Main Stage Presentations

In this keynote, we unpack the key concepts of culture and inclusion and learn how we can be culturally intelligent without being superficial.  Focusing on being interculturally effective through examining our values, we will gain insights in the best ways of addressing culture and inclusion that can make a tangible and impactful difference... now and for the future.

This second keynote is focused on how educators and students can utilise AI to improve the future direction of education. How can we position AI within the school context? How can we use it to shape the future?

What are parents looking for in an International School in SE Asia?

This presentation will outline Concept-Based Curriculum and Instruction. Eunjee will introduce the Structure of Knowledge (developed by Dr. Lynn Erickson) and the Structure of Process (developed by Dr. Lois Lanning), as well as understanding concepts and writing generalizations with scaffolding thinking.

Commercial Tobacco use (smoking, vaping and nicotine pouches) are a real issue within school communities. So, what can we do about it? Join PHE Canada as we share the Students Together Moving to Prevent Tobacco Use (STOMP) program and evidence on how youth are taking action when it comes to addressing smoking and vaping while simultaneously creating a healthier school environment. At the end of this session we will also share resources you can use to address substance use, tobacco and vaping at your school.

"Building Thinking Classrooms in Mathematics" by Peter Liljedahl offers educators research-based strategies to promote deeper thinking and understanding in math classrooms. Based on extensive research, the book provides practical methods for transforming traditional teaching approaches. We will share our experiences implementing the model, showcasing student work, classroom photos, and reflections on both successes and challenges. Additionally, we will discuss classroom routines and structures that support the development of a thinking classroom, with potential applications across different grade levels and subjects.

Can three-year-olds learn to play the violin? Yes, they can—with the Happy Violin program. We call it "Happy Violin" because it prioritizes the happiness of students, parents, and teachers alike. Our program fosters a joyful learning environment where happiness and musical skills naturally flourish.

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Special Presentation from Harbord and Khan.

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We know that colonization is bad, but, as international teachers, surely we're just teaching it from a historical context. Surely we're not involved... right?

This talk will explore the tension surrounding our unique position in the world - teachers, who by duty shape minds, who do so in the traditions of their (often distant) homeland, in a receptive host nation to theoretically receptive host nationals. What is our role in addressing modern colonization? How do we truly respect our host nation's culture while still honouring our practice? One colonizer will walk you through his journey towards inclusivity.

Students are more engaged in the classroom and school community when they are actively involved in planning, facilitating, and reflecting on activities that allow them to grow. We will reflect on how we as teachers and administrators can be more intentional in letting our students lead the learning – in all phases – to foster agency. This naturally supports development of communication, self-management and thinking skills. 

Schools are usually the first service to resume operations after a disaster, a crisis or an emergency. Additionally, schools are a primary resource of community support when a crisis happens. Hence, having basic knowledge of Psychological First Aid is a great addition to the educators' tool kit. Because of the nature of education, the school is full of significant adults who play an essential role in students' well-being. Unfortunately, there is a very high possibility we all have in our classrooms students who have lived/are living a traumatic experience. Trauma changes the brain and affects the process of learning. This is why it is important teaching staff know how to have a trauma-informed teaching approach. This makes a huge difference in the students' well-being, mental health and their learning process.

For the emergent bilingual student struggling to master English, the last thing she or he needs is their school telling them that their home language cannot be used at all, that they must use English in all aspects of their learning. While that may make the teacher’s job a bit easier at a surface level, it sends an unspoken message to the bilingual student that their home language is not as important, and likewise, calls questions on the home culture. 

These learning and affective domain concerns can be effectively addressed by formally making the classroom a place where we can allow the students use all their tools in both their home and their new languages to bring the highest learning possible. 

This talk is intended to open the discussion of appropriately, legitimately, and intentionally allowing academic use of an emergent bilingual’s home language into the learning environment. It’s a discussion that cannot be resolved by one person’s decision, as the choice may go counter to existing school policies, culture, or even parent desires. However it recognizes, with intent, the value of learning in both the language of instruction (English) and the student’s home language. 

Exploring the essential skills needed for success in our rapidly changing world, such as critical thinking, adaptability, and collaboration. This talk will highlight the role of experiential learning in developing these skills through activities like project-based learning, outdoor education, and service learning.

• Uncover the transformative potential of recent advancements in generative AI and technology, paving the way for highly personalized, inclusive, and future-oriented educational experiences.

• Gain insights into how the implementation of an AI strategy can streamline educational processes, optimize resource allocation, and empower educators to have a profound and lasting impact on student success.

• See how Toddle AI 2.0 is tailored for school leaders to effectively leverage AI, liberating teachers from administrative burdens and allowing them to focus wholeheartedly on their core mission of teaching.

• Experience firsthand a state-of-the-art communication platform powered by artificial intelligence.

• Dive deep into the evolution of assessment methods seamlessly woven into everyday classroom routines.

Non-cognitive abilities such as GRIT is easy to measure but hard to specify why and how each non-cognitive ability can be developed. In Dalton Tokyo Middle and High School, a NY-based Dalton Plan school in Japan, we have built an evidence-based educational evolution scheme in non-cognitive ability enhancement. In this presentation, we will present the method of evidence-based evolution scheme including analytical frameworks, students’ reflection process, AI’s measurement trial on the depth of learning, and teachers’ learning process based on the analysis. 

This presentation will focus on how to empower IB educators and administrators in preparing students for an AI-driven future. Explore practical strategies for seamlessly integrating Artificial Intelligence (AI) into the curriculum, fostering essential skills such as critical thinking, creativity, and tech literacy. Discover efficient ways to enhance student learning and readiness for the AI revolution, all while staying aligned with the IB Programme’s objectives. Dive into rapid pedagogical approaches, ethical considerations, and hands-on ideas to equip students with the tools they need to thrive in an evolving world.

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Discover how Quizizz can transform and energized her classroom!

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Craig Kemp, co-founder of EduSpark, shares the inspiring journey behind the platform's creation. Learn how EduSpark began, the challenges overcome, and the meaningful impact it's making for educators in international schools today.