This session will explore how a grade 8 science fair can be intentionally designed as an IB MYP checkpoint that builds collaboration, fosters independent thinking and supports students' engagement in open-ended experimental inquiry. Participants will examine how open-ended experiments encourage students to formulate their own research questions, make methodological decisions, collaborate meaningfully, and reflect critically on their findings. Aligned with the MYP sciences objectives and assessment criteria (B and C), the science fair is presented not as a standalone event, but as a structured learning process that develops students’ readiness for higher-level scientific investigation. The session highlights how Approaches to Learning (ATL) skills—particularly collaboration, research, critical thinking, and self-management—are explicitly taught, practiced, and assessed throughout the science fair process.
Outcomes of this session: 1. Promote independent thinking and student ownership. 2. Implement practical strategies aligned with IB-MYP criteria. 3. To foster inter-school collaboration, we will establish a shared 'Science Fair Portal'—a digital repository where students from IB schools in Germany upload two-minute video pitches. This platform facilitates student engagement and enables teachers to work collaboratively on academic exchanges .
Secondary Science teacher, International School Hannover Region
A dedicated IB Science educator and recipient of the 2025 Earth Prize Educator of the Year Award. My teaching philosophy rooted on fostering a dynamic, engaging environment where students are encouraged to question, explore concepts in depth, and connect theory and real-world app... Read More →
Saturday September 19, 2026 9:45am - 10:45am CEST 0.237Am Luftschiffhafen 1, 14471 Potsdam
This 60-minute workshop focuses on a snapshot of how Micro:bit is used in Grades 6-10 to create engaging and meaningful STEM learning experiences with some AI integration. We will also explore how these pocket-sized computers can be easily integrated into your curriculum-even on a small budget- to foster critical thinking, problem-solving, and creativity. What is the Micro:bit?The BBC micro:bit is a pocket-sized, highly affordable programmable computer designed specifically to make learning and teaching coding easy, tangible, and fun. It allows students to write code on a computer and see it come to life on a physical device.
What do we need to consider and be mindful of to bridge affectively as a remedy to our current polarised times? Intercultural development research shows that the ability to hold multiple truths, suspend judgement, and stay curious under tension is learned, practised, and essential in intercultural environments (Bennett, Deardorff). Discover what intercultural competence looks like across a continuum ranging from denial to adaptive. In our current complex times it’s not about staying silent or smoothing things over. Join this session to engage in ways to bridge across differences while navigating and holding onto your integrity and core value.
This presentation will share my experience of setting up a repair service as part of a Makers Club at my school. A makers club is a collaborative community where individuals gather to design, build, and prototype projects.
Repair service as part of the Makers Club How did the idea come into existence? My learning journey - Setting up a repair service for various gadgets Similar setups - Examples Issues with safety/liability The outcome of the projects Problems faced Possible expansion ideas/models
A hands-on repair activity ( group work)
Attendees will learn the intricacies of setting up a repair service through the makers club. The presenter will share a Google Form used to collect items for repair from staff. Toward the end of the presentation, there will be time for participants to share their ideas.
Very few students fit perfectly within the normal distribution curve in all aspects of their academic and personal life. Yet, we owe each of our students an engaging and challenging educational experience that recognizes their strengths and areas of exceptionality. Students whose abilities or talents lie in the far ends of the range of abilities often are overlooked in planning for the majority of students.
First, I share some of the traits and characteristics of highly able students and highly talented students. I will provide some tools and metrics to assist teachers and staff in identifying, supporting, and enriching the talents of those exceptional students . The social and emotional intricacies of highly able students will be discussed.
Lastly, and time dependent, we will engage in some lesson revision, highlighting some ways to bring rigor and challenge to the highly able students in our classroom, utilizing AI and questioning strategies.
Teachers will leave the workshop with a better understanding of the needs and challenges of highly able students and will have some tools to provide some appropriate and challenging academic experiences.
I am an experienced educator in her second year at MSF. My teaching experience involves teaching PYP and a variety of middle school subjects, many centered on student driven projects. I have an interest in the and experience with the needs and characteristics of exceptional learners... Read More →
Saturday September 19, 2026 4:00pm - 5:00pm CEST 0.237Am Luftschiffhafen 1, 14471 Potsdam
Grounded in neuroscience and the Self-Reg research of Stuart Shanker and Susan Hopkins, this session explores how we thrive in learning environments where we feel safe, rooted, balanced, capable, and trusted. It invites educators to intentionally design a learning environment where self-regulation is not demanded of children, but thoughtfully cultivated through relationships, structure, and shared understanding. Using the Self-Reg “5 Look Fors,” participants will explore what each element means within the lived reality of classrooms and schools, and how it translates into daily practice. Through reflection and practical examples, educators will begin to see the learning environment through a Self-Reg lens recognizing how space, schedules, transitions, and interactions shape students’ ability to regulate, connect, and learn.
