AGIS Conference 2024 Potsdam

This full day session provides the opportunity for teachers and support staff within Secondary Mathematics classrooms in AGIS schools to share elements of best practice. Common topics of discussion during a round table are program implementation, concept and inquiry based mathematics (high quality learning), assessment practices within MYP, IGCSE, DP, international mindedness within the math classroom, differentiation, resource sharing and use of technology to promote mathematics instruction.

The day usually consists of a round table discussion in which all topics of interest are addressed in small groups, workshop sessions addressing the above themes and presentations. In addition, a selection of “Inquiry Slam” activities serve to give teachers of all levels ideas for rich investigation and engagement with content. This year, there will also be a technology activity focusing on the use of graphing software, spreadsheet programs and GDC to enhance learning and meet program requirements for the IB Exams. If time and weather permits, a “Learning Walk” activity will be completed in which opportunities to link mathematics with the event location will be undertaken with the purpose of promoting global citizenship and transdisciplinary thinking in mathematics.

This will be split into two presentations:

Session 1 (9:45-10:45)
Jennifer Fueckel and Hyunji Son will present from a Bonn International School context:
Based on collaboration and co-teaching between Learning Support and Science in Grade 6, this session will go through our successes integrating Grade 6 students into “secondary”, as they navigate new challenges such as: MYP rubrics, new technologies (ipads and apps), unfamiliar secondary class routines and study skills. We will talk about this in two stages: the initial “transition stage”, and the later “academic learning stage”.
In the initial 'Transition' stage, we focus on acclimating students to the unfamiliar, finding ways to make MYP rubrics and assessments not so overwhelming to students, guiding through new technologies, and class routines. We use different Co-teaching models and provide scaffolds for their first steps into a more complex academic environment, in discussion across all grade 6 teachers in the school to achieve common language (using PEEL paragraphs, 3-close reads… etc across all subjects).
The subsequent 'academic learning' stage propels Grade 6 forward, refining the transition experience. We will open the session to discussion on what has been successful in your classroom.
Upon completion of this workshop, participants will:
- Navigate Grade 6 transitions seamlessly through practical, stage-specific approaches.
- Establish successful co-teaching strategies with different modules and engaging activities.
- Feel confident in integrating technology to enhance classroom instruction.
- Master the application of MYP science rubrics for effective assessment for Grade 6.
- Implement and maintain consistent class routines for a positive learning environment.
- Equip students with essential study skills through innovative teaching methods.
- Effectively utilize resources such as interactive vocabulary tools and graphic organizers.

Homeroom Concept from PYP to MYP
Session 2 (11:15-12:15)

In this session we will focus on the following:
-Homeroom Concept and Community Building 
-Collaborative Planning and Reduced Assessments
-Simplifying Feedback and Enhancing Transparency 

This interactive session will introduce a range of student-centered instructional strategies designed to foster critical thinking, problem-solving, and active learning. Participants will explore approaches such as inquiry-based learning, project-based learning, and cooperative learning, among others, to engage students in constructing knowledge and developing skills in collaborative and meaningful contexts. The session aims to equip educators with practical tools and insights for integrating learner-centered practices into their teaching, enhancing student autonomy, and promoting a deeper understanding of subject matter.

Who/What are Third Culture Kids (TCKs) and how can I support them in the classroom?
This session will provide an introduction to TCKs; their evolving identities, experiences and what it means to affirm them as individuals. Stories from TCKs will support our understanding of what it means for individuals who have experienced multiple transitions to feel a sense of belonging. Examples of identity-centered questions that TCKs find challenging to answer will be shared.

Ways educators can support TCKs in the classroom will be explored. We will look at how language informs our thinking and understanding of TCKs and their ways of knowing, understanding and making sense of the world.

In this workshop, we will dive into some of the key components of personalized learning: translanguaging, collaboration, and inclusion. Participants will learn more about translanguaging and see various examples of how it can be effectively implemented. We will learn how wordless media can create powerful, inclusive learning opportunities for all learners. We will also explore ideas for celebrating the diversity of our learners and making multilingualism more visible in school. Participants will have opportunities to collaborate and work on their own personal translanguaging and wordless media projects that they can apply directly to their own school.  We will also investigate how systems and structures can support inclusion and promote collaboration. We will share how our school has changed our educational framework to intensify the collaboration between members of the support team and between teacher teams in order to optimize personalized, inclusive learning.  The goal of this workshop is for participants to feel inspired and prepared to support multilingual learners in their own schools. There will be hands-on activities and opportunities to develop meaningful lessons and plans to use in your own practice. We hope you join us for an interesting and enriching day of learning together!  

What the attendee can expect to come away with: A better understanding of what translanguaging is and how it can be used in practice; Ideas for multilingual approaches to lessons and meaningful learning opportunities; Plans and ideas for ways to implement translanguaging in the attendee’s own school; Tools and a framework for using wordless media to support learning; Inspiration for how to move forward in attendee’s own school in terms of structure and collaboration.

In this workshop, we will dive into some of the key components of personalized learning: translanguaging, collaboration, and inclusion. Participants will learn more about translanguaging and see various examples of how it can be effectively implemented. We will learn how wordless media can create powerful, inclusive learning opportunities for all learners. We will also explore ideas for celebrating the diversity of our learners and making multilingualism more visible in school. Participants will have opportunities to collaborate and work on their own personal translanguaging and wordless media projects that they can apply directly to their own school.  We will also investigate how systems and structures can support inclusion and promote collaboration. We will share how our school has changed our educational framework to intensify the collaboration between members of the support team and between teacher teams in order to optimize personalized, inclusive learning.  The goal of this workshop is for participants to feel inspired and prepared to support multilingual learners in their own schools. There will be hands-on activities and opportunities to develop meaningful lessons and plans to use in your own practice. We hope you join us for an interesting and enriching day of learning together!  

What the attendee can expect to come away with: A better understanding of what translanguaging is and how it can be used in practice; Ideas for multilingual approaches to lessons and meaningful learning opportunities; Plans and ideas for ways to implement translanguaging in the attendee’s own school; Tools and a framework for using wordless media to support learning; Inspiration for how to move forward in attendee’s own school in terms of structure and collaboration.

In this session, we will explore the ways we have included UDL (Universal Design for Learning) in our Middle School language and literature classes. The focus will be on means of student engagement, which includes providing options for recruiting interest, sustaining efforts and persistence, and self-regulation. The session will consider literary and lexical elements of learning. Firstly, we will look at how we have adapted book group discussions to allow for greater variability of pace, reading ability, and analytical skill. Secondly, we will share how we have approached the etymology of words to encourage a deeper understanding and exploration of specific vocabulary, by offering choice and promoting engagement based on the students’ levels of proficiency. Whilst this will focus on our English Language and Literature Middle School classes, it could be adapted for other grade levels and languages as well.
Have you also been exploring ways to UDL these elements of literacy instruction? We will have time to share our practises across schools and leave with fresh tools to try out in the classroom.

Professional growth happens most effectively when teaching staff have autonomy to develop their own focus for inquiry and the flexibility to refine and change direction after a process of experimentation and reflection. In August 2024 we will roll out a new model for professional growth at MIS based on teacher inquiry and cycles of deliberate practice. We will review the research behind this model for professional growth and share our initial reflections on its implementation.