AGIS Conference 2024 Potsdam

This working group is for all educators responsible for /interested in the home language learning programmes at AGIS schools. The presenters will share examples (good and bad) from their schools, and invite all participants to bring examples from their school.

This year’s meeting will focus on the following aspects:

1. Comparison of different programmes at the AGIS Schools:
What can we learn from each other? How can we / our students collaborate? Compare IB policies with our own school's language paths. Use of home languages (= translanguaging) not as a scaffold but a part of a linguistic repertoire and of the student’s identity

2. Parent Communication:
How to encourage parents to invest in home language learning/lessons? How to communicate different whole school language paths to parents

3. Transitioning into the DP:
- The DP school-supported self-taught (SSST) Literature SL course vs Home Language Learning in MYP or Grades 6-10: which students continue with home language learning; which students take the SSST course without prior lessons?
- How can students in the MYP (Grades 6-10) be prepared for academic literacy skills needed in the DP
- Possible collaboration of AGIS schools: connecting students of the same language to create learning groups

4. Multilingual Literacy in Junior/Elementary School

In this workshop, educators will explore coaching strategies to cultivate a positive school environment crucial for fostering teacher growth, academic success, and overall well-being. Tailored coaching techniques will empower teachers by creating supportive relationships, effective communication, and collaborative problem-solving. Drawing upon my coaching and teaching experience, practical examples and activities will be shared. The goal is to equip participants with actionable strategies seamlessly integrated into teaching practices, fostering a positive, inclusive, enriching and supportive school environment. Join us in unlocking coaching's potential to inspire positivity and drive collective success within our educational community.

Learning can be disrupted by students who are overwhelmed by emotions. In this session, we will learn about emotional regulation and then explore how to use calming tools in classrooms to support children to self regulate independently. We will also explore how to implement this in your school, including lesson plans to introduce this tool in classrooms.

It could be argued that revision is writing. This session presents teaching strategies to strengthen students' abilities to “re-see” their writing. I will share strategies such as peer review, reverse outlining, and creative writing activities that help build a culture of revision in the MYP and DP classroom.

This one-hour session will focus on the recently increased psycho-social phenomenon, in many schools, of students' behavioural manifestations that can represent in extremis ( Psychology Term meaning in extreme cases)

Causes: UNESCO and other international entities have spoken of a severe loss of social skills brought upon our higher Elementary and Secondary students (especially in Grades 6-8 and 9 -10) after the pandemic.
This loss has been measured to be appr. 6 months to 1 year below the normal developmental threshold.
Additionally social media, dark web and unregulated use of AI and media has added to the mental health pandemic.

Solutions: To address this issue in order to holistically support students, educators of AGIS schools can upskill themselves in the following:

-Learn what are EBD -Emotional and Behavioural Disorders and their Categories
-Recognise the Manifestations in Schools: Case scenarios
-Be aware of the Negative prognosis Forensic Adolescent Psychology lessons -Research) if these cases are left unattended
-Child Protection aspect of Support
-Physical Restraints (through a Humanitarian and Proportionate Child Protection lens) Guidelines
-Build a Support system which involves all Stakeholders (Students, Family, Therapists, Teachers, SLT teams and two (2) local youth authorities)

There is a common narrative among adults that young children do not see color, that childhood is a utopian, magical time where differences do not matter. Educators often wonder: when is the right time to talk to children about race? Research tells us that even babies as young as three months recognise racial differences. Our world is filled with implicit messages. Children are astute, forming perceptions and attitudes about how the world works. They are already talking! Our silence perpetuates and validates biases. It is time to join the conversation. Open, honest conversations with our youngest learners is one way that we can help develop positive attitudes towards differences and work towards an equitable and just world. During this session, we will explore the research behind children's perceptions of race, have a chance to examine our personal reactions to children's comments and questions about differences, and look at a framework that can help us approach difficult conversations.

Theory of Knowledge is present in every IB school as part of the Diploma Programme. However, it remains something of a mystery subject to many teachers.
It involves concepts, ideas and activities that can be used in all classrooms. It promotes curiosity and inquisitiveness - and don’t we use these in all classes?
It’s about language, creativity, values, power and many other things.
It’s about understanding how knowledge is developed and used, how it is acquired and
communicated.
Still curious? Come and see what TOK is all about.

Description: This interactive workshop is designed to equip early years and elementary educators with the tools and knowledge to implement the FIRST LEGO League Explore program in their classrooms. Participants will engage in hands-on activities using LEGO kits to explore the fundamentals of this globally recognized STEM (Science, Technology, Engineering, and Mathematics) initiative. Through collaborative play and creative storytelling, educators will discover innovative methods to inspire their students' curiosity, enhance problem-solving skills, and foster teamwork.
The session will begin with a brief overview of the FIRST LEGO League Explore program, highlighting its objectives and impact on young learners' development. Teachers will then participate in a guided LEGO building activity, demonstrating how to incorporate narrative techniques to make STEM concepts accessible and engaging for children. Facilitators will offer strategies for integrating these activities into the curriculum, addressing classroom management, and assessing students' learning in a fun and inclusive environment.
Aims:

• To introduce educators to the FIRST LEGO League Explore program and its potential to transform STEM education.
• To provide hands-on experience with LEGO building and storytelling as effective teaching methods.
• To empower teachers with creative approaches for engaging young learners in STEM learning.

This workshop promises to be an inspiring introduction to the world of LEGO-based learning, offering teachers new perspectives on integrating STEM education into early childhood and elementary classrooms.
Outcome(s): 
Attendees will come away with:

• A foundational understanding of the FIRST LEGO League Explore program and its benefits.
• Practical experience in using LEGO as an educational tool to teach STEM concepts through storytelling.
• Strategies for implementing engaging and interactive STEM activities in their classrooms.
• Resources and ideas for creating a supportive and collaborative learning environment that encourages exploration and innovation.

Proper breathing techniques and movement can greatly benefit students’ attention, focus and learning. In this session we will have a brief overview of the science behind breathwork and movement, and how it can benefit students in a school setting, or anywhere! Kristine is a level 1 SOMA Breath instructor and will provide some activities to get you moving and breathing!