Come onto our campus in Rolle and discover the festival!
We’ve got several spaces buzzing with activities throughout the day for you to create your own unique experience of EduFest Le Rosey.
Check them out below!
A warm welcome to all attendees of EduFest Le Rosey.
Sir Anthony Seldon opens the festival with his presentation.
Mark Twain once said that “In religion and politics, people’s beliefs and convictions are in almost every case gotten at second hand and without examination”.
Unfortunately this is also true in present day education; even in teacher education and teacher training. Educational technologists, educational reformers, instructional designers, local and federal politicians, teachers, school managers, and advisory groups are all jockeying to show how innovative and up to date they can be, based not upon good science but rather upon commonly held but often unproven and/or untrue beliefs.
And what is the root of all of this? The reforms that we often see are most often not based on good science (and specifically the cognitive and psychological sciences) and/or good scientific research, but rather upon beliefs, plausible sounding rationale and/or arguments, poorly designed research.
Paul A. Kirschner will look at a number of these urban legends from the perspective of what cognitive science and good research in the field has to say about them.
A performance to mark the start of the festival from orchestra-in-residence, International Menuhin Music Academy.
Gianni Infantino will be closing the festival with a 20-minute speech.
Running a room is a fundamental skill for any teacher to master, no matter what kind of classroom they run. But far too frequently, teachers receive very little guidance in this skill. Drawing from evidence bases around the world, Tom will explore what data we have from research that can inform what we do in this most vital of areas, and how we can achieve cultures of effort, civility and aspiration in even the most difficult of circumstances.
In this session, Adam will explore cutting edge findings straight from the laboratories of psychologists and cognitive scientists across the world. The theories and models created by these academics are not always readily transferable to the classroom, and Adam’s session will look at how these theories can be triangulated with other sources of evidence and packaged into “classroom ready” impactful tools and techniques which can be easily implemented by teachers on a day to day basis.
Modern ICTs have permeated education, both at home and in the classroom. Kids take notes on laptops, read required texts from screens, and Google® information needed. Teachers make increasing use of PowerPoint presentation, give multimedia assignments and assess via computer-based testing. All of this sounds ‘normal’ and maybe even state of the art. But are we actually helping children learn or are we hurting their learning. In this session, a number of ‘don’ts and do’s for using ICT in teaching and learning will be discussed.
We need valid and reliable measures of pupil progress in subjects so that we know who is off-track, if a whole class is struggling, and where teachers need support. Or do we? Measuring pupil progress might be a desirable aspiration, but we haven’t yet agreed how to do it reliably in most subjects. Each subject has its own unique knowledge domain, which in turns determines how we are able to report what a child has learnt. This talk explains where we are today and how we might move forward from here.
– An overview of the research into feedback & marking
– The curious case of PISA – why feedback seems to be negatively correlated with outcomes
– A school based research project into what students actually think about feedback and how they respond to marking
– Some suggestions for improving outcomes and wellbeing.
2019 may prove to be one of the most transformative years in Afghanistan’s recent history. With a presidential election scheduled — and with U.S.–Taliban peace talks ongoing — the hard-earned civil rights of Afghan women and girls are anything but certain. In these unsettled days, come onto the campus of Afghanistan’s only private boarding school for girls, the School of Leadership, Afghanistan (SOLA), and hear the stories of the students as told by SOLA co-founder Shabana Basij-Rasikh. Shabana herself studied in secret under the Taliban when she was a child; her past motivates her certainty that investing in girls’ education is a nation’s path to a prosperous future.
Girls higher education academic results may now be surpassing boys in many parts of the world, but they are still going into the working world with less development of some key life skills that boys traditionally get from their easy access to and participation in team sports.
This session will explore UEFA’s understanding of the key barriers to girls’ participation in football across Europe, the holistic benefits of girls participating in the sport and ask where the opportunities to take positive action are within education.
With Jules Daulby, Sameena Choudry, Keziah Featherstone, Liz Free, Alison Kriel and Vivienne Porritt
#WomenED began with a group of women drinking coffee after a Twitter conversation and reactions to some blog posts about women in education leadership. Since then, it has become international with over 22000 followers on Twitter, mentioned in England’s Department of Education White Paper and was voted Top 10 influencers in 2018 TES awards. This year, a @WomenEd book is to be has published called #10%braver. The national leaders will take part in a panel discussion to talk about what impact #WomenEd has made and themes in their book.
The national leaders will be interviewed on a panel chaired by Jules Daulby, also a national leader, to talk about what impact #WomenEd has made and themes in their book.
With Jules Daulby, Bukky Yusuf, Edith Kay and Sameena Choudry
This session will explore representation of women in leadership positions in schools and #EdTech. Sameena Choudry will discuss her research on the damning figures of BAME women in decision making positions in education and policy. Jules Daulby and Bukky Yusef will explore why education technology seems to be a male dominated arena and what @WomenEd_Tech are intending to do about it.
There will also be an opportunity to learn about your professional learning networks (PLN) using social media and blogging.
With Vivienne Porritt and Liz Free
Come and talk about building our global network that is making a difference for women leaders in education. Across OECD member countries, 68% of teachers are women but 49% of principals in lower secondary education are women and ‘more can and should be done to decrease other sources of potential bias or barriers to female leadership.’(OECD, 2015). Some countries are struggling to educate their young people, while also anticipating substantial growth. This has significant global consequences as we underutilise the very workforce that we desperately need to educate the growing world population. Women are two thirds of our global profession: women are crucial to the national and international conversation needed to rethink education to meet the growing moral, social and economic challenges that we face. From this dynamic resource, we can develop a global strategy led by incredible and visible pioneers for women leading education.
An exploration of how and why we should go about raising children’s intelligence.
What are the best times to learn, teach and sleep? This session will bring you up to date with the new science and best answers. Every second of every day people are controlled by their biology, not our school clocks and mobile phones. The discoveries in science in the last fifty years have now shown every main function of our bodies are determined by our genes, age and sex. Even more surprising, we’re all different timekeepers. This year thousand of people have been learning when they are at their best. Even before you get here, if you want to find out about yourself take the survey and get immediate feedback. And learn about the best times for students too.
Paul Kelley (speaker) and Sian Griffiths (The Sunday Times education editor): Body Clocks: The biology of time for sleep, education and work”
As ever more evidence emerges of the decline of teenage mental health, governments and parents are increasingly turning to schools to provide front-line support. MeeTwo is a multi-award winning app that helps anxious teenagers talk about difficult things and get immediate support. It is supported by the UK’s National Health Service (NHS) and is promoted by over 1000 schools. In this talk we will introduce how MeeTwo works and examine the insights into youth mental health that we are discovering by listening to young people and observing how they help each other. We will explore the role that teachers can play to both reduce stress factors and help equip young people with the skills and tools needed to cope with anxiety. This talk is ideally suited to young people who want to learn more about mental health and MeeTwo as well as teachers who want to gain a better understanding of who to support their students.
Session en français.
Chaque membre d’un établissement scolaire est responsable de la construction de sa communauté (parents, enseignants, administration, personnel). Une équipe éducative gagne à prendre du temps à la maintenance de son groupe. Travailler en équipe permet de grandes joies et offre de nombreuses opportunités de tensions. La confiance est un ingrédient nécessaire pour une communauté solide. Plus nous prenons soin de la communauté, plus l’impact sur l’enseignement et le sentiment de sécurité des élèves est important. Les compétences académiques et le climat scolaire s’en trouveront augmenté. Au cours de cette conférence, vous explorerez quelques façons de travailler sur la confiance par le biais de quelques activités vivantes et interactives :
– Gérer les désaccords
– Explorer l’art subtil de l’encouragement
A travers la démarche de Discipline Positive, vous découvrirez quelques façons de renforcer votre communauté éducative.
Interesting things require more thought. You can turn a plastic bottle into a fly trap in the matter of seconds, but then spend a lifetime optimising the design. What bait should we use ? Where should we put it? What colour should it be? Rubbish Science experiments all have unknown outcomes, with multiple variables adding complexity to solutions. It is however the learning journey that is the most important thing, leading to transferable skills. We deliver our workshops to some of the most disadvantaged people in the world; street kids and those who live on dumps. We also run the same challenges in schools in developed nations and students share their ideas with each other in a truly global classroom.
We are no longer living in the information age but in the conceptual age. It is not specialist content knowledge of individuals that is relied upon, but the ability to solve problems, think critically and to adapt to new environments by utilizing transferability of ideas.-Daniel Pink, “A Whole New Mind”, (2005)
This session will:
• Introduce Concept-Based Curriculum and Instruction for educators
• Challenge you to reflect on what big ideas you want your learners to leave the classroom with
• Explore the value of teaching for transferable understandings as opposed to teaching topics and facts that are locked in time, place and specific situations
• Discuss the structures of learning that support teaching for transferable ideas
• Discuss implications for practice
When constructing curriculum that is concept based, get ready for a mental work out. The results of your investment and reflection will leave you with a systematic and well thought out unit of inquiry.
Have an understanding of what concept-based curriculum and instruction looks like and its implications for your practice
Be able to identify and work with concepts and constructing statements of relationship between them to create enduring understandings
The following paper will serve as valuable pre-reading, however, a general overview will be shared at the session with further in-depth discussion of the points therein: http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf
This session will consider how universities can develop their transition pipelines to support students from a diverse range of backgrounds, whilst balancing the need for fair admissions for all students. The world’s leading universities now accept applications from across the globe with students studying a myriad of different qualifications, from a vast range of geographical, socio-economic and cultural backgrounds. The level of competition for places is fierce, yet leading universities still seek to identify talent and potential from communities who are significantly under-represented at their institutions. This session will review some of the most innovative and ground-breaking schemes designed to support these students to apply, focus on how fairness in admissions can still be retained and finally, will consider what strategies must be implemented upon enrolment to ensure a successful transition from high school to university. Find out how to nuture, pick and grow a star-fruit at this interactive session suitable for educators from all backgrounds.
At the International School of Geneva, the world’s oldest international school, we defined international education in the 20th century by developing the International Baccalaureate Diploma. We aim to do the same in the 21st century. We cannot do this alone. We are partnering with UNESCO’s International Bureau of Education in exploring this question of what habits of mind, heart and action are essential for the common good and to the lives our students are likely to lead. This interactive session will include a presentation on the “stable macro-competences” we are aiming for all of our students to develop and will discuss how we think this might best accomplished. We will also share how we are exploring different ways for students to demonstrate their character, their passions, what they know and are able to do by developing their own universal learner passport. In this way they take greater control of their learning, development and destiny rather than surrendering themselves to being described by a single number.
This workshop will introduce teachers & staff to growth mindset and give practical ideas on how they can apply in schools and classrooms.
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success. A growth mindset will help develop gritty, determined, self-reliant students who know that if they work hard enough they can and will accomplish great things.
Floyd will talk about the Compass For Life and how it enables pupils and teachers to understand themselves and practice self-leadership. It can be used by teachers leaders to bring out the real, and often hidden, goals and dreams of their children. Using a map, and the four cardinal points of the compass as a simple framework, CFL allows individuals to connect with their dreams and ambitions. It gives them an authentic purpose for learning that is highly motivational. Learning together and learning better, as part of a team, is the key.
Creative Genius, a wonderful but elusive force of human nature, is at the core of humankind’s advancement throughout the ages. A magic connection between the vital energy of the universe and our own existence as thinking, feeling beings.
Art, in its widest sense is a vehicle for the expression of human creative genius. Through the former we have the opportunity of identifying, understanding, and enjoying the latter.
Art collecting, in a sense, can be the best strategy for that purpose. It can take us on a life long quest for creative genius, a journey of discovery, personal growth, excitement and sheer joy of life.
A central concern in corporate training is that the training provided to employees actually leads to an increase of productivity and/or work satisfaction. An intrinsic feature of human cognition is indeed the difficulty to transfer to a context Y a skill that has been learned in context X. One solution is to train that skills across multiple contexts X1, X2, X3,… but this is time consuming. A second approach is to avoid transfer, i.e. to train employees in a context that is as similar as possible to the target context, but this does not fly if the same session employees brings together employees from very different departments of the company. A third approach that underlies our REALTO platform is to capture experience at the workplace through various means (pictures, videos, documents) and feed the training sessions with this authentic material. If the participants come from various departments, these various contexts will hence be present during the training sessions. REALTO looks hence more like a social network than like a learning management system. We recently went one step further: augmented reality enables your employees to explore contexts that they did not encounter in reality. We don’t only capture and exploit experience but we expand this experience beyond reality. My videos will make this smoky statement more concrete.
More than ever, it is vital that students are not just informed about the world around them, but that they develop the skills to understand the difference between fact, opinion, bias, information and disinformation. Raphael Minder, the Madrid bureau chief for The New York Times, will talk about how news can be used from a young age to engage students with the changing world around them and connect them to the context in which they live. Raphael will use his personal experience in reporting for The New York Times, to highlight examples that can build literacy skills, engage students in thinking critically about how they consume media, and develop them as empowered citizens in the 21st century.
Visit The New York Times in Education booth in the exhibition area to learn more about the specific tools used by schools around the world, and get a free trial for one month.
The New York Times in Education, exclusive international media partner for the festival.
We are increasingly accumulating data about students and their learning activities. In other industries and areas of human activity the ‘digital footprints’ left when accessing online services are proving a valuable source of insight for improvement – but education has been slow to adopt the new tools and methods. This presentation will outline some of the latest innovations in the rapidly developing field of learning analytics. We will look at how students are being better supported and how the curriculum is being enhanced using data at educational institutions across the world. We will also examine the legal restrictions to using student data and the ethical objections that have emerged. Is it right, though, to persist with ineffective curricula or to allow students to fail or drop out because we are ignoring the new intelligence available to us?
Session en français. Artificial intelligence (AI) will have a profound effect on our working lives in the coming decades. Fuelled by big data, AI will help us solve a range of problems. It will help us cure illnesses, create clean energy and build useful and affordable public services. But it will also bring about a huge change in the way we live.
The education sector must be prepared for the imminent impact of artificial intelligence – most importantly on the new skills that will be needed, the integration of AI tools into the education system, the place and role of the teacher as well as of schools themselves as spaces for learning and socialisation. These are all issues bringing hopes and begetting fears, inspiring both realistic and far-fetched forecasts, and demanding careful reflection about what kind of future we want.
This session is to open the debate so that we can better understand the importance of these coming changes and discuss the questions raised by a topic that is so important for our children’s future in an unpredictable world.
Aiglon has resdesigned our approach towards our professional relationships and how we review our impact on student learning by breaking apart traditional lines of appraisal and focusing on a coaching model that fosters and improves personal and professional development. Moving away from formal lesson observations and, supported by research on the importance of incremental change driven by self-evaluation, we are trying to open the doors to our classrooms and allow more opportunities for peer learning and coaching.
Have you ever asked yourself these questions, “why are students not interested in learning anymore?”. “Aren’t they supposed to be curious about new things?” “What if we, as teachers, possess the key to the truth?” We are the ones who open the gate of knowledge to our students. Can you imagine how powerful it is that we HAVE to change our students’ lives?
The goal of this session is not only to build up the school’s growth-mindset but also to encourage teachers to practise mindfulness. I am convinced that practising mindfulness helps us to be more aware of our own emotional state and the emotional climate of the classroom. As caring givers, we need to cultivate our awareness and sensitivity when facing students’ learning obstacles.
What we do and what we say to our students in the classroom has a tremendous impact on them. Therefore, having a growth-mindset towards ourselves and our students is extremely important. Successful learning means thoughtful teaching. There is a strong connection between students and teachers. From NOW, let’s have a MINDFUL teaching environment!
Little more than a decade ago, London’s schools were viewed as deeply problematic, if not a dangerous basket case. But no more. What changed, and, what can other, complex, diverse cities learn from the London’s success? Drawing on his personal experience working in the UK capital, as well as an ever growing body of (often contradictory) research, Loic Menzies unpicks the myths and shines a light on a mix of unexpected and interrelated factors that explain one of the great success stories of global education.
A conversation between Alvin Carpio (former pupil) and Kim Kovacevic (former teacher). Alvin Carpio currently runs United Citizens, a global movement committed to shaping the fourth industrial revolution for all, leaving nobody behind. Hear him speak with his former teacher, Kim Kovacevic, who once nearly banned him form participating in a mock election at school before giving him a second chance. That mock election gave Alvin his first experience of political campaigning. He has since gone on to campaign on issues of social justice and human rights, and to advise governments and multinational corporations. In 2017 he was listed on Forbes 30 Under 30 for his work in law and policy.
Paul and Pedro will discuss their latest book.
The Development of Global Citizenship and Purpose and Direction are two drivers of CIS International Accreditation. While international schools are at the forefront of global education, their respective notions of international mindedness and Global Citizenship remain loosely defined and are largely expressed through activities such as MUN. This presentation will initially focus on differing interpretations of International Mindedness and Global Citizenship in schools. It will then look at how we can create an agreed contextualized definition of Global Citizenship for our own school community and how this definition can become a part of a school’s mission statement to drive forward student engagement and learning.
Would you prefer to “Motivate” rather than “Laminate”? This session explores how to use Self-Determination Theory (SDT) in the classroom in order to foster intrinsically motivated students. An overview of my own research on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS) will be presented as an example, as well as evidence from other research on motivation from around the world. Practical examples and strategies of how to plan lessons using the three basic psychological needs of autonomy, competence and relatedness from SDT will give attendees the tools to reshape their practise so they can motivate more and laminate less.
Part personal journey and part research this session aims to look at what resilience is and why all of us lack it at times. It is a very practical session which will equip delegates with a toolkit that may help them and others deal with adversity effectively. We will also consider the factors that can lead to a lack of resilience and strategies to help build strength. Particular attention will be paid to high achieving girls who are often very fragile and are terrified of failure of any sort.
Why these are essential parts of an education and how learning through challenges can help young people solve the world’s current and future problems.
How can students become successful self-regulated learners? This question can be seen in analogy to problem-solving. In Cognitive Psychology the main components of a problem are initial state, obstacles, and goal; plus, a range of allowed moves to overcome the obstacles and reach the goal. Common obstacles will be discussed in how to become a successful self-regulated student and provide an overview of potential tools that can help overcoming them. A multi-faceted approach will be introduced drawing from research in learning, memory, and motivation to achieve a better understanding of what it means to be a successful self-regulated learner and explore ways on how educators can support students on this journey.
Session en français.
La littérature – classique ou contemporaine – constitue un mode d’accès essentiel à la langue et à la culture françaises. Support textuel pour travailler l’écrit et source de discussion pour l’oral, le livre se présente comme un formidable outil pour développer les compétences des apprenants de français langue étrangère.
Pourtant à l’ère du numérique, l’exploitation du texte littéraire reste trop souvent marginale, délaissée dans les classes et les manuels de langue, au profit de documents davantage ancrés dans la vie quotidienne des élèves.
Partant de ce constat, comment enseigner la littérature en classe aujourd’hui, et quelles stratégies adopter pour motiver les élèves ?
Cette présentation vise à promouvoir une approche moderne et multimodale de la littérature à l’ère du numérique. En exploitant des supports variés – image, vidéo, audio – ainsi que les ressources offertes par Internet et les nouvelles technologies, il s’agira de « faire vivre » cette littérature en classe. Quelques exemples d’activités seront présentés.
In today’s cluttered world of homework, social networks, peer-pressure, and family, it is hard for teenagers to carve out time for self-discovery, to determine their own identity. It is important for teachers, mentors, and parents to give the opportunities and examples to develop what Elisabeth and Tiffany refer to as the “I” factor. The “I” in the student’s identity, their unique, creative, curious, critical thought pattern which stimulates him/her to pursue an interest, to dig into a topic, make leaps of imagination and academic connections. Elisabeth and Tiffany have researched what occurs in schools and at home to develop excellence, self-actualisation and cultivate this “I” factor. They believe that it is often the “I” factor which is missing from an excellent application. They present how to understand universities and courses beyond rankings, to develop the “I” factor, and how to match the two. They examine how to advocate for “I”.
Session en français.
Après les baby-boomers, puis la génération X, une nouvelle génération d’adolescents envahit notre paysage et bouleverse les relations parents enfants, élèves enseignants et patients soignants.
Les 10-25 ans obligent les générations antérieures à composer différemment. Ils inventent de nouvelles façons de se comporter en groupe avec des réactions qui désemparent les adultes. Nouvelles façons de se nourrir, de boire (« binge drinking »), de gérer les rapports amoureux, d’animer la cour du collège et de s’afficher dans la rue. Sans oublier un intérêt particulier pour le virtuel, avec leur propre image bien sûr au centre de toutes les préoccupations.
Enseigner à l’adolescent implique d’être sensibilisé à ces nouveaux codes : pour instaurer une alliance pédagogique pas toujours gagnée d’avance, et pour mieux comprendre les fantastiques enjeux de cette période de vie, relus à travers le prisme du XXIème siècle.
A lot works in education, but nothing works all of the time. In this session you’ll learn some basic ingredients for great teaching. But just like when you use salt and pepper in the kitchen, too much or too little can make a huge difference when working on feedback, metacognition, etc… Based on the new book with the same title.
Session: A lot works in education, but nothing works all of the time. In this session you’ll learn some basic ingredients for great teaching. But just like when you use salt and pepper in the kitchen, too much or too little can make a huge difference when working on feedback, metacognition, etc… Based on the new book with the same title.
Human evolution comprises many major and minor episodes that have shaped its development. These include phases when men were hunters and gatherers, later farmers and most recently individuals able to control machines and mechanising work in the vortex of industrial revolution. Let’s ask ourselves a simple question: What was and is man actually adapted to? When we look at human evolutionary process, it is interesting to note that we currently gravely disrespect the way our bodies have been forming for thousands of years. One of the current problems of the evolutionary mismatch, which is associated with serious health risks and which, unfortunately, is not evident at first sight, is the so-called slim fat paradox – an oxymoron that could be loosely explained as a lean fatty and which would probably make our ancient ancestors laugh heartily as it is totally improbable.
Participation in this workshop is reserved for students of Institut Le Rosey only.
A presentation delivered by Institut Le Rosey student, Aryaman Darda.
The talk features a variety of different ways of looking at how to tackle the current crisis of environment endangerment and wildlife protection. It also considers my own point of view and what i do to work towards conservation and it will look at easy steps that everyone can take to ensure that our world lasts an extra 100 years.
With Katrina Edmunds, Stuart Grieve, Laura Kaub, Elizabeth Marksteiner, Shabana Basij-Rasikh and Floyd Woodrow
Incredibly, we’re already nearly two decades into the 21st Century. So-called ’21st-Century skills’ are no longer a thing of the future – they’re needed by today’s students. Yet most of the world’s education systems have not adapted to meet this need. Panelists in this session will draw on their experiences in British education, international schools in Switzerland, and Nova Pioneer Schools in Kenya and South Africa and SOLA in Afghanistan to discuss how they are working to ensure that their students develop 21st-century skills.
Participation in this workshop is reserved for students of Institut Le Rosey only.
“My ultimate intention is to create art that prompts an emotional response to viewers.”
Hyper-realist artist Kevin Okafor joins EduFest Le Rosey to guide Le Rosey students through a stunning art workshop in which they will learn the craft of hyper-realist art.
Students will leave the workshop with an understanding of tonal values through layering, how to achieve skin texture and an understanding of proportions through shapes.
Participation in this workshop is reserved for Institut Le Rosey students only.
Guests may observe but access is limited.
N.B. participation in this event is reserved for Le Rosey students only. Spectator access is limited by venue size and will be given on a first-come, first-served basis.
Come and watch as groups of students try their hand at cooking a special omelette recipe, under the direction of a Le Rosey chef. Postgraduate students from Les Roches will help and guide the young chefs as they compete for the title of “MasterChef”.
Session 1: 10h00-10h25
Session 2: 10h30 – 10h55
Session 3: 11h00-11h25
Session 4: 11h30-12h00
Participation in this workshop is reserved for Institut Le Rosey students only.
Festival attendees are welcome to observe but access is limited.
We are also offering separate group ticket discount for groups of five and ten attendees, valid for all ticket types and not in conjunction with any other ticket offer.
If you would like to make a group booking, please contact us directly by email at firstname.lastname@example.org. All group bookings will be billed by invoice.