MASTERCLASSES

101. Learning Math Successfully – Makke Leppänen (recommended mainly for Maths and Science Teachers)

Eduten is an adaptive, gamified, AI-based math learning platform for grades 1-12 and beyond. It is a complete solution that supports students’ progress in maths through personalised learning and reduces teacher workload. It provides scientifically proven improvement to learning outcomes and student motivation.

Developed by one of Finland’s top universities, University of Turku, a globally ranked top 1% university, Eduten has spread to over 50 countries worldwide and is used by more than 1 million students.

102. How can we use AI to support holistic evaluation of pupils? – Aik Yang Ng, Holotracker, Singapore (interpretation English-Romanian)

Holotracker is an AI-based platform that supports the evaluation of students based not only on subject-based competences, but it enables educators to show learners’ character and skill growth. Using AI, the tool can quickly create visual and written reports for every learner. It can articulate the unique learning rhythm of every individual, group, or your whole institution. It offers formative feedback to learners, and keeps educators and parents in the loop.

Supporting wellbeing, 21st century skills and character growth cannot just be a buzzword. Too often, growth in these qualities stay abstract and unseen. This is especially so for the 90% of learners that ‘fly under the radar’ in school, at work and even at home. To advance education, it is fundamental that we learn to observe, affirm and support growth in these holistic dimensions. The challenge is being able to do so in a way that is authentic and practical (without extra, repetitive work for educators). Holotracker creates this medium for holistic evaluation based on adaptive criteria while reducing teacher workload.

103. LIVRESQ, an AI instrument to build digital educational resources: super-power or trap? – Gabriel Lazăr, Ascendia

Gabriel Lazăr from Ascendia will lead a thought-provoking Masterclass on the dual potential of AI in creating digital educational resources. The session will delve into whether AI serves as a game-changing tool that enhances learning experiences or poses a challenge to established teaching practices.

104. Maximise children’s potential with a holistic approach – Dragos Grigoriu, CEO and Founder SupersonaApp (interpretation English-Romanian on demand) (also recommended for parents)

Parents are growing the kids, but who’s growing the parents? Parenting is the most popular job in the world, if not the most important and responsible. However, there’s no formal education for it, no formal preparation and no training, apart the one on the job. It is like driving with 250 km/hour while learning to drive. There’s a lot of pressure on them, but they also put a lot of pressure on others.

How can the AI revolution assist parents to become better at understanding and supporting their little ones while working together, respectfully and gently, with all the available educational resources?

202. Increasing student engagement in Maths classrooms – Richard Wilson, Founder & Chief Visionary, Maths Pathways, Australia (recommended mainly for Maths and Science Teachers) (interpretation English-Romanian)

Maths Pathway supports teachers to have a greater impact in the classroom through a Learning and Teaching Model that delivers truly engaging and personalised learning for each student. We combine evidence-based practices to create a holistic model that is maximising teacher impact and increasing student engagement in maths classrooms across Australia. Our students are more than doubling the amount of new mathematics they learn each year. By identifying each student’s learning profile — what they have mastered, what they are ready to learn next, and what gaps may exist — Maths Pathway gives students curriculum aligned content that they are ready for, supported by high-impact teaching practices, like targeted explicit teaching (mini-lessons), scaffolding learning to ensure mastery.

203. Entrepreneurial education for children: digital tools – Elena Lotrean & Silvia Bestebroer (interpretation English-Romanian on demand)

Elena Lotrean, education entrepreneur, CEO
Silvia Bestebroer, Co-founder & Curriculum Design Director at MBA Junior

MBA Junior- Success can be learned

The good thing about this masterclass is that you do not need to be an entrepreneur, although we think you might be one.

If you believe that success can be learned, come and experience our program first-hand. If you don`t, we will let you experience it. This masterclass will immerse you in one of the MBA Junior lessons, and you will unpack it with one of its creators. You will also discover our approach to the lifelong journey that is learning. You might even get some tools you can apply not only in your teaching but, we dare to say, in your life as well because learning doesn`t stop when you step outside of the school environment.

At MBA Junior, we shape responsible adults capable of building a destiny that brings extra value to themselves and their community. We support adolescents in building a culture of success irrespective of their story. We are contributing to the growth of a generation of children capable of assuming a responsible direction in life, and the chosen path is a successful one on all levels: emotional, vocational, relational and financial.

MBA Junior is a program that supports not only its learners in discovering the resources to succeed in life but also its trainers by offering a seamless learner-centred and trainer-friendly experience. We use technology as a tool to deliver a consistent educational experience across the franchise and to help the trainer support each learner on their learning journey. They do not need to focus on content creation, and they grow professionally. The ready-made teaching tools allow flexibility, and it all makes sense…for all.

Come and learn to learn and grow with MBA Junior. Although this presentation is in Romanian, we can easily accommodate those who use English. You might even improve your Romanian while you are with us.

204. Leveraging technology to create an ecosystem of highly skilled educators – Oluwaseun Kayode, Nigeria

Oluwaseun is a major contributor to conversations about Improving Teacher Quality in Africa. He currently leads the team at Schoolinka, where technology is leveraged to create an ecosystem of highly skilled educators for schools in Africa. His team creates exciting professional development opportunities for teachers and school leaders that are delivered via an online learning platform and instructor-led live masterclasses. Schoolinka has trained more than 3500 teachers and school leaders and has a teaching faculty of more than 50 experts. Beyond the training, Schoolinka also place trained teachers in teaching job opportunities in their partner schools.

301. Citim conștient pentru a învăța si a ne informa! Strategii de literație disciplinară / Conscious reading to learn and be informed! Disciplinary Literacy Strategies

Facilitatoare:
– Laura Piroș, profesoară MERITO pentru învăţământul primar la Şcoala Gimnazială nr. 6 “Iacob Mureşianu” din Braşov şi creatoarea platformei Clasamea.eu;
– Ema Patrichi, profesoară MERITO pentru învăţământul primar la Şcoala Gimnazială “Dacia” din Târgu Mureş şi creatoarea platformei EmalaŞcoală.ro;
– Raluca Voina, Profesoară parteneră MERITO pentru învăţământul primar şi director adjunct la Şcoala Gimnazială nr. 6 “Iacob Mureşianu” din Braşov;

Motivație:
În școala românească literația disciplinară a fost tratată sporadic și nu există o tradiție în utilizarea unor strategii eficiente pentru a decoda și a înțelege texte din diverse discipline. Abordările din cadrul literației disciplinare sunt utile pentru a dezvolta competența de receptare a diverselor texte, atât pentru informarea într-un anumit subiect specializat, cât și pentru competența de a învăța pe tot parcursul vieții. Strategiile pe care le propunem vor putea fi transferate în cadrul tuturor orelor, modificând modul de proiectare a lecțiilor clasice.

Obiective:
• Prezentarea diferențelor dintre literație şi literație disciplinară;
• Analizarea principiilor literației disciplinare;
• Exemplificarea strategiilor și metodelor de dezvoltare a literației în diferite arii curriculare;
• Aplicarea strategiilor pe diverse exemple de texte din domenii variate.

Referințe:
• Conley, M.W, Înțelegerea textelor și ariilor curriculare, Polirom, 2019
• Fisher, Douglas et al, 50 de metode de instruire pentru a facilita înțelegerea unui text, Polirom, 2020
• Adler, M.J et al, Cum se citește o carte, Paralela 45, 2023 (ediția a II-a)
• Tomlinson, C.A, Disciplinary Literacy, Corwin, 2016
• Lent, R.C., Disciplinary Literacy in Action, Corwin, 2019
• Shanahan, T., & Shanahan, C. Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review: Adolescent Literacy, 78(1), 2008, 40-59.
• Shanahan, T., & Shanahan, C. What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 2012, p. 7-18.
• Shanahan, T., & Shanahan, C. Disciplinary literacy comes to middle school. Voices from the Middle, 22(3), 2015, 10-13.
• Shanahan, T., & Shanahan, C. Disciplinary literacy: Just the FAQs. Educational Leadership: Literacy in Every Classroom, 74(5), 2017, 18-22.
• Simmons, D. C., & Kameenui, E. J. (Eds.). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, 1998.

302. Making Learning Visible – John Hattie (interpretation English-Romanian))

According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. In successful classrooms, both the teaching and learning are visible. A key part of successful teaching and learning has to do with the teacher’s mind frame – the teacher’s view of his or her role. It is critical that teachers see themselves as evaluators of their effects on students. Teachers must believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement. They must believe that success and failure in student learning is about what they, the teacher, did or did not do.

How do we make learning visible? A masterclass for teachers who want to master the process of generating learning.

303. Prin eroare către învăţare / Through error towards learning

Facilitatori:
– Ana-Maria Rusu, profesoară MERITO de Educaţie muzicală la Colegiul Naţional Unirea din Focşani şi finalistă Top50 Global Teacher Prize 2023.
– Antoaneta Luchian, profesoară MERITO de Educaţie muzicală la Colegiul Naţional din Iaşi;
– Cătălin Ciupală, profesor MERITO de Matematică la Colegiul Naţional “Andrei Şaguna” din Braşov;

Motivaţie:
Eroarea este percepută și aplicată în mod deficitar în procesul de învățare la clasă, iar înțelegerea mecanismelor cognitive legate de învățare ne permit optimizarea demersului didactic în vederea creșterii calității acestuia.

Scop şi obiective:
• Informarea participanților cu privire la teoriile învățării din perspectiva proceselor cognitive;
• Identificarea erorilor (de predicţie) în situaţii concrete de învăţare;
• Adaptarea demersului didactic la teoria creierului predictiv, prin provocări cognitive şi prin situaţii concrete de învăţare prin eroare.

Rezultat aşteptat:
Valorizarea erorii ca element constructiv în învăţare.

Bibliografie:
• Bar Moshe Mindwandering , 2023, traducere Oana Damian, Cluj-Napoca, editura ASCR
• Brown, Peter C., Roediger III, Henry L., McDaniel, Mark A., Învață să înveți, 2021, traducere de Patricia Comănescu, Alexandra Debelka, Oana Damian, Cluj-Napoca: editura ASCR.
• Carey, B. (2014). How We Learn: The Surprising Truth About When, Where, and Why It Happens. Random House.
• Clark, A. (2023). The Experience Machine: How Our Minds Predict and Shape Reality. Pantheon Books.
• David A. Sousa, 2008, How the Brain Learns Mathematics, California, USA, Crowin Press
• Dehaene, S. (2020). How We Learn: Why Brains Learn Better Than Any Machine… for Now. Penguin.
• Dehaene, Stanislas, 2024, Cum învățăm, traducere de Darius Stănescu, București: editura Litera.
• Dehaene, Stanislas, 2011, The Number Sense (How the mind creates mathematics), Oxford University Press.
• Fernbach, Philip, Sloman, Steven, 2017, Iluzia cunoașterii, traducere de Dan Crăciun, București: editura Publica.
• Fleur, E., Sumeracki, M., & Weinstein, Y. (2021). Understanding How We Learn: A Visual Guide. Routledge.
• Frischen, U., Degé, F., & Schwarzer, G. (2022). The relation between rhythm processing and cognitive abilities during child development: The role of prediction. Frontiers in Psychology.
• Furuya, S., & Altenmüller, E. (2015). Acquisition and Reacquisition of Motor Coordination in Musicians. Annals of the New York Academy of Sciences.
• Jo Boaler Mathematical Mindset, 2022, New Jersey, Jossey-Bass A Wiley Brand, Hoboken.
• Juan M. Rosas Santos Psihologia învățării (2022), trad. Mihaela Coman, ed. Litera.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Macdonald, K., Stabio, M., & Feiler, C. (2018). Addressing Neuromyths in Education: The Role of Neuroscience. Educational Neuroscience, 3(2), 124-145.
• Maier, M. E., Yeung, N., & Steinhauser, M. (2011). Error-related brain activity and adjustments of selective attention following errors. NeuroImage.
• Marblestone, A. H., Wayne, G., & Kording, K. P. (2016). Towards an Integration of Deep Learning and Neuroscience. Nature Neuroscience, 19(9), 1173-1185.
• Mareschal, D. (2016). Neuroscience of Conceptual Learning in STEM. Journal of Educational Neuroscience, 4(1), 35-45.
• Mayo, D. (2010). Learning from Error: The Theoretical Significance of Experimental Knowledge. The Modern Schoolman.
• Metcalfe, J., & Kornell, N. (2007). Principles of cognitive science in education: The effects of generation, errors, and feedback. Psychonomic Bulletin & Review.
• Miendlarzewska, E. A., & Trost, W. J. (2014). How musical training affects cognitive development: rhythm, reward, and other modulating variables. Frontiers in Neuroscience.
• Nathan, M. (2021). Foundations of Embodied Learning: How the Body Shapes Cognition. Springer.
• Overbye, K., Bøen, R., Huster, R. J., & Tamnes, C. K. (2020). Learning from Mistakes: How Does the Brain Handle Errors?. Frontiers in Neuroscience.
• Paul, A. M. (2021). The Extended Mind: The Power of Thinking Outside the Brain. Houghton Mifflin Harcourt.
• Shamay-Tsoory, S., & Lamm, C. (2019). Real-Life Neuroscience and Learning. Nature Reviews Neuroscience, 20(10), 567-578.
• Shin, H. J., Lee, H. J., Kang, D., Kim, J. I., & Jeong, E. (2023). Rhythm-based assessment and training for children with attention deficit hyperactivity disorder (ADHD): A feasibility study protocol. Frontiers in Human Neuroscience.
• Thorndike, E. L. (1932). The Fundamentals of Learning. Teachers College Press.

304. Learnership: Raising the status of learning from an act to an art in your school – James Anderson

We don’t have a teaching problem in our schools, we have a learning problem. If you are ready to show your learners how to get more out of every learning situation and get better at getting better, it’s time to embrace Learnership.

Today, we understand quality teaching better than ever. We have skilful teachers doing a great job in our classrooms. But when we have quality teaching and are still not achieving the results we’re looking for, it’s a sign that we don’t have a teaching problem. What we have is a learning problem.

Ultimately, learning is not the product of teaching, it’s the product of the activity of learners. Too many of our students are passive learners who avoid challenges, fail to act on feedback, or who waste effort instead of investing in it. To prepare students to not only succeed in school but also to have the agency they need to succeed in life, we must lead them to become skilful learners.

401. Învăţarea centrată pe competențe, de la teorie la schimbarea practicilor educaționale / Competence-centered learning – from theory to changing educational practices

Facilitatoare:
– Daniela Ţepeş, profesoară MERITO de Fizică la Liceul Teoretic “Ioan Cotovu” din Hârşova (CT);
– Gabriela Deliu, Profesoară MERITO de Fizică la Colegiul Naţional de Informatică “Grigore Moisil” Braşov

Obiective:
• Explorarea conceptului de competență în literatura de specialitate. Prezentarea cadrului conceptual;
• Reflectarea conceptului de competență în documentele curriculare de referință din România;
• Percepția profesorilor din România privind proiectarea-performarea-evaluarea curriculumului centrat pe competențe (analiză pe eșantion);
• Prezentarea unor exemple de practici validate în implementarea curriculum-ului centrat pe competențe – la nivel internațional și în Romania;
• Explorarea unor căi de acțiune pentru schimbarea practicilor educaționale centrate pe conținuturi

402. Self-organising systems and Minimally Invasive Education – Sugata Mitra

Sugata Mitra conducted the Hole in the Wall (HIW) experiment, where in the year 1999 a computer was embedded within a wall in an Indian slum at Kalkaji, Delhi and children were allowed to freely use it. The experiment aimed at proving that kids could be taught computers very easily without any formal training. Sugata termed this as Minimally Invasive Education (MIE). The experiment has since been repeated at many places.

The results of his work question the ideas of curriculum, examinations and the meaning of ‘knowing’ itself in the Internet world of the 21st century. This means that, in addition to traditional schooling, children must get a chance to participate in self-organized learning, that is to spend time in learning environments where they are given the space to explore on their own, make discoveries and share them with their peers. His experiments have shown how children can learn by themselves. They can do this when getting certain kinds of support. It is important that:

They are motivated by curiosity.

They are given the chance to teach themselves and each other.

They are encouraged.

Sugata Mitra wants children around the globe to get a chance to participate in self-organized learning. His workshop will focus on how can teachers support learning, self-organised learning, and the competence of learning to learn.

403. Cultivarea învăţării preşcolarilor prin sarcini provocatoare / Cultivating preschoolers’ learning through challenging tasks – Marişca Morari & Anca Sandu (Mezei)

Facilitatoare:
– Marişca Morari, profesoară MERITO pentru învăţământul preşcolar şi directoare la Grădiniţa cu PP nr. 28 din Baia Mare;
– Anca Sandu (Mezei), profesoară MERITO pentru învăţământul preşcolar la Şcoala Gimnazială nr. 5 Săcele (BV);

Motivaţie: Prin intermediul sarcinilor provocatoare pentru preșcolari, oferim o alternativă activă și angajantă, care îi încurajează pe cei mici să-și exploreze și să-și dezvolte abilitățile într-un mod interactiv și stimulativ. Această abordare nu numai că îi ajută să-și dezvolte capacitățile cognitive și sociale, ci îi pregătește și pentru a face față provocărilor viitoare într-un mod creativ și încrezător.

Ne propunem să oferim educatoarelor instrumente inovatoare și strategii captivante pentru a dezvolta abilitățile preșcolarilor prin intermediul sarcinilor provocatoare. Vom explora diverse jocuri, metode și experimente menite să stimuleze imaginația, curiozitatea și abilitățile cognitive ale copiilor.

Obiective:
• Învățarea și aplicarea practică a unor tehnici inovatoare de proiectare și implementare a sarcinilor provocatoare, care să vizeze dezvoltarea specifică a abilităților preșcolarilor, cum ar fi gândirea critică, rezolvarea problemelor și creativitatea;
• Dezvoltarea abilităților de observație și evaluare a progresului copiilor în timpul participării la sarcinile provocatoare, pentru a identifica punctele tari și zonele care necesită consolidare și pentru a oferi feedback și sprijin adecvat;
• Încurajarea capacității educatoarelor de a crea un mediu de învățare stimulativ și sigur, care să încurajeze explorarea și exprimarea liberă a ideilor, încurajând astfel dezvoltarea încrederii în sine și a colaborării în rândul preșcolarilor.

Bibliografie:
• Willingham, Daniel T., Why don’t students like school, Editura John Wiley & Sons, 2010;
• Grant, Adam, Potențial ascuns, Editura Publica, 2023;
• Montessori, Maria, Taina copilăriei, Editura Vremea, 2018;
• Brown, Peter C.; Roediger III, Henry L.; McDaniel, Henry L., Învață să înveți, Editura ASCR, 2021;
• Rotaru, Dana, Jocuri teatrale: manual pentru clasele 0-IV, București: UNATC Press, 2016.
• 855 de jocuri și activități. Ghidul amatorului, Chișinău, 2005;
• Curriculum pentru educația timpurie, 2019.
• Nicolae, Irinela, Curriculum pentru educația bilingvă în învățământul preșcolar C.L.I.L., 2015.

404. How to create learning communities in education? – Peter Senge, Massachusets Institute of Technology (MIT), Sloan School of Managment (recommended for principals) (interpretation English-Romanian)

Throughout his career, Peter has been asking, “how do we create the conditions for people to work together at their best, cultivating the innate systems intelligence that is our birthright but is all but lost in modern culture?” Schools That Learn describes how schools can adapt, grow, and change in the face of the increasing demands and challenges of our society, and provides tools, techniques and solutions for teachers and school principals.

Senge argues that teachers, principals and other members of the school communities must learn how to build their own capacity; that is, their own capacity to learn. But what is capacity building? How do schools actually develop capacity to learn? From Senge’s perspective, real improvement in schools will only occur if the people responsible for implementation actually design the change as well. And that can happen only when a school community comes together and engages in team learning, creates shared mental models, establishes a shared vision, and thinks systematically. Is it the role of the school principal to manage this process? Is it shared responsibility?

501. Borne conceptuale pentru transformarea unui profesor bun într-un profesor excepțional / Conceptual milestones for transforming a good teacher into an exceptional one – Antoaneta Luchian, Briena Stoica & Bogdan Ratiu

Facilitatori:
– Antoaneta Luchian, profesoară MERITO de Educaţie muzicală la Colegiul Naţional din Iaşi;
– Briena Stoica, profesoară MERITO de Limba engleză la Colegiul Naţional “Al. Papiu Ilarian” din Târgu Mureş;
– Bogdan Raţiu, profesor MERITO de Limba şi literatura română la Liceul UMFST “George Emil Palade” din Targu Mureş;

Obiective:
• Formare vs. Informare vs. Transformare și învățarea continuă a profesorilor;
• Prezentarea cadrului conceptual pentru transformarea profesorului;
• Concepte asociate învățării adulților ca proces transformator;
• Competențe, standarde și activități asociate profilului profesorului expert;

502. The focus of future teacher training – Stephen Cox, CEO of Osiris Educational, co-creator of the World Education Summit

Join this Masterclass as Stephen explores the evolution of learning in a captivating talk that delves into the future of teacher education. He takes the core concepts in teaching, breaking them down into their key learning pivots, around which knowledge is secured. How do you, as a teacher, identify strengths and weaknesses in your practice and understanding? How do you choose the starting point of your further training, is it to grow from your strengths or to improve on your weaker points?

503. Cultivarea rezilientei in sala mea de clasa – adaptare si incluziune in contextul educatiei copiilor cu CES / Resilient Teacher – Classroom adjustment for children with Special Education Needs – Iulia Mandasescu & Antonela Samson

Facilitatoare:
– Iulia Sfetcu-Măndăşescu, profesoară MERITO pentru învăţământul special / psihopedagog la Şcoala Gimnazială Specială pentru Surzi nr. 1 din Bucureşti;
– Antonela Samson, Profesoară MERITO psihopedagog şi logoped în învăţământul special şi psihoterapeut la Şcoala Gimnazială Specială pentru Surzi nr. 1 din Bucureşti;

Motivaţie:
La nivel global, unul din 10 copii are o formă de dizabilitate, conform estimărilor UNICEF. Statisticile oficiale arată că, în România, sunt aproximativ 72.000 de copii cu dizabilități în evidențele statului, iar la numărul acesta se adaugă un număr și mai mare de copii care provin din medii vulnerabile, defavorizate, zone sărace sau familii destrămate, elevi care, deşi nu sunt încadraţi nicăieri, ei reprezintă o provocare tot mai mare pentru şcolile de masă din România.

Profesorii de toate nivelurile de învăţământ se simt din ce în ce mai depășiți de “a face față” cerințelor educaționale ale elevilor “atipici”, elevi care fac parte din clase obişnuite, dar care au nevoie de o abordare didactică specială, de adaptarea strategiilor didactice, a resurselor utilizate, a curriculumului, dar cel mai mult au nevoie de profesori flexibili şi adaptabili.

Sesiunea noastră își propune să aducă în prim plan conceptul de “adaptare” şi necesitatea de a ne schimba permanent în raport cu provocările întâlnite, precum şi  modalități prin care putem creşte capacitatea profesorilor de a face modificări în comportamentele lor şi a practicilor de la clasă, pentru a putea crea un mediu incluziv, echitabil, în care fiecare elev să fie acceptat aşa cum este și să înveţe aşa cum poate.

 Obiective:
La finalul sesiunii, profesorii / participanţii:
• Vor conștientiza mesajul transmis, despre adaptare și incluziune;
• Vor exersa voința de acceptare a propriei schimbări pentru a crea un mediu incluziv în sala de clasă;
• Vor identifica două modalități prin care își pot schimba practicile de predare în contextul elevilor cu cerințe educaționale speciale;

 Structură sesiune: Sesiunea va fi împărțită în două secțiuni.

În prima parte, Antonela Samson va aborda conceptul de adaptare / adaptabilitate din perspectiva:
• dezvoltării personale a fiecărui profesor;
• creșterea gradului de conștientizare asupra a ce este o cerinţă educaţională specială;
• modificarea unor rutine și comportamente personale în raport cu abordarea incluzivă și echitabilă a fiecărui elev.

În a doua parte, Iulia Sfetcu-Măndăşescu va aborda conceptul de adaptare / adaptabilitate din perspectiva:
• managementului incluziv al clasei;
• creşterea gradului de implicare al elevilor cu cerințe educaționale speciale în activitățile de învățare;
• introducerea unor rutine în sala de clasă, pentru a crea un spaţiu echitabil, de siguranță pentru fiecare elev.

Ambele secțiuni vor avea o parte de prezentare (perspectiva științifică) + 2 exerciţii cu publicul.

Bibliografie:
Bill Rogers, Cracking the hard class, Editura Sage Publications;
• Joe Feldman, Grading for Equity
• Bill Rogers Clasaroom Behavior

504. Things that make teachers great – John Hattie

John Hattie is the ‘go to guru’ of evidence-based education. He that the best teachers are passionate people, who master their subject and pedagogical approaches. They love what they teach, they love being a teacher, and they love the challenge of helping each of their students learn. But what makes the difference between a good teacher and an excellent teacher? Between a good practitioner and a great one? You cannot be a great teacher without a passion for helping kids learn. Great teachers help students move from surface knowledge to deeper levels of understanding. They connect new knowledge to students’ prior knowledge, including knowledge from other curriculum areas, and they offer individualized suggestions to help each of their students improve.

In this Masterclass, John Hattie will discuss the attributes that make a teacher great.

601. Cradle to Career. What constitutes a great school? – Ed Vainker, CEO Reach Foundation

Ed is the Managing Director of the Reach Foundation and was the co-founder and Principal of Reach Academy Feltham. Over the last five years he has been developing a Cradle to Career model, combining the school with the Reach Children’s Hub to provide an integrated pipeline of support for children and families.

Beyond Feltham he is working with Trusts nationally to support them to develop a Cradle to Career approach, as well as a growing suite of leadership programmes, including SW100, West100 and Yorkshire100, as well as Leading Trusts100.

Ed is currently on secondment to Ormiston Academies Trust as National Director of Transformation and is a member of the Board of CST. He has sat on a number of DfE and other policy panels and was awarded an OBE in 2019.

603. Reziliența în clasă, școală și comunitate: o abordare integrată, fundamentată pe compasiune – Marius Luca, fundatia Verita

Acest atelier se adresează educatorilor din mediul pre-universitar, echipelor executive, directorilor, părinților și, de altfel, tuturor celor care prioritizează educația ca fiind esențială pentru a clădi o comunitate mai prosperă și o societate mai bună. Atelierul oferă participanților o experiență activă, implicată și aplicată, pornind de la situații reale din clasă, școală și comunitate. Cu ajutorul gândirii sistemice, făcând vizibile interconectarea noastră ca oameni, interdependența relațiilor dintre noi, se co-crează un spațiu de siguranță pentru cultivarea de perspective compasive și reziliente asupra situațiilor cu care ne confruntăm frecvent. Participanților li se vor pune la dispoziție unelte practice, ușor de aplicat, pentru a naviga complexitatea relațiilor elev – educator – școală – părinte – comunitate.

La finalul atelierului ne dorim ca participanții să se simtă încrezători că munca lor de zi cu zi conferă atât demnitate, cât și semnificație, sens și apartenență, și să plece motivați de compasiune pentru a fi (în continuare) schimbarea pe care doresc să o vadă în clasă, școală și comunitate.

701. Cum pot școlile vulnerable să se transforme pentru a genera învățare de cea mai bună calitate, chiar și în cele mai vulenrabile comunități? – Sandeep Rai, Founder and CEO @ The Circle, Co-founder and Advisor @ Teach For India, Author of Grey Sunshine

Sandeep Rai started his career as a Teach For America corps member, teaching seventh and eighth-grade science in Washington, D.C. In addition to championing multiple school-wide reforms, he led his students to dramatic gains across literacy, mathematics, and science. That experience, in a low-income government school in the inner city, cemented his resolve to eliminate educational inequity. In 2008, Sandeep moved across the world to help launch Teach For India, a nationwide movement that spans operations across eight regions. The organization houses 1000 Fellows who impact 32,000 children; over the years, it has graduated more than 4500 Alumni who are now reaching 33 million children across India. In the thirteen years since inception, Sandeep has played numerous leadership roles at Teach For India, including serving as the Chief Program Officer and the Chief of City Operations.

Since his time in India, Sandeep has published multiple articles and works, including Grey Sunshine, a recently released book on the truth and hope of India’s educational system. He sits on the advisory boards of Saturday Art Class and The Apprentice Project; he’s also on the governing board of iTeach, a school chain located in Pune.

Sandeep is currently pivoting to a senior advisory capacity at Teach For India so that he can found and lead The Circle.

702. Closing the achievement and opportunity gap – Alina Amir, Arus Academy, Malaysia

Alina is a passionate educator & social entrepreneur focused on achieving equity in education. With nearly a decade of experience in teaching, content development, and teacher coaching, she specializes in serving high-need schools and marginalized communities, closing the achievement and opportunity gap. As the co-founder of Arus Academy, Alina leads the design & strategy of its programs. Founded in 2015, Arus Academy has benefited more than 120,000 students and 70,000 teachers in Malaysia, with more than 1 million individuals accessing their online resources. Alina holds a degree in Actuarial Science from the University of Illinois and a post-graduate diploma in Education from University Utara Malaysia. Her professional background, combined with her passion for equitable education, positions her as a committed advocate for creating positive change in the field.

703. John Hattie – Making Learning Visible (interpretation English-Romanian)

According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. In successful classrooms, both the teaching and learning are visible. A key part of successful teaching and learning has to do with the teacher’s mind frame – the teacher’s view of his or her role. It is critical that teachers see themselves as evaluators of their effects on students. How do we make learning visible? A masterclass for teachers who want to master the process of generating learning.

704. Ingredients of High Performing Schools: Positive Student Outcomes in Communities Experiencing Poverty – Cami Anderson, Thirdway Solutions

Cami Anderson’s masterclass, “Ingredients of High Performing Schools: Positive Student Outcomes in Communities Experiencing Poverty,” delves into the key factors that enable schools in high-poverty neighborhoods to outperform despite challenges. Why do some schools achieve excellence while others, serving similar students, do not? What are the common traits of schools that consistently produce great results? How can these conditions be scaled to ensure every student has access to high-quality education? Anderson draws on over 20 years of experience and research to highlight leadership, teacher quality, and family partnerships as vital components for success.

801. Steven Farr – Teaching as collective leadership. Relationships: what you can’t see but lies behind the best classes in the world.

Steven Farr leads Teach For All’s development of Teaching As Collective Leadership, an actionable and locally customizable framework for teachers, teacher coaches and program designers to grow students as leaders of a better future for themselves, for their communities, and for all of us. A graduate of the University of Texas and Yale Law School, Steven began his career teaching high school English and English as a Second Language as a part of the 1993 Teach For America corps in the Rio Grande Valley. Before returning to Teach For America as head of training and support in 2001, he taught civil rights at Georgetown University Law. Steven began working with Teach For All in 2011.

802. Student Leadership in a deeply inequitable world – Shaheen Mistri, CEO and co-founder Teach for India

Student leadership in a deeply inequitable world. About a quarter of a billion children are out of school. In many developed and developing countries inequalities are surging, fueled by and fueling very different academic achievements for children based on their income. How do we break the cycle?

804. When is a School Ready for Every Child? – Lisa Vernon, Dare to Learn Foundation

Lisa Vernon’s masterclass explores how schools can become truly inclusive by adapting to the individual needs of every student. She emphasizes the importance of creating educational spaces that embrace diversity, ensuring that all students are naturally integrated into the school environment without being stigmatized or singled out. The masterclass also addresses how to support diverse student communities in collaborating effectively throughout the learning process, promoting a culture where inclusion and cooperation serve as the foundations for educational success.