Cathryn Berger Kaye, Author and International Consultant, and EarthEcho International
This session provides participants the essential elements of high quality service learning. The day includes an actual field visits to one several local sites throughout New Orleans with an emphasis on the environment and social issues followed by guided reflection on lessons learned, and ways similar experiences can be done with youth.
Service learning—an effective teaching strategy—creates a conducive environment for developing transferable skills, knowledge, engagement, and relevance that gives meaning and purpose to academics. During this highly experiential journey, see examples of service learning applicable to units of inquiry at all levels of IB. Let service learning be a continuum that gives evidence of how the learner profile attributes become internalized. Hear ideas being piloted that infuse service learning within the extended essay, group research, TOK, and see how service learning will increase youth initiative and outcomes for CAS. During this comprehensive session, Cathryn Berger Kaye leads you through a step-by-step process that includes:
• Making a Case for Service Learning
• Getting Started
• Entry Points
• Essential Elements
• Transdisciplinary Curricular Mapping
• Five Stages of Service Learning
• Action Research
The Common Core of State Standards (CCSS) and current research move the focus of education from mastering content toward a major concern for rigor, relevance, depth, clarity, and understanding how instruction influences students’ continuous learning and future life in college or the work place. These changes have significant implications for administrators and teachers.
“How can we do it all?”
In this session, experience ready-to-use ideas and learning experiences that realistically help you integrate the common core and collaborate with colleagues and parents while transforming classrooms into rigorous learning environments.
Participants explore how to:
•Implement the CCSS while lifting standards for high-ability students.
•Use assessments that provide actionable data aligned to required instruction.
•Transform lessons and products with rigor, relevance, and higher-order thinking skills.
•Engage students so they are motivated to exert the effort required to reach higher
Bertie Kingore, Ph.D. is an international consultant and an award-winning author of twenty-six books. Through her many years of teaching experiences with preschool through graduate school students, she is recognized for her motivational and effective classroom ideas and techniques. She is the author of widely used materials, including Differentiation: Simplified, Realistic, and Effective, The Kingore Observation Inventory (KOI), and “High-Achievers, Gifted Learners, and Creative Thinkers.”
Patricia Ganem Alarcón, Technical Secretary for the National Commission for Social Inclusion in Education
Processes applied within the classroom as the result of teacher-led strategies to promote learning may involve innumerable events which can go unnoticed by teachers themselves. Where these events are responded to, the teacher can better guide and monitor students.
If all the children or students in a classroom are able to participate in group work, the teacher can make use of the management model, which provides the ability to select unique learning strategies for students. If the individual learning process for each student follows a different rhythm, the teacher should be able to change to a mediator model, which is based around the teacher adapting, using new strategies, in order to accommodate the different rhythms of each student. In addition the teacher will observe those students who are being left behind, which should lead to the teacher implementing innovative solutions as part of the coaching model, i.e. completing student work in pairs, where one able student works with a student who is less familiar with the topic.
The ability of a teacher to make use of different models within the same teaching day is what really demonstrates the capacity for innovation.
Andy Atkinson, Director of Global School Services
Andrew Mitchell, Associate Regional School Services Manager AEM
Maria Hersey, Regional Development Specialist IBA
This session covers essential aspects about all our IB programmes that will enable you to work effectively in the leadership team and develop your individual leadership skills.
There are myriad of factors that create challenges for school leaders. How do IB coordinators within school leadership teams build systems for capacity, expertise, and collaboration to ensure a foundation of success for teaching and learning? This session will highlight the essential pedagogical elements of an IB education that will enable pedagogical leaders to work together to identify key IB principles, sharing best practices and effective leadership skills that are necessary to develop sustainable programmes of education. Participants will be provided with an array of learning experiences designed to enhance IB programme development and provide opportunities for confident leadership in an ever-changing global society.
Part 1: Programme knowledge
• Knowing your programme, where and why it fits in the continuum and what are the non-negotiable requirements for success
• Leading the school pedagogy: Evolving cross programme approaches to teaching & learning and the impact this has on coordination within and beyond your programme role
Part 2: The Programme Coordinator within a Senior Leadership Team
• As a more junior member of this key school group, how are you going to get what you need, when you need it? Practical ideas and case studies of how coordinator’s can work strategically and effectively ‘managing up’ within the leadership team.
Part 3: Working with teachers as a programme leader and teachers as sustainable programme leaders for when you move on!
• How to get teachers actually teaching the programmes! Motivational leadership, pedagogical leadership, overcoming resistance, team work of teachers across programmes .
• The essential nature of distributive leadership and the responsibilities that all staff have in developing sustainable programmes.
Academic Honesty in the IB Diploma Programme (at no cost; AM Session in English, PM Session in Spanish)
Celina Garza, Academic Honesty Manager, International Baccalaureate
The purpose of the session:
• To understand the meaning of academic honesty in the IB Diploma Programme
• To achieve an understanding of what constitutes a breach of regulations by reviewing exemplar cases of academic misconduct
• To understand the criteria employed by the IB when applying a penalty for academic misconduct
• To identify teaching strategies/practices to promote academic honesty
• To recognize key elements in the design a school’s academic honesty policy
Participants will have the opportunity to:
• Question their own knowledge on academic honesty and referencing systems
• Discuss different definitions (academic honesty, plagiarism, collusion, referencing, paraphrasing, etc.)
• Examine exemplar cases of academic misconduct to understand what constitutes a breach of regulations and the penalties imposed by the IB
• Discuss the pros and cons of plagiarism detection software
• Share teaching strategies/practices to promote academic honesty
• Understand the academic merits of students completing and submitting their own authentic work
• Appreciate why is important for the IB to uphold the principle of academic honesty
Ben Walden, renowned leadership coach, actor and speaker
In this one-day workshop, Ben will reveal tools and techniques drawn from drama, psychology, and organizational theory that can instill leadership and facilitate the potential for participating heads of schools to share this ability with their teams, organizations, and important stakeholders.
Mary Ehrenworth, Ed.D
Mary will focus on three essential strands of the Common Core Standards: Close reading of literature, close reading of nonfiction texts, and evidence-based argument. In this interactive session, Mary will help define leadership roles to help your faculty come to a deeper understanding of the standards, and of instructional methods to raise the level of discourse in classrooms. To truly enact the standards, teachers need shared understandings and practices. Mary will help you plan how you may work with teachers and colleagues, as well as how to work with children. Grades K-12.