The 2020 YK Pao School (Global) Education Forum took place on 23rd October on Hongqiao Campus. This year, the Forum discussed topics surrounding the theme “Building Relationships to Promote Lifelong Learning.” Due to epidemic prevention and control requirements, the Forum took place as an internal activity, acting as a professional development day for teachers. The Forum included online workshops, allowing talks from overseas guest speakers, and face-to-face discussions led by local workshop leaders. The workshops, which were led by outstanding international and Chinese educators, covered a variety of topics including Intercultural Competence, Teacher-Student Relationships, Mindfulness, and Key Competencies.
Rhonda Bondie is a lecturer on education and the Director of Professional Learning at the Harvard Graduate School of Education, Cambridge, MA. She began her teaching career as an artist-in-residence and then became a special education teacher. She enjoyed over twenty years as both a teacher and administrator in K-12 urban public schools. She visited Beijing four times and enjoyed very much meeting teachers and working in schools on developing student multiple intelligences. Rhonda is faculty chair for the online course, Differentiated Instruction Made Practical. Rhonda’s research focuses on sustainable differentiated instruction practices using self-regulated learning, motivation, and using digital platforms and tools to personalize learning.
Small group discussions are essential tools in promoting belonging through discussing the curriculum, deepening student learning, and building relationships among peers. However, designing discussions that support all students in engaging and furthering the discussion is challenging for educators. In this workshop, we will explore how to increase the quality of student responses and independence, manage student engagement, and assess student learning. We will explore examples of how to build on student strengths and meet a wide range of student learning needs with practical tools designed for daily classroom use.
He Yanan is Shanghai English Superfine Teachers, Superfine Teachers Principal, the host of Shanghai English Subject Famous Teacher training base. She is committed to English teaching research and characteristic creation, focusing on classroom teaching and the cultivation of young and middle-aged teachers. Her main works include: English Writing, Senior High School English Classroom Teaching Design, Senior High School English Compulsory Course Teaching Design and Case Study, English Classroom Teaching Enlightenment, Senior High School English Classroom Reading Teaching Design, Senior High School English Grammar Teaching Design, Senior High School English Vocabulary Teaching Activity Design, Senior High School English Writing Teaching Design Etc. She has awarded the National Award for Foreign Language Teachers in Primary and Secondary schools.She has been rated as a model worker in Shanghai, a red flag bearer, and one hundred outstanding female teachers in the 60 years since the founding of the people's Republic of China.
It is our common understanding and responsibility to teach for students' lifelong learning. What are the basic qualities and key abilities of lifelong learning? How to cultivate students' abilities and qualities through our classroom? These are the issues we should pay attention to. This workshop will be based on the case analysis and reflection of classroom teaching observation in Pao School, and explore the strategies and methods to guide students to establish good interpersonal relationship and enhance their learning ability.
Ron is an Associate Professor (Teaching Stream) at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) where he has taught mathematics methods courses for pre-service elementary and secondary teachers since 2004. Before being hired at OISE/UT, Ron was a middle and high school mathematics teacher at co-ed public schools and an all-girls school for 23 years. Ron's professional activities include consultations for international, private and public schools; technology companies, museums and public broadcasters. Ron has been a presenter at hundreds of conferences, including the highly-regarded Anja S. Greer Conference on Mathematics and Technology at Phillips Exeter Academy for 29 years in a row; 60 National Council of Teachers of Mathematics (NCTM) Annual and Regional Conferences; 38 consecutive Ontario Association for Mathematics Education Annual Conferences and 12 East Asia Regional Council of Overseas Schools Conferences and Weekend Workshops. Ron has been a prolific author for the Mathematics Teacher, published by the National Council of Mathematics Teachers (The Mathematical Lens & Media Clips) and the Ontario Mathematics Gazette, published by the Ontario Association for Mathematics Education (Mathematical Snapshots) as well as a member of the writing team for Principles and Standards for School Mathematics, published by the NCTM. Ron loves coddiwompling and he sees mathematics everywhere he walks. He never leaves home without his pair of math glasses and camera so that he is always ready to snap photos of numbers, patterns, shapes, solids, curves and shadows. Throughout his career, Ron has made connections between the mathematics curriculum and daily life in an effort to help students appreciate and enjoy mathematics.Ron is the recipient of the 2015 Margaret Sinclair Memorial Award Recognizing Innovation and Excellence in Mathematics Education awarded by the Fields Institute.
Join Ron Lancaster for a hands-on workshop that focuses on how to use letters, words, sentences and creative writing to teach mathematical topics that includes symmetry, rotations, stretches, patterns, the Fibonacci sequence, sequences & series, geometry, analytic geometry and Calculus.
Brooklyn Raney is an experienced teacher, coach, and administrator who has spent the last decade in independent schools. She is the founder and director of the Girls’ Leadership Camp, and founder of Generation Change, a nonprofit that seeks to embolden youth to be empathic and compassionate change makers through cross-generational mentorship. Brooklyn is a workshop facilitator, speaker, and consultant for schools, camps and other youth-serving organizations nationally and internationally. As a former elite-level athlete at Colgate University, and an MA graduate in Educational Theater from NYU, Brooklyn reaches a wide audience with her unique energy, interactive approach, storytelling, and humor. She resides on Lake Winnipesaukee in New Hampshire with her husband, son, and two dogs.
Visit Brooklyn at: www.brooklynraney.com
Today’s research suggests that the tactic most effective in protecting youth from risk seeking behavior is a relationship with one trusted adult outside of the parent-child relationship. Educators and coaches are in a position to help adolescents prioritize goals, stay focused and build confidence, all while setting and modeling healthy boundaries. This talk addresses the risks youth are facing today, best practices for working with adolescents, universal youth needs and how to create intentional environments and communities that foster and encourage appropriate adult-child relationships.
Shen Yifei, associate professor of School of social development and public policy, Fudan University, director of family development research center of Fudan University, vice president of Shanghai marriage and Family Research Association, vice president of China sociology family sociology professional committee, executive director of China sociology social gender professional committee, and director of Shanghai family education research Association. Yan Jing scholar of Harvard University, director of Shanghai family time community service center. Energy teases the founder. The official account: Yi Fei has words, energy tease.
- Post figurative culture: the elders learn from the younger generation in turn. China is rapidly entering the era of post figurative culture.
- The emergence of intensive maternal culture: the more time and energy we spend on children, the better and share weal and woe with children.
- From four generations to a bowl of soup, two doors, cooperative parenting also brings educational conflicts.
- The increase of divorce rate leads to the change of parent-child relationship and diversification of family role and education concept.
- The emergence of second child leads to new problems.
- The acclimatization brought by the western concept of child care.
- Attach importance to home school cooperation to meet educational challenges
Jill Stansbury is a mindfulness and social and emotional learning trainer based out of Bellingham, WA, USA. For over twenty-five years, she has taught and administrated at schools with students from preschool to high school in America and China and holds a master’s degree in Educational Leadership from DePaul University in Chicago, IL, USA. She has been studying and practicing Mindfulness for twenty-five years. Currently, she is enrolled in the trainer’s certification in Mindfulness Based Stress Reduction at the Brown University Mindfulness Center.
Mindfulness is paying attention to the present moment in a kind, non-judgmental way. Come and learn more about what it is and what it is not, and how it can improve overall wellness. The workshop will provide a deep dive into learning about stress reactivity and how mindfulness aides individuals in becoming skillful at responding to stress in ways that reduce it. A model for folding mindfulness into a whole school will be explored. Participants will also have a chance to try some mindful awareness and movement practices.
Ann Straub, is an International Advisor for the Council of International Schools (CIS). In this role, she supports CIS Global Citizenship Services and is a Qualified Administrator for the Intercultural Development Inventory (IDI). She trains teachers and educational leaders who are strategically focused on developing intercultural competency and global citizens, intercultural leadership, and intercultural learning to promote a diverse and inclusive culture. Ann was previously the Director of Curriculum and Staff Development at the International School of Bangkok and a trainer for the Principals' and Teachers’ Training Center in Miami and London. She holds a Master’s degree and a Certificate of Education Leadership from the State University of New York. She currently lives in Middlebury, Vermont, USA with her husband Peter and their Westie pup, Daks.
What is your school's definition of global citizenship and intercultural competence? How is this put into practice and measured? The words "global citizenship" and “global or intercultural competency” often appear in school's guiding statements, but what this looks like and how to accomplish this is often frustratingly vague with a "hit or miss" approach prevailing. This requires educators who understand what is meant by intercultural learning and strive to first understand and develop intercultural competence in themselves and then their students. In this interactive workshop, we will refer to research on intercultural competence and cultural frameworks, particularly Chinese and “Western” frameworks while reflecting on our own intercultural competence, and how this affects our relationships with students, parents and colleagues. In this interactive workshop, participants will apply their learning to an international school case study and their own school ‘s context thus gaining a much clearer picture of where they are in this journey with subsequent steps in mind.
Intended Audience: This workshop is designed for all international educators, both teachers and leaders, who are interested in developing their own intercultural competence and developing the potential of their students and colleagues through increased intercultural skills and understanding.
Tao Wang is an Associate Professor and Assistant Director at the Institute of Curriculum and Instruction, East China Normal University, Shanghai. He received his Master’s and Ph.D. degree from the University of Washington, Seattle. His research interest is multicultural education, equity, and curriculum studies; global migration, citizenship, and cultural identification; and rural migrants and social integration. His work appears in both English and Chinese academic journals including Race, Ethnicity and Education, Eurasian Economics and Geography, Education and Urban Society, Intercultural Education, and Global Education (Chinese). He is currently working on several national and provincial research projects about glocalized understanding curriculum and culturally responsive pedagogy for migrant children in China. He serves as the sectary in the National Commission of K-9 Curriculum Revision and the assistant editor for the ECNU Review of Education.
Through this workshop, teachers and curriculum coordinators will develop a basic knowledge of global competence, including its origins, definitions, and conceptual framework, understand the core structure and steps of competence-based curriculum design, and preliminarily simulate strategies of curriculum development and instructional design oriented to global competence. This workshop follows the method of design thinking, including empathize, define, ideate, prototype, and test. With interaction, practice, and lecturing, teachers and curriculum coordinators will analyze the background and need of global competences, define the framework of global competences in terms of curriculum goals, brainstorm ideas of curriculum development and instructional design, build prototypes of curriculum syllabus and plans, and conducts preliminary testing.
Dr Jennifer Chang Wathall is an educational consultant, author and part-time instructor for University of Hong Kong with over 25 years’ experience in the education field. She holds a degree in Pure and Applied Mathematics from the University of Sydney and completed post-graduate studies at the University of Hong Kong. Based on her Masters of Arts and Doctorate in Educational Technology she has designed numerous online courses that have reached thousands of educators all over the world. Her research areas include online and blended learning methodologies and teaching for deep conceptual understanding. In the international arena, she has presented numerous keynote addresses and workshops about effective eLearning practices, concept-based mathematics, and concept-based curriculum and instruction to Pre-K-12 educators. In her role as an independent consultant she supports the development of curriculum and instruction that integrates effective eLearning practices and based on teaching for deep conceptual understanding. With school closures, she is utilizing her graduate studies in Educational Technology, to conduct a virtual practicum with her MEd students. She is also currently supporting schools with professional development and long-term partnerships to co-create and design an eLearning integration strategy as well as developing curriculum and instruction for deep conceptual understanding.
The following questions will be addressed during this workshop:
- How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach both factual and conceptual knowledge with greater depth and rigor?
- How is knowledge structured and how can we utilize that structure to develop the intellect?
This will be a highly interactive workshop where we will be adopting a social constructivist approach. There will be group work and discussions both in-person and using online resources so please BYOD.
Sarah Westbrook is a former high school English teacher who is now the Right Question Institute’s Director of Professional Learning. During her over ten years in education, including seven years of teaching in Boston, MA area public schools, Sarah developed a deep appreciation for the innovative work educators do every day for students that often goes unseen and unrecognized. She now partners with schools and districts around the country to design professional learning on the Question Formulation Technique (QFT) and collaborates with classroom teachers to highlight their work and identify new opportunities for professional growth. She has presented on the QFT for a range of audiences including sessions at national conferences such as NSTA, NCSS, NCTE, Learning Forward, and ASCD, the Iowa and Hawaii State Departments of Education, Chicago Public Schools, San Francisco Public Schools, and New York State BOCES districts. She also leads the design and facilitation of the Right Question Institute’s online professional learning course hosted by the Harvard Graduate School of Education.
Question-formulation is an increasingly vital skill for critical thinking, information literacy, problem-solving, navigating uncertainty, and self-advocacy. Yet, it is rare that the skill of question formulation is deliberately taught to students. How can we build the capacity for all students to take greater ownership in their educational journey through question-asking? In this hands-on, active learning experience, participants learn the Question Formulation Technique (QFT), a simple yet powerful evidence-based strategy to teach students how to ask, improve, and use their own questions. The QFT is a universal learning tool that supports instruction in every subject area from kindergarten through higher education and promotes greater student agency, ownership, and intellectual flexibility. Participants leave with a deep understanding of the strategy and the ability to apply it immediately in classrooms.
Zheng, Chanjin, is an associate professor of the Department of Educational Psychology, Faculty of Education, East China Normal University (ECNU), Shanghai, China. Dr. Zheng received his Ph.D. in Educational Psychology from University of Illinois at Urbana-Champaign, USA. His research interests mainly include educational and psychological assessment, technology-supported assessment and learning (cognitive diagnostic computerized adaptive testing, etc.), and applied statistics. He has published over 20 articles in peer-reviewed journals including Journal of Applied Psychology, Journal of Educational Measurement, Applied Psychological Measurement, and International Journal of Testing.
Key Competences assessment has become one of the key areas of education research, involving related theories, technologies and methods, etc. At the same time, key Competences assessment has had a significant impact on the practical level. Several major international large-scale assessment projects have attracted a lot of attention and become the focus of discussion and even debate among educational researchers, managers, educators and other relevant parties.
In this lecture, we will discuss the four major issues of the Key Competences title: the challenge of the Key Competences assessment, the framework of the Key Competences assessment, the proposition based on the Key Competences assessment and the development of the grading standard. In explaining these basic theories and technologies, we will discuss large-scale assessment evaluation, the relationship between Key Competences assessment and Key Competences training (senior high school curriculum reform and curriculum design), and the impact of Key Competences assessment in some important examinations (college entrance examination, etc.).