authentic feedback in order to improve teaching and learning. Participants will reflect on the interpersonal and cultural dynamics of the power-trust paradox in education and learn practical strategies for fostering student engagement, psychological safety, and relational trust in the classroom.

Biography:

Melody Wong has been an international educator in IBDP English/Theory of Knowledge and AP English for the past 25 years. In her various roles as a classroom teacher, head of department, Extended Essay coordinator, and literacy coach across 3 continents, she has been passionate about empowering students and creating spaces for student voice and personal engagement in their learning.

Discover your personal executive functioning profile through a guided self-assessment. This workshop highlights the diversity of EF strengths and challenges in any classroom. Learn how to use this awareness to implement simple, effective strategies, games, and tips that target specific skill gaps. Empower yourself to better support the unique executive function needs of every student.

Biography:

Gemma W is a dedicated educator with a 12-year career spanning classroom teaching and specialized SEN roles. Her six years at the chalkface, combined with six years as a SENCo and now a Learning Support Specialist, have equipped her with insight into the realities teachers face. Currently supporting staff and students in Shenzhen, she joins EARCOS to share actionable, evidence-based approaches for overcoming common classroom challenges and championing every student's potential.

How do you document and celebrate the voices and learning of your Early Years students? Join us as we share how our EY Exhibition came to life - celebrating the creativity, inquiries and thinking of our youngest learners. This interactive session invites educators to explore an exhibition model as one method of showcasing student inquiry in a play-based environment. Together, we’ll examine practical documentation strategies and ways to nurture agency and inquiry at all levels.

Biography:

Hannah is a passionate educator with over a decade of experience, currently serving as a Pedagogista and Atelierista in the Early Years Centre at Nanjing International School. An IB-certified educator and Workshop Leader, she holds a Master's in International Education and has completed all components for her Doctorate in Education at Murdoch University, Australia. Her research focuses on the use of ICT with play-based pedagogies in Early Childhood Education. A lifelong learner and mother of two sons, Hannah is dedicated to inspiring children through innovative, Reggio-inspired practices that integrate technology and the arts. 

Jacqui is an international educator with over 20 years’ experience as a teacher, PYP Coordinator, Deputy Principal, and Principal. A certified Concept-Based Curriculum and Instruction trainer, Jacqui champions inquiry, inclusion, and slowing down to listen deeply to children. Currently Primary Principal at Nanjing International School, she supports Early Childhood practices and planning that honour the rich and complex thinking of our youngest learners. She holds a steadfast belief in childhood as a place of joy and discovery, where learning is playful and purposeful. "

This session looks at how art can give EALs another way to enter into learning and share their ideas. We’ll use examples from the new DP Visual Arts guide to see how images, questions, and creative responses can open space for students who may struggle to find the right words at first. Teachers will take part in practical activities where art is used as a starting point for speaking, writing, and reflection. The aim is for participants to leave with simple strategies they can use in their own classrooms to help students build language, confidence, and voice.

Biography:

Yogi Yu is a visual arts educator and instructional coach with over a decade of experience in international schools. An IBEN workshop leader, IB DP Visual Arts examiner, and Assessment Specialist for Cambridge University Press & Assessment, she also mentors new teachers for Moreland University. Previously an admissions consultant for the University of the Arts London, Yogi holds teaching licenses from the USA, UK (QTS), and China, plus a TESOL certificate. Her work centers on art as inquiry, fostering student voice, identity, and global understanding.

This interactive workshop explores how young children develop leadership through everyday classroom experiences. Participants will discover practical and playful strategies—such as games, classroom jobs, routines, and community service—that nurture confidence, empathy, responsibility, and collaboration. Through examples, hands-on activities, and reflection, educators will learn how to transform ordinary moments, such as cleanup, circle discussions, and problem-solving challenges, into powerful opportunities for children to see themselves as capable leaders.

Biography:

Lyn is a pre-kindergarten teacher and Team Lead for Preschool and Prekindergarten at Concordia International School Shanghai, with over 30 years of experience in early childhood education across Thailand and China. Passionate about nurturing young children’s confidence, agency, and leadership, Lyn specializes in creating playful, hands-on learning experiences that develop empathy, collaboration, and responsibility. Lyn is committed to supporting children as capable, confident, and caring learners, and she inspires educators to intentionally foster these qualities in their classrooms.

To equip educators with skills to use AI to create interactive learning experiences, prototype educational apps quickly. Participants will learn to leverage AI through natural language prompts to generate educational tools, design personalized learning paths, and gain the confidence to transform from technology consumers into educational creators.

Biography:

As Head of the High School Science Department, Catherine Zhou is a passionate physics teacher and a lifelong learner at heart. She operates on a powerful conviction: no subject is inherently difficult; the key lies in how the information is presented. Constantly seeking new pedagogical strategies, she is dedicated to a cycle of learning and sharing. By empowering fellow educators with innovative tools, she aims to create a ripple effect, magnifying the positive impact on students and shaping the future of science education for the better.