AISC 2024

This presentation will delve into the pedagogy used in the Cambridge Global Perspectives programme. This approach to teaching and learning provides learners with a structured method for developing essential skills in research, reasoning and communication. By utilising a diverse range of global topics as a vehicle, the Cambridge Global Perspectives programme challenges learners to think critically and hone their ability to analyse and reconstruct arguments about global issues through personal research and a rigorous examination of evidence. This presentation will provide educators with an introduction to the Cambridge Global Perspectives programme. It will examine the programme's structure and methodology in detail, followed by examples and student case studies demonstrating teaching and learning approaches in action. 

Expected outcomes: By the end of the presentation, attendees will have gained insight into the pedagogy used in the Cambridge Global Perspectives programme, including its structure and methodology as a critical pedagogy. Through illustrative examples and student case studies, participants will observe the practical application of the approach, equipping them with tangible concepts to integrate into their own teaching environments. Educators will acquire new techniques for cultivating critical thinking, research, reasoning, and communication skills in their students.

This provocative session challenges the foundations of traditional pedagogy by asking: "What if the role of a teacher is not to explain, but to emancipate?" Drawing on Jacques Rancière's radical concept of intellectual emancipation, we explore the creation of "Educational Agoras" - spaces that dismantle hierarchies and foster true intellectual partnerships. The session will explore the types of “thinking partners” that leaders and teachers draw on, from reading and engaging with educational theory and research to literature and art to colleagues and students. This will lead to a thought-provoking discussion of how explicit, sustained, purposeful engagement with “thinking partners” can lead to the emergence of educational agoras where the role of the teacher is to emancipate thinking rather than to assist in the production and reproduction of knowledge. This approach has significant implications for education systems in a time of considerable ecological, geopolitical, economic, and technological change.

In the first part of the session, we will engage with Jacques Rancière's provocative classic text "The Ignorant Schoolmaster" as a way of unpacking the notions of intellectual emancipation and equality of intelligence. This will lead to an exploration of how to reimagine (that is, not to rethink, but to imagine once again) educational relationships as a dialogue of emancipation. We will then apply Guattari's notion of three ecologies (explored at AISC 2023) to consider how an emancipatory approach also nurtures the creation of holistic learning environments. This applies as much to the classroom as to contexts of professional learning, and we will consider how an emancipatory, ecological approach may revolutionize professional learning and development by shifting practice from knowledge transmission and technical expertise to emancipatory practice. The session will conclude with an engaging discussion and interactive design activity focused on nurturing emancipatory educational agoras in participants’ own settings.

Expected Outcomes:
• A provocation to think differently about understanding teacher-student dynamics and the role of the teacher
• Strategies for implementing intellectual emancipation in diverse educational contexts
• Innovative approaches to professional learning that prioritize authenticity and emancipation
• Practical designs for creating spaces that foster intellectual wellbeing and critical thinking
• A call to action for educators to become catalysts for intellectual emancipation

Panelists:

• Selena Hartley, Guidepost Montessori
• Brenda Yuen, English Schools Foundation

Join us for a compelling lunchtime panel discussion titled "Supporting Children in Early Years Transitions: Aligning Beliefs and Structures" at the Asia Pacific International Schools Conference (AISC). This essential session will take place in the Chancellor Room on Wednesday, 11th December from 12:30 to 1:15 PM.
Our expert panellists will explore effective strategies and frameworks that facilitate smooth transitions for young children during critical developmental phases. The discussion will highlight the significance of feeling “known,” emphasising the continuity between home, caregivers, and various educational settings that shape children’s unique learning journeys.
As children navigate multiple out-of-home experiences—they may appear to handle transitions effortlessly. However, many children struggle with these changes, particularly when moving from familiar environments to new ones. The panel will address the various types of transitions young children face, from moving rooms within a setting to shifting between home and childcare.
We will delve into the vulnerabilities some children experience during these times, particularly those with low self-esteem, language barriers, or complex needs. The discussion will also highlight the importance of fostering supportive relationships, where friends and caregivers play a crucial role in easing anxiety and facilitating adjustment.
Participants will have the opportunity to engage in meaningful dialogue on how to prioritize emotional development and well-being, ensuring that all children are equipped to navigate their early transitions with confidence and resilience. Don't miss this chance to learn from leading experts in the field and contribute to a vital conversation about supporting our youngest learners.

Our collective wisdom asserts that the world is currently changing at breakneck speed, and schools are tasked with preparing the next generation for an “unknowable future”. Meanwhile, external stakeholders expect us to continue generating data they can use to judge our effectiveness today. The system guides students to place maximum value on collecting qualifications and grades that might or might not have enduring value.  

By the age of eighteen, most students will have spent about eighteen thousand hours at school. Are we maximising that investment of time, resources and childhood? There is a significant opportunity cost associated with schooling; we ought to feel obliged to regularly question whether our offer truly honours the trust students place in us.

The teaching profession is a dynamic community of dedicated experts; educational thinking continuously evolves. But are our approaches to learning evolving fast enough? And are we sure they are moving in the right direction?

This workshop will be a chance for educators to come together to explore some fundamental questions about the state of schooling today, other possible futures, roadblocks to progress, and creative solutions to drive immediate improvement. The workshop leader will present, and invite a critical evaluation of his innovative “manifesto for education”.

Expected Outcomes: Participants will engage in new discussions around foundational questions about the role of schools and our core hopes and intentions for education, alongside more practical considerations about why we do what we currently do and the barriers to implementing a paradigm shift in our profession.

By the end of the session, delegates will be enthused to continue this dialogue, exploring further how schools must radically change, to better support students to become fully actualised humans leading successful, useful and happy lives, no matter where the future takes them.

For many years, a range of scientific disciplines have sought to "bridge the gap" between academic evidence and classroom practice. There are teachers with masters degrees and PhDs. There are the curriculum writers. There are consultants. Countless books have been written but most teachers still in the classroom will tell you that there is simply not enough time for research in modern learning environments.

Meanwhile, those same scientific disciplines are facing a more recent challenge: the reproducibility crisis. As Artistotle so aptly put: The more you know, the more you realise you don't know. Modern efforts to reproduce results from even heavily cited papers are coming up short.

With each classroom being affected by many different external variables, some of which greatly impact learning, why are we looking outside the classroom for answers to be handed down?

The questions this presentation hopes to raise are: where are the experts located when we consider each classroom as it's own vessel, who is responsible for ensuring change is meaningful and effective and what sort of standards of evidence do we need in order to make informed decisions about teaching and learning?

We invite you to a discussion about what could be next.

Expected Outcomes:
We hope that by sharing our small approach to a large problem, we can create relationships with other interested educators. The model we are proposing relies on a large community of educators in order to be successful. This means the barriers to entry must be as low as possible, while still maintaining an acceptable level of intellectual rigour.

The notion of Cultural Responsive Pedagogy relates to ways both teachers and school leaders need to adopt a more dynamic relationship between home/community culture and school culture. Whilst from a pedagogical perspective this links to ways teachers adapt their pedagogy to ensure it is aligned with the cultural needs and backgrounds of our students, from a leadership perspective it is indicative of ways we need to be dependent on localised as well as Westernised approaches to leadership when working with staff from non-Western cultural contexts. In turn, this has clear relevance with International School leaders in Asia, as they seek to develop relationships with local as well as expat staff, interactions between leaders modelling expectations for students interaction, and those of the broader school communities. This presentation will use the research on leadership in Confucian societies, as well as broader research on ethical leadership to consider models for leadership when working in International Education in an East Asian Cultural Context.

Expected Outcomes:
I will present a model for leading in a cross-cultural leadership context as a means of reflecting on what culturally responsive leadership looks like in International Schools in the Asia Pacific Region.

We live, and perpetuate, a world of neurotypical standards. Being a part of the minority of working Autistic adults, I constantly fight this battle. However, my AuDHD (Autism & ADHD) is what makes me a strong leader and teacher. Although it comes with it's own set of challenges and boundaries. My voice is loud in my direct relationships to give space for neurodivergence within my classroom and team, however, administration still looks at teacher well-being on a neurotypical scale. It’s time to make some noise and disrupt the space where leaders come to learn by taking the time to understand my story.

Expected Outcomes:
By the end of the presentation, participants will have a deeper understanding of the prevalence and implications of undiagnosed neurodivergence among teachers. They will also leave with practical strategies and tools to support the wellness and success of all educators, ultimately leading to a more inclusive and enriched learning environment for students.

This interactive 90-minute workshop introduces the LIFE approach, a practical framework for supporting student mental health and suicide prevention in schools. The session is designed to introduce educators to tools and strategies to proactively:
● Listen with Care and Compassion
● Identify Pain and Suffering
● Foster Hope and Meaning
● Explore Safe Solutions
Through a blend of engaging activities, collaborative discussions, and reflective practice, participants will learn how to create safer, more supportive environments that foster resilience and emotional well-being. While this session serves as an introduction to the full-day LIFE approach, participants will leave with practical tools to address student mental health concerns and promote a culture of care within their schools.

Expected Outcomes:
● Gain an introductory understanding of the LIFE framework, with tools ready for immediate application in the classroom or school environment.
● Learnthe LIFE approach to develop safe and compassionate conversations with students experiencing psychological distress.
● Collaborate with fellow educators to exchange ideas and insights to further support your practice.

The human brain possesses an astounding capacity for rewiring and remodeling itself throughout life, enabling us to rejuvenate, refine, and enhance our cognitive abilities at any age. Explore the neuroscience of learning and discover strategies to maximize student potential through cognitive training.

Delve into the significance of neuroplasticity and various brain training techniques and neurotech that can empower neurodivergent learners. Learn how neurofeedback can support student well-being and integrate seamlessly into a school's social-emotional learning (SEL) program.

By strategically exercising specific neural pathways, we can significantly boost people's thinking, perception, learning, and memory skills. In fact, brain training exercises may be equally effective as medications in addressing neurodevelopmental conditions.

Incorporating cognitive exercises into school curricula can help students excel academically. When engaged in these activities, learners can develop greater precision, speed, and retention in their cognitive processes, benefiting both high-achieving students and those with learning needs.

By prioritizing cognitive training during the formative educational years, we can empower students to reach their full potential, equipping them with the mental tools necessary for academic and lifelong success. Investing in brain plasticity during this critical period can have a profound and lasting impact on cognitive capabilities.

Expected Outcomes:
For school leaders and educators to understand how learning works in the brain
To explore the concept of Brain-based model in instructional design
To delve into the different cognitive processes and how can schools assess and optimize them.
To consider the place and need for cognitive assessment and training in schools
To investigate the importance of cognitive training to facilitate, improve and maximise learning
To explore the use of neurotech for not just neurodivergent learners but to maximise potential, elevate performance and to improve self-regulation
To know how neurofeedback is used in various institututions around the world to :
- Enhance focus and attention
- Improve academic performance
- Reduce anxiety and stress
- Improve sleep
- Enhance emotional regulation

The presentation addresses a fundamental error in education as conventionally practised, which is to conceive of learning as a reductive journey towards an integrated mastery of information. This is not how human cognition or understanding works. Rather, people tack towards a more satisfactory adumbration of a psychosomatic Gestalt, which licenses their plans for thought and action, and which is continually shifting in its content, its internal and external relations, and its valency. The current mismatch between practice and actuality is consequential for how learners come to conceive of their knowing selves, usually to their detriment.

The presentation argues via an exploration of three visual metaphors for student experience that, outside of a few special areas of knowledge (principally mathematics, physics, and engineering), the ambition of schooling should be to familiarise young people with adumbration in its most productive guises.

By drawing on the work of Iain McGilchrist (hemispheric tendencies towards either apprehension or comprehension), Wendy Wheeler (the ubiquity of biosemiotics and meaning making), and Nel Noddings (the call for integrative centres of care), a new model is suggested, created with the express intent of encouraging curiosity, intellectual humility, growth, and personal well being.

Expected Outcomes:
Participants will leave with a new understanding of how conventional school tends to misunderstand and reduce human learning (including its new mania for AI and the mistaken notion that human thought processes are algorithmic), and with compelling arguments to support the inclusion and expansion of every experience that can be included in the school curriculum that is not STEM.

Through our work over an academic year, we have designed projects that foster collaboration between our Makerspace and Li Ren (Wellbeing and Inclusion Centre). We focus on projects that encourage student collaboration, ownership, and autonomy. Using digital fabrication equipment, students have spent the year working in teams to design and create products to solve real design challenges in the Li Ren (Wellbeing and Inclusion Centre).

Our team will discuss our work so far, both successes and failures, as well as facilitate discussion around how this model might be expanded to other schools. Our findings include how much time it takes to facilitate design/build projects as well as the impact on student perception and understanding of Li Ren (Wellbeing and Inclusion Centre). We believe the best way to reduce stigma around counselling and wellbeing work is to truly integrate it into all parts of the school.

Expected Outcomes:
Participants will engage in a workshop where they can produce a product which emulates our work in both the Makerspace and Li Ren (Wellbeing and Inclusion Centre). Participants will be able to find out more about the collaborative model in our school and how we integrate the Makerspace with well-being and vice versa to support the personal growth of our students. We will discuss our best practices and look for feedback and ideas moving forward in this collaborative work.