MASTERCLASSES

101. Learning Math Successfully – Henri Muurimaa, Eduten (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.

Henri Muurimaa (MSc) is the CEO of Eduten and a passionate believer in the ability of AI to support individualised learning.

102. How can we use AI to support holistic evaluation of pupils? – Aik Yank 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. AI and robotics supporting cognitive, social and emotional development – Sneh Vaswani, Miko.ai, India (English only)

Some children learn better when they have an empathetic partner for dialogue, one that never gets tired or upset. Miko is an autonomous robot designed to provide interactive and engaging experiences for children, fostering learning and development.

Fuelled by cutting-edge AI, Miko connects with children, responds to their emotions and fosters empathy in every interaction.  It’s curious, expressive, and surprisingly empathetic. Equipped with an emotional intelligence machine, Miko identifies, recollects and remembers the child’s moods, growing with the child with every interaction. Miko propels learning and intelligence by aligning with a child’s developmental stages. Miko recognizes the vast world of learning, and the more time kids spend with Miko, the deeper the bond and understanding between the two grows and the greater the support the child can get from the robot.

Miko keeps you on your toes with new content and capabilities automatically added every month. It’s an ever-evolving experience, as Miko grows up and learns right along with the child, offering challenges that can support learning, including for children with special educational needs.

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?

201. Cum pregatim elevii pentru un viitor high-tech? – Prof Razvan Bologa, Computer Science Department at the Academy of Economic Studies Bucharest, CEO and Founder NextLab.Tech, (interpretation English-Romanian on demand)

Description to follow

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, education entrepreneur, CEO at MBA Junior (interpretation English-Romanian on demand)

Description to follow

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 – Laura Piros, Ema Patrichi & Raluca Voina

Facilitatoare:
– Laura Piros, 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 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. Educație prin artă: Practici validate de educaţie muzicală centrată pe nevoile de formare ale elevului / Education through art: Validated practices of music education centered on the students’ learning needs – Ana-Maria Rusu

Facilitatoare:
Ana-Maria Rusu, profesoară MERITO de Educaţie muzicală la Colegiul Naţional Unirea din Focşani şi finalistă Top50 Global Teacher Prize 2023.

Motivaţie:
Sesiune interactivă de învățare cu elemente de la egal la egal și învațare prin practică. Prin resursele oferite, alături de practici validate prezentate în cadrul atelierului, ne propunem să dezvoltăm abilități și cunoștințe specifice, a sentimentului de cooperare şi muncă în grup şi explorare de noi practici și inovații în educație. Componente: Melodie – Ritm – Armonie – Cum predau prin intermediul muzicii şi abordări transcurriculare; Dezvoltare didactică; Instrumente, aplicaţii şi platforme, materiale şi resurse didactice.

Obiective:
• Stimularea gândirii critice și creativității: reflexivitate, analiză şi dezbatere de idei și abordări în educație;
• Promovarea gândirii critice și a abordărilor inovatoare;
• Dezvoltarea abilităților practice: oportunități de practică și aplicare a noilor concepte și metode într-un mediu sigur și susținător;
• Aplicarea cunoștințelor dobândite în contextul specific de lucru al participanţilor.

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. Competențe – de la teorie la schimbarea practicilor educaționale / Competencies – from theory to changing educational practices – Daniela Tepes & Gabriela Deliu

Facilitatoare:
– Daniela Ţepeş, profesoară MERITO de Fizică la Liceul Teoretic “Ioan Cotovu” din Hârşova (CT);
– Gabriela Deliu, profesoară 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 Mezei

Facilitatoare:
– Marişca Morari, profesoară MERITO pentru învăţământul preşcolar şi directoare la Grădiniţa cu PP nr. 28 din Baia Mare;
– Anca 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;
• Metode interactive de grup – ghid metodic, Editura Arves, 2012;
• Montessori, Maria, Taina copilăriei, Editura Vremea, 2018;
• Emoto, Masaru, Adevărata putere a apei, Editura Adevăr Divin, 2008;
• 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 Teoretic “Bolyai Farkas” din Târgu 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 – Stepehn 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, profesor-logoped 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.

602. Inquiry Schools: Why does learning matter? – Diana Laufenberg (recommended for principals)

“Why does our learning matter?”

At Inquiry Schools, this essential question drives our practice. For schools to truly be successful, they must first create a school culture that values the naturally inquisitive nature of their students. Schools need a framework and curriculum that allows students to explore what is relevant to them, all while mastering the skills needed to thrive in academic environments and beyond. In an Inquiry School, no student ever asks, “why do we need to learn this?” because they set their own path towards acquiring knowledge.

How do we plan authentic activities to grow an environment that inspires students to be thoughtful, wise, passionate, and kind? Diana’s answers to the question have deep roots in experiential education, taking students from the classroom to the real world and back again.

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.

604. Cum construim direcția tanarului la intersecția dintre talente, pasiuni, valori și motivații – Luciana Baicea, Mindarchitect (doar în română, no interpretation into English)

Într-o lume în continuă și rapidă schimbare, adesea caracterizată de volatilitate, incertitudine, complexitate și ambiguitate (VUCA, Warren Bennis și Burt Nanus), care sunt coordonatele după care ne putem ghida în găsirea de ancore pentru construcția unei direcții profesionale care să ne îndeplinească nevoile, fie ele de siguranță, satisfacție sau dezvoltare?

În Masterclass-ul TPVM, cum ne construim direcția la intersecția dintre talente, pasiuni, valori și motivații, explorăm patru coordonate care să ne însoțească în această călătorie:
– Observarea, măsurarea și utilizarea punctelor forte în alegerea direcției profesionale
– Identificarea și dezvoltarea pasiunilor în carierele noastre
– Ghidarea după setul de valori în deciziile despre carieră
– Identificarea și îndeplinirea motivațiilor pentru dezvoltare

701. Transforming learning in the 21st century – Alex Beard, Teach for All, Global Learning Lab (English only)

After starting out as a teacher with Teach First in a London comprehensive school, Alex Beard did his MA at the Institute of Education before joining Teach For All, where he now heads the Global Learning Lab for Community Impact. He is fortunate to spend much of his time travelling the world in search of the practices that will shape the future of learning and has written about his experiences for the Guardian, Financial Times and Wired. He recently presented The Learning Revolution, a three-part series on the future of education for BBC Radio 4, and is the author of Natural Born Learners (2018), a user’s guide to transforming learning in the twenty-first century.

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. “The fourth leg of the stool”: building trusting relationships and supporting safe learning spaces for students – Cami Anderson, Thirdway Solutions

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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?

803. Bottom-up innovation in education leadership and learning – Vikcy Colbert, Escuela Nueva, Columbia (recommended for principals)

Vicky Colbert, founder and director of Fundación Escuela Nueva, will speak about how she transformed rural schooling in Colombia and beyond. Policymakers tasked with the expansion and improvement of existing multigrade schools in rural Colombia came up against challenges that are very common in rural Europe today: small populations, teaching children of different abilities and ages, often in a single room at the same time. The geography of spread-out rural communities and the poor infrastructure needed to access them from urban centres meant teachers could be difficult to persuade to go and to stay in small villages.

But more than this, the curriculum for rural schools was not contextualized. It was not seen as relevant to their life, and therefore families were not incentivised to send children to school, because what they learned was not applicable to their rural environment and community. This meant school dropout was on the rise.

How did Vicky Colbert change things? “Starting an innovation on behalf of the state was very difficult – we were constantly challenging bureaucracy,” she reflects. “We had to start with bottom-up strategies and gather solid evidence in order to convince the ministry of education that Escuela Nueva was having measurable, positive results.” How did she do that, and how could her model help improve the quality of learning and reduce school dropout in rural areas?

804. Equity, Diversity and Inclusion as factors of successful leadership in schools – Lisa Vernon

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