SSL Certificate
page tools :
email page print page small type large type


Main Conferences Program - Saturday

MAIN CONFERENCE
SATURDAY SEPTEMBER 28, 2019
8:30 AM - 9:30 AM - Plenary Session & Keynote
Session Title Facilitator Target/Audience Room
S Keynote Failing IS an Option! Space travel, music icons, and harnessing the power of "desirable difficulties" Myron Dueck AllGuillermo Zambrano Auditorium
10:15 - 10:45 AM Coffee Break (*5 minute passing time before first AM session)
Consultant Break-out Sessions - Morning (AM) 2 hr. - 10:50 AM - 12:50 PM
Session Title Facilitator Target/Audience Room
S01 The Nine Competencies Necessary for Developing Empathy Annie Acevedo Teachers ELEM, MS, HS, Counselors & Psychologists MSHS Art Room A101 (1st Floor)
S02 YouTV Making WeVideo in the Classroom George Bárcenas Teachers ELEM, MS, HS & Technology Teachers MSHS Stem Lab (2nd Floor)
S03 Language of Learning…How do we harness Desirable Difficulties and Productive Failure in our schools? Myron Dueck Pre-School, Elementary, MS, HS, Curriculum Directors, Instructional Coaches, Leadership MSHS Black Box (1st Floor)
S04 Up Close and Personal with Tom Guskey Tom Guskey Teachers and school leaders involved in grading, reporting & assessment reform. Participants will have the opportunity to present individual scenarios for group discussion under the expert guidance of one of the foremost authorities in the field. ELEM Music Room 1 F102 (1st Floor)
S05 Cinco Pilares de la Mente: Rediseñar la Educación para Adaptarse al Cerebro Tracey Tokuhama-Espinosa Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers ELEM Projection Room F235 (2nd Floor)
S06 Everyday SEL & Self-Care for Teachers Carla Tantillo Philibert Pre-School, Elementary (1-6), MS, HS, Leadership & Administration, Technology & Innovation, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers, Content Area Specialists ELEM Multipurpose Room F139 (1st Floor)
(School Sessions) 60 Minute (AM Sessions) (Deep Dives & Teaching Labs)
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 10:50 AM - 11:50 AM Session b. 12:00 PM - 1:00 PM
Session A. Title Facilitator Target/Audience Room
S07 a. A Dramatic Approach to Increasing Empathy in the Classroom Pat Cruz & Geoff Godfrey, International School of Panama Pre-School, Elementary, MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Content Area Specialists MSHS B101 (1st Floor)
S08 a. Let's Talk About It: Conferring Conversations in Writing Joy Verbon, ASFM Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), Spanish Teachers MSHS B102 (1st Floor)
S09 a. Movement - Holistic Learning for Pre-school Cecilia Garcia & Graciela Livas, ASFM Pre-School (Nursery, Pre-Kinder, Kinder) ELEM N & PL P.E. Room B144 (1st Floor)
S10 a. Connecting Through Culture Katherine Jubert, Colegio Nueva Granada MS, HS, Content Area Specialists MSHS B103 (1st Floor)
S11 a. Creating a Supportive Classroom Environment through Executive Functions Intervention Monica Acosta & Zennhya Escamilla, ASFM Pre-School, Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers MSHS B104 (1st Floor)
S12 a. LINK Crew: Supporting students as they transition into grade 9 Patricia Lyons, International School of Panama MS, HS, Leadership, Administration MSHS B105 (1st Floor)
S13 a. Thinking Thematically: Authentic Unit Design Emily Silva & Kyla Hamm, ASFM MS, HS, Content Area Specialists MSHS B107 (1st Floor)
S14 a. Building Empathy through Narrative Bobby Belden, ASFM Pre-School, Elementary (1-6), MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Content Area Specialists MSHS B109 (1st Floor)
S15 a. Going Beyond the Bell with Podcasting Jose Alvarez and Cory Austen, ASFM Elementary (1-6), MS, HS, Technology & Innovation, All educators MSHS Library Multimedios Audiovisual Production Studio
S16 a. Decolonizing the Classroom Tessa Tschida - Jones, Carol Morgan School MS, HS, Curriculum & Instruction Coach/Director, Content Area Specialists MSHS B112 (1st Floor)
S17 a. So You’ve Adopted NGSS, Now What? Heather Rich, ASFM Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director MSHS Band Room (1st Floor)
S18 a. ¿Qué hay detrás del comportamiento de los niños? María Teresa Soto Estrada & Debra Cortney, John F. Kennedy Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6) MSHS Art Room A102 (1st Floor)
S19 a. Ideation: Building Better Ideas Brian Hamm, David Jakes Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation MSHS Startup Hub (1st Floor)
S20 a. Making the Change to Standards Based Grading: Working Through the Peaks and Pitfalls of the First Years? Rachel Harmon and Alex Bakker, Colegio Jorge Washington Elementary (1-6), MS, HS MSHS TI Room (1st Floor)
S21 a. Uso de ClassDojo como herramienta digital para empoderar al estudiante de su propio aprendizaje y compartirlo. Estuardo Guardia, American School of Guatemala Elementary (1-6), Technology & Innovation MSHS Library Sprint &) Presentation Room (1st Floor
Session b. 12:00 AM - 1:00 PM & Job-Alike Round Table
(* 10 minute passing & set-up time in between sessions a. and b.)
Session a. 10:50 AM - 11:50 AM Session b. 12:00 PM - 1:00 PM
Session b. Title Facilitator Target/Audience Room
S07 b. To Push or to Pull: Delivering Intervention in Inclusive Settings Lee Ann Jung, Lead Inclusion, LLC Classroom Teachers K-8, Learning Support Teachers ELEM 5A D257 (2nd Floor)
S08 b. Teaching and Learning with the iGeneration: how entrepreneurial skills leverage engagement and enhance learning Joelle Hernandez & Elizabeth Salinas, ASFM Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director ELEM 5B D245 (2nd Floor)
S09 b. A jugar y a contar historias con Legos Brenda Estela Aguilar Rodiles, Colegio Americano de Torreón MS, HS, Curriculum & Instruction Coach, Counselors, Psychologists, Spanish Teachers ELEM 5C D256 (2nd Floor)
S10 b. Empatía: La Habilidad del Siglo XXI Liliana Borrero, Colegio Nueva Granada Maestros de Pre-escolar, Primaria, MS, HS, Consejeras, Psicólogas, Maestros de Español ELEM 5D D246 (2nd Floor)
S11 b. Journey Through Space Ashley Kramer and Charlotte Layton, ASFM Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Administration ELEM 5E D255 (2nd Floor)
S12 b. Positive Psychology in the Classroom: a Third, Fourth and High School Experience Imelda Guerra, Luisa Ordaz, Maricarmen del Bosque, ASFM Elementary (1-6), MS, HS ELEM 5F D249 (2nd Floor)
S13 b. Musical Creativity on the iPad Alberto Valdés & Nina Bocanegra, Euroamerican School of Monterrey MS, HS, Technology & Innovation, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists ELEM 5G D254 (2nd Floor)
S14 b. HACKING DIFFERENTIATION - guide to a personalized and academically inclusive classroom Josh Ariel Almoite, ASFM Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director ELEM 5H D250 (2nd Floor)
S15 b. Connecting Communities, Embracing International and Local Cultures Teacher to Teacher Rebecca Pettit & Sarah Vargas, Country Day School Adult School Community - Teachers in Every Grade ELEM Music Room 2 G107 (1st Room)
S16 b. The Traveling Sketchbook Project Raquel Baez, Carol Morgan School Teachers Elementary (1-6) ELEM Music Room 3 (1st Floor)
S17 b. Achieving "Mastery" In Standard-Based Grading and Reporting Laura Brown, International School of Sosua Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director, Content Area Specialists ELEM Art Room 1 F107 (1st Floor)
S18 b. Using STEM / PBL to adapt the technological courses to the dynamics of the Tech industry Jose Rios, International School of Panama MS, HS, Leadership & Administration, Technology & Innovation, Curriculum & Instructional Coach ELEM Art Room 2 F103 (1st Floor)
S19 b. Play, Fail Repeat, Rapid Prototyping for Design Thinking Brian Hamm, David Jakes Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation MSHS Business Lab (1st Floor)
S20 b. Tell me about T.E.A.M! Marisol Zeron, Escuela Internacional Sampedrana MS, HS, Leadership, Counselors & Psychologists ELEM N & PK Music Room C101 (1st Floor)
S21 b. Building Empathy Through Poetry in the Standards Based Classroom Annette Aguilar, American School of Guatemala MS, HS ELEN Library F210 (2nd Floor)
Job-Alike Sessions
12:00 AM - 1:00 PM
Round Table Job-Alike: Administration (Principals, Asst. Principals) Elementary Cafeteria
Round Table Job-Alike: Directors of Technology & Innovation Elementary Cafeteria
Round Table Job-Alike: Counselors & Psychologists Elementary Cafeteria
Round Table Job-Alike: Inclusive Education & Learning Support Elementary Cafeteria
Round Table Job-Alike: Curriculum & Instructional Coaches Elementary Cafeteria



Hotel Pick-up 7:30 AM
Registration Desk at ASFM 8:30 AM - 1:00 PM (MSHS Reception
Exhibit Hall 8:30 AM - 1:00 PM (MSHS Main Hallway)

Daily Schedule @ a Glance

8:30 AM - 10:15 AM
10:15 AM - 10:45 AM
10:50 AM - 12:50 PM
10:50 AM - 11:50 AM
12:00 PM - 1:00 PM
12:00 PM - 1:00 PM
1:00 PM
1:10 PM
Plenary Session & Keynote - MSHS Guillermo Zambrano Auditorium
Coffee Break (MSHS Main Hallway)
Morning (AM) Break-out Sessions
Deep Dives & Teaching Labs A (60 Minute AM Sessions)
Deep Dives & Teaching Labs B (60 Minute AM Sessions)
Job-Alike Sessions
Conference Adjourns - ELEM Cafeteria
Buses leave for Hotels



Failing IS an Option! Space travel, music icons and harnessing the power of ‘desirable difficulties’

Session Code: F Keynote
Facilitator: Myron Dueck
Date: Friday, September 27, 2019
Room: Guillermo Zambrano Auditorium

Description:
Legendary NASA Flight Director, Mr. Gene Kranz, famously declared that ‘Failure Is Not an Option’ while engineering the safe return of the Apollo 13 crew. Though this approach is essential when lives hang in the balance, it may not be the mantra to adopt when designing deeper learning experiences for our students. Recent research suggests that creativity and understanding are the silver lining of struggle. Furthermore, bands like the Beatles, who took great artistic risks, ended up fundamentally changing modern music. Surprisingly, immediate feedback models and instant performance measurements can actually be misinterpreted as true student understanding, while our own life experiences suggest that difficulty, uncertainty and mistakes provide the canvas for long-term memory. This keynote will make the case that if we want to increase student learning and promote competencies such as critical thinking and problem-solving, we need to embrace modes of inquiry, risk and exploration in which failing is certainly an option.

Facilitator:
Myron DueckOver the past 22 years, Myron Dueck has gained teaching and administrative experience in both Canada and New Zealand in subjects ranging from grades 4 to 12. Beginning in 2006, Myron developed a number of grading, assessment and reporting systems with his classes in which students have greater opportunity to show what they understand, adapt to the feedback they receive and play a significant role in the reporting of that learning. Myron has been a part of administrative teams, district groups, school committees and governmental bodies that have further broadened his access to innovative ideas. Myron has shared his stories, tools and first-hand experiences with public, charter and international school educators around the world, and recently his presentations have diverged to include global education trends and broader socio-economic realities that impact learning. Myron has twice been published in EL Magazine. His best-selling book,Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn was released by ASCD in July 2014 and in 2015 ASCD released a video project based in his own school district entitled ‘Smarter Assessment in the Secondary Classroom’. Myron lives in Summerland, BC, Canada with his wife and two children and is Vice-Principal for Grading, Assessment, Innovation and Reporting Student Learning in his local school district – Okangan-Skaha 67.

Go back

The Nine Competencies for Developing Empathy

Session Code: S01
Facilitator: Annie Acevedo
Audience: Teachers ELEM, MS, HS, Counselors & Psychologists
Date: Saturday, September 28, 2019
Room: MSHS Art Room A101 (1st Floor)

Description:
In this session participants will analyze the nine competencies that must be taught for children to develop empathy. These include Emotional Literacy, Moral Identity, Perspective Taking, Moral Imagination, Self-Regulation, Practicing Kindness, Collaboration, Moral Courage, and Growing Change Makers. Case studies and examples from real life will be used to illustrate how teachers can incorporate these competencies into their daily practice.

Facilitator:
Annie AcevedoAnnie de Acevedo lleva 36 años consolidándose como la Psicóloga colombiana más reconocida en temas de crianza y familia. Es psicóloga de la Universidad de los Andes, con una Maestría en Psicología en la Universidad de Alabama en 1982 y un Postgrado en Neuropsicología en la Universidad de Miami en 1999. También tiene una especialización en neurolingüística Psicología educativa.

Trabajó durante 35 años como coordinadora del Learning Center del Colegio Nueva Granada en Bogotá. Fue reconocida con la distinción más alta que da el gobierno colombiano en el campo de la educación. La medalla Simón Bolívar, le fue otorgada en reconocimiento a sus 36 años de continuo trabajo con niños, que presentan dificultades emocionales y de aprendizaje, el desarrollo de un Learning Center único en el mundo y un programa de inclusión para niños, Fue fundadora del Colegio Fundación Nueva Granada, hace 12 años y la Fundación Oportunidad donde se atienden niños y familias de bajos recursos para ayudarlos con sus dificultades emocionales y-o de aprendizaje.

Actualmente es Directora del KSI Centro de Aprendizaje y Psicología, columnista del periódico El Tiempo, autora de varios libros, además de ser asesora, terapeuta infantil y de familia, conferencista y directora de la Fundación Oportunidad.

Go back

YouTV Making WeVideo in the Classroom

Session Code: S02
Facilitator: George Bárcenas
Audience: Teachers ELEM, MS, HS & Technology Teachers
Date: Saturday, September 28, 2019
Room: MSHS Stem Lab (2nd Floor)

Description:
Youtube has changed the way we view the world. At any moment you can watch a video "how-to" to create anything. Learn how you can create your own tutorials, green screen videos and morning newscast all on Chromebooks. We will unlock the learning potential of video in the classroom. Move over Hollywood, Teachers are moving in!

Facilitator:
George BarcenasGeorge Barcenas is the Technology Coordinator/CTE for Bellevue Union School District in California. George is a Certified Google Trainer, Educator and Apple Certified Teacher. Trained as a PE teacher he has taught High School English, Spanish and coached Basketball from Middle School all the way to College. Technology has always been in his teaching from creating commercials in Spanish class to work on vocabulary, to creating a production of Romeo and Juliet with zombies. He now teaches coding, G-Suite and web/video design with iMovie and Adobe After Effects. In his current role he also works with teachers to find the right tool to help students. His passion for teaching has found a place with Google apps for education and pushing the boundaries of being geeky George has been a keynoter and presenter at different EdTech international events.

Go back

Language of Learning…How do we harness Desirable Difficulties and Productive Failure in our schools?

Session Code: S03
Facilitator: Myron Dueck
Audience: Pre-School, Elementary, MS, HS, Curriculum Directors, Instructional Coaches, Leadership
Date: Saturday, September 28, 2019
Room: MSHS Black Box (1st Floor)

Description:
The research is in: we learn in more profound ways when we encounter struggle, difficulty and resistance. Can you think of a learning experience that was profound because you experienced a challenge or difficulty? Of course you can – we all have them. The challenge for modern educators is that we have come to value 'getting it right' over truly learning from our experiences. In fact, many of the ways we structure our educational environments make us believe that learning is taking place, when in reality it is actually performance. Some long-held beliefs such as the value of immediate feedback and the efficiency of direct instruction are being questioned as brain research continues to shed light on how we remember, retrieve and learn. In this interactive session, we will explore research, conduct an activity and look at examples of how we shift our environments to ones that support the messiness of deeper learning over the polish of performance.

Facilitator:
Myron DueckOver the past 22 years, Myron Dueck has gained teaching and administrative experience in both Canada and New Zealand in subjects ranging from grades 4 to 12. Beginning in 2006, Myron developed a number of grading, assessment and reporting systems with his classes in which students have greater opportunity to show what they understand, adapt to the feedback they receive and play a significant role in the reporting of that learning. Myron has been a part of administrative teams, district groups, school committees and governmental bodies that have further broadened his access to innovative ideas. Myron has shared his stories, tools and first-hand experiences with public, charter and international school educators around the world, and recently his presentations have diverged to include global education trends and broader socio-economic realities that impact learning. Myron has twice been published in EL Magazine. His best-selling book, Grading Smarter, Not Harder– Assessment Strategies that Motivate Kids and Help Them Learn was released by ASCD in July 2014 and in 2015 ASCD released a video project based in his own school district entitled ‘Smarter Assessment in the Secondary Classroom’. Myron lives in Summerland, BC, Canada with his wife and two children and is Vice-Principal for Grading, Assessment, Innovation and Reporting Student Learning in his local school district – Okangan-Skaha 67.

Go back

Up Close and Personal with Tom Guskey

Session Code: S04
Facilitator: Tom Guskey
Audience: Teachers and school leaders involved in grading, reporting & assessment reform. Participants will have the opportunity to present individual scenarios for group discussion under the expert guidance of one of the foremost authorities in the field.
Date: Saturday, September 28, 2019
Room: ELEM Music Room 1 F102 (1st Floor)

Description:
This session is designed to provide schools staffs and individuals with the opportunity to gain individualized assistance with specific implementation problems. We will review the problems and difficulties most frequently encountered in reform efforts and describe how those can be anticipated, addressed, and resolved.

Facilitator:
Thomas GuskeyThomas R. Guskey, Ph.D., is Senior Research Scholar at the University of Louisville and Professor Emeritus at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and later served as an administrator in Chicago Public Schools. He is a Fellow in the American Educational Research Association and has worked with international schools in all regions of the world. He is also author/editor of 25 award-winning books, including What We Know About Grading (with Brookhart, 2019), On Your Mark: Challenging the Conventions of Grading and Reporting (2015), and Benjamin S. Bloom: Portraits of an Educator (2012). Contact him at guskey@uky.edu, through Twitter at @tguskey, or www.tguskey.com

Go back

Cinco Pilares de la Mente: Rediseñar la Educación para Adaptarse al Cerebro

Session Code: S05
Facilitator: Tracey Tokuhama-Espinosa
Audience: Pre-School, Elementary, MS, HS, Leadership, Administration, Instructional Coaches, Administrators, Technology and Innovation, Counselors, Learning support, Spanish Teachers
Date: Saturday, September 28, 2019
Room: ELEM Projection Room F235 (2nd Floor)

Description:
Todo lo que los humanos aprenden se puede clasificar en (1) símbolos, (formas, figuras, representaciones) (2) patrones, (configuraciones, series, reglas, regularidad) (3) orden, (secuencias, ciclos, propósito, estructura, organización, pensamiento sistémico), (4) relaciones (proporciones, correspondencia, magnitud, medida, aproximaciones, estimación, cantidad y contexto) y / o (5) categorías (calidades, equivalencias y clasificaciones). Algunos conceptos sólo caben en un pilar, mientras que otros encajan en los cinco pilares. Por ejemplo, la letra “s” es un símbolo, pero no es un patrón, orden, categoría o relaciones, mientras que el concepto de “adición” involucra símbolos, patrones, categorías de orden y relaciones. Los pilares explican el "orden natural" de las redes de conocimiento, que complementa, no compite, con otras formas de describir cómo aprende el cerebro.

El cerebro es complejo y sus procesos a menudo son difíciles de imaginar porque son invisibles a simple vista. Los pilares ofrecen una explicación del funcionamiento holístico del cerebro y del aprendizaje, que están compuestos por conceptos que tienen sentido, incluso para las mentes más jóvenes: un niño de kindergarten entiende los "símbolos", "patrones", "orden", "categorías" y "relaciones". Los pilares no sólo son comprensibles, sino que son complementarios entre sí. Los pilares no están limitados por distintos enfoques metodológicos, entornos de aprendizaje, técnicas, materiales o rutinas, sino que se suman a los procesos existentes.

A lo largo de los años, los educadores han generado muchas ideas interesantes cuyo trabajo nos ha ayudado a llegar al corazón de la buena enseñanza. La mayoría de estos esfuerzos se relacionan con métodos de enseñanza, estrategias, herramientas, tecnologías, actividades, mentalidades, actitudes, técnicas, instrumentos, gestión, y / o enseñanza para “el niño holístico”. Todos estos deben ser aplaudidos.

Si bien ha habido varios intentos de modificar el currículo en los últimos 100 años (Common Core; Bachillerato Internacional; varios estándares estatales), sólo ha habido pequeñas abolladuras en su diseño orientado a las materias del aprendizaje estudiantil K-12. Esto significa que en todo el mundo, el currículo escolar ha estado y sigue estando enfocado en la entrega de asignaturas académicas específicas con entrega de contenido en áreas de dominio como conocimiento de matemáticas, lenguaje, ciencias y arte. Los cinco pilares cambian todo eso.

Facilitator:
Tracey Tokuhama

Tracey Tokuhama-Espinosa es profesora en la Universidad de Harvard (Extension School) y enseña un curso llamado Neurociencia del aprendizaje: una introducción a la mente, el cerebro, la salud y la educación. Es editora asociada de Nature Partner Journals Science of Learning y fundadora de Conexiones: La plataforma de las ciencias del aprendizaje, que ofrece recursos de alta calidad y basados en evidencia para docentes, incluidos cursos en línea sobre el cerebro y el aprendizaje (en español e inglés). Sus áreas de investigación incluyen indicadores para medir la calidad educativa; aprendizaje en la era digital; la expansión del campo de la Ciencias de la Mente, el Cerebro y la Educación; cambios de paradigma utilizando tecnologías apropiadas; bilingüismo y multilingüismo; y la mejora general de las prácticas de capacitación docente en las que ha escrito ocho libros académicos, varios capítulos en libros y docenas de artículos indexados.


Go back

Everyday SEL & Self-Care for Teachers

Session Code: S06
Facilitator: Carla Tantillo Philibert
Audience: Pre-School, Elementary (1-6), MS, HS, Leadership & Administration, Technology & Innovation, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers, Content Area Specialists
Date: Saturday, September 28, 2019
Room: ELEM Multipurpose Room F139 (1st Floor)

Description:
In addition to their role as instructional leaders in the classroom, teachers are called on to care for students, to be patient, optimistic, and emotionally invested in the well-being and success of every one of their students. This is no small task and requires high levels of social-emotional competency for teachers, especially when dealing with under-regulated students. This session focuses on teacher wellness; self-care practices teachers can employ so that they remain regulated to model and instruct SEL in order to build and promote empathy and positive relationships in the classroom.

Facilitator:
Carla TantilloCarla Tantillo Philibert is a recognized expert on Social-Emotional Learning (SEL), mindfulness and yoga practices in the school setting. She founded Mindful Practices and oversees a team of dedicated practitioners bringing SEL and mindfulness strategies to students while providing coaching and professional development to educators along with strategic planning for district-wide SEL implementation and Class Catalyst, the digital tool for connecting students and teachers. In 2019 she launched the I Teach Because campaign, an online platform where teachers connect, share their stories and renew their passion for teaching.

Carla authored Cooling Down Your Classroom: Using Yoga, Relaxation and Breathing Strategies to Help Students Learn to Keep Their Cool, the Everyday SEL series of K-12 books (Routledge 2016) and soon to be released Everyday Self-Care for Educators: Tools and Strategies for Well-Being (Routledge 2019.)

The 2019 CEC Convention Keynote speaker, she is a regular, featured speaker at NSBA, NAESP and the Kripalu Yoga in School Symposium. She has a master’s degree in curriculum and instruction and is a certified yoga teacher.

Go back

A Dramatic Approach to Increasing Empathy in the Classroom

Session Code: S07 a
Facilitators: Pat Cruz & Geoff Godfrey, International School of Panama
Audience: Pre-School, Elementary, MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Content Area Specialists
Date: Saturday, September 28, 2019
Room: MSHS B101 (1st Floor)

Description:
How do you address Social Emotional Learning and Inclusion & Diversity when your school day is already packed full? Integrating drama strategies into your content can not only help your students retain important information, it can also help strengthen empathy skills as they work to understand how others think and feel in order to portray them. It is essential for an actor to understand a character's background, culture, and perspective. In this hands-on workshop we will explore several drama strategies that will help students recognize and respond to others emotional states. This workshop is for all teachers interested in integrating drama but who are unsure where to begin and how to connect it to their content. Structured and scaffolded drama activities will be modeled and practiced throughout the session to ensure teacher comfort in implementation. Participants will be able to understand and apply drama strategies to their specific teaching situations, brainstorm and share connections and resources with colleagues, utilize three drama strategies with their students when they go back to their schools. Though this workshop is open to all teachers of all subjects and the strategies may be adapted to many teaching situations, we will focus on drama activities for elementary through middle grades.

Facilitators:
Pat CruzPat Cruz is Atelierista/Arts Integration (AI) Specialist at the International School of Panama. She holds a BS in Art Education and a Masters in Teaching with an AI focus from George Mason University. For over 20 years, Pat has directed, designed, and facilitated PD in how to integrate art, music, dance, and drama into other content areas. Pat served as arts/AI teacher for Baltimore County Public Schools for 10 years. Then served as Education Director/Chief Innovation Officer for non profit, Young Audiences/Arts for Learning for 13 years. Pat specializes in facilitating creative collaborations in schools.



GEoff Godfrey

Geoff Godfrey is certified by the State of Maryland to teach English/Language Arts Grades 6-12 and Social Studies Grades 5-9. He taught writing at Temple University in Philadelphia and at Towson University in Baltimore before becoming a Middle School teacher 12 years ago. He taught ELA, Humanities, Social Studies, and French during his 11 years in Baltimore City Schools, and now teaches Social Studies at the International School of Panama. Geoff specializes in engaging students in Big Ideas as they learn a specific time period, and making connections between historic content and current events.

Go back

Let's Talk About It: Conferring Conversations in Writing

Session Code: S08a
Facilitator: Joy Verbon, ASFM
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), Spanish Teachers
Date: Saturday, September 28, 2019
Room: MSHS B102 (1st Floor)

Description:
In this session, we will explore different types of writing conferences that can be strategically applied to immediately impact student writing performance. Teacher language in conferring will be a focus in optimizing student voice and choice to lift the level of success in these conversations. Participants will mine student samples to support practice in conducting conferences and choosing instructional goals in the moment. At the end of this session, participants will have some clear, practical models for dabbling or diving into conferring in writing in their own learning environments.

Facilitator:
Joy VerbonJoy Verbon has been working in education for more than two decades. During this time, she has worked as a homeroom teacher in primary, elementary, and middle school. She has also worked as an AP of Curriculum and Instruction specializing in literacy in nursery through eighth grade and as a literacy coach for middle school grades. Currently, Joy serves as the Assistant Principal for Primary Grades K-2 at the American School Foundation of Monterrey. In this role, Joy works collaboratively in ensuring effective communication among administrative team members, students, teachers, parents, and other stakeholders.

Go back

Movement - Holistic Learning for Pre-school

Session Code: S09 a
Facilitators: Cecilia Garcia & Graciela Livas, ASFM
Audience: Pre-School (Nursery, Pre-Kinder, Kinder)
Date: Saturday, September 28, 2019
Room: ELEM N & PK P.E. Room B144 (1st Floor)

Description:
Become a preschooler for an hour and explore our unique and dynamic Movement class. Here children develop holistically as the class integrates multiple areas of the brain and stimulates a greater amount of connections. Students have fun as they enhance their motor, academic, social emotional, musical, spatial awareness and 21st century skills all at the same time. Whether for a homeroom class, or for a PE class, this session will provide you with ideas to transform your preschool classroom into an active, fun and engaging learning environment for your students. Join us to have the opportunity to engage hands-on in this class, and discuss clear and simple possibilities of implementation into your everyday classroom.

Facilitators:
Graciela LivasCecilia GarciaCecilia Garcia
Preschool Movement teacher at ASFM for 33 years. Loves children and is passionate about their journeys as human beings. This passion has translated into years of class innovation and continual improvement and perfecting of her craft in order to attain greater student learning and growth.
Graciela Livas
A mother of 3 and an avid lover of learning. Currently serves as a LIM (Learning in Motion) teacher for the elementary level and the Ballet Coordinator at ASFM. Creator of both of these programs at this school. She has taught for more than 15 years to students ranging from 3 to 16 years old.

Go back

Connecting Through Culture

Session Code: S10 a
Facilitator: Katherine Jubert, Colegio Nueva Granada
Audience: MS, HS, Content Area Specialists
Date: Saturday, September 28, 2019
Room: MSHS B103 (1st Floor)

Description:
When we teach multicultural music we are giving students tools to communicate, interact, and understand new ideas and traditions from diverse cultures around the world. A culturally competent student is someone that is immersed into the local music cultural, has the opportunity to connect with their home music culture, and is also exposed to new types of music. Additionally for international students, the research supports this as best teaching practice. However, in the instrumental classroom achieving all of these things can be challenging because many cultures and traditional songs are not scored for ensembles or bands, and finding authentic publications can be next to impossible. The goal of this deep dive is to bring music educators together, and will focus on why we should to be teaching instrumental music with a global mindset, reviewing the research on this topic. Teachers will also be given example scores and lesson plans where they will brainstorm and share ideas about how to approach a piece with a multicultural focus. As a group we will share other resources and ideas that we have used in our classes to support our international students. Then we will finish the session by connecting through social media with each other to continue to share and collaborate after the conference. The goal is to leave the session with new resources, new lesson ideas, and new connections to support future global lessons that will work in your classroom, your school, and celebrate the beautiful cultures that are in our world.

Facilitator:
Katherine JubertMy name is Katherine Jubert and I have worked at Colegio Nueva Granada in Bogotá Colombia for three years, I teach secondary band and co-lead the FIne Arts Department K -12. Prior to this position I worked at Colegio Internacional Puerto la Cruz in Venezuela as their K - 12 music teacher for three years. I have a masters degree in instrumental music education from the University of St. Thomas and an undergraduate degree in instrumental and general music from Lawrence University. I am passionate about music education and fostering a love for music in my student.

Go back

Creating a Supportive Classroom Environment through Executive Functions Intervention

Session Code: S11 a
Facilitators: Monica Acosta & Zennhya Escamilla, ASFM
Audience: Pre-School, Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Spanish Teachers
Date: Saturday, September 28, 2019
Room: MSHS B104 (1st Floor)

Description:
Executive Functions are the conductors and driving force of our behavior, and a key factor for success in any area of our lives. By the end of this session you will be able to identify behaviors students show due to possible executive function difficulties. Create your class profile through self-assessment and other awareness strategies. You will learn how to design a supportive environment within your classroom setting, as well as, set goals for your students, design an intervention and monitor progress. This session will have an impact on our learning community by building an awareness, empowering teachers to become experts on how to create a more supportive environment in their classroom, by being more intentional in the design of interventions that will enable all students to be successful inside the regular classroom.

Facilitators:
Zennhya EscamillaMy name is Zennhya Escamilla de León, I've been a middle school teacher for the last 23 years. I have a bachelor in Education and my graduate studies range from Science of Education, administration and currently working on an inclusion badge. I have always tried to teach all of my students, considering their needs and learning styles. My purpose as an educator has been to create a safe learning environment in my classroom.


Monica Acosta

I am Mónica Acosta, School Psychologist for MS and HS at ASFM. I have 16 years experience working in Support Services both in Mexico and Honduras. I have a BA in Psychology, a Masters in International Teaching and a Masters in Children and Teen's Clinical Psychology. I have received Digital Badges in Early Childhood and Inclusion Certification programs.

Go back

LINK Crew: Supporting students as they transition into grade 9

Session Code: S12 a
Facilitator: Patricia Lyons, International School of Panama
Audience: MS, HS, Leadership, Administration
Date: Saturday, September 28, 2019
Room: MSHS B105 (1st Floor)

Description:
Link Crew is a high school transition program that welcomes grade 9 students (based on an American model) and makes them feel comfortable throughout the first year of their high school experience. Built on the belief that students can help students succeed, the program trains mentors from your junior and senior classes to be Link Crew Leaders, and comes from the Boomerang Project. As positive role models, Link Crew Leaders are mentors and student leaders who guide grade 9 students to discover what it takes to be successful during the transition to high school and help facilitate success. Link Crew provides the structure for grade 9 students to receive support and guidance from juniors and seniors who have been through the challenges that high school poses.

Facilitator:
Paty LyonsPatricia Lyons has worked with Link Crew internationally in Panama and Shanghai, as well as in the San Diego area for over 10 years. She has assisted schools in developing and refining their Link Crew programs. A classroom Social Sciences teacher with 17 years of experience, she regularly implements Link Crew-like activities in the classroom. These instructional strategies have their foundation in increasing engagement, activity, intentional practice, and inclusion. Passionate about school improvement, Patricia is eager to share this program to help empower students and teachers to be leaders as their own organization grows and improves.

Go back

Thinking Thematically: Authentic Unit Design

Session Code: S13 a
Facilitators: Emily Silva & Kyla Hamm, ASFM
Audience: MS, HS, Content Area Specialists
Date: Saturday, September 28, 2019
Room: MSHS B107 (1st Floor)

Description:
Curricular and classroom limitations are lifted when we embrace themes as drivers for unit design. By redirecting focus towards overarching themes, content becomes catalysts, standards become anchors, units become richer, conversations become deeper, and learning becomes more authentic. We'll share our process, and invite you to explore your own possibilities of restructuring units to be theme based, and the natural shift towards more Textual Diversity, Global Connectivity, Project/Problem Based Design, Cross-Curricular Opportunities, and Personalized Social Emotional Learning. Session Strand: Social Responsibility, Global Mindedness & Sustainability. Please bring a laptop.

Facilitators:
Kyla HammEmily SilvaEmily Silva and Kyla Hamm are international educators sharing a wealth of combined teaching experience in diverse classrooms, schools, and communities around the world that have helped shape their pedagogy. As Middle School Language Arts teachers at ASFM, they have explored and adopted practices and curriculum design to enhance and personalize the learning experience focused on the unique range of backgrounds, needs, and interests shared by their students.

Go back

Building Empathy through Narrative

Session Code: S14 a
Facilitator: Bobby Belden, ASFM
Audience: Pre-School, Elementary (1-6), MS, HS, Curriculum & Instruction Coach/Director, Counselors, Psychologists, Content Area Specialists
Date: Saturday, September 28, 2019
Room: MSHS B109 (1st Floor)

Description:
One of the first innovations made by humans that set us apart from other animals was the invention of the story. Stories resonate deeply within us and allow us to connect to the world around us. In this workshop, participants will gain an understanding of how teachers can use narrative works in their classroom to support social and emotional learning by giving students the tools they need to empathically connect with others. We will develop an appreciation for the value of reading narrative works by looking at the science of empathy and adolescent cognitive development. We will also practice expressing powerful emotions through a narrative writing exercise, appreciating how such practice allows us to step out of our own selves and into the experience of another.

Bobby Belden

Facilitator:
Bobby Belden is the Middle School Gifted and Talented Coordinator at the American School Foundation of Monterrey. Previously at ASFM he taught middle school English and Social Studies. He is also a graduate student at the University of Connecticut pursuing his masters degree in Giftedness, Creativity, and Talent Development.

Go back

Going Beyond the Bell with Podcasting

Session Code: S15 a
Facilitators: Jose Alvarez and Cory Austen, ASFM
Audience: Elementary (1-6), MS, HS, Technology & Innovation, All educators
Date: Saturday, September 28, 2019
Room: MSHS Library Multimedios Audiovisual Production Studio

Description:
Over 50 million people listen to podcasts each month. This is your opportunity to create a genuine relationship with your listeners while using their imagination as your stage. Whatever your passion might be podcasting has become one of the most effective ways to share it. Learn about the hardware and software used as well as lessons learned during the recording of our first season. Participants will leave with knowledge of low-cost options, tips, best practices and strategies for sharing your stories and finding the audience for you and your students.

Jose AlvarezCory Austen

Facilitators:
We are Cory Austen and Jose Alvarez. Jose is a Librarian and Cory is an Innovation Coach at the American School Foundation of Monterrey, Mexico. Since 2017 Jose and Cory decided to explore the podcast medium to share stories of the interesting and amazing things that go on 'Beyond our Bell' at school. They wrapped up their first 10 episode season, with topics ranging from space exploration, STEM, environmental culture and LGBT issues. Although the first season focuses on their local community they look forward to collaborating and hearing stories from around the globe.

Go back

Decolonizing the Classroom

Session Code: S16 a
Facilitator: Tessa Tschida -Jones, Carol Morgan Schoo
Audience: MS, HS, Curriculum & Instruction Coach/Director, Content Area Specialists
Date: Saturday, September 28, 2019
Room: MSHS B112 (1st Floor)

Description:
This deep dive is designed to unpack the current classroom environment as teachers work towards more diverse and inclusive classrooms by identifying and disrupting the dominant narrative. This discussion will address stereotypes, representation, identity and the stories that inform our ways of knowing and being. The goal of this workshop is for teachers to look within their classroom and reflect upon the ways in which we as educators perpetuate the colonial mindset and then find ways to shift this perspective. This shift in perspective is a crucial part of facilitating effective cross-cultural education and building empathy in students who can explore diverse experiences. Participants will be provided with resources and strategies to make real changes right away, as well as long term initiatives and goals for the future.

Facilitator:
Tessa TschidaTessa Tschida -Jones. I was born and raised in Edmonton Alberta, Canada. I graduated from the University of Alberta with a degree in Secondary Education with a focus on Social Studies, and Indigenous Education. I've been teaching middle school social studies in Dominican Republic for four years, and spent a year teaching Aboriginal Studies in Edmonton Public Schools where I ran an Indigenous Student Leadership club. I am currently teaching 6th grade socials at Carol Morgan School in Santo Domingo. Cross cultural education and decolonizing classrooms continues to be a passion of mine.

Go back

So You’ve Adopted NGSS, Now What?

Session Code: S17 a
Facilitator: Heather Rich, ASFM
Audience: Elementary (1-6), MS, HS, Leadership, Administration, Curriculum & Instruction Coach/Director
Date: Saturday, September 28, 2019
Room: MSHS Band Room (1st Floor)

Description:

The NGSS framework has its own language: cross-cutting concepts, performance expectations, and core ideas to name a few. What does it all mean? To add to the confusion, NGSS learning is three-dimensional. Do we throw out everything that has been done before? In this session, attendees will learn and experience:
-how to read the stardards
-what is three-dimensional learning
-what an NGSS-aligned assessment looks like (and what it doesn’t look like)

Heather Rich

Facilitator:
Heather Rich is the Elementary Instructional Coach for Science at ASFM. She has taught and coached at a variety of international schools, from PYP to Common Core aligned. Heather is trained in NGSS implementation, and ASFM is currently in its 3rd year of teaching NGSS-aligned units. She is passionate about making learning student-centered, inclusive, and integrated.

Go back

¿Qué hay detrás del comportamiento de los niños?

Session Code: S18 a
Facilitators: María Teresa Soto Estrada & Debra Cortney, John F. Kennedy
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6)
Date: Saturday, September 28, 2019
Room: MSHS Art Room A102 (1st Floor)

Description:
Uno de los retos más grande a los que nos enfrentamos los educadores además de lograr las metas académicas que nos proponemos, es el tener un buen control de grupo, el conectar y realmente dejar una huella en nuestros alumnos, especialmente en ese alumno que representa un gran reto, que rompe con el ambiente del salón y que pone a prueba toda nuestra experiencia y todos nuestros conocimientos, tanto académicos como socio-emocionales. De acuerdo a la filosofía de Disciplina Positiva basada en Adler, Dreikurs, Nelsen y Lott, el comportamiento de todo ser humano está motivado por metas, y estas metas son el sentir que perteneces y que importas (dentro de un grupo social), por lo que un alumno que siente que no pertenece y que no importa, se va a "portar mal". En este taller entenderemos que hace que el alumno sienta que no pertenece, de qué manera nos lo demuestra y cuál es la mejor manera de actuar frente a estas acciones. El mal comportamiento de un niño es un llamado de ayuda y la manera cómo respondamos tendrá un gran efecto en él.

Facilitators:
Debra CortneyMa Teresa SotoMaría Teresa Soto is the Preschool Vice-Principal at John F Kennedy School. She has a degree in Special Education, a Masters in Multidisciplinary Studies and is a Candidate Lead Trainer for Positive Discipline.

Debra Cortney is the Preschool Principal at John F Kennedy School. She has been a bilingual educator of young children for 18 years. She has a Masters Degree in Educational Leadership and she is certified as an Educator in the Classroom for Positive Discipline.

Together they are the leaders of the Preschool at John F Kennedy School, The American School of Querétaro.

Go back

Ideation: Building Better Ideas

Session Code: S19 a
Facilitators: Brian Hamm & David Jakes
Audience: Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation
Date: Saturday, September 28, 2019
Room: MSHS Startup Hub (1st Floor)

Description:
The most important thing that anyone can do to improve what they do is to become more capable of generating ideas. In this conversation, we’ll explore the role that ideas have in catalyzing innovative practice and discuss the strategies and techniques that you can use to become better at building better ideas tomorrow. Join us for a provocative conversation about how you and your organization can nurture, curate, incubate, grow, extend, and remix ideas that enable you to create the raw material that supports innovative teaching and learning. Note: this session is part of the launch of the Threshold Design Institute, an educational incubator for improving schools in Latin America through innovative thought and practice.

Facilitators:
The Threshold Design Institute team first launched their collaboration through a 1-day design institute for teachers and school leaders at the 2018 Live Curious, Go Beyond conference in Monterrey, Mexico, followed up by 2 days of design institute experiences for teachers and school leaders at the 2018 Tri Association conference in Santo Domingo, Dominican Republic. Prior to the launch of Threshold, they have also collaborated over the years as a team of co-facilitators of a wide range of design-based professional development, boot camps, and strategic planning projects around the world.

Threshold was co-founded by 3 educators / designers:

  • Brian Hamm is the Director of Innovation for the American School Foundation of Monterrey (Mexico).
  • David Jakes is the founder of David Jakes Designs LLC, a former member of Cannon Design’s global The Third Teacher+ studio, and an educator / school administrator for almost three decades.

Threshold believes that each school faces a unique set of challenges and opportunities as they strive to foster dynamic learning communities that will adapt to unpredictable futures. Ultimately, Threshold addresses this complicated goal through an empathetic, multi disciplined collaborative design process both within school teams and across Tri-Association peer institutions.

Go back

Making the Change to Standards Based Grading: Working Through the Peaks and Pitfalls of the First Years

Session Code: S20 a
Facilitators: Rachel Harmon and Alex Bakker, Colegio Jorge Washington
Audience: Elementary (1-6), MS, HS
Date: Saturday, September 28, 2019
Room: MSHS TI Room (1st Floor)

Description:
Standards Based Grading is not only becoming more prevalent in elementary schools, but also in middle and high school as a current best practice in education. This session is valuable if you or your school are new to standards based grading. Participants will engage in discussion on setting up assessments, communicating grades with students, defining grading expectations and assessing student work through a different lens. The presenters will share their combined experience of standards based grading, across grade levels ranging from elementary to high school, with their peaks and pitfalls as professionals. You will receive a variety of resources that will make standards based grading seem less intimidating. You will also gain ideas of how to use the tools of assessment that are already in your toolbox. Participants will have the opportunity to network with other professionals and dive into how they can apply these practices in their classroom. Come prepared to engage in an open discussion in best grading and reporting practices.

Facilitators:
Rachel HarmonRachel Harmon received her B.S. degree in Elementary Education with a specialty of Math from the University of Wisconsin, Green Bay and her M.S. in Multidisciplinary Studies from the University of New York, Buffalo. Rachel has spent the majority of her teaching career in middle school and high school mathematics with experience teaching in Mexico, the Dominican Republic, and her current location of Cartagena, Colombia at Colegio Jorge Washington where she teaches 6th grade mathematics.


Alex Bakker

Alex Bakker received his B.S. degree in Elementary Education with a specialty of Chemistry from the University of Wisconsin, Green Bay and his M.S. in Multidisciplinary Studies from the University of New York, Buffalo. Alex’s experience in education has come from teaching grades ranging first through sixth internationally in Mexico, the Dominican Republic, and currently, Cartagena, Colombia where he teaches 6th grade science.



Uso de ClassDojo como herramienta digital para empoderar al estudiante de su propio aprendizaje y compartirlo.

Session Code: S21 a
Facilitator:
Estuardo Guardia, American School of Guatemala
Audience: Elementary (1-6), Technology & Innovation
Date: Saturday 28, September 2019
Room:
MSHS Library Sprint & Presentation Room (1st Floor)

Description:
This session will be run in Spanish, if translation is need it, it is possible to run it bilingual.
En esta sesión se busca compartir con docentes de Lower School cómo la herramienta de ClassDojo permite además de utilizar el concepto de Gamificación para el cambio de conductas, tener al estudiante como centro y responsable de su propio aprendizaje. Con esta herramienta digital se busca compartir al docente diferentes estrategias para empoderar al estudiante con relación a su aprendizaje y crear así un portafolio digital que permite una comunicación incluso con los padres de familia. De esta manera, se permite una interacción dinámica entre padres de familia, docentes y estudiantes mientras se construye este portafolio a través de la recolección de evidencias de aprendizaje. Se recomienda traer una laptop o dispositivo móvil para tener una experiencia tanto como estudiante y/o docente al utilizar la herramienta de Class Dojo.

Estuardo Guardia

Facilitator:
Estuardo Guardia works at The American School of Guatemala as a Spanish Teacher in Grade 2. He is the Grade Level Coordinator and the Curriculum Liaison for Writing in Spanish for grade 2 to grade 5. He always look forward to apply new and different ideas in the classroom and share with colleagues and other people. Beside this, he work as a professor in the Faculty of Education at Universidad del Valle de Guatemala sharing ideas about how to implement Educational Coaching and Interactive Technology.



Go back

To Push or to Pull: Delivering Intervention in Inclusive Settings

Session Code: S07 b
Facilitator: Lee Ann Jung, Lead Inclusion, LLC
Audience: Classroom Teachers K-8, Learning Support Teachers
Date: Saturday, September 28, 2019
Room: ELEM 5A D257 (2nd Floor)

Description:
Is your school making a move to be more inclusive? Are you wanting to implement a multi-tiered system of services or RTI but are unsure when and where Tiers 2 and 3 intervention should be delivered? Should we push in or pull out? In this session, we will examine a creative way to combine flexible grouping, WIN time, and co-teaching to effectively serve struggling learners without their needing to miss instruction in core courses or electives. 

Lee Ann Jung

Facilitator:
Lee Ann Jung, PhD, is Founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. She provides support to schools in the areas of inclusion, standards-based learning and grading, designing individualized goals and interdisciplinary supports, and measuring progress. Before beginning a career in higher education she worked in special education for eight years in the roles of teacher and administrator. She is a former full professor and director of International Partnerships in the University of Kentucky's College of Education. Lee Ann leads the International Inclusive Leadership Program, a professional learning and graduate program for educators in international schools in partnership with San Diego State University.

Lee Ann has authored 6 books, more than 45 journal articles and book chapters, and has been awarded more than 4 million dollars in federal funding to support personnel preparation and research. She has served as associate editor for Young Exceptional Children (YEC), section editor for The Routledge Encyclopedia of Education, guest editor and editorial board member of Topics in Early Childhood Special Education, and editorial board member for Journal of Early Intervention. Lee Ann is past chair for the Classroom Assessment special interest group for the American Educational Research Association. She can be reached at jung@leadinclusion.org and ljung@sdsu.edu. Follow her on twitter at @leeannjung.

Go back

Teaching and Learning with the iGeneration: how entrepreneurial skills leverage engagement and enhance learning

Session Code: S08 b
Facilitators: Joelle Hernandez & Elizabeth Salinas, ASFM
Audience: Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director
Date: Saturday, September 28, 2019
Room: ELEM 5B D245 (2nd Floor)

Description:
We're familiar with the labels Baby Boomers and Gen-X to describe a generation, but who is the iGeneration? In this workshop participants will discover how the iGeneration is different from previous generations of students, and how entrepreneurial skills can help students be happier, more productive, and better problem solvers. Participants will leave with strategies to build a culture of entrepreneurship in the classroom in order to leverage engagement and enhance learning that specifically targets the iGen student.

Facilitators:
Elizabeth SalinasJoelle HernandezBefore joining the teaching profession, Joelle Hernandez worked in the financial and technology sectors. She earned her Bachelor of Science in Business Administration from UNC-Charlotte and later, in preparation to pursue her passion for teaching, her Masters in Education from Temple University. Joelle now works at ASFM, where she teaches AP Economics, Entrepreneurship, Accounting and Marketing. She also focuses on cultivating a world-class education experience as the school's Business/Technology Department leader. Prior to moving to Monterrey with her family, Joelle taught technology and business in Pennsylvania as well as in Colombia. In her spare time, Joelle is an avid traveler, skier and loves spending time outdoors. Elizabeth Salinas is a collector of economic data, creative procrastinator, passionate teacher of business and amateur philosopher. She loves to see how people and ideas from different disciplines can come together to make new and exciting projects like the ASFM Startup Hub. Stop by to talk about how alternative-learning spaces like the Startup Hub can in turn become the jumping off point for the next generation of entrepreneurs and creative thinkers.

Go back

A jugar y a contar historias con Legos

Session Code: S09 b
Facilitator: Brenda Estela Aguilar Rodiles, Colegio Americano de Torreón
Audience: MS, HS, Curriculum & Instruction Coach, Counselors, Psychologists, Spanish Teachers
Date: Saturday, September 28, 2019
Room: ELEM 5C D256 (2nd Floor)

Description:
It will be dedicated to explaining the advantages of using Legos in the classroom as an educational, innovative and attractive experience so that students can develop skills of teamwork, analysis, synthesis, vocabulary learning, verbal expression, etc. It also complements and strengthens the socio-emotional learning and the student's well-being, since by expressing their ideas with stories the student can make their immediate concerns and needs known. In addition, working with Legos strengthens the collaboration and Team Building through Inclusion and Diversity, since the students, besides starting to create stories, have to listen and participate in the experiences of each one of their classmates. I've seen for 4 years, as "Tell stories with Legos"; exponentially benefits the students' learning, since they acquire the necessary skills to apply and explain the learning they acquired when reading a novel, a story, a biography or a repor. Science Learning does not stay in the classroom, since the creativity and social skills that they develop make students safer and more self-confident in any area of their lives. Telling stories with Legos is a challenge for teachers since the evaluation is done through standards and developed skills, causing the teacher to forget standardized tests that may not reflect the student's true learning.

Facilitator:
Brenda AguilarBrenda Aguilar. I am Head of the Department of Social Studies in Spanish at Colegio Americano de Torreón, I have four years teaching in Middle School subjects such as Spanish, Civic Education and Ethics and History of Coahuila. I have also worked as an advisor for the Debate Teams and the school's Lego Club. I have been incorporating different dynamics and experiences with Legos in my classes to strengthen teaching with my students. I have worked in other schools such as El Tecnológico de Monterrey, where I advise students for the Annual Speech Contest and I taught different subjects in the area of Spanish and Humanities. I studied a degree in Communication at the Universidad Iberoamericana, and I have an MBA from the same university.

Go back

Empatía: La Habilidad del Siglo 21

Session Code: S10 b
Facilitator: Liliana Borrero, Colegio Nueva Granada
Audience: Pre-School, Elementary (1-6), MS, HS, Counselors, Psychologists
Date: Saturday, September 28, 2019
Room: ELEM 5D D246 (2nd Floor)

Description:
Esta sesión brindará una visión general sobre las raíces biológicas y psicológicas de la empatía, junto con las mejores prácticas para ayudarles a los estudiantes a desarrollar esta habilidad para el éxito en el siglo XXI. Después de revisar el qué y el por qué de la empatía, los participantes comprenderán que la empatía yace en el corazón del trabajo en equipo, la comunicación efectiva, el pensamiento crítico y la creatividad. Se abordarán una variedad de estrategias científicamente validadas para enseñar empatía y desplegar el comportamiento prosocial, las relaciones solidarias y la inteligencia socioemocional. Después de todo, la empatía es una habilidad intrínseca que puede y debe ser enseñada. Equipados con una comprensión más profunda sobre la naturaleza y el propósito de las destrezas de la empatía, los participantes identificarán maneras en las que la empatía puede promover el aprendizaje a través del servicio y contribuir así a la formación de ciudadanos globales más compasivos y socialmente responsables. Strand: Aprendizaje socioemocional.

Facilitator:
Lily BorreroLili Borrero es la Directora Asociada de los Programas de Aprendizaje del Colegio Nueva Granada (CNG). Anteriormente, se desempeñó como especialista en lectoescritura en el Learning Center. Ella es responsable de la supervisión del currículo, la enseñanza, la evaluación y el desarrollo profesional en el CNG. Lili tiene un título de pregrado en Psicología, un Diplomado en Psicopatología Infantil y Juvenil, Maestría en Educación Primaria y un Diploma en Liderazgo de Profesores. También es traductora e intérprete oficial en Colombia y profesora certificada por el NBPTS en lectoescritura temprana. Lili es la autora del libro Enseñando a Leer: Teoría, práctica e intervención y la traductora de Los 11 Principios de la Educación Efectiva del Carácter.

Go back

Journey Through Space

Session Code: S11b
Facilitators: Ashley Kramer and Charlotte Layton, ASFM
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Administration
Date: Saturday, September 28, 2019
Room: ELEM 5E D255 (2nd Floor)

Description:
During this presentation, two teachers, one from Elementary and the other from Middle School, will share their stories of their radical shift they both made in classroom design; to create a flexible learning environment to best meet the needs of their students. Ashley and Charlotte, will take you through their design process and driving factors. They will share what changes have had the biggest impact on student learning, and the challenges they have faced after their redesign. They will share resources and strategies they found most useful during and after their transition. Time will be provided for discussion and planning for teachers also interested in making changes to their learning environment.This presentation will focus on Social Emotional Learning and the impact a classroom environment has on the Core Competencies as defined by CASEL. Both of their journeys highlight the importance of student voice and empowerment. A laptop is not required for this presentation, however one may be used to access links attached to the slide deck.

Facilitators:
Ashley KramerAshley Kramer expertise is in middle school math. She studied Mathematics and International Studies at the University of Denver. She has taught middle school math for six years; 5 of these years while living in Mexico. She is passionate about education and providing students the most innovative and enlightening experience possible. Ashley is originally from Colorado and loves the outdoors. She enjoys rock climbing, mountain biking, hiking, and being out in nature. She loves her dogs, gardening, and game nights with friends.



Charlotte Layton

Charlotte Layton is an educator who loves exploring the world. She is originally from Ontario, Canada, however, she has been teaching and living outside of Canada for 11 years! Charlotte has had the opportunity to work at elementary schools in Guatemala City, Bristol, England and Bangkok, Thailand. This is her 4th year teaching fourth grade at ASFM. Charlotte is passionate about making learning hands-on, memorable and meaningful. She was lucky enough to redesign her classroom in her first year at ASFM. She is proud of the flexible learning space she has created with her students.

Go back

Positive Psychology in the Classroom: a Third, Fourth and High School Experience

Session Code: S12 b
Facilitators: Imelda Guerra, Luisa Ordaz, Maricarmen del Bosque, ASFM
Audience: Elementary (1-6), MS, HS
Date: Saturday, September 28, 2019
Room: ELEM 5F D249 (2nd Floor)

Description:
During this session, you will learn how positive psychology can help students thrive academically, emotionally and socially. Presenters will introduce the audience to the basic concepts behind the Science of Happiness, Character Strengths and Responsive Teaching through the Positive Psychology approach. Presenters will share their experience and practical application in the elementary and the high school classroom.The intended outcomes of this session are to have a clear definition of positive psychology, a basic understanding of character strengths, a basic knowledge of responsive teaching, provide attendees with a repertoire of tools and resources to start implementing in their own environments and more importantly, the motivation to discover how their well-being, happiness and character strengths may impact their lives and those around them.

Maricarment del Bosque

Facilitators:
Maria del Carmen del Bosque is Character Education and Social Studies teacher at the American School Foundation of Monterrey. She leads the Integrity Council in ASFM, a teachers' initiative that advocates for all ASFM community members to live with integrity at all times. She advises the National Honor Society and ONE, students groups that contributes to the wellbeing of their community. Currently, she is the Grade 11 Team Leader, a Digital Teacher, and a first adopter of Social-Emotional Learning in our school.


Luisa Ordaz

Luisa Ordaz has been teaching for over 20 years in different schools in the Monterrey area. She has a bachelor's degree in Education from UDEM and a Cambridge English accreditation. She is passionate about inclusion and have worked in constructivists schools with inclusion programs, gaining experience and knowledge in this important area. She has worked for the past ten years at ASFM, the first seven as a third grade home room teacher and is currently teaching fourth grade.



Imelda Guerra

Ime Guerra has been teaching at the American School Foundation of Monterrey for 16 years. She graduated as an Architect from the Universidad de Monterrey and then completed her Master's Degree in Education from Buffalo State University. She has taught Art, First Grade, and is currently teaching Third Grade. Ime has been learning a lot about Positive Education and the Responsive Classroom Approach and is an advocate for both.

Go back

Musical Creativity on the iPad

Session Code: S13 b
Facilitators: Alberto Valdés & Nina Bocanegra, Euroamerican School of Monterrey
Audience: MS, HS, Technology & Innovation, Curriculum & Instruction Coach/Director, Spanish Teachers, Content Area Specialists
Date: Saturday, September 28, 2019
Room: ELEM 5G D254 (2nd Floor)

Description:
When you learn something new, such as sound creation, it's useful to look at samples and play around to explore how they're done in order to experience everything in synch. This session is intended for non-musician teachers who will explore creating music using pre-recorded loops through the Live Loops feature in the GarageBand app. Teachers will end up creating a musical piece in an easy and fun way that will rock the house.

Nina BocanegraAlberto Valdez

Facilitators:
Alberto Valdes is a Technology Integration Specialist and is responsible for supporting teachers in the effective integration of technology in the classrooms as well as designing and implementing professional development for different schools in Monterrey, Mexico. He's an Apple Distinguished Educator, Apple Professional Learning, Book Creator Ambassador & Google Certified Innovator. He's the creator of the .EDU Conference in Monterrey, MX.

Go back

HACKING DIFFERENTIATION - guide to a personalized and academically inclusive classroom

Session Code: S14 b
Facilitator: Josh Ariel Almoite, ASFM
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Leadership, Administration, Technology & Innovation, Curriculum & Instruction Coach/Director
Date: Saturday, September 28, 2019
Room: ELEM 5H D250 (2nd Floor)

Description:
Do you want to learn how to differentiate your classroom? Learn how to HACK differentiation to personalize your students' learning experience and amplify their voice and choice. In this session, we will explore formative response tools and other online applications that you can use to personalize instruction and assessment for the various proficiency levels that fit Standards-based grading. This session is applicable to any grade level teacher who is interested in differentiating instruction and integrating technology. We will explore a differentiation style in order to facilitate instruction in the classroom through blended learning and differentiated assessment. This model of instruction and assessment is based on Robert Marzano's approach to personalized learning and differentiation. This session aims to equip teachers with basic knowledge on differentiation that can be used in planning your next unit.

Josh Almoite

Facilitator:
Josh Almoite has been teaching for 11 years both locally and internationally. He worked as the Head of the Science department in an international school in Philippines and currently working as the Middle School Curriculum Coordinator at the American School Foundation in Mexico. Josh has been invited to present about Differentiated assessments and Differentiated instructions in teacher conferences in different countries-Mexico, Dominican Republic, and different states in USA. He is looking forward to pursuing his Doctorate after visiting all the continents.

Go back

Connecting Communities, Embracing International and Local Cultures Teacher to Teacher

Session Code: S15 b
Facilitators: Rebecca Pettit & Sarah Vargas, Country Day School
Audience: Adult School Community - Teachers in Every Grade
Date: Saturday, September 28, 2019
Room: ELEM Music Room 2 G107 (1st Floor)

Description:

This presentation is designed to increase Teacher Wellness through:
Building a stronger connection between local hire teachers and expat teachers in an international school setting and how that benefits teachers, students and the school community as a whole.

Some of the benefits we will be covering in the presentation include:
-New points of view, training and technology
-Understanding cultural differences and improving relationships with parents and students
-Improving activities related to local culture (authors, traditions, holidays, etc.)
-Personal benefits including language, travel, safety, relationships

We will also include strategies/activities for improving relationships between teachers and brainstorm ways in which teachers can bring these improvements to their own schools.

*Please ask participants to bring a laptop

Facilitators:
Sara VargasRebecca PettitRebecca Pettit is in her 15th year as an educator having taught at private schools in the USA as well as Internationally in Brazil and is currently in Costa Rica at Country Day School teaching middle school Science.

Sarah Vargas is a Costa Rican-American in her 5th year of teaching having taught at a charter elementary school in Santa Rosa, California, and now internationally in Costa Rica as a middle school Science teacher for the past 4 years.

Go back

The Traveling Sketchbook Project

Session Code: S16 b
Facilitator: Raquel Baez, Carol Morgan School
Audience: Elementary (1-6)
Date: Saturday, September 28, 2019
Room: ELEM Music Room 3 (1st Floor)

Description:
The Traveling Sketchbook Project, consists of class sketchbooks that travel around the world. The main objective of this project is to promote tolerance, multiculturalism, and global awareness, as well as to encourage visual and written communication between individuals from different countries. It is also a great tool to combine traditional communication with digital communication. This teaching lab is designed to help and also inspire individuals to start a Traveling Sketchbook Project in their classrooms or schools. I will share my experience on how I started it seven years ago, as well as, present visuals of the participants over the years from around the globe. Come and learn about the process and steps to start your own Traveling Sketchbook project for grades 1-5 from the very beginning of the year and also create connection with future Traveling Sketchbook participants.

Raquel Baez

Facilitator:
Raquel Baez, M.Ed. Art, Educator and World Traveler. Over twenty years of teaching experience serving as an Art educator, classroom teacher and educational administrator. Currently works at Carol Morgan School in Santo Domingo as one of the Elementary School Visual Arts specialists for the last eight years teaching grades 1 thru 3 in Elementary School, where she combines two of her passions, work with Elementary age children and teaching visual Arts.

Go back

Achieving "Mastery" In Standard-Based Grading and Reporting

Session Code: S17 b
Facilitator: Laura Brown, International School of Sosua
Audience: Pre-School (Nursery, Pre-Kinder, Kinder), Elementary (1-6), MS, HS, Leadership, Curriculum & Instruction Coach/Director, Content Area Specialists
Date: Saturday, September 28, 2019
Room: ELEM Art Room 1 F107 (1st Floor)

Description:
One student masters multiplying fractions within the first week, but hasn't turned in many homework assignments. Should he get an A on his report card or obtain a lesser grade, despite acing the material? Another student struggles through that same class, but toward the end of the unit she finally puts it all together. Is it fair for her grade to reflect her earlier difficulties or should it reflect her final knowledge? These were all questions asked by schools that have moved from the traditional reporting system to standards based grading (SBG) and reporting. During this workshop, I will share my experiences with implementing SBG in three different international schools and how it prioritized student learning and increased achievement. By the end of this session, participants will:
-Understand why standards-based grading is an effective practice that increases student progress and growth mindset.
-Recognize how standards-based grading can facilitate curriculum documentation and develops instructional practices to better student learning.
-Develop a report card that is clear, concise and not 10 pages long!
-Identify potential challenges moving to SBG.
-Highlight key factors when communicating Standards Based Grading with parents and students.
-Leave with a blueprint on how to implement standards based grading at your school.

Laura Brown

Facilitator:
Mrs. Laura Brown has served as an elementary teacher for the last 14 years in international schools in China, Vietnam, Guatemala and Dominican Republic. She holds a Master degree in International Education from the College of New Jersey and is currently the Kindergarten Teacher at the International School of Sosua. Laura has utilized standard based grading (SBG) and reporting across various grade levels for the last 9 years and has played a pivotal role in assisting various schools implementation of SBG. Her personal experience and passion for curriculum has led her to mentor colleagues in developing powerful, weekly, standards-based, Backwards by Design, curriculum and she has led many professional development workshops for both teachers and parents.

Go back

Using STEM / PBL to adapt the technological courses to the dynamics of the Tech industry

Session Code: S18 b
Facilitator: Jose Rios, International School of Panama
Audience: MS, HS, Leadership & Administration, Technology & Innovation, Curriculum & Instructional Coach
Date: Saturday, September 28, 2019
Room: ELEM Art Room 2 F103 (1st Floor)

Description:
In the international school of Panama, the technology laboratory is using PBL as an evaluation method for STEM applications. Students work on advanced projects in electronics, programming, artificial intelligence, applied robotics, and competitions. They also send capsules to the stratosphere, create satellites applications, build probes to monitor marine currents, build prosthetics for disabled children. Likewise, the students have served their community by installing solar panels and computer equipment to children and families in rural areas; and all of that while having fun learning. The redesign of the computer science class became a whole new experience that allows adaptation of the technical courses to the dynamics of the industry. In this way the students have fun while learning by creating solutions for real world problems. Come hear about how Project Based Learning and a STEM approach to learning coupled with the authentic dynamics of the tech industry have transformed learning, engagement and the thinking of students.

Jose Rios

Facilitator:
Jose Rios
Robotics - Computer Science Teacher.
Near Space program Coordinator
ET (Service, Engineering and Technology) project Coordinator.
Advance Technological Applications Supervisor.
Robotics Competition Coach.
National Champions, two World Championship participation.

Go back

Play, Fail, Repeat: Rapid Prototyping for Design Thinking

Session Code: S19 b
Facilitators: Brian Hamm, David Jakes
Audience: Teachers ELEM, MS, HS, Content Area Specialists, Technology & Innovation
Date: Saturday, September 28, 2019
Room: MSHS Business Lab (1st Floor)

Description:
In this session, learn how rapid prototyping can support the development of an iterative approach to learning. We’ll explore the role prototyping has in the design thinking process and how students can use prototyping as a means of expression and for the representation of ideas. You’ll learn the tools of prototyping and have the opportunity to create alpha and beta prototypes using everyday materials. We’ll also discuss how to use digital tools to create cutting-edge prototypes. Join us for a fun hour of tinkering, making and prototyping! Note: this session is part of the launch of the Threshold Design Institute, an educational incubator for improving schools in Latin America through innovative thought and practice.

Facilitators:
The Threshold Design Institute team first launched their collaboration through a 1-day design institute for teachers and school leaders at the 2018 Live Curious, Go Beyond conference in Monterrey, Mexico, followed up by 2 days of design institute experiences for teachers and school leaders at the 2018 Tri Association conference in Santo Domingo, Dominican Republic. Prior to the launch of Threshold, they have also collaborated over the years as a team of co-facilitators of a wide range of design-based professional development, boot camps, and strategic planning projects around the world.

Threshold was co-founded by 3 educators / designers:

  • David JakesBrian HammBrian Hamm is the Director of Innovation for the American School Foundation of Monterrey (Mexico).
  • David Jakes is the founder of David Jakes Designs LLC, a former member of Cannon Design’s global The Third Teacher+ studio, and an educator / school administrator for almost three decades.

Threshold believes that each school faces a unique set of challenges and opportunities as they strive to foster dynamic learning communities that will adapt to unpredictable futures. Ultimately, Threshold addresses this complicated goal through an empathetic, multi disciplined collaborative design process both within school teams and across Tri-Association peer institutions.

Go back

Tell me about T.E.A.M!

Session Code: S20 b
Facilitator: Marisol Zeron MD. ED
Audience: MS, HS, Leadership, Counselors & Psychologists
Date: Saturday, September 28, 2019
Room: ELEM N & PK Music Room C101 (1st Floor)

Description:
Considerable attention has been given to the concept of “Social Emotional Learning” where Institutions all over the world are focusing on the socio-emotional aspect of our students as a fundamental part of our educational system.Participants of this session will get to know an idea, that developed, was worked on and evolved to create more motivated and ready for college students. Through what they now call TEAM or Taller del Estudiante Altamente Motivado, Highly Motivated Student Workshop, this session promises its participants to know the foundations and methodology of TEAM and to consider the possible strategies for implementation in their educational institutions.This session is addressed to teachers, counselors, school psychologist and administrators. The focus age group will be 6th to 12th grade students.

Marisol Zeron

Facilitator:
Marisol Zeron MD. ED graduated from her BA in Psychology at Temple University in Japan, and has a Master of International Education from Framingham University. With more than 18 years of experience, she has served as Director of the Orientation and Learning Center Department, Academic Elementary Principal and Coordinator of both ELA curriculum and NWEA-MAPS standardized tests. She also lead the accreditation team for external school organizations in her prior job. She currently works as a School Psychologist for Escuela Internacional Sampedrana. Added to this, she offers her services in the psychological clinical area and several external workshops.



Building Empathy Through Poetry in the Standards Based Classroom

Session Code: S21 b
Facilitator:
Annette Aguilar, American School of Guatemala
Audience: MS / HS
Date: Saturday 28, September 2019
Room:
ELEM Library F210 (2nd Floor)

Description:
Poetry invites students to submerge themselves in the intersect of thought, feeling, creativity, and economy of language; however, poetry often slides through the cracks in a Standards Based Classroom, being relegated to the “one abstract language standard.” This workshop will make a case for poetry as a means to develop student voice, to foster empathy between students, to create an emotional connection to content areas, and to teach and assess vital content area standards across disciplines. During the presentation, we will deep dive into both traditional poetry and spoken word poetry as relevant tools for the middle school and high school teacher. Participants will receive resources to help integrate poetry into content area classes, sample rubrics, and resources for guiding the creation of spoken word poems. Conference Strands: Student Voice & Empowerment, Standards Based Grading

Annete Aguilar

Facilitator:
Annette Aguilar is a sixth year teacher at The American School of Guatemala. She currently teaches eighth grade Language Arts and is passionate about bringing diverse voices into the classroom and fostering a love for reading, writing, graphic novels, poetry. Outside of school, you can find her chasing around her two year old daughter, reading, baking, or playing basketball.

Go back

powered by finalsite