TABLE OF CONTENTS
MESSAGE FROM SUSAN FUHRMAN, TC PRESIDENT
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
WELCOME FROM STUDIES IN EDUCATIONAL INNOVATION
FOREWORD BY PROFESSOR RUTH VINZ
GLA FOUNDING PARTNERS
ORGANIZING COMMITTEE
CONFERENCE PROGRAM
FEATURED SPEAKERS
CONCURRENT SESSIONS
ACKNOWLEDGEMENTS
TEACHERS COLLEGE MAP
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A MESSAGE FROM
SUSAN FUHRMAN,
TEACHERS COLLEGE PRESIDENT
Dear Conference Participants,
Welcome to Teachers College,,Columbia University and the second annual Global
Learning Alliance conference. I cannot think of a better place than TC to convene a
meeting focused on developing a common language around 21st century global
learning capacities and an understanding of what characterizes world-class assessment.
TC was the birthplace of the two fields most directly represented at this conference:
international and comparative education and educational assessment. Throughout its
history, TC also has sought to improve teaching based on a scientific understanding of
how people learn. The College consistently champions a vision of assessment as a tool
to diagnose strengths and weaknesses and, ultimately, provide every student with
more personalized instruction.
The GLA summit is an important gathering of all those working to achieve our goals for
assessment and learning. Given the accomplishments of the districts and nations
represented here over the next two days, I know this endeavor will be successful.
SUSAN H. FUHRMAN, PH.D.
President, Teachers College, Columbia University
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TEACHERS COLLEGE,
COLUMBIA UNIVERSITY
Teachers College, Columbia University is the oldest and largest graduate school of
education in the United States and also perennially ranked among the nation’s best.
Its name notwithstanding, the College is committed to a vision of education writ large,
encompassing four core areas of expertise: health, education, leadership and
psychology.
Teachers College sees its leadership role in two complementary arenas: One is as a
major player in policy-making to ensure that schools are reformed and restructured to
welcome all students regardless of their socio-economic circumstances. The other is
in preparing educators who not only serve students directly but also coordinate the
educational, psychological, behavioral, technological, and health initiatives to remove
barriers to learning at all ages.
In particular, Studies in Educational Innovation (SEI), an initiative of the Center for
Professional Education of Teachers (CPET), is dedicated to examining the factors that
contribute to educational excellence in schools in the United States and around the
world. SEI leverages global research and practitioner expertise to work in partnership
with school systems to document and share exemplary practices in education.
SEI specializes in research, design and application, focused on creativity, twenty-first
century curriculum, instruction and assessment that demonstrate high levels of
innovation in teaching and learning. In 2011, SEI successfully launched the
international Creativity, Play, and the Imagination Conference at Teachers College.
SEI co-founded the Global Learning Alliance (GLA), which is committed to improving
understanding of how to enable the largest number of students to learn at that high
level.
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WELCOME
STUDIES IN
EDUCATIONAL INNOVATION
FROM
Dear Global Learning Alliance Conference Participants,
Welcome!
As your hosts of the GLA conference at Teachers College, we are honored and delighted to welcome you, our
distinguished guests and colleagues from numerous places in the world, as we join together, in small groups and
large, to answer an important question that addresses the dynamics of our increasingly complex, technological
and connected planet:
“What in the world are schools doing to cultivate 21st century capacities, and why does this matter?”
As we consider this question during our short time together, we believe that this conference will help provoke
and inspire our thinking about what it means to teach and learn for the 21st century. We hope that as you move
from room to room, from speaker to workshop, to tea breaks and hallway gatherings, you begin to forge new
relationships and glean new insights. We hope that these important “aha” moments you gain at the conference
will lead to meaningful action when you return to your countries, schools, workspaces and communities.
Through our research and partnerships with schools and universities in Singapore, Shanghai, Finland, Australia,
Canada and the United States, we have found a common investment in bringing to life the power of education.
Unless we continue working as a community to anticipate the ways of the world, we will be unable to prepare
young people to fully participate in it.
The GLA began with a partnership forged by Scarsdale Public Schools, NY; Teachers College, Columbia
University; and the Hwa Chong Institution in Singapore—all world-class organizations dedicated to cultivating
innovation and global citizenship for all. We are grateful for our partnership and for the work we began together
in 2012 with our international colleagues at our meeting in Singapore. We hope to continue to expand and
advance our work in education for 21st century global capacities everywhere around the world.
With anticipation and gratitude,
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DEB SAWCH, ED.D.
ALISON VILLANUEVA, PH.D.
SUZANNE CHOO, PH.D.
Co-Founder/Director, SEI
Teachers College
Co-Founder/Director, SEI
Co-Founder, SEI
Assistant Professor, National Institute
of Education, Singapore
Teachers College
FOREWORD
EDUCATING TOWARD WORLD-MINDEDNESS
What we teach, learn, and are educated to believe about our world, how we choose to live with and for others,
the ways in which we learn to erase definitive borders around countries, name or describe cultures, or steward
the ecology of this spinning globe—all of these ways of being in the world will inform how we conceive the
futures before us. Are these not our responsibilities as educators—to serve as provocateurs for worldmindedness, to encourage explorations, examine conundrums, and to promote ethical action within the multifaceted landscapes of difference that the phenomenological press of global-worldliness requires?
This journey into new and different ways of “what it means to educate” will take us into terrains of difference
where separations, dissociations and uncertain political and economic situations might seem unsolvable puzzles,
where exile and estrangement might seem to be existential conditions. However, the responsibility of educators,
of provocation, is to engage (our)selves and our students into seeing and understanding beyond what “is” or
what “might seem to be.” Our work is to cultivate horizons, to journey toward the furthest edges of possibility,
right near the almost imagined break between land and sky, and to dwell where the “not yet” hovers. The
conjectural space of the “not yet” is fertile with opportunities. In such spaces, we might explore the tangles of
our biases and assumptions and relocate our knowledge of interrelatedness and difference into trans-positional
spaces that will serve to mobilize our commitments into action. With hope (I pause in this moment, take in a
deep breath) comes an obligation to try to imagine ways to educate toward world-mindedness. How might we,
as educators, provoke conversations with others that help us imagine ever more expansive and nuanced global
landscapes coming-into-being?
This two-day conference is conceived as a gathering place and a dwelling space where each of us has the
opportunity to be in the presence of others who are grappling with what it means to educate toward a future
that is ever in-the-making. Let the spaces within these days be a constructing site meant for sharing, questioning,
listening, and reflecting. I hope your conversations and encounters with ideas, opinions, questions, and
puzzlements will provoke you to feel the sweet rush of uncertainty as we wrestle with the pedagogical
possibilities that will allow us to navigate and to live in ever more world-wise societies.
RUTH VINZ, PH.D.
Enid and Lester Morse Professor in Teacher Education
Professor in English Education
Departments of Arts & Humanities, Chair
Center for the Professional Education of Teachers, Director
Teachers College, Columbia University
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FOUNDING PARTNERS
Scarsdale Public Schools
USA
Teachers College,
Columbia University
USA
A US TRAL IA
Christ Church Grammar School
Graduate School of Education,
University of Western Australia
Hwa Chong Institution
Singapore
Jing’an Education College
Affiliated School
F I NL AN D
Helsingin Suomalainen
Yhteiskoulu
St. Mary’s Anglican Girls’ School
University of Helsinki
C AN A DA
Peel District School Board
S I NGA PORE
Nanyang Girls’ High School
C HI NA
East China Normal University
High School Affiliated to
Shanghai Jiao Tong University
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National Institute of Education,
Nanyang Technological
University
ORGANIZING COMMITTEE
D EB S AW CH , E D .D .
Co-Director, Studies in Educational Innovation
Teachers College, Columbia University
A L ISON V I LL AN UEVA , P H .D .
Co-Director, Studies in Educational Innovation
Teachers College, Columbia University
R UT H V I NZ , P H .D .
Enid and Lester Morse Professor in Teacher Education
Professor in English Education
Departments of Arts & Humanities, Chair
Center for the Professional Education of Teachers, Director
Teachers College, Columbia University
S UZ AN NE C HOO , P H .D .
Co-Founder, Studies in Educational Innovation
Teachers College, Columbia University
K AYD IE M I LKS , E D .M .
Executive Program Administrator
Center for Professional Education of Teachers
M I CHAE L M C G I LL , E D .D .
Superintendent
Scarsdale Public Schools
K ARI SHMA C HA ND A , M .A.
Program Coordinator
Center for Professional Education of Teachers
L YNN E S HA IN
Assistant Superintendent, Curriculum and Instruction
Scarsdale Public Schools
D EI AN A J AC KSON , M .P HI L .
Program Assistant
Center for Professional Education of Teachers
J ERRY C RISC I
Director of Technology
Scarsdale Public Schools
E RIC K G ORDON , E D .D .
Senior Research Fellow for Educational Innovation
Center for Professional Education of Teachers
On April 8th, Scarsdale Public Schools hosted the second annual meeting of the founding members of the Global
Learning Alliance – delegates from schools and universities in Canada, Finland, Australia, Shanghai, Singapore and the
US – with the goals of both updating one another about key innovations/practices and envisioning sustained ways to
engage in collaborative practices, experiences and assessments tied to cultivating 21 st century global capacities in all
learners. We look forward to expanding the reach of our collaborative work, not only over the next few days at the GLA
conference, but also over our years together as global scholars, practitioners, innovators and activists. We would like to
thank Scarsdale Schools for their generosity in hosting us.
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CONFERENCE PROGRAM
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CONFERENCE PROGRAM
ORGANIZATION
WHAT IN THE WORLD ARE SCHOOLS DOING TO CULTIVATE 21ST CENTURY
CAPACITIES, AND WHY DOES THIS MATTER?
This two-day conference aims to provide theoretical perspectives and innovations in curriculum and pedagogical
practices on 21st century education from around the world. Throughout the conference, there are six sessions – each
with multiple offerings that focus on seven key strands:
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STRAND 1: CRITICAL CAPACITIES
STRAND 2: CREATIVE CAPACITIES
STRAND 3: GLOBAL AND ETHICAL CAPACITIES
STRAND 4: GAME-BASED LEARNING AND DESIGN THINKING
STRAND 5: DIGITAL, MULTIMODAL AND NEW LITERACIES
STRAND 6: 21ST CENTURY INNOVATIONS IN ASSESSMENTS
STRAND 7: AUTHENTIC PROBLEM-SOLVING AND REAL-WORLD LEARNING
These strands have been identified as key aspects and dimensions that schools internationally will need to address in
a transnational, interconnected and multimodal 21st century. The urgent question facing schools all over the world
today is how to effectively empower students with the knowledge, skills, and capacities to engage actively and
responsibly in the 21st century globalized world.
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CONFERENCE PROGRAM
DAY 1: WEDNESDAY, APRIL 9, 2014
8:00 – 9:00AM
9:00 – 9:30
9:30 – 10:15
REGISTRATION
BREAKFAST
HM 140
nd
HM 2 FL
WELCOME & OPENING REMARKS
COWIN
FEATURED SPEAKER: JAIME CASAP | GOOGLE, INC.
COWIN
FEATURED SPEAKER: DR. JARI LAVONEN | UNIVERSITY OF HELSINKI
COWIN
9:00-9:10 PRESIDENT SUSAN FUHRMAN | Teachers College
9:10-9:30 PROF. RUTH VINZ | Center for Professional Education of Teachers
STUDIES IN EDUCATIONAL INNOVATION
Iterating Education
10:15 – 11:00
How Do Innovative Schools Support the Design and Adoption of
Educational Innovations?
11:00 – 11:30
nd
BREAK
HM 2 FL
Refreshments will be served
11:30 – 12:15 PM
12:25 – 1:10
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SESSION 1
1.1 Developing Critical & Inventive Thinking through Inquiry in Science
HM 138
1.2 Assessing Musical Capacities: 21st Century Skill Acquisition through the Learning of
Instrumental Music in the K-12 Setting
HM 148
1.3 Global Nomads Group: Building 21st Century Skills through Virtual Exchange
HM 150
1.4 Locating the Global: Schooling and Citizenship in an Interconnected World
HM 140
1.5 Cultivating Global Literacy at the University Level in Western China: An Integrated
Approach
HM 144
1.6 Holistic Education Matrix for the 21st Century as a Critical Lens: Taking Stock of the
Imagined Curriculum of Sec. 3 English
HM 146
1.7 The Maker-Empowered Student: Activating Agency with a Sensitivity to Design
HM 152
1.8 Perspectives on Global Citizenship: An Attitude Assessment
HM 142
SESSION 2
2.1 Using Classroom Interactions to Develop Students’ Critical Thinking Skills, Global
Awareness and Linkages for Lifelong Learning Experiences
HM 138
2.2 The Power of “Innovation” in the United States
HM 148
CONFERENCE PROGRAM
DAY 1: WEDNESDAY, APRIL 9, 2014
1:10 – 2:20 PM
2:20 – 3:05
2.3 Re-scripting the Narrative of Education Failure: Opening Possibilities for School
Success Using Multimodal Literacies and Technology
HM 150
2.4 Using Literature to Generate Intercultural Understandings and Collaborations
HM 140
2.5 Persuasive Writing and 21st Century Skills in a First Grade Classroom
HM 144
2.6 Educating for 21st Century Capacities by Cultivating Teachers’ Capacities
HM 146
2.7 e-Portfolios: Transforming Assessment in the 21st Century
HM 152
2.8 Flexible Literacy: Proposed Benefits of a Cross-Curricular Literacy Vocabulary
HM 142
LUNCH
FEATURED SPEAKERS: ALEX FALLON | MSCHOOL
JOEL ROSE | N EW CLASSROOMS
COWIN
Re-thinking What It Means to Teach and Learn
3:15 – 4:00
4:10 – 5:00
SESSION 3
3.1 Maker Spaces: How Elementary Schools are Making Spaces for Real-World Problems
HM 138
3.2 Bringing the Common Core into the 21st Century
HM 148
3.3 Effects of iPad Use on Teaching and Learning
HM 150
3.4 Slow Learning Meets Social Media: Promoting Global Awareness through a Unique
Online Community
HM 140
3.5 Creative and Critical Thinking through Drama and Multicultural Children’s Literature:
Preparing Pre-service Teachers for Diverse Learners
HM 144
3.6 How Google Engages Connected Classrooms
HM 146
3.7 Educating for Global Competence
HM 152
3.8 Learning to be Responsible: Literature Teaching in the Post-Colony in the 21st Century
HM 142
FEATURED SPEAKERS: DR. CAMERON MCCARTHY | UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN
COWIN
Scholars on Their Way to Entrepreneurs
DR. JULIA O’SULLIVAN | UNIVERSITY OF TORONTO
Good Intentions Are Not Enough
5:00 – 5:10
CLOSING REMARKS: STUDIES IN EDUCATIONAL INNOVATION
COWIN
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CONFERENCE PROGRAM
DAY 2: THURSDAY, APRIL 10, 2014
8:15 – 9:00AM
9:00 - 9:45
9:45 – 10:20
REGISTRATION
BREAKFAST
HM 140
nd
HM 2 FL
FEATURED SPEAKER: DR. DENNIS SHIRLEY | BOSTON COLLEGE
The Global Fourth Way: The Quest for Educational Excellence
COWIN
nd
BREAK
HM 2 FL
Refreshments will be served
10:20 – 11:05
11:15 – 12:00PM
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SESSION 4
4.1 The Zone of Proximal Consumption: Is there Authentic Dialogue in 21st Century
Classrooms?
HM 138
4.2 Out and into the World: Assessment of Student Learning Outcomes in Global
Education
HM 148
4.3 Multimodal Literacies: Avatars Informing Teaching Practices
HM 150
4.4 Demystifying “Global Connection” for Global Justice: Cultivating Consumer
Responsibilities in 21st Century Global Education
HM 140
4.5 Global Leadership: Developing Values-Based Agents of Change
HM 144
4.6 Reframing Creativity as a Distributed and Participatory Process
HM 152
4.7 A Development of a Teacher Television System for Continuing Professional
Development
HM 146
4.8 Constructing Non-Formal Capacities as Critical Capital in Global Consciousness
HM 142
SESSION 5
5.1 Searching for Critical Thinking: Examining Enacted Theory of Knowledge Curricula
HM 138
5.2 Adventures in Creativity Assessment: What Do We Really Know?
HM 148
5.3 Using STEPS to Literacy, a Multimodal Online Space for Academic Writing in the
Classroom: Workshop for Educators
MY 345
5.4 Moving to Action Using Instructional Rounds
HM 140
CONFERENCE PROGRAM
DAY 2: THURSDAY, APRIL 10, 2014
12:00 – 1:20 PM
1:20 – 2:20
5.5 Transforming a High-Performing Mathematics Program to Meet the Needs of the 21st
Century
HM 142
5.6 Transforming Elementary Math Education for the 21st Century: Transitioning from the
Concrete to Abstract
HM 144
5.7 A Dissertation in Comics Form Unites Aesthetics and Analysis to Reimagine Inquiry
HM 146
5.8 Culturally Relevant Pedagogy: Preparing Students for 21st Century Education in
Increasingly Diverse Contexts
HM 152
5.9 Pedagogies of Invention: Innovation at Play in the Classroom through HumanCentered Design
HM 150
LUNCH
FEATURED SPEAKERS: DR. WEN CHEE CHUNG | HWA CHONG INSTITUTION
DR. SUZANNE CHOO | NATIONAL INSTITUTE OF EDUCATION
COWIN
Singapore Symposium: Innovations and Perspectives in Education
2:30 – 3:15
SESSION 6
6.1 Cultivating a Culture of Innovation and Personalization within a Large Urban School
District
HM 138
6.2 Rewriting Communicative Competence for the Cloud
HM 140
6.3 Truth Sleuthing to Develop Global Solutions
MY 345
6.4 Blended Learning: New Models and Spaces for Student Entrepreneurship and RiskTaking
HM 150
6.5 Innovations in Australia: Technology, Leadership and Global Citizenship
HM 152
6.6 Myth or Fact: What Can We Learn from the Shanghai Experience?
HM 146
6.7 A Creative Approach to Teaching High School Students in Finland
HM 142
3:25 – 3:40
FEATURED SPEAKER: MARCIE POST | INTERNATIONAL READING ASSOCIATION
COWIN
3:40 – 4:00
CLOSING PRESENTATION: STUDIES IN EDUCATIONAL INNOVATION & PROFESSOR RUTH VINZ
COWIN
International Reading Association's Global Commitment: Advancing
Worldwide Innovation in Literacy Instruction
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FEATURED SPEAKERS
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FEATURED SPEAKERS
JAIME CASAP
Global Education Evangelist
Google, Inc.
Jaime Casap is the Global Education Evangelist at Google, Inc. Jaime evangelizes the power and potential of the
web, technology, and Google tools as enabling and supporting capabilities in pursuit of creating powerful learning
models. Jaime works with educational organizations around the world, helping them find ways to continuously
improve the quality of education by utilizing and enabling technology capabilities.
In addition to his role at Google, Jaime serves on the Arizona Science Foundation Board of Directors, on the Board of
Directors for New Global Citizens, and serves in advisory roles to dozens of organizations focused on improving
education. Jaime is a Faculty Associate at Arizona State University, where he teaches classes and guest lectures. You
can reach and follow Jaime on Google+ at +Jaime Casap and Twitter @jcasap.
ITERATING EDUCATION
As the world gets more connected, it also gets more complex. We now operate on a global scale and our job in
education is to help learners develop the knowledge, skills, and abilities they will need to thrive in this new
environment. We are preparing them to solve global problems we haven’t defined yet, using technology that hasn’t
been invented, in roles that do not exist. To thrive in this new era, learners need to know how to learn, engage,
create, collaborate, communicate, and to think critically. We need to continually iterate education in pursuit of
making it a powerful, effective, and engaging learning experience.
DR. JARI LAVONEN
Professor of Physics & Chemistry Education
University of Helsinki
Dr. Jari Lavonen is Professor of Physics and Chemistry Education at the University of Helsinki. He is also the head of
the Department of Teacher Education and Director of the Finnish Graduate School for Mathematics, Physics, and
Chemistry Education. His research interests concern motivation and initiative, as well as the use of Information
Communication Technology in science education. He has published 226 scientific papers in journals, conferences,
proceedings and books. Moreover, he has been the co-author of a total of 136 books for science and science teacher
education.
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FEATURED SPEAKERS
ALEXANDRA FALLON
Chief Operating Officer
mSchool
Alexandra Fallon is currently mSchool’s Chief Operating Officer where she oversees the implementation of the
mSchool program in community centers and classrooms. Throughout her career, Alex has provided strategic and
executional leadership to entrepreneurial programs and ventures supporting academic achievement, workforce
development, and environmental sustainability. Prior to mSchool, Alex contributed to New Orleans’ entrepreneurial
ecosystem through strategy work at Idea Village and the New Orleans Startup Fund. As a Program Officer at the
Academy for Educational Development, Alex started and managed technology-enabled educational programs for atrisk youth in Brazil and Mozambique. She began her career teaching English in a secondary school in Mozambique as
a Peace Corps volunteer. Alex is an Education Pioneer Alumna, a StartingBloc Fellow, and she holds an MBA from
MIT's Sloan School of Management.
mSchool is a program that makes it simple to personalize learning, which began as a pilot bringing the best of online
adaptive math programs to community centers. Since then, it has expanded to serve students in after-school and inschool settings across Southern Louisiana. Through their partnerships with community centers and schools, they help
accelerate student learning while also reducing the administrative burden of implementing blended learning
programs.
JOEL ROSE
Chief Executive Officer
New Classrooms
Joel Rose is the Co-Founder and Chief Executive Officer of New Classrooms Innovation Partners. Previously, he was
the Chief Executive Officer of School of One, an initiative within the New York City Department of Education
(NYCDOE) that uses a mix of live, collaborative, and online instruction in order to provide students with instruction
customized to their unique academic needs and learning styles. Prior to conceptualizing and leading School of One,
Joel served as Chief Executive for Human Capital and as Chief of Staff to the Deputy Chancellor at NYCDOE. Joel
has been involved in education for more than 15 years, first as a fifth grade teacher in Houston and later as a senior
executive at Edison Schools where he served as the company‘s Associate General Counsel, Chief of Staff, General
Manager, and Vice President for School Operations. He earned a bachelor's degree in political science from Tufts
University, a law degree from the University of Miami School of Law, and is a graduate of the Broad Urban
Superintendents Academy. Joel lives in Manhattan with his wife, Doris Cooper, and their two children, Alexandra and
Zachary.
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FEATURED SPEAKERS
DR. CAMERON MCCARTHY
Professor of Education Policy, Organization and Leadership
University of Illinois Urbana-Champaign
Dr. McCarthy’s presentation will direct attention to a critical but neglected concern in the area of globalization
studies: that is, the role of schooling—in this case elite secondary schools in the former British colony of Barbados—in
transnational class formation and the preparation of highly-mobile school youth for globalizing futures. Specifically, I
will report on some of the early findings related to a multi-sited ethnographic study of two Barbadian elite secondary
grammar schools (Old Cloisters and Ardent Arbors) and the way they are preparing young people for globalizing
futures. As the post-independence Barbadian educational system strikes out a path of indigenization and national
ownership of education away from a British colonial inheritance, it must contend with the powerful crosscurrents of
the policy imperatives and pressures of NAFTA-defined globalization and the real existing circumstance that
Barbadian young people are culturally orienting to the United States and Canada, immigrating in large numbers to
pursue their professional futures in North America.
DR. JULIA O’SULLIVAN
Professor & Dean of the Ontario Institute for Studies in Education
University of Toronto
A developmental psychologist and teacher, Dr. Julia O’Sullivan has worked actively with schools, community groups
and governments for more than 20 years contributing to improved educational outcomes for young children,
especially those underserved in Canada’s schools. She is recognized for her leadership role in Aboriginal Education.
As Dean of Education at Lakehead University, she established the first Department of Aboriginal Education in a
Canadian Faculty of Education; as the Founding National Director, she established Canada’s Centre of Excellence for
Children and Adolescents with Special Needs which focused on Aboriginal Children; and currently is the Chief
Advisor to the Martin Aboriginal Education Initiative, led by the Right Honourable Paul Martin, former Prime Minister
of Canada.
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FEATURED SPEAKERS
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FEATURED SPEAKERS
DR. DENNIS SHIRLEY
Professor of Education
Boston College
Professor Dennis Shirley works with educators around the world helping them to hone their leadership skills in their
classrooms, schools, and school systems. Professor Shirley is co-author of The Fourth Way: The Inspiring Future for
Educational Change (Corwin, 2009) and The Global Fourth Way: The Quest for Educational Excellence (Corwin,
2012), both of which are co-authored with Professor Andy Hargreaves. He enjoys working closely with classroom
teachers to improve their instruction, and co-authored The Mindful Teacher (Teachers College Press, 2009) with
Elizabeth MacDonald, an elementary school teacher in the Boston Public Schools.
Professor Shirley has a Bachelor’s degree from the University of Virginia in Political and Social Thought and a Master’s
degree from the Graduate Faculty of the New School for Social Research in Sociology. He holds a doctoral degree
from the Harvard Graduate School of Education in Teaching, Curriculum, and Learning Environments. He has advised
the Ministry of Education in Tokyo, Japan; the Bosch, Heidehof, and Freudenberg Foundations in Germany; and the
Ministry of Education in Oslo, Norway, as part of a Steering Group of the Organization for Economic Cooperation and
Development. He has led three school improvement efforts with over $13 million in funding and has received further
research funding from the Ford Foundation, the Rockefeller Foundation, the Mellon Foundation, the Alexander von
Humboldt Foundation, and the German Academic Exchange Service.
He recently was featured on TED Talks in Porto Alegre, Brazil. For more information and to see a YouTube clip of his
presentation in Brazil, visit his website at www.dennisshirley.com.
THE GLOBAL FOURTH WAY: THE QUEST FOR EDUCATIONAL EXCELLENCE
Everyone wants to know how to improve their schools and school systems—but how is this best done? In the rush to
get results, too many leaders are transforming schools into little more than assembly line systems that deprive
teachers of the chance to adapt instruction to their individual students’ needs and do not give students of
opportunities to participate in shaping their own learning. Such systems can demonstrate short-term improvement
but fail to promote innovation, thereby depriving their communities of the knowledge workers of the future. These
are the key emerging leaders who will need to know how to think for themselves in order to make their own original
contributions to the social, environmental, and economic challenges of the 21st century.
This keynote address will enable audience members to:
•
•
•
•
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Understand enduring riddles of educational change and why they persist over time;
Identify where their schools and systems stand in relationship to 4 distinct Ways of educational change;
Recognize points of leverage in which they can engage their colleagues to advance from one Way to another;
and
Implement effective change strategies that lift up the profession, promote innovation, and are sustainable
over time.
FEATURED SPEAKERS
DR. SUZANNE CHOO
Assistant Professor, English Language and Literature
National Institute of Education
Dr. Suzanne Choo is Assistant Professor in the English Language and Literature Academic Group at the National
Institute of Education, Nanyang Technological University, Singapore. She is also co-founder of Studies in Educational
Innovation at Teachers College, Columbia University, USA. Her research has been published in various peer-reviewed
journals such as Curriculum Inquiry, Journal of Aesthetic Education, Journal of Curriculum Studies, English Journal,
the Journal of Teaching & Learning, the High School Journal, and the International Journal of the Humanities. In
2013, her book Reading the World, the Globe, and the Cosmos: Approaches to teaching literature for the twenty-first
century was published by Peter Lang, New York. She is interested in issues related to education for global and
cosmopolitan citizenship particularly in relation to English and Literature
DR. WEN CHEE CHUNG
Deputy Principal for Student Development
Hwa Chong Institution
Dr. Chung Wen Chee is a deputy principal for Student Development at Hwa Chong Institution (HCI), Singapore. He
holds a BSc(Hons) in Biochemistry from the National University of Singapore. He earned a MA in Science Education
(with Distinction) from King’s College, London, where he was awarded the Hans Prize for Best Dissertation. His
doctoral study with the University of Western Australia was based on the FutureSchool@HCI initiative. As co-principal
investigator, he has shared his work and research findings at international conferences in Hawaii, Kuala Lumpur,
Penang, Tatarstan and Singapore.
SINGAPORE SYMPOSIUM: INNOVATIONS AND PERSPECTIVES IN ENGLISH, MATH AND SCIENCE EDUCATION
In recent years, Singapore has gained increasing international attention and recognition for its investments in
education. This symposium seeks to provide insights into curricula innovations in English and Science education in
Singapore. These are subjects that Singapore has excelled in internationally. For example, in the 2012 Programme for
International Student Assessment (PISA), Singapore students scored third in reading and science. In another
international test survey, Trends in International Mathematics and Science Study (TIMSS), Singapore fourth graders
emerged second in Science while eight graders emerged second and first in 2011. That same year, fourth graders
emerged fourth in reading in the Progress in International Reading Literacy Study (PIRLS). What accounts for
Singapore students’ success in these international surveys? To what extent are these curricula subjects effectively
equipping students with the knowledge, skills and competencies to thrive in the twenty-first century? What innovative
pedagogical approaches are currently implemented in teaching these subjects that prepare students for life beyond
tests and exams?
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FEATURED SPEAKERS
MARCIE CRAIG POST
Executive Director
International Reading Association
Post brings more than 20 years of experience in the leadership and management of educational organizations to the
International Reading Association and its 70,000 members worldwide. In each of her positions, she has focused on
establishing and maintaining sustainable operations by applying strong expertise to long-term, mission-centric
strategic planning, data-driven outcomes-based growth and the development of innovative products and services.
The focus of Post’s career has been the improvement and enrichment of reading and language development
programs for school-age youth and creation of a supportive environment of professional learning to enhance teacher
practice.
Prior to joining the International Reading Association, Post served as an independent consultant, providing schools
and non-profit organizations with design and implementation support for strategic planning, program development
and measurement, and board development and education. She also served as Chief Program and Education Officer
for Global Partnership Schools, a newly formed company to develop programs and services for public school
turnaround and assisting with project implementation from 2009 to 2011.
From 1999 to 2009, Post was the Chief Executive Officer of Education Enterprises of New York, overseeing the
operation of five affiliated non-profit organizations, which included a school for students with learning disabilities, a
community education center (where she served as founding Executive Director) and a foundation. Post holds a
Masters of Education in Higher Education degree and a Bachelor of Arts in Political Science from the University of
Pittsburgh. She serves on the board of the New York Association of Independent Schools and chairs visiting
committees for accreditation review.
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CONCURRENT SESSIONS
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CONCURRENT SESSIONS
SESSION ONE
DEVELOPING CRITICAL AND INVENTIVE THINKING THROUGH INQUIRY IN SCIENCE
In this workshop, Dunman Secondary School will share its piloting journey on the development and
implementation of 21st Century Competencies in students. Participants will experience a hands-on science
lesson and engage in scientific inquiry through learner-centered activities and skillful facilitation that enable
higher-level thinking.
PRESENTER: AARON HOCK CHYE CHEW
Dunman Secondary School, Singapore
Mr. Aaron Chew Hock Chye is a Chemistry teacher in Dunman Secondary School, a government school in
the Republic of Singapore. He also resides as the Subject Head of Science at the school. Aaron graduated
with an Honours Degree in Chemistry from National University of Singapore in 2008. He pursued a PostGraduate diploma in Education at National Institute of Education, Singapore and graduated in 2009 to join
the teaching service. He started his teaching career at Dunman Secondary School, and has been teaching
Science at the lower secondary level, as well as specializing in Chemistry at the upper secondary level.
Aaron is recognized for his innovative teaching ideas and had received several accolades in the school. He
was awarded the ‘Best Newcomer Teacher’ in 2009 when he first began teaching, the ‘Most Innovative
Teacher’ in 2011, and the ‘Outstanding Individual Contribution Award’ in 2012.
ASSESSING MUSICAL CAPACITIES: 21ST CENTURY SKILL ACQUISITION THROUGH THE LEARNING OF INSTRUMENTAL
MUSIC IN THE K-12 SETTING
This study presents research based on NYSSMA assessments, in a larger discussion of how performance
music allows students to demonstrate 21st Century skills. It adopts descriptive and multi-variate analytical
methods uncovering patterns by identified performance conditions (time of day, music level, performance
medium) and performer characteristics (gender, race/ethnicity, grade level).
PRESENTER: ELIZABETH VONWURMB
Clarkstown Central School District, USA
Dr. vonWurmb is a former music educator, and current administrator in the Clarkstown Central School
District in Rockland County, NY. She received a B.S. and M.A. from New York University, a CAS in
Educational Administration and Supervision from SUNY New Paltz, and a Ph.D. in Educational
Administration and Policy Studies from the University at Albany (Dr. Alan P. Wagner, dissertation chair; Dr.
Gilbert A. Valverde and Dr. Kathryn S. Schiller, committee members). Dr. vonWurmb’s research interest is in
student assessment. She has presented at the International Society of Music Education (ISME) 30th Annual
World Conference, Thessaloniki, Greece 2012: Playing it Safe: Are Girls Avoiding More Complex Music at
Solo Adjudication Festivals? and at the Comparative and International Education Society (CIES) 2013 World
Conference: Performance Assessment in Education: Findings from an Analysis of Solo Music Assessments.
LOBAL NOMADS GROUP: BUILDING 21ST CENTURY SKILLS THROUGH VIRTUAL EXCHANGE
G
Global Nomads Group (GNG), an international nonprofit, fosters dialogue and understanding among the
world’s youth.
GNG engages and empowers youth using media: interactive videoconferencing,
webcasting, social media and participatory filmmaking. The Executive Director will be joined by virtual
panelists in this session to discuss GNG programs.
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CONCURRENT SESSIONS
PRESENTERS: MOLLY EVELYN LEVINE AND CHRIS PLUTTE
Global Nomads Group, USA
Chris Plutte is Co-Founder and Executive Director of Global Nomads Group. As one of the original
founders of Global Nomads Group, Chris was responsible for leading the organization for more than a
decade. During this time he contributed to GNG’s initial pedagogical framework and spearheaded
strategic growth. Chris led and supported the implementation of core programming in over 40 countries
focusing on media distribution, which garnered him numerous awards. In 2010, Chris rejoined GNG as the
Executive Director after having been the Chief of Party and Country Director for Search for Common
Ground in Rwanda. Chris is a sought-after speaker on media, youth and conflict and has represented GNG
during interviews with television, radio and print media, including the Today Show, CNN, NPR, Education
Week and Chronicles of Philanthropy. Chris received his BA in International Communications from the
American University of Paris. He is currently an Aspen Institute Pahara Fellow.
LOCATING THE GLOBAL: SCHOOLING AND CITIZENSHIP IN AN INTERCONNECTED WORLD
Despite an across-the-board interest in the global, there remains no agreed-upon definition of what
currently constitutes a global education. In light of this, we will enumerate strategies that schools are using
to cultivate a global consciousness and offer detailed cases of how two schools embody and combine these
strategies.
PRESENTERS: GLYNDA HULL, EMILY HELLMICH AND JEEVA ROCHE
University of California, USA
Glynda Hull is a Professor of Education in Language, Literacy, and Culture at the Graduate School of
Education at the University of California, Berkeley. Her current research focuses on designing innovative
online spaces for learning and exploring the burgeoning phenomenon of global schools.
Emily Hellmich is a doctoral student in the Language, Literacy, and Culture program at the University of
California, Berkeley. Her research focuses on how languages and technology play a role in a global
education.
Dr. Jeeva Roche is project director of the Berkeley Global Schools initiative. She has 34 years of experience
in the field of education as a researcher, practitioner and, founding principal of several excellent schools.
ULTIVATING GLOBAL LITERACY AT THE UNIVERSITY LEVEL IN WESTERN CHINA: AN INTEGRATED APPROACH
C
This paper reports on the preliminary findings of a project to raise global awareness of undergraduate
students at Chongqing University in China, with a focus on the creation of an elective global education
course where global literacy cultivation is integrated with communication in English.
PRESENTER: DINGHONG FAN
Chongqing University, China
Dr. Dinghong Fan is Associate Professor at the School of Foreign Languages and Cultures at Chongqing
University in China where he teaches Chinese-English translating and interpreting courses to undergraduate and postgraduate students, as well as an elective global education course which is open to all
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CONCURRENT SESSIONS
Undergraduate students of Chongqing University. He has a Ph.D. in Translating and Interpreting from the
University of Newcastle upon Tyne, UK. His research interests include interpreter and translator education,
global education at university level, and internationalization of higher education.
HOLISTIC EDUCATION MATRIX FOR THE 21ST CENTURY AS A CRITICAL LENS: TAKING STOCK OF THE IMAGINED
CURRICULUM OF SEC. 3 ENGLISH
The purpose of this research is to take stock of a year-long effort to foster 21st century capacities in students
from Hwa Chong Institution (HCI), a Grade 7-12 Independent School in Singapore. Specifically, the aim is to
examine and code the imagined curriculum of Grade 9 English, using activities as the unit of analysis and
HCI’s Holistic Education Matrix for the 21st century as the critical lens.
PRESENTER: MUI ENG NG
Hwa Chong Institute, Singapore
Mui Eng Ng is presently teaching English in a secondary school. She has a BA (Hons) in English and
Geography, a Postgraduate Diploma in Education and a MA in Southeast Asian Studies. She has more than
fifteen years of experience teaching General Paper, English Language and Literature at pre-university and
secondary school levels in Singapore.
THE MAKER-EMPOWERED STUDENT: ACTIVATING AGENCY WITH A SENSITIVITY TO DESIGN
Agency by Design is a research initiative at Harvard Project Zero investigating the education dimension of
the maker movement. Drawing on this research, this presentation develops the ideas that cultivating a
sensitivity to the made dimensions of objects, ideas and systems can help students develop a sense of
maker empowerment.
PRESENTER: SHARI TISHMAN
Harvard Graduate School of Education, USA
Shari Tishman is a Senior Research Associate at Harvard Graduate School of Education, and former
director of Harvard Project Zero. Her research focuses on the learning and teaching of thinking, active
learning in museums, and learning in and through the arts. Among other projects, she works on the
Agency by Design project at Project Zero, along with team members Edward Clapp, Wendy Donner,
Jessica Ross and Jen Ryan.
P ERSPECTIVES ON GLOBAL CITIZENSHIP: AN ATTITUDE ASSESSMENT
Workshop participants will beta-test an assessment tool that utilizes Q methodology to determine how high
school students conceptualize global citizenship based on their attitudes. This tool will provide critical
information for teachers to tailor global citizenship coursework to the needs of particular students in a class
at a given time.
PRESENTER: SHERRI ROBYN SKLARWITZ
Boston University, USA
Sherri Sklarwitz is a doctoral candidate at Boston University where her research is focused on civics and
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CONCURRENT SESSIONS
citizenship coursework for adolescents. She is currently developing a new measure to assess how global
citizenship coursework can affect students’ attitudes. While students may glean content knowledge from
participation in global citizenship courses, an attitude shift is needed for them to take action to address
social justice issues on a local, national, and global scale. There are currently no tools designed to
understand how students conceptualize global citizenship at the classroom level, and she aims to close this
gap. She previously worked as a middle school Social Studies and English teacher in Somerville, MA. She
earned her B.S. in Labor Relations from Cornell University and her M.Ed. in Risk and Prevention from the
Harvard Graduate School of Education. She can be reached at [email protected].
SESSION TWO
SING CLASSROOM INTERACTIONS TO DEVELOP STUDENTS’ CRITICAL THINKING SKILLS, GLOBAL AWARENESS AND
U
LINKAGES FOR LIFELONG LEARNING EXPERIENCES
Low graduation rates in the United States indicate a need to better connect the high school curriculum to
real world experiences. Current research in classroom interaction suggests the promotion of students'
capacity to engage actively and empower their collaborative efforts of knowledge building. The purpose of
this presentation is to examine how students' interactions develop their critical thinking skills, global
awareness and linkages for lifelong success. It aims to investigate the following two questions: What critical
features do students believe will contribute to their own academic success and graduation? How do
students' interactions avail opportunities in their collaborative efforts?
PRESENTERS: ANNA ADJEI-BARRETT, MELISA NIVER
Lockport City School District, USA
Anna Adjei-Barrett, Ph.D., began her formal educational journey at the age of 8, when her grandparents
sacrificed their meager savings to enroll her in a neighborhood elementary school. They both were unable
to read or write. This sacrificial demonstration motivated in her the curiosity for education, as expressed in
their mantra: "Education provides the ticket out of poverty." Transformed by the influence of their
guidance evokes fond memories that has inspired her career choice of becoming an educator. She began
her career as a FLES (Foreign Language Early Start) coordinator at Kalfas Magnet School in Niagara Falls,
NY, where the experience left an indelible mark, focusing her interest on language acquisition and
enlightening young minds. She later taught Foreign Language (Spanish) at the secondary level in Niagara
Falls high school and currently at Lockport High School, and was awarded Ph.D. in Second and Foreign
Language Acquisition from the University at Buffalo. Her scholarly activity has primarily focused on two
areas: 1. evidenced conversational moves and the development of student-generated scaffolding practices
in small group interactions, and 2. exploring the influence of task-based language teaching and learning on
adolescents’ second language (L2) learning. Her goal is to promote intentional connections between
research and practice, and to confront literacy challenges.
Melisa Niver, Ed.D., pursued her research in career and technical education students’ perceptions of the
organizational features that contribute to their academic achievement and graduation and earned her
doctorate degree in Executive Leadership in 2010 from St. John Fisher College. Previously serving as an
assistant principal, associate principal, and principal sparked her passion for helping students make linkages
for lifelong success. This led her to develop a model, based on her research findings, that maps how high
schools can create and implement a more comprehensive experience for all students. Currently, she serves
on the YWCA of Niagara Board of Directors and the Lockport City Youth Board. She is also a member of
Lockport College Women's Club and support local animal rescue organizations.
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CONCURRENT SESSIONS
THE POWER OF “INNOVATION” IN THE UNITED STATES
The word innovation is used frequently in education reform, but its precise meaning is unclear. This talk
examines the speeches Secretary of Education Arne Duncan has given during the last five years—totaling
212 speeches and over 500,000 words—to propose a multifaceted working definition of American
innovation.
PRESENTER: TOM LIAM LYNCH
Pace University, USA
Tom Liam Lynch is the Assistant Professor of Education Technology at Pace University. A former English
teacher and schools official in New York City, Dr. Lynch led online learning programs for both student and
teachers. His research sits at the intersection of critical discourse analysis, literacy education, learning
technologies, and software studies. Learn more at www.tomliamlynch.org.
RE-SCRIPTING THE NARRATIVE OF EDUCATION FAILURE: OPENING POSSIBILITIES FOR SCHOOL SUCCESS USING
MULTIMODAL LITERACIES AND TECHNOLOGY
This research in an inner-city school indicated overwhelming evidence of silencing students’ voices and
glossing over their lives, experiences, abilities and knowledge, engendering disengaged students and
frustrated teachers. By using multimodalities of literacies as a segue into critical reading and writing,
students found voice in a word-slam project of writing and presenting their stories.
PRESENTERS: ELITE BEN-YOSEF, LIMOR PINHASI-VITTORIO
Lehman College, USA
Elite Ben-Yosef, Ph.D. is a researcher, writer, adult educator and teacher of pre- and in-service teachers,
who has been searching for ways of reaching traditionally marginalized students and allowing them
opportunities for academic success as well as personal empowerment through literacy. Undergirding this
work is the belief that every person is a worthy participant in the weave of the social fabric, that literacy is a
human right and that every one of us wants to learn and can learn.
Limor Pinhasi-Vittorio, Ph.D. is an associate professor of literacy and the coordinator of the graduate
program in Lehman College. Her work is focused on various marginalized groups and their literacy abilities
including people who experienced brain injury, women who were incarcerated, women who are recovering
from substance abuse and at-risk youth. In her work she uses literacy and the arts as away to increase
possibilities for success and promote critical literacy and social justice.
USING LITERATURE TO GENERATE INTERCULTURAL UNDERSTANDINGS AND COLLABORATIONS
PRESENTER: STEPHAN E. ELLENWOOD
Boston University, USA
P ERSUASIVE WRITING AND 21ST CENTURY SKILLS IN A FIRST GRADE CLASSROOM
This unit incorporates 21st century skills in the Writing Workshop. The students learn that their writing is a
powerful tool to address real world problems. They learn to work collaboratively to research, write and
present solutions to these problems. They use digital media to pick images that match their topics, and
finally, they create a video in which they present their persuasive speeches.
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CONCURRENT SESSIONS
PRESENTER: HANNAH SCHNEEWIND
Westport Public Schools, USA
Hannah E. Schneewind graduated from Vassar College in 1990, with a degree in Psychology and
Elementary Education. She has a M.A. from Teachers College, Columbia University, from the Department of
Curriculum and Teaching. From 1993 to 1999, she taught first and second grade at P.S. 321 in Brooklyn,
New York. During that time, she worked closely with Lucy Calkins and the Teachers College Reading and
Writing Project to develop reading curriculum. Her classroom served as a model classroom for the New
Standards Project, based at the University of Pittsburgh. From 1999 to 2010, she worked as a staff
developer at the Teachers College Reading and Writing Project. She worked in schools throughout New
York City, supporting teachers and administrators as they implemented Balanced Literacy programs. She
currently teaches first grade in Westport, Connecticut.
EDUCATING FOR 21ST CENTURY CAPACITIES BY CULTIVATING TEACHERS’ CAPACITIES: RE-ENVISIONING TEACHING
WITHIN A CREATIVITY FRAMEWORK
Who is paying attention to teachers’ 21st century capacities? Engage in this stimulating discussion about
why often overlooked “teachers’ capacities” are critical, how these capacities are situated within a creativity
framework, and what educational leaders can do to support this important component of educating for the
21st century.
PRESENTER: MARILYN NAREY
Duquesne University, USA
Dr. Marilyn J. Narey is an innovative teacher, teacher educator, and researcher. Certified in multiple areas,
including curriculum, literacy, technology, and art, Dr. Narey earned numerous awards and funding for the
creative, transdiciplinary curricular projects that she designed and implemented in her middle and high
school classrooms. During the past seven years, as Associate Professor in the College of Education at East
Stroudsburg University, Dr. Narey has focused upon investigating factors that promote educational quality
for all learners by examining the intersections of curriculum, context, and creative capacities within the
teaching-learning process. Her publications and presentations on these topics include Making Meaning
with Springer, an international publisher of scholarly texts, and numerous papers at the American
Educational Research Association (AERA), National Council of Teachers of English (NCTE), and the
International Reading Association (IRA). Dr. Narey currently teaches in the Department of Learning and
Instruction (DILE) at Duquesne University.
E -PORTFOLIOS: TRANSFORMING
A SSESSMENT IN THE 21ST CENTURY
An e-portfolio is an innovative and authentic assessment that creates opportunities for student-directed
learning, collaboration, and reflective practice. In this era of one-size-fits-all education, the e-portfolio
provides an opportunity for students to personalize their learning experience. This workshop will focus on
how e-portfolios use technology to transform assessments to make them real and relevant for educators
and students.
PRESENTERS: MEGHAN LAHEY, MEGHAN TROY, MARCI ROTHMAN, STEVE GOODMAN
Scarsdale Public Schools, USA
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CONCURRENT SESSIONS
Meghan Troy, Meghan Lahey, Marci Rothman, and Steve Goodman are experienced social studies teachers
at Scarsdale Middle School in Scarsdale, New York. They initiated the use of e-portfolios as a grade level
assessment and have presented the e-portfolio both locally and regionally including the CAPSS Technology
Conference. Meghan Troy received her BA from Georgetown University, an MA from Fordham University,
and her MA in Educational Leaders from the College of New Rochelle. She is currently the department
chairperson. Meghan Lahey received her BA from Brown University and her MA from Teachers College,
Columbia University. Marci Rothman received her BA from Dickinson College, her MA from Dowling
College, and her administrative certificate from LIU. Steve Goodman received his BA from Hunter College,
his MA from Teachers College, Columbia University and his certificate in journalism from NYU.
FLEXBILE LITERACY: PROPOSED BENEFITS OF A CROSS-CURRICULAR LITERACY VOCABULARY
This presentation addresses the need for common "accessible literacy labels," to help bridge gaps
between subject areas that are traditionally considered disparate, in the hope of giving educators more
tools to re-think literacy and its appropriate place in their classrooms. Using a shared vocabulary of literacy,
Science and English teachers alike can model and teach literacy life skills, saturating students in ongoing
literacy training to help them navigate a world dictated by smartphones and online access. Our paper
theorizes on the necessity of using a “universal” terminology to those steeped in online culture so
educators can unite pedagogical practices in literacy instruction as we strive to provide young people with
the tools to read the texts of their lives with critical care.
PRESENTERS: NATALIE DAVEY, CHRISTINA PHILLIPS-MACNEIL
York University, Canada
Natalie Davey is a Secondee/Course Director of Pre-Service Education Program, [email protected].
Natalie Davey has been a secondary school English teacher and Department Head since 2002. She is
seconded to the Faculty of Education, York University and is a Course Director in their pre-service teacher
education program. She is currently working on her Ph.D. in Education, focused on memory and trauma in
the urban educational environment, at York University in Toronto.
Christina Phillips-MacNeil is a Secondee/Course Director of Pre-Service Education Program, and can be
reached at [email protected]. Christina Phillips-MacNeil has been a secondary school science teacher
since 2001. She is seconded to the Faculty of Education, York University and is a Course Director in their
pre-service program. She is currently working on her doctorate in science education at the Ontario Institute
for Studies in Education, University of Toronto.
SESSION THREE
MAKER SPACES: HOW ELEMENTARY SCHOOLS ARE MAKING SPACES FOR REAL WORLD PROBLEM-SOLVING AND
DESIGN CHALLENGES
PRESENTERS: DUNCAN WILSON, PETER MCKENNA
Scarsdale Public Schools, USA
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B RINGING THE COMMON CORE INTO THE 21ST CENTURY
This workshop will demonstrate how to synthesize Common Core and 21st century skills from multiple
content areas in order to support students. We will demonstrate our collaborative process using a unit
focused on the question: Is hip hop culture advancing the Civil Rights movement or detracting from it?
CONCURRENT SESSIONS
PRESENTERS: ALISON LATURNAU, COURTNEY RUGGIERO
Westport Public Schools, USA
Alison Laturnau and Courtney Ruggiero have both been teaching eighth grade for six years. The two met
while teaching on the same team at Bedford Middle School. Alison holds bachelor degrees in both English
and Education and a Masters in Secondary English Education. Courtney holds a Bachelors degree in History
and a Masters in Secondary Social Studies Education. Alison has spent the last two summers working at the
National Writing Project site at Fairfield University. She attended the institute as a teacher in 2012 and
taught the young writers in 2013. Courtney is currently working on her sixth Year Degree in Administration.
Both Alison and Courtney believe in using collaboration, risk taking and real world topics to create
opportunities to make learning fun for students and teachers.
EFFECTS OF IPAD USE ON TEACHING AND LEARNING
This paper presents the findings of a three-year study undertaken in an all-girls’ secondary school in
Singapore on the impact of the use of iPads in teaching and learning. Data was gathered through class
observations, analysis of student results, perception surveys and interviews.
PRESENTER: HUIYONG TAY
Nanyang Girls’ High School, Singapore
Dr. HuiYong Tay is a Lecturer at the Curriculum, Teaching and Learning Academic Group at Nanyang Girls’
High School. In the many years serving in secondary schools prior to joining CTL, she was variously English
and Literature teacher, Head of Department (HOD) (EL), Dean (Curriculum) and Vice Principal. Her research
interests grew out of her line of work: her MEd thesis looked into role conflict experienced by HODs; her
Ph.D. focused on self-regulated learning and authentic assessment, important areas to her as driver of the
Integrated Programme in her school. Above all, she is interested in all things that will enhance students’
learning experiences in school.
S LOW LEARNING MEETS SOCIAL MEDIA: PROMOTING GLOBAL AWARENESS THROUGH A UNIQUE ONLINE
COMMUNITY
This session introduces participants to Out of Eden Learn – a free online learning community that
accompanies journalist Paul Salopek’s epic seven-year walk around the world. Through hands-on activities
participants will explore how “slow learning” and social media can be a potent combination for advancing
young people’s understanding of today’s world.
PRESENTER: LIZ DAWES DURAISINGH
Harvard University, USA
Liz Dawes Duraisingh was recently made a Principal Investigator at Project Zero, a research organization
based at the Harvard Graduate School of Education (HGSE), where she co-directs the Out of Eden Learn
project – an innovative online learning space to accompany journalist Paul Salopek’s seven-year walk
around the world. Liz also serves as an Adjunct Lecturer at HGSE, currently teaching Introduction to
Qualitative Research. Liz was previously a middle and high school history teacher for eight years, working in
both England and Australia. She has a B.A. in History and French from Oxford University, a Post Graduate
Certificate of Education (History) from the Institute of Education, University of London, and an Ed.M. and
Ed.D. from HGSE. She received the 2013 exemplary dissertation award from the National Council for the
Social Studies.
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CONCURRENT SESSIONS
CREATIVE AND CRITICAL THINKING THROUGH DRAMA AND MULTICULTURAL CHILDREN’S LITERATURE: PREPARING
PRE-SERVICE TEACHERS FOR DIVERSE LEARNERS
This presentation focuses on how using drama through multicultural literature enhances creative and critical
thinking. Pre-service teachers experience this practice in a literacy method course to learn how to meet the
needs of diverse learners. The presenter shares this teaching experience and students’ learning through
discussion and hands-on modeling.
PRESENTER: MERAL KAYA
Brooklyn College, USA
Meral Kaya holds a Ph.D. from the Ohio State University in Literacy, Language and Culture. She has worked
in Turkey and Rhode Island College as an assistant professor in early childhood and elementary education.
Currently, she is an assistant professor in Brooklyn College teaching literacy method courses in the
Childhood, Bilingual and Special Education Program. Her expertise is teacher education, literacy teaching,
reading development, language arts and children's literature. Her teaching incorporates reading, writing
workshop, scaffolding, modeling, and innovative approaches such as drama and puppetry. Her research is
on teacher education, focusing on raising effective teachers and teacher reflection. Her current research
involves incorporating innovative approaches and modeling into literacy method courses.
HOW GOOGLE ENGAGES CONNECTED CLASSROOMS
This session will focus on the different Connected Classroom experiences Google provides for educators
and students around the world. Participants will explore the different innovative 21st century and
technological skills connected classrooms engage in.
PRESENTER: LISA JIANG
Google, Inc., USA
In her five years with Google, Lisa Jiang has gained experience across marketing, strategy & operations,
and product, working on both B2B and consumer products (Search, Maps, GoogleX, and AdWords). In her
current role as Head of Education Partnerships, Lisa works closely with partners like NASA, National
Geographic, and The White House, and launched programs like Connected Classrooms to provide new
educational experiences for learners young and old on Google+. Leading a Google+ Partnerships in
Education team that spans K-12, STEM, higher education, and maker/DIY, Lisa is passionate about the
intersection of education and technology, and about providing access to educational resources through
tools like Google+.
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E DUCATING FOR GLOBAL COMPETENCE
The world for which we are preparing students today is visibly different from the one today’s educators
experienced growing up. Contemporary societies are marked by new global economic, cultural,
technological, and environmental changes that are part of a rapid and uneven wave of globalization. The
social transformations of today are comparable to those experienced in the early industrial revolution when
agricultural work, lifestyles, and worldviews had to adapt to new forms of production and, concomitantly, a
new understanding of society and identity. Like then, today’s societies must reconsider what matters most
for students to learn if we are to prepare them to conduct rewarding and productive lives in the 21 st
century. This presentation provides an introduction to the Global Competence Framework, and, through
analysis of student work, invites participants to reflect on what global competence looks like, and how it
might be assessed and nurtured by multiple stakeholders in our educational communities.
CONCURRENT SESSIONS
PRESENTER: FLOSSIE CHUA
Harvard University, USA
Flossie Chua is a doctoral student at the Harvard Graduate School of Education (HGSE). Her research
focuses on the cognitive outcomes and challenges of interdisciplinary teaching and learning on students
and teachers. Since 2007, she has been a researcher on the Interdisciplinary Studies Project at Project Zero,
which examines the nature of interdisciplinary work conducted by researchers, funding agencies, higher
education faculty and K-12 teachers working in established programs and institutions. She has worked on
projects with the International Baccalaureate to document best practices in interdisciplinary teaching,
learning and assessment, and developed practical frameworks and tools to guide quality interdisciplinary
research and education for the Middle Year and Diploma Year programmes; with the Independent Schools
in Victoria-Melbourne to research innovative 21st century learning frameworks and school models; and with
the Canadian Institute for Advanced Research (CIFAR) to understand the markers and conditions for
successful interdisciplinary collaborations at institutions such as CIFAR, the MacArthur Foundation and the
Santa Fe Institute. Currently, her work includes: the World in Portland project which is a collaboration
between Portland Public Schools and Project Zero to support leaders and K-12 teachers to build on existing
practices that develop students' global competence and deepen their understanding across disciplines.
LEARNING TO BE RESPONSIBLE: LITERATURE TEACHING IN THE POST-COLONY IN THE 21ST CENTURY
This presentation will investigate, using autobiographical narrative methodology, what it means to teach
during times of political and psycho-social crisis, and speculate that “learn[ing] to be responsible” (Spivak,
1998, p. 337) could be a response to the ethical vagaries of teaching in the postcolonial state in the 21st
century.
PRESENTER: LEIGH REILLY
Secondary School, Zimbabwe
Dr. Leigh Reilly is a high school English teacher from Harare, Zimbabwe. She graduated from Teachers
College, Columbia University in 2011 with a Ph.D. in English Education. Since returning to Zimbabwe, she
has gained valuable teaching experience at both the tertiary and secondary school level. Her research
interests continue to be inspired by her first teaching job in Zimbabwe (2003-05) during the early days of
the country’s crisis. Her dissertation entitled: Zimbabwe Ruins: Claims of responsibility among speculations
on psycho-social experiences of exile and diaspora attempted to come to grips with the experience of
living with/in psycho-social, political and economic crisis. Connected to this, she is interested in the role of
literature in teaching and learning responsibility during times of crisis, and autobiographical narrative
methodologies as a means of fostering accountability.
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SESSION FOUR
THE ZONE OF PROXIMAL CONSUMPTION: IS THERE AUTHENTIC DIALOGUE IN 21ST CENTURY CLASSROOMS?
The authors suggest that 21st century public schools align themselves with the capitalist agenda, reducing
students to products of a system preoccupied with standardization and measurement. In such a framework,
a student’s value is measured against her Zone of Proximal Consumption (ZPC). The ZPC is used to
determine a student’s ability to consume and repeat the authoritarian discourse disseminated in the
classroom, often without suspicion or debate.
PRESENTERS: TINA BAMPTON, VLADIMIR S. AGEYEV
University of Buffalo, USA
Tina Bampton holds a B.A. in English Literature from D’Youville College in Buffalo, NY and an M.A. in
Literature from SUNY Buffalo. She is currently working on her Ph.D. in Curriculum and Instruction at SUNY
Buffalo. Her research interests include the relationships between institutional spaces and the discourses that
flourish or are oppressed within them. She plans to defend her dissertation entitled The Classifieds: An
Exploration of the Narratives, Counter-narratives, and Anti-narratives Enacted By Female Academics in the
Spring of 2015.
Dr. Vladimir Ageyev is a clinical professor in the Graduate School of Education (GSE) at the University at
Buffalo. His field of expertise is cross-cultural and sociocultural psychology, and intercultural
communication. A graduate of Moscow State University (Russia), Dr. Ageyev carried out a number of
collaborative international studies and published a number of articles, chapters and books, including:
Kozulin, A., Gindis, B., Ageyev, V. & Miller, S. (Eds.). (2003). Vygotsky’s Educational Theory in Cultural
Context. Cambridge: Cambridge University Press. Based on his research, he developed a lot of original
courses and workshops dealing with cultural diversity, multicultural, intercultural and global education.
UT AND INTO THE WORLD: ASSESSMENT OF STUDENT LEARNING OUTCOMES IN GLOBAL EDUCATION
O
Practitioners and policymakers encounter ongoing challenges in the assessment and evaluation of global
education programs. This workshop presents a case study of the assessment work of Reach the World, a
web-based curricular enrichment program that cultivates relationships between students and world
travelers. Participants will discuss student learning in dynamic content areas that are difficult to define and
measure.
PRESENTERS: SOPHIE LAM, ALICE FORSYTHE
Teachers College, Columbia University, USA
Sophie Lam has worked as a researcher, front-end web developer, multimedia producer and project
manager in new media and nonprofit educational capacities. She holds a B.A. in Film Studies from
Columbia University, and an M.A in Media Studies from the New School. At the moment, Sophie is an
Ed.D. student in Communication and Education at Teachers College and a researcher in Evaluation and
Assessment at the Institute of Learning Technologies, Teachers College. Her current areas of inquiry
include youth culture, Internet sociality, geotechnologies in service of geography education, and
intercultural communication.
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Alice Forsythe is a Program Manager at Reach the World (RTW). She leads RTW’s program evaluation and
assessments for city-wide programming, while also supporting educators to implement RTW programming.
Ms. Forsythe received her M.A. from New York University in International Education. After several years of
study and work abroad, she sought to bring the benefits of travel and global learning to students in
underserved communities in New York City through enrichment programs such as RTW.
MULTIMODAL LITERACIES: AVATARS INFORMING TEACHING PRACTICES
Come engage with Avatars to explore the dynamic reciprocity of classroom interactivity. Be introduced to
virtual students in “real time”. Introduce yourselves to the avatars within a supportive digital community
fostering global competency. How do teachers shape their pedagogies to know their students?
PRESENTERS: KATHRYN DELAWTER, SHARON MEDOW, JERMAIN SMITH
Pace University, USA
Dr. Kathryn DeLawter is an Assistant Professor in the School of Education at Pace University’s Downtown
campus in New York City. She earned an Ed.D. in Curriculum Theory and Design from Teachers College,
Columbia University. A teacher educator, former student of Dwayne Huebner and elementary teacher for
the Department of Defense, she teaches about language, meaning, and the development of global
perspectives. As an ongoing student of Maxine Greene, Dr. DeLawter seeks to engage her students’
imaginations for constructing life-giving spaces that challenge the taken-for-granted. Dr. DeLawter is a
United Nations Representative for Kappa Delta Pi, and is the Advisory Council Chair for the Committee On
Teaching About the United Nations (CTAUN). She is committed to public schooling and fostering coalitions
built on finding common ground. Her passion is human rights learning and education for peace.
Sharon H. Medow is a full-time clinical faculty member in the School of Education at Pace University’s NYC
campus, where she teaches an eclectic group of courses to both undergraduate and graduate students.
Her lifelong commitment to the teaching profession and urban education has yielded a passion for studying
and developing interdisciplinary childhood methodology classes for pre-service teacher education
candidates particularly in the disciplines of literacy, the humanities and social sciences. In addition,
professor Medow teaches student teaching seminars and supervises candidates in NYC public schools. She
also works with NYC Teaching Fellows and is a member of a research team infusing the use of TeachLive
Technology and simulation working with avatar students to support new teachers and implement effective
communication skills, plan integrated lessons across disciplines and reflect on their classroom practice.
Professor Medow presents at regional and national conferences and is a dedicated teacher educator and
lifelong learner.
Jermain Smith is currently the Director of Technology of the School of Education at Pace University,
with over 25 years of hands-on experience, 20 years of higher education experience in technical
support, consulting, professional development, project management and system implementation. As
one of the original ten schools to implement TeachLive, Jermain has worked directly with the technical
team at UCF to install and implement two physical labs and two mobile solutions for Pace
University. Jermain led Pace to being a primary beta test site for different aspects of the technology
prior to release to the remaining partners. Jermain also designed and developed the session request
online solution. He also assisted with curriculum mapping and managed the project for the University.
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DEMYSTIFYING “GLOBAL CONNECTION” FOR GLOBAL JUSTICE: CULTIVATING CONSUMER RESPONSIBILITIES IN 21ST
CENTURY GLOBAL EDUCATION
Building upon Bigelow and Peterson’s curriculum and pedagogy in Rethinking Globalization, this paper
explores ways critical educators can take to facilitate and cultivate global awareness and the moral and
political responsibilities of students as consumers or workers, or more precisely, as global consumers or
global workers in this global era.
PRESENTER: SOPHY XIUYING CAI
University of Illinois, USA
Xiuying “Sophy” Cai is a Ph.D. student in the Department of Educational Policy, Organization, and
Leadership at the University of Illinois at Urbana-Champaign. Her research interests include globalization,
cosmopolitan education, liberal learning, global education, and internationalization of higher education in
China and the United States.
GLOBAL LEADERSHIP: DEVELOPING VALUES-BASED AGENTS OF CHANGE: A TALE OF TWO SCHOOLS
Two schools, two approaches to developing values-based agents of change: Pickering College’s systematic
integration of a global leadership model into all programs, and Havergal College’s Institute focused on
building self-efficacy and global capability. Resulting in: students prepared to rise to the challenges of the
21st century and make a difference.
PRESENTERS: ANN PEEL, CHANTAL GIONET
Havergal Private School, Canada
Ann Peel is the Director of the Institute at Havergal, founded in 2006 to put into action the school’s mission
to make a difference in the world. Ann has a background in corporate law and international development.
With a passion for community building that was developed in her fifteen years as an athlete on the
Canadian track and field team, Ann works with students and faculty to enable the development of selfefficacy and global capability so that students may become effective and innovative problem solvers.
Chantal Gionet is the Assistant Head of Academics at Pickering College and has been an educator for 25
years in both the public and independent school systems. Since 1842, Pickering College has been guided
by its founding Quaker values and principles which emphasize learning through actions, values-based
decision making and social responsibility through service to others. Chantal has provided visionary
leadership in excellence in teaching and 21st century learning through targeted professional development,
strategic priorities, and developing a Global Leadership Program.
R EFRAMING CREATIVITY AS A DISTRIBUTED AND PARTICIPATORY PROCESS: ESTABLISHING PRACTICAL LEARNING AND
SKILLS-BASED ASSESSMENTS OF 21ST CENTURY CREATIVITY AND INNOVATIONS
This paper presentation reframes creativity as a distributed and participatory process. Rather than attempt
to gauge creativity within individual students, this paper argues that it is of greater value to identify the
unique learning that accrues to young people when they participate in the development of groupgenerated creative ideas.
PRESENTER: EDWARD CLAPP
Harvard University, USA
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Edward P. Clapp is a doctoral candidate at the Harvard Graduate School of Education (HGSE) where his
dissertation studies explore distributed and participatory approaches to creativity. At HGSE Edward teaches
the class Fostering Creativity and Innovation through Education: Applying Theory to Practice. Concurrent
with his work as a doctoral student and instructor in education, Edward is also a Project Zero research
specialist working on the Agency by Design initiative—an investigation of the maker movement, design
thinking, and extant Project Zero frameworks. In 2013 Edward coedited Expanding Our Vision for the Arts
in Education, the most recent special issue of the Harvard Educational Review. Independently, in 2010
Edward edited the anthology 20UNDER40: Re-Inventing the Arts and Arts Education for the 21st Century, a
collection of 20 essays about the future of the arts sector written by young and emerging arts leaders under
the age of 40.
A DEVELOPMENT OF A TEACHER TELEVISION SYSTEM FOR CONTINUING PROFESSIONAL DEVELOPMENT
The purpose of this research is to investigate the operational management of the Thai Teacher Television
project (TTV) which was implemented during 2010-2012 nationwide in Thailand. This research will show the
project's conceptual framework, TTV production system, public relations concept, key success of TTV and
problems encountered in the implementation of TTV.
PRESENTER: MONTREE YAMKASIKORN
Burapha University, Thailand
Associate Professor Dr. Montree Yamkasikorn is the Dean of Faculty of Education at Burapha University and
Director of the Thai Teachers TV Project (TTV). Moreover, he is a member of Teacher Council of Thailand, a
president of Thai Education Dean Council (TEDC) and chair of Ph.D. program in educational technology.
He is a consultant of educational project in Lao PDR and Cambodia. He is an editor in chief of education
journal in Thailand. His research concentrated on instructional design. Also, he is involved in teacher
professional development in Thailand, Lao PDR and Cambodia. He gained the highest distinction awarded
for excellence in organization development administrator and epitome of educator.
ONSTRUCTING NON-FORMAL CAPACITIES AS CRITICAL CAPITAL IN GLOBAL CONSCIOUSNESS
C
In the absence of “formal schooling”, globalization may appear insignificant to marginalized populations.
Notwithstanding, how do we capacitate such groups to participate in literacy – a cultural capital undertheorized to read emergent global consciousness? This paper blends gender programs with new literacies
into hybrid empowerment model using transformative learning framework.
PRESENTER: ALBERTA AKRONG
University of Toronto, Canada
Alberta Akrong is a Development Sociologist with interdisciplinary scholarship in international
development, adult education, women and gender studies, and SMEs with focus on Africa. She is a
professional in the Public Relations and Human Resources field who, prior to graduate school, worked in
the corporate and humanitarian sectors and had experience teaching in higher education. She is currently
a Ph.D. Candidate at the University of Toronto in the CIDE Collaborative Program where her research and
scholarly presentations employ informal approaches coupled with transformative and alternative
methodology inquiries to interrogate unobserved complexities of non-formal education, socio-cultural
learning and capacity-building in social development processes. Alberta is the co-editor for Women
Writing Letters, Celebrating the Arts I, and has a forthcoming book chapter on Trade, Trade
Routes and Commerce in Pre-Historic Africa respectively.
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SESSION FIVE
SEARCHING FOR CRITICAL THINKING: EXAMINING ENACTED THEORY OF KNOWLEDGE CURRICULA
There is much consensus on the value of promoting critical thinking as a learning outcome of school. Yet
there is little research on what critical thinking means in practice. My paper offers preliminary analysis on
how IB TOK teachers and students conceptualize and engage critical thinking in one international school.
PRESENTER: PAUL TARC
Western University, Canada
Paul Tarc is Assistant Professor in the Faculty of Education at Western University in London, Canada. His
main research interests in progressive and critical modes of education are articulated through 'post'informed theories of representation, subjectivity and pedagogy. His first book, Global Dreams, Enduring
Tensions: International Baccalaureate (IB) in a changing world (2009), uses the IB as the focal point to
historicize the 'international' of international education under globalization. His recently published book,
International Education in Global Times: Engaging the pedagogic (2013), focuses on the complex
processes of learning and subject formation in and from one’s international experience.
ADVENTURES IN CREATIVITY ASSESSMENT: WHAT DO WE REALLY KNOW?
Numerous strategies for creativity assessment exist, and like all measures, they have well-documented
strengths and weaknesses. The goals of this session are to introduce the major categories of creativity
assessments, share examples of each category, and discuss ways in which assessments can be used or
adapted to fit participants’ needs.
PRESENTER: JONATHAN PLUCKER
University of Connecticut, USA
Jonathan Plucker is the Raymond Neag Endowed Professor of Education at the University of Connecticut,
where he teaches in the Educational Psychology and Educational Leadership Departments. A recipient of
the American Psychological Association’s Arnheim Award for career contributions to the study of creativity
and aesthetics, he is the co-author of Essentials of Creativity Assessment, published in 2008. He has
published over 150 articles and led several hundred workshops on creativity, innovation, and talent
development within educational and business contexts.
USING STEPS TO LITERACY, A MULTIMODAL ONLINE SPACE FOR ACADEMIC WRITING IN THE CLASSROOM:
WORKSHOP FOR EDUCATORS
PRESENTERS: ANDREA LIRA, CHARLES KINZER, JO ANNE KLEIFGEN, KRISTIN GORSKI, JEAN KIM, BRIANA RONAN
Teachers College, Columbia University, USA
OVING TO ACTION USING INSTRUCTIONAL ROUNDS
M
This workshop will outline the experience of addressing School Success through the “what” — Theories of
Action and the “how” – Instructional Rounds in K -12 schools in a diverse suburban setting near Toronto.
Administrators took a co-learning stance to engage in professional dialogue to construct a plan that focuses
on instructional leadership and improved teacher practice.
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PRESENTERS: CAROL SPEERS, POLEEN GREWAL
CONCURRENT SESSIONS
Peel District School Board, Canada
Superintendents of Education Poleen Grewal and Carol Speers have worked collaboratively over the past
two years to support the implementation of Instructional Rounds in their six secondary and 21 elementary
schools in a diverse suburban setting near Toronto, Ontario. Carol has been with the Peel District School
Board for 27 years with a background in secondary education. Poleen has been an elementary educator for
18 years with both the Toronto and Peel Boards. Both are highly committed to equity and inclusive
education and they support the learning journey for themselves, and their administrators through
collaborative learning and professional dialogue.
TRANSFORMING A HIGH-PERFORMING MATHEMATICS PROGRAM TO MEET THE NEEDS OF THE 21ST CENTURY
This workshop will present research-based methods that have moved a high performing mathematics
program from good to great by relying on twin strategies of creating a focused and coherent curriculum
and infusing 21st century skills and capacities in the teaching of 6-12 mathematics.
PRESENTER: GERTRUDE DENTON
Westport Public Schools, USA
Gertrude Denton teaches Algebra, Pre-calculus and AP Statistics at Staples High School in Westport,
Connecticut. Trudy began a second career as a mathematics teacher after 15 years in the financial services
industry. She brings her experience in the corporate world and commitment to 21st century mathematics
education into her classroom daily. During her time at Staples High School, she has been involved in
multiple initiatives to expand interdisciplinary learning opportunities, including her work with colleagues to
establish a high profile, interdisciplinary, performance-based academic contest, the Staples Spectacular
Student Challenge. She has collaborated with professionals from Teachers College to revise curriculum
and incorporate instructional strategies that support Westport’s 2025 initiative and has assisted department
colleagues in implementing these changes into the 6-12 mathematics curriculum now taught in the
Westport School District.
T RANSFORMING ELEMENTARY MATH EDUCATION FOR THE 21ST CENTURY: TRANSITIONING FROM THE CONCRETE TO
ABSTRACT
The demands of globalization require students to be mathematically proficient problem solvers and
problem posers. This workshop will illuminate the process of how elementary teachers designed lessons
using concrete manipulatives to support the 21st century capacities of critical and creative thinking in order
to build an abstract understanding of fractions.
PRESENTERS: ANNE NESBITT, STEPHANIE SCHOCK, KERIN TIGHE, ALLISON MORAN, JEANNE LOTT
Westport Public Schools, USA
Anne Nesbitt has been passionate about math education ever since she joined the staff of Children’s
Television Workshop to pilot their new math program Square One in the 1980s. Her career with the
Westport Public Schools has given her the opportunity to be a classroom teacher, a gifted and talented
program specialist, a building math administrator, and currently a district elementary math leader. Anne has
been a site facilitator for lesson study research conducted by the Educational Development Center in
Newton, Massachusetts and Mills College in Oakland, California. In 2006 Anne received a Japanese
Memorial Fulbright Award to visit Japanese elementary schools and observe their professional
development practice of lesson study. In 2012, as a recipient of an NSF grant, she again traveled to Asia to
participate in the Twelfth International Conference for Math Education in Seoul, South Korea.
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A DISSERTATION IN COMICS FORM UNITES AESTHETICS AND ANALYSIS TO RE-IMAGINE INQUIRY
The presenter will discuss the value of visual thinking in teaching and learning as embodied in the very form
of his dissertation – written and drawn entirely in comic book form – which also demonstrates new
possibilities for reimagining scholarly inquiry.
PRESENTER: NICK SOUSANIS
Teachers College, Columbia University, USA
Nick Sousanis is a doctoral candidate at Teachers College, Columbia University, writing and drawing his
dissertation entirely in comic book format, arguing through its very form for the importance of visual
thinking in teaching and learning. He further advocates for comics as powerful tools for thought through his
teaching. Dissertation excerpts: www.spinweaveandcut.com.
CULTURALLY RELEVANT PEDAGOGY: PREPARING STUDENTS FOR 21ST CENTURY EDUCATION IN INCREASINGLY
DIVERSE CONTEXTS
In an increasingly globalized world, it is important that students develop abilities to think and act critically.
This presentation examines critical thinking and critical capacities grounded in culturally relevant and
responsive practices that engage teachers and students in what Burbules and Berk (1999) call criticality as
practice. Ways that teachers and students can think outside of current frameworks of teaching and learning,
particularly in diverse contexts, and engage in critical thinking and praxis will be examined. As classrooms
and schools become more diverse, it is crucial for educators to engage in reflective praxis that brings
together research, theory and lived experiences in finding solutions to complex educational issues of the
21st century.
PRESENTERS: ANN LOPEZ, JACKIE BUTTON
University of Toronto, Canada
Dr. Ann E. Lopez is the Academic Director of Initial Teacher Education at the Ontario Institute for Studies in
Education, University of Toronto. Born and raised in Jamaica she completed her undergraduate studies at
the University of the West Indies. She later earned her Ph.D. in curriculum studies at the University of
Toronto. A faculty member in the Department of Leadership Higher and Adult Education, her research
focuses on culturally relevant and responsive practices in schools, equity and diversity, and critical
approaches to teacher education. Her teaching is in the areas of leadership, student engagement, school
improvement, and teacher development. She currently serves as a board member of the National
Association of Multicultural Education (NAME) and is the Regional Director for Region 8. Her most recent
publication is entitled “Re-conceptualizing Teacher Leadership Through Curriculum Inquiry in Pursuit of
Social Justice” in the International Handbook of Educational Leadership and Social Justice in the
International Handbook of Educational Leadership and Social (In) Justice edited by Carolyn Shields and Ira
Bogotch. A former secondary school teacher and school administrator, she is committed to ensuring that all
students, particularly those who have been traditionally underserved, are included and engaged in their
learning environments and fully prepared to be productive citizens in an increasingly globalized world.
P EDAGOGIES OF INVENTION: INNOVATION AT PLAY IN THE CLASSROOM THROUGH HUMAN-CENTERED DESIGN
How might teachers nurture innovation in the classroom? Erick Gordon provides a rationale for playful risktaking through design thinking methods, locating concepts within programs and projects, both in and out
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of school, and exploring human-centered design’s intersections with education. Participants will engage in
a mini design thinking experience.
PRESENTER: ERICK GORDON
Teachers College, Columbia University, USA
Dr. Erick Gordon is the first Innovation Education Fellow at the Center for the Professional Education of
Teachers at Teachers College (CPET), Columbia University. He is a former classroom teacher, the founding
director of the Student Press Initiative, and the former director of the New York City Writing Project. In his
work at CPET, Erick builds and researches pedagogies of invention through projects that position students
and teachers as explorers, collaborators, and risk-takers. He believes in purposeful play across real world
and virtual environments where learners across grades and disciplines are encouraged to experiment, fail,
discover and evolve.
SESSION SIX
CULTIVATING A CULTURE OF INNOVATION AND PERSONALIZATION WITHIN A LARGE URBAN SCHOOL DISTRICT: THE
IZONE AS A CATALYST FOR RADICAL CHANGE TO SCHOOL PRACTICES AND PROCESSES WITHIN THE NYC
DEPARTMENT OF EDUCATION
Undergirding the iZone strategy is a foundational belief that our education system must change. Typical
classrooms of today do not look remarkably different from those of 50 years ago, and this is not the case for
almost any other aspect of modern life. Rather than one-size-fits-all education, the iZone encourages
flexible school model designs in which scheduling, space, technology, instruction and staff focus on
student’s unique needs, interests and motivations.
PRESENTER: MEGAN ROBERTS
NYC Department of Education, USA
Megan Roberts is an Executive Director in the Office of Innovation, a division within the public school
system of New York City. She and her team work to support the school-based development of innovative
models of schooling, as well as systems for harnessing and sharing innovation knowledge across
professional learning communities and the larger district. She is a former science teacher, school and
district leader, and her areas of focus are policies and practices of urban school reform and the deep
dynamics of adult learning theory within the context of education and community-based professional
learning. Megan earned her doctorate from Teachers College, Columbia University and has published
articles and book chapters in STEM education, educational technology, as well as educational leadership
and professional learning.
R EWRITING COMMUNICATIVE COMPETENCE FOR THE CLOUD
Communication skills have never been more important; however, our technologies of communication have
changed out of recognition with those taught and tested in language and literacy education. This
presentation makes a case for, and suggests new basics towards, communicative competence for the cloud.
PRESENTER: HEATHER LOTHERINGTON
York University, Canada
Dr. Heather Lotherington is Professor of Multilingual Education at York University in Toronto, Canada where
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she teaches in the Faculty of Education, and in the Graduate Program in Linguistics and Applied Linguistics.
Her research focuses on multimodality; multilingual and plurilingual education; language, literacy and
technology; and pedagogical innovation. She spearheaded a decade-long, award-winning collaborative
research venture between York University and an inner city public school that brought together researchers
and teachers in the co-development of multimodal literacies pedagogies in project-based learning (see
www.multiliteracies4kidz.ca). Their tangible successes in designing a sustainable model of innovative
classroom teaching, learning and internal professional development inspired her current research
addressing the recurring gaps in academic and social conceptions of communication. She is now working
with an international team to systematically investigate how communicative competence can be revised for
current technologies. Professor Lotherington’s most recent book, Pedagogy of Multiliteracies: Rewriting
Goldilocks, was published by Routledge in 2011.
TRUTH SLEUTHING TO DEVELOP GLOBAL SOLUTIONS
Participants will use "Truth-Sleuthing" skills to unearth the greatest causes of global poverty for the
purpose of innovating meaningful entrepreneurial solutions. Study a region of your choice to determine
whether the underlying causes of its economic condition support or refute Dr. Jared Diamond's signature
theory about “geographic luck.”
PRESENTER: JEREMY ROYSTER
Westport Public Schools, USA
For 10 years Jeremy Royster has been telling his incoming sixth graders that "There is no social studies.
There is only Truth Sleuthing". A former theatre geek with degrees in Art, English, Elementary Education
and Instructional Technology, Jeremy strives to make a subject he disdained fun for first-time middleschoolers. His passion for “Truth Sleuthing” surfaced while digging for more information about William
Wallace after watching Braveheart. The truth, it turned out, was more fascinating than Hollywood’s Oscarwinning version of it. Recognizing that a critical approach to media had classroom applications, Jeremy
started searching beyond the textbook for sources that would force his students to evaluate conflicting
evidence before drawing a reasoned conclusion. Now, when not adapting blockbuster historical films for his
classroom or chaperoning his four over-scheduled children, Jeremy teaches graduate students how to
employ Truth Sleuthing in their classrooms.
B LENDED LEARNING: NEW MODELS AND SPACES FOR STUDENT ENTREPRENEURSHIP AND RISK-TAKING
Dr. Juliette LaMontagne talks about expanding the boundaries of traditional classroom-based education.
Drawing on her work at Breaker, in which interdisciplinary learning is key, she argues that the difficulties
found in "messy collaboration" can serve as a great point of departure for deep learning and truly
innovative change. The idea for this creative problem-solving process began with LaMontagne's personal
experiences in teaching. She noticed, time and again, that the most effective learning strategies often
involved extra-curricular activities. The interaction and hands-on approach simply stuck better than more
traditional methods. Breaker arose from the desire to focus and intensify these results and establish a
model for education in the real world.
PRESENTER: JULIETTE LAMONTAGNE
Breaker, USA
Juliette LaMontagne, Ed.D. connects interdisciplinary groups of youth with industry leaders and innovators
to bring new ideas to fruition. Successful business solutions have been found for everything from the future
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of the book to urban agriculture. The idea for this creative problem-solving process began with
LaMontagne's personal experiences in teaching. She noticed, time and again, that the most effective
learning strategies often involved extra-curricular activities. The interaction and hands-on approach simply
stuck better than more traditional methods. Breaker arose from the desire to focus and intensify these
results and establish a model for education in the real world. Before Breaker, LaMontagne taught at public
school, and at Teachers College, Columbia University, where she was also the coordinator of the MA
student teaching program for pre-service teachers.
INNOVATIONS IN AUSTRALIA: TECHNOLOGY, LEADERSHIP AND GLOBAL CITIZENSHIP
In 2011 Christ Church Grammar School [K-12] articulated a strategic intent of motivating boys to achieve at
their best. Consequently, the school undertook a balance of internal and external research in pursuit of a
contemporary understanding of those key drivers for boys’ motivation in the school context. The outcome
was the development of an aligned pedagogy, inclusive of behaviours for students, teachers, parents and
leaders within the school. This Christ Church pedagogy now underpins the school’s approach to its
performance-orientated culture. This presentation will discuss the journey so far.
PRESENTER: GARTH WYNNE
Christ Church Grammar School, Australia
In addition to his role at Christ Church, Garth is currently a Director of the Association of Heads of
Independent Schools of Australia (AHISA). He also represents AHISA on the board of the Australian
Boarding Schools Association (ABSA) of which he is Chair. He was a foundation board member of the
Western Australian Anglican Schools Association (WAASA) and is currently Chair elect and member of the
Management Committee of Anglican Schools Australia (ASA). He is the Regional Vice-President
(Australia/New Zealand) and one of four Australian Trustees of the International Boys' Schools Coalition
(IBSC). Beyond the education sector, he is a Board member of Anglicare WA. Prior to his appointment at
Christ Church, Garth had a varied career teaching in the Humanities and administering pastoral care in
schools in Australia and the United Kingdom. He is married to Annie. They have three adult children:
Emma, Amy and Lachie. Academic Qualifications: Master of Educational Administration (UNE), Graduate
Diploma of Educational Administration (Curtin), Diploma of Education (UQ), Bachelor of Arts (UQ) GAICD,
MACEL. He currently resides as the Headmaster of Christ Church Grammar School Perth, Western Australia.
YTH OR FACT: WHAT CAN WE LEARN FROM THE SHANGHAI EXPERIENCE?
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Shanghai has topped PISA results twice. Various scholars have interpreted the myth of Shanghai’s success
from Confucius culture, professional teacher development, students’ input and the capable administration.
Contrary to the heated international discussion, the general public in Shanghai has been restrained by this
outstanding global achievement. This is not singular to Shanghai, but widely shared among the chopsticks
societies, like Hong Kong. Why are we doing good but not feeling good? When outsiders discovered value
from our “normal” educational practice, we insiders struggled with high costs paid and the entrenched
problems behind the success. This presentation will provide two perspectives to understand the Shanghai
experience, which are rarely explored. One is the issue of educational diversity, and the other is the power
of parents, both of which are likely to undermine or boost 21st century capacities in Chinese schooling
context.
PRESENTERS: KE ZHENG, CHEN SHUANGYE
East China Normal University, China
Chinese University of Hong Kong, China
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A CREATIVE APPROACH TO TEACHING HIGH SCHOOL STUDENTS IN FINLAND
Helsingin Suomalainen Yhteiskoulu, SYK, is the oldest Finnish coeducational school in Finland (founded in
1886). The basic values of SYK are respect, trust and personal growth. The sense of community has very
important role in everything. Proud of its traditions, SYK still always seeks to be at the forefront of
educational development. The school specializes in languages, but attains top results in humanities and
science. There are many different projects going on at SYK, such as iPad-based learning, and an iTEC
project about designing the future classroom and introducing innovative teaching practices. On the other
hand, many service and volunteer activities have been initiated that encourage students to learn
responsibility for themselves, other people, the environment, and the future.
PRESENTER: JUKKA NIIRANEN
SYK High School, Finland
Mr. Jukka Niiranen is the Vice Principal of Helsingin Suomalainen Yhteiskoulu, SYK (Finnish Coeducational
school in Helsinki). At SYK, there are comprehensive school grades 3-9, upper secondary school grades 1012 and the IB school, with approximately 1,150 students. Jukka Niiranen graduated from the University of
Technology in Helsinki in 1991. He studied construction technology and earned his Master of Science in
concrete technology. He also graduated from the University of Oulu where he earned his Master of Arts in
education in 2000. He served as a classroom teacher and a vice principal of a primary school in Helsinki for
ten years, and since 2001, he has been in his current position at SYK. Mr. Niiranen is also a member of the
board of Sivistystyönantaj.
49
ACKNOWLEDGEMENTS
THE ORGANIZING COMMITTEE IS GRATEFUL TO
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
President Susan Fuhrman
Provost Tom James
FACILITIES
Suzanne Jablonski
Kevin Waldron
ACADEMIC COMPUTING
Patrizia Magni
George Scheussler
MEDIA SERVICES
Kofi Asare
Maureen Coughlin
Edwin Vasquez
ARTS & HUMANITIES
Ravi Ahmad
Sheridan Blau
BUSINESS SERVICES
Rocky Schwarz
CULIN ART
Marty Weil
DEVELOPMENT
Scott Rubin
Linda Colquhoun
Rosella Garcia
EXTERNAL AFFAIRS
Suzanne Murphy
Heather Donohue
Joe Levine
Patricia Lamiell
PUBLIC SAFETY
Yeremy Chavez
ROOM ASSIGNMENTS
Linda Bloom
Dana Klainberg
SPONSORED EVENTS
Brandon Glosser
Stephen Kuschman
Patricia McNichols
STUDENT ACCOUNTS
Leroy Johnson
Thomas Tavares
WEB DEVELOPMENT
Paul Acquaro
Matt Vincent
CENTER FOR PROFESSIONAL EDUCATION OF
TEACHERS
Roberta Kang
Brice Particelli
CONFERENCE FACILITATORS
Jenny Joo
Sabrina Lim
Stephanie Murray
ADDITIONAL SUPPORT
Columbia University Bookstore
Holiday Inn - Midtown
Kind Snacks, Inc.
Shelby Miller
NYLO Hotel
STA Travel
Teachers College Press
DONORS
Lois Backon
Ceriale Foundation
Kelly Copeland
Catherine Lego
Richard Pechter
The Roxe Foundation
Sawch Family
Elizabeth Sippin
Anonymous donors
THANK YOU TO OUR DONORS WHO GENEROUSLY SPONSORED THE FOLLOWING GLA FELLOWS
ASHLEIGH ALLEN, TC Graduate Student
SALLY BOOTH, Keystone Academy
ELIZABETH BROOKS, Poughkeepsie Day School
JOHNPAUL CARDO, Morris Academy for Collaborative Studies
JANE COLE, Poughkeepsie Day School
HIAB DEBESSAI, Teach For America
LILY FIORE, Poughkeepsie Day School
SAMANTHA GINZBERG, TC Graduate Student
CATHARINA GRESS-WRIGHT, Teach For America
LAUREN GUNN, TC Graduate Student
SUMMER HAAS, Teach For America
REBECCA JOHNSON, TC Graduate Student
KATHERINE MCMULLEN, Anacortes Public Schools
JENNA MISRA, Poughkeepsie Day School
STEPHANIE MURRAY, TC Graduate Student
CAROLYNE AISHA OWALA, Dignitas Project
HAIDEE PANG, TC Graduate Student
RAFAEL PEREZ-SEGURA, Teach For America
ANYA PTACEK, Poughkeepsie Day School
TRACE SCHILLINGER, Poughkeepsie Day School
DARCIE SCHOEPS, Morris Academy for Collaborative Studies
BEN SCHOLL, Poughkeepsie Day School
JULIAN SERRAO, Teach For America
DANIEL TAN, TC Graduate Student
TIFFANY TOUMA, TC Graduate Student
ROSLYN VENZON, International Student
LULU WACHSMUTH, Poughkeepsie Day School
KATHLEEN VENZON, International Student
Thank you to all participants as well as Teachers College faculty, staff, and students who have supported this conference!
And of course, a huge thank you to our families, for all their support and inspiration throughout this process. 50
TEACHERS COLLEGE MAP
Additional restrooms are located on the second level of Horace Mann and the first level of Thorndike Hall
51

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