Dr Alicia Grunow
Senior Partner, Improvement Science and Analytics,
The Carnegie Foundation for the Advancement of Teaching, United States
Improvement Science in Action
By its very nature, improvement science solves problems using a learn-by-doing approach. This masterclass provides an introduction to the work of improvement science and some of the most frequently used tools. Participants will learn about and apply improvement science tools using hands-on activities. Participants will have an opportunity to reflect on how these tools and methods apply to their own work.
Dr Carol Campbell
Associate Professor, Leadership, Higher and Adult Education,
University of Toronto, Oise, Australia
Influential Educators: Leading Educational Improvement
What priorities are you committed to achieving? How can you be persuasive in engaging people and precise in the outcomes you seek to achieve? How will you collaborate with other professionals to co-learn, share your knowledge, and de-privatize improvement practices? What supports will you need and how will you persevere in the face of challenges? This masterclass will provide research, examples and opportunities to plan strategies for addressing these questions and to further your work as an Influential Educator.
Professor Michael Schratz
Professor, University of Innsbruck, Austria
Creating space for Innovation: Leading from the Emerging Future
Schools nowadays are confronted with highly complex challenges that stem from conflicting interests, cultures, and world-views among diverse stakeholders. These require innovative ways of teaching, leading and learning. This interactive session invites the participants on a personal and organizational learning journey, which takes them along Scharmer's phases of 'Theory U' (Mind - Heart - Will), to connect with and learn from emerging future possibilities. Participants will experience how energy follows attention, creating awareness for innovation and change, and collaborate to transform the methodology and design into their own professional context.
Dr Kim Schildkamp
University of Twente, Netherlands
Data use for improving Teaching and Learning in Schools: The Data Team Professional Development Intervention
Every day, school leaders and teachers are faced with important decisions to make. However, decisions may sometimes be taken too quickly based on anecdotal information and assumptions instead of data from investigation. This interactive session will focus on the concept of data use and its challenges and opportunities. Participants will experience being part of a data team and learn the effects of the data team procedure on teacher professional development and student achievement.
Dr Ruben R. Puentedura
Western Massachusetts, United States
Transforming for Sustainability: A SAMR Master Class
Many exemplary projects exist that showcase transformative uses of education technology. Unfortunately, too-gradual approaches to technology implementation have also frequently thwarted successful outcomes. In this master class, we will see how a new approach to SAMR and the EdTech Quintet defines sustainable processes that foster innovation. This new approach includes the conceptualization and design of learning spaces as technologies within the SAMR framework, leading in turn to deeper and more powerful outcomes.
Professor Kiyomi Akita
Professor, Graduate School of Education, The University of Tokyo, Japan
Dr Christine Lee
Curriculum, Teaching and Learning Academic Group
National Institute of Education, Singapore
Immediate Past President, World Association of Lesson Studies
Cultural Practices of Japanese Schools
Japanese classrooms in reformed 'learning community' schools are often characterized by collaborative learning and listening relationships. This master class provides an insight into how Japanese teachers use cultural tools and routines in lessons and school life for students' well-being through photos and videos. Some of these tools and routines include the blackboard, worksheets, textbooks and learning environment etc. There will also be discussion about the kinds of cultural tools Japanese teachers use to reflect on their practice. Opportunities will be provided for participants to consider how such cultural practices when borrowed could be adapted to their own contexts and needs.