Shared Practice Presentations  Saturday 13:30 - 14:30

 

The new IBDP Maths Syllabus: Preparing for the next 7 years

Dr Ibrahim Wazir

Ibrahim Wazir taught Maths at Vienna International School, the American International School, Vienna, and at Webster University, Vienna. He has been an IB Maths Assistant Examiner, Chief Examiner and a member of the Curriculum Committee. He has also run IB workshops for new and experienced teachers. He founded and directs the International Schools Mathematics Teachers Foundation (ISTMF) and runs the consultancy inScholastics. He is lead author of the Pearson Baccalaureate DP Mathematics series.

 

workshop: The new IBDP Maths Syllabus: Preparing for the next 7 years

This autumn sees the introduction of the new syllabus for DP mathematics, with alternative Analysis & Approaches (AA) and Applications & Interpretation (AI) paths at SL and HL. This discussion will address the differences and similarities to the previous syllabus, including structure, content, external assessment, internal assessment, delivery style and the role of technology. What now happens to Math Studies students? Most importantly, what is expected of you the teacher, and how best to share experiences and resources for the new syllabus?

Christina Astin, MA (Cantab), CPhys, FInstP, LTCL (@ChristinaAstin) is an Education Consultant and Trainer with over 25 years’ experience as an exceptional science teacher and subject leader, most recently as Head of Science at The King's School, Canterbury, UK. She advises schools and leads CPD for science teachers across the UK and in Europe, building confidence, sharing teaching strategies and boosting subject knowledge. As well as her freelance consulting, she carries out training in schools for the Institute of Physics, Physics Partners and STEM Learning, often on a long-term basis, as an advisor, support and mentor. Christina has contributed to textbooks, developed educational resources for industry and presented films for physics teachers. She founded the international student-run Young Scientists Journal (www.ysjournal.com) and has a particular interest in science literacy, and forging links across schools and countries. Website: www.astinconsulting.com

Numeracy Skills in Science

Students often struggle with the mathematical demands of the science curriculum, finding graphs impenetrable and equations mystifying. This session will equip teachers with ideas to help students learn new concepts and recall them more easily, and even enjoy the numerical language of science!

NNisEd talks

Alexei Gafan

I have been an IB MYP/DP teacher for 16 years and taught at Stockholm International School, Sweden; United World College of South East Asia, Singapore and Antwerp International School in Belgium. I am currently the MYP Coordinator at ISGR and was previously the Service as Action Coordinator, Duke of Edinburgh's International Award Coordinator and Chair of Language & Literature at AIS.

Providing Frameworks for Service using the Duke of Edinburgh award

Looking at how to use the Duke of Edinburgh's International Award and UN Sustainable Development Goals as ways of providing ready-made frameworks to engage students in CAS/ Service as Action.

Brent Puglisi

Brent has lived and taught in Gothenburg since 2004. He teaches Math to the sixth grade students and is the Personal Project Coordinator for ISGR's MYP program. He is a long way from the Ozark mountains of his youth and has lost the accent of his clan, yet the lessons of rural life remain with him to this day.

How I rode a pig to Europe: Purpose and Practice of the Personal Project

This talk will share the experience of how a city-boy learned to raise pigs, how that led him to Europe and why none of that could have happened without the community around him.

Luis Mardones

I am a happy MYP Maths teacher at the International School of Gothenburg Region since 2016, soon after I moved to Sweden.
I got teaching qualifications status in Scotland, UK where I lived for nearly 20 years. I got the opportunity to teach at public secondary schools in both affluent and deprived areas.
I am passionate about the use of technology in the classroom to enhance learning and teaching experiences.

The Use of Artificial Intelligence in Education. A China Model

I will briefly introduce the concept of Artificial Intelligence and its various applications with emphasis in education as a tool to support students and enhance their learning.

Mangus Forsberg

Magnus is a Math and Science teacher in the MYP section at ISGR. With 10 years experience in teaching at the school, he is the current head of the Math department. In 2009 he completed his teacher training at Linköping University where he spent a lot of his free time as an unofficial guide for the exchange students in the Erasmus program. He is a self proclaimed nerd and music lover who is not shy to express these attributes in his teaching.

“Lessons learnt from teaching Bobby, a low arousal approach”

We have all been in a situation where we have a student in our class that is particularly challenging. Wouldn't it be nice to go to a workshop that offers a miracle solution to this problem? Sadly, I have yet to come across such a solution, but I can offer you a glimpse of what I have learnt so far. A few years back I taught the most challenging student that I have ever had the privilege of teaching and this workshop will focus on the strategies I learned from working with him and how these strategies work perfectly well on other students as well.

Camilla Martinsson and Karen Myrick Nilsson

Camilla and Karen have been teaching in PYP schools since 2002 and have a passion for continued learning and developing. They are interested in how to live a healthy and balanced life and how our brains are affected by our current lifestyle. During the past year, both Karen and Camilla took this interest further and studied to become mindfulness instructors, using this new knowledge to help the 4th graders at their school become more mindful and present in the moment.

“Mindfulness in schools”

This workshop will give information about mindfulness, and a 12 week Mindfulness Project in which our grade 4 students participated. We will link mindfulness to the PYP curriculum and student well-being, as well as discuss questions like: What it is mindfulness? Why do we need it? What are the benefits to our students, ourselves and our society? You will learn about the practice and the benefits, based on scientific facts and research. We will go over the logistics, obstacles to look out for and how to deal with them, as well as the positive results we noticed. You will also get to experience a few different mindfulness exercises and get some practical tips of how to start using it in the classroom.

Janine Parry and Andrie Steen

Janine has worked with a number of educational curriculums having taught in numerous countries. She has specialized in childhood development and holds a Bachelors in Education and Childhood Studies and a Masters in Special and Inclusive Education. Janine has a desire in supporting the collaboration of specialists and teachers valuing the holistic development of children.

Andrie has worked in international schools since 1998. She has facilitated workshops on differentiated instruction and inclusive classroom practices since 2008 at the Nordic Network Conference, Learning Differences Conference in Athens and the Norwegian National Conference on Auditory Processing Disorders. She holds a Bachelors of Science in Behavior Science and a Masters in Special Education specializing in inclusion classroom ecologies. Andrie’s passion for working towards equitable learning environments in schools began because of how learning disabilities, APD and ADHD impacted her and her children’s personal educational journeys.

“Positive Classroom Ecologies”

Through an intercontextualized mini workshop participants will explore teacher perceptual awareness, the ecological foundation for creating a constructive learning community and the mediation of student thinking. The workshop will entail individual and small group activities which can be easily used in the classroom to promote and support the attributes of mediated student thinking and building a positive and effective learning community.