I completed my PhD dissertation last year. It focused on L2 academic writing development among adolescent learners. I employed the Complex Dynamic Systems Theory (CDST) as the guiding framework. The presentation that would like to share is designed for both language specialists and non-language teachers, as academic literacy development is a shared responsibility across subject areas. It connects theoretical insights from applied linguistics with practical classroom strategies that enhance students’ writing, critical thinking, and language awareness. My goal is to create an interactive space for IB educators to explore concrete, evidence-based practices that support multilingual learners’ academic writing development. Session Outcome(s) By the end of the session, teachers will: 2. Know/review reusable discourse moves (e.g., This matters because…, If…, then…, To a certain extent…) to employ in class. 3. Remember why key vocabulary and sentence structures need to be explicit in subject areas. 4. Be aware of revisiting important language patterns frequently across tasks and contexts. 5. See variability in student writing as a sign of development, not failure
In international schools, behavior challenges often present differently than in other contexts. Rather than frequent overt disruption, educators more One-Hour Workshoply encounter anxiety, avoidance, shutdown, perfectionism, and subtle resistance — all of which significantly impact learning. As Head of Learning Support, I work closely with teachers across grade levels to strengthen Tier 1 classroom practices that support regulation for all students, not just those receiving targeted interventions. This session introduces a practical, research-informed framework that any teacher can use to prevent escalation, respond effectively in the moment, and build emotionally safe, high-rigor learning environments. Participants will leave with immediately applicable tools, including structured de-escalation protocols, task chunking strategies, and language shifts that reduce power struggles while maintaining clear expectations. This session is designed for classroom teachers, team leaders, and instructional staff seeking realistic, proactive strategies that work across grade levels and student profiles. Session Outcome(s) Participants will:
Understand how regulation impacts academic engagement for all students
Recognize early signs of escalation and quiet dysregulation
Use task chunking to reduce overwhelm without lowering rigor
Shift classroom language to support regulation and accountability
Strengthen Tier 1 practices that prevent behavioral disruption school-wide
Head of Learning Support, Franconian International School
I’m the Head of Learning Support and I’m passionate about helping all students feel understood and successful at school. Before this, I worked as a Dean of Students in the USA, where I gained a lot of experience supporting students with behavioral challenges. I enjoy working closely... Read More →
Saturday September 19, 2026 11:15am - 12:15pm CEST 0.226Am Luftschiffhafen 1, 14471 Potsdam
Still navigating the evolving AI landscape and its appropriate application within your school? This session will detail our school's approach to integrating AI, sharing our process, feedback, and key insights. We'll facilitate discussions on the ethical, legal, and educational implications of AI, with a specific focus on the integration of the Gemini AI model within Google Workspace.
Director of Education, International School Augsburg
I am the incoming Director of Education at the International School Augsburg ISA - gAG. I am very excited to be taking on this role and working within the ISA community.
Previously I had been working in leadership roles in China at various schools, including Hangzhou International School and Shanghai Community International School... Read More →
Saturday September 19, 2026 1:15pm - 2:15pm CEST 0.226Am Luftschiffhafen 1, 14471 Potsdam
Many students invest hours in revision strategies that feel productive but lead to fragile learning, high anxiety, and rapid forgetting. Cognitive science research shows that some of the most popular techniques-such as re-reading and highlighting-are among the least effective, while less intuitive approaches such as retrieval practice, spacing, and learning through error produce durable understanding and deeper transfer. In this interactive session, participants will explore key findings from cognitive psychology and neuroscience on how learning really happens. Using concrete classroom examples from secondary and Diploma contexts, the workshop will unpack why testing can be a powerful learning tool, how distributed practice supports long-term retention, and how “getting it wrong” can strengthen understanding rather than undermine confidence. Participants will critically reflect on their current revision and assessment practices and redesign a learning activity using evidence-based strategies that improve retention, reduce cognitive overload, and support student well-being.
Advisory can be one of the most meaningful parts of a student’s day — and one of the most challenging parts of a teacher’s role. In this full-day workshop, we’ll open up our playbook and share what we are doing at our school: what’s working, what’s evolving, and what we’re still trying to improve, while looking to make new connections and hear what is happening in the Advisory program at other schools. We’ll walk through how our advisory program is structured, how we support advisors, and how we try to build authentic relationships with students while balancing everything else on our plates. More importantly, this won’t be a sit-and-get session. We want to hear from you. Through discussion and practical planning time, we’ll workshop together and share strategies that have made a difference. Our goal of the session is for all of us to leave with stronger ideas and a network of colleagues who believe advisory can be more than just another block in the schedule. Session Outcome(s) ● Reflect on their own advisory program and identify what’s working well and what could improve. ● Explore practical strategies and tools to strengthen student engagement and advisor support. ● Collaborate with peers to generate solutions to common advisory challenges. ● Leave with ideas and resources they can adapt and implement in their own school. ● Build connections with other advisors and leaders for ongoing support and collaboration.
