Dr Graham Ranger - Pre Conference Leader
Director of School Support and Evaluation, CIS
Graham Ranger is Director of School Support & Evaluation at The Council of International Schools (CIS), where he has overall responsibility for the evaluation and accreditation of CIS member schools, around 450 of which are accredited or in the process of accreditation. He joined CIS in August 2012 from The British School, New Delhi where he was Head of School for five years. There he taught on the IB Diploma Programme (Theory of Knowledge), and was an IB Examiner. In Delhi, he helped design and implement a new school campus, bringing the school’s capacity from 700 to a planned 1350. He joined the school in July 07 after five years as Director of Education for the English Schools Foundation (ESF) in Hong Kong, a group of 21 schools. Whilst there, he oversaw the introduction of the IB programmes (PYP and DP) across the Foundation and helped develop two new K-12 schools, Renaissance College and Discovery College, offering PYP/MYP and the Diploma Programme. These two new schools were developed by ESF in partnership with the Hong Kong SAR government. As Director of Education, he moved the external quality assurance model away from school inspection to CIS evaluation/accreditation, and helped develop a systematic professional development programme for the 2000 teachers, including a developmental programme for middle leaders in partnership with a local university. This programme, Leading Upstream, has since been accredited by universities in Britain, Australia and in Hong Kong. He also led the development of a performance development model, based on a model of defining standards in teaching and learning and target-setting. At its core is effective lesson observation and simultaneous support and challenge for teachers. This re-focuses the role of a school leader to one centred on making sure that every lesson counts. His doctorate, awarded by The University of Durham (England) in 2012, focuses on the professional development needs of Heads of international schools. His fieldwork, spread over a four year period, took place across India.
Founder of Cross Culture and author.
Lill Salole (born 1977) has a Master´s degree in Psychology. For over a decade, she has been working with issues concerning children and youth growing up in migrant families in and from Norway, as a researcher, practitioner, policy maker, speaker and writer. She is particularly interested in issues of identity and belonging, as well as accessing resources in intercultural lives and communities. Salole comes from an international family and had a cross-cultural childhood. She is the founder of Krysskultur and the author of the book Krysskulturelle barn og unge. Om tilhørighet, anerkjennelse, dilemmaer og ressurser (Gyldendal Forlag 2013).
This presentation will focus on the concepts of Cross-Cultural Kids and elaborate on central themes in a childhood influenced by frequent mobility and different cultures.
The presentation is based on research and work with Cross Cultural Kids and families over the last twelve years, and the book Krysskulturelle barn og unge. Om tilhørighet, anerkjennelse, dilemmaer og ressurser (2nd edition just released, translations being considered). The presentation is based on research and work with Cross Cultural Kids and families over the last twelve years,e book Krysskulturelle barn og unge. Om tilhørighet, anerkjennelse, dilemmaer og ressurser (2nd edition just released, translations being considered).
Robert Harrison is head of MYP development. In his previous position supporting the IB continuum, Robert led the review of the IB learner profile and promoted global engagement. Before joining the IB, Robert worked as an IB Educator in the Americas, Europe and Africa. A special educator and secondary social studies teacher by training, he holds his doctorate in Ancient Near Eastern languages and literature from Duke University. Since 2004, he has taught in the international education program at George Mason University, and currently serves as co-Editor-in-Chief of the IB Journal of Teaching Practice.
A native of Oslo, Norway, Katrine Ziesler holds an MA in journalism from the Univerity of Oslo. She has previously worked as a freelance journalist in several parts of the world, and is currently employed as an information officer at The Nordic Association in Norway, a non-governmental member organization aiming to enchance Nordic cooperation and consciousness in all levels of society.
The association works with schools and educational facilities to promote knowledge and interest in Nordic language and culture, both through specific projects and via the new digital plattform nordeniskolen.org. The association also aims to promote closer cooperation among Nordic politicians, both in specific fields such as infrastructure and culture, and in general, for example through a strengthened Nordic council. In her presentation Katrine will give an overview of some of the current projects and goals of the Nordic Association, before diving a bit deeper into the events that changed the map of ”Norden” 200 years ago.
In 2014 Norway celebrates the 200th anniversary of the Norwegian constitution. The interesting events of 1814 led to Norway changing hands from Denmark to Sweden, and also marked the beginning of 200 years of peace among the Nordic countries. One of the main tasks of the Nordic Association this year is to provide a Nordic angle in an otherwise quite ”national” celebration – we will take a look at how this is being done.
Find out more about the Nordic Association on www.norden.no (in Norwegian).
ANDRIE STEEN-RULIFSON is from the American Pacific Northwest. Her first post-secondary schooling was in Applied Design. She later returned to school and received a B.Sc. in Behavioral Science from the University of Maryland and a M.Ed. in Special Education, specializing in inclusion classroom environments, from the University of Michigan. She has worked in an international school environment since 1998 and is presently a learning support teacher for primary students at Oslo International School. Andrie’s passion for working towards equitable learning environments in schools began because of her and her children’s personal educational journeys which were impacted by learning disabilities and ADHD.
Coral studied music and teaching at Canterbury, England. Whilst studying, she played the timpani and flute in many concerts held in Canterbury Cathedral.
Coral has been a class teacher, youth worker and outdoor activity instructor for a number of years before moving to Norway in 2008 and working at OIS as a music specialist teacher for the younger children and a private flute tutor.
While living in the UK, Coral also had her own dressmaking business making and designing wedding dresses and bridesmaid’s dresses, evening gowns as well as every day wear. She also designs and makes collectors teddy bears.
In her spare time she enjoys kayaking and canoeing on lakes, rivers and the sea. This led her into working as an outdoor activity instructor as a raft guide and teaching kayaking in North Wales before moving to Norway.
Proposed session description:
This session will be a take away music lesson which is suitable for children between ages 3 – 8 years old.
We will be exploring body percussion and how we can create a simple piece of music using graphic notation. We will be exploring instruments and how to play and control them to create a class composition. We will also be listening to piece of music by Debussy and learning a song which can be accompanied using tuned and un-tuned instruments.
Suitability for specialist and non - specialist teachers.
Andrew Rhodes is the Director of Technology at the International School of Stavanger. Under his direction since August 2010, the school has been focused on transforming the way it uses technology to support and enhance the whole school curriculum. The school now has an extensive 1:1 iPad programme across grades 7-12, and technology is being used creatively across the curriculum to transform the learning experience, and engage students more deeply with their learning.
A science teacher for more than 10 years, Andrew also worked for over 5 years at a City Learning Centre in the UK, helping over 100 schools in the local authority understand how to get the best out of a wide variety of technology in support of learning. During this time, he worked extensively with Apple technologies too, leading some of the first mobile learning and iOS education projects in the UK.
As an Apple Distinguished Educator since 2008, Andrew has regularly been asked to present workshops, and worked with school leaders and teachers from across the world, showing how to really make technology work in the classroom and help schools get the most out of their investments.
Kristy Lundström works currently as a principal at Viktor Rydberg Gymnasium in Stockholm. As a school leader, she is focused on learning - where it happens, when it happens, how it happens. She spends a great deal of her time in the classroom working as a learning coach often using technology as an invaluable tool. Kristy has also worked as a school leader in Belgium at the Scandinavian School of Brussels, as well as in the USA at the Alabama School of Fine Arts.
twitter: @klundstromatvrg blog: www.learningatvrg.wordpress.com Skype: kristy.lundstrom
How administrators can use 'tech' to save time
In this session, there will be a focus on making admin work efficient in order to create time for pedagogical work. Tools shown: Google forms for 5 minute walk-thrus; Google forms for surveys; online newsletters; back channel tools; staff engagement tools, and more
Jean Baptiste Huynh
When math teacher Jean-Baptiste Huynh noticed that many of his young and enthusiastic students, although otherwise intelligent, struggled with algebra, he figured there was a problem with the way the subject was taught, and not with the students themselves. Because of this, he decided to found his own software company, WeWantToKnow, together with Patrick Marchal, Ph.d in cognitive science.
DragonBox Algebra 5+ is the first game from WeWantToKnow. It is a learning tool that ”secretly teaches” students algebra by turning it into a game. DragonBox Algebra has been internationally recognized as one of the best serious games ever, receiving awards all around the world, and prompting researchers to further study the benefits of this amazing new resource.
Karen RoweOf Maori descent, Karen Rowe, was born in Auckland, New Zealand and was adopted by Pakeha (white New Zealander) parents. From the age of nine she grew up in Adelaide, Australia. An arts degree with honours in Film and Drama enabled her to work as a film producer and teach in her chosen fields in Australia. She has also taught film and drama for Disney offshore in America and English in Bugu, Korea. Brought to Norway for love and money she worked for Oslo International School but went home to Australia to complete her Masters in Secondary Education specialising in International Education. Returning to Norway she is currently teaching Theory of Knowledge, in Upper Primary and Support for Learning in Oslo International School.
This interactive workshop will use games, presentations, playacting and group work to investigate Australian Indigenous Peoples history and current day perspectives. With our awareness raised we will consider and apply suggested Indigenous teaching models to our International teaching and learning. Participants will leave with some teaching models, pedagogies and cultural awareness games for their international classrooms that will be critically reflected on before the end of the session.
Vanessa Seed Melbye
Peter HeffronPeter Heffron has a BA in Social Sciences and an MA in Social Ecology, both from Goddard College in Vermont, USA. He holds a secondary school teaching certificate in English and Social Studies. He was a VISTA Volunteer in Dallas, Texas, USA; a Peace Corps Volunteer in Venezuela, and a CARE-International program manager for 20 years in Africa, Latin America, and Asia. He became a systems thinking and system dynamics “believer” after reading Limits to Growth in 1972, and ever since has used and promoted systems thinking principles, methods, and tools. Since 2000, Peter Heffron has been principal of Best Practice PlanningTM (Hawaii, USA), conducting international development consultancies in strategic planning and program design, monitoring, and evaluation—in Africa, Latin America, Asia, and the Middle East. Prior experience involving systems thinking methods and tools include his review of the draft “Hawaii State 2050 Sustainability Plan,” evaluation of a Save the Children project in Guatemala, and experimental systems thinking initiatives in K-12 schools in Hawaii and Norway. Since 2010 Peter Heffron has been on staff at the Oslo International School. He lives in Bekkestua, Norway, and may be contacted by e-mail at firstname.lastname@example.org (3-2014).
Diane Cooper originates from Northern California. She received her Master`s degree in Psychology and is a licensed Marriage and Family Therapist. Diane received her Yoga Teacher Training certification in 2005 and is registered with the Yoga Alliance Association. Yoga practice offers a beautiful and profound connection to both the mind and the body simultaneously. Diane enjoys her role as the Secondary School Counsellor at OIS and uses her knowledge of yoga and psychology to help balance the social and emotion wellbeing of our students.Yoga session
I will be teaching a 45 minute Vinyasa Flow Yoga class. This includes traditional Ashtanga poses that flow together with a stronger emphasis on movement and breath connection.
At the root of vinyasa yoga is the Ashtanga method developed by S.T. Krishnamacharya and Pattabhi Jois. This tradition gave birth to many of the sequences, themes, transitions and poses of modern yoga. In its detail and rigor blossoms a rhythmic moving meditation. A grounded experience of the history of Vinyasa Yoga provides a powerful set of tools to bring to your practice and your classes.
Mark ConsaniMark Consani began his career as a Young Adult Librarian at The New York Public Library, and has an MLS from Long Island University. He has been a School Librarian at the Oslo International School for seven years. He enjoys cooking and long walks along the beach.
2. Modelling reading behavior
3. Mother Tongue presentations
5. Questions and answers
Don Loendorf has a wide range of experience in basketball. He played high school and college basketball in the USA as well as professional basketball in Norway for seven years. He has over 25 years of coaching experience, having coached both youth and adult teams. He has been the after-school basketball coach at Oslo International School for the past 12 years and participated in each year’s Nordic Network Sports Tournament as a coach since the tournament began. He has also worked as a TV commentator for NBA basketball games in Norway and been involved in numerous basketball camps as an instructor. Basketball has been a lifelong passion of Don’s and he is still very active as a coach and a fan. Don was one of the originators of the virtues program currently being taught in Primary School at OIS.
Basketball is a fun game for children to learn and play. Aside from giving the children a ball and letting them just play, practices can be a perfect opportunity to teach other valuable lessons. Aside from having a skill theme for each practice, like passing,shooting or defense,each practice can include a virtue, like respect, cooperation, patience, calmness or perseverance. The children can walk away from each practice not only having learned basketball related skills but also virtues that will be beneficial off the court as well.
Advanced resiliency and endurance trainer. Specializing in creating efficient transitions in challenging times. Jenny train, counselors, managers, athletes and coaches/managers, mainly within the fields of Education/Training, Corporate business and Healthcare.
Project facilitator for research in the field of psychophysiology and neurofeedback projects. Connecting research with Schoolsystems, Sports and Corporate Business.
Co-creator of the e-learning PPI (Psycho Physiological Integration Program). Integrating neurofeedback with e-learning experience to help people manage challanging transitions.
Senior Trainer within HeartMath Scandinavia, Head of 1on1 Provider Licensing in Scandinavia, Baltic area, Poland.
Trained about 3000 people through the years. Mainly in management skills, selfregulation-, process-, and stress management.
Bachelor degree in behavioral science
Specialized in biological psychology and psychophysiology.
Cara Lange originates from western Kentucky. She received her Bachelor of Science with teaching certification in Learning and Behaviour Disorders as well as Elementary Education from Murray State University in 2001. Cara taught Special Education in Jefferson County, Kentucky for 5 years before earning her Master of Arts in Education from Western Kentucky University, specializing in the area of School Counselling. Currently, Cara enjoys the role of Primary School Counsellor at Oslo International School. She has previously served as the Lower Secondary School Counsellor at OIS. Cara has recently completed training and is now a licensed 1:1 HeartMath provider.
"Educating the mind without educating the heart is no education at all." -Aristotle
When the brain can't hear: APD in the classroom
I am an Educational Audiologist with a Masters degree in special needs education from Oslo University. I had previously studied languages and HRM at Newcastle University in the UK before falling for a tall, dark Norwegian and moving to Norway. After working for 2,5 years as an advisor in the hearing department of the South East regional office of Statped, (state resource centre for special education), I have launched into private practice. I share an office at Linderud Audiopedagogiske Senter and otherwise travel to schools and nurseries to work with children with speech, language and listening issues. My interest area is the overlap between hearing, listening, speech, language and learning and raising awareness of problems with listening, such as Auditory Processing Disorder (APD).
Motor learning in combination with motor remedial teaching
Rik Gubler is an all school Physical Education teacher. He achieved his bachelor degree in Physical Education at Windesheim University in The Netherlands (2011), and worked since then on primary- and high schools in The Netherlands, South-Africa and Norway. In his work he focuses on improving the gross-and fine motor skills of primarily primary students. During his presentation he will show why these motor skills are so important for the all school learning results of the students and how we can accommodate the specials needs that some students require. This presentation is mainly aimed for physical education teachers, primary teachers, Support for Learning experts (SFL) and administrators that want to know more about motor learning.
Mark Consani and Omar Nouri
Mark Consani and Omar Nouri work at the Oslo International School in the Library and IT Dept. respectively. They enjoy playing drums and percussion at various school events.
Mark Consani was born and raised in New York City, and played percussion in bands while in University. Omar Nouri was born and raised in Morocco, and has had a lifetime hobby with percussion instruments.
Drum and percussion demonstration of various Middle Eastern rhythms using hand drums and other percussion instruments.
Per Inge ØstmoenThe Indigenous Sami Culture
Constantine IoannouAssessment Planning: Backwards design
Scandinavian International Theatre School first opened in Stockholm in 2004 and is run by Kimberley Akester, a professional singer and musician from England. There are now 3 schools in total and a wonderful team of 9 professionally trained staff who all work as actors, singers and dancers in the arts.
Over the years, the students who are mostly international, have come together every Saturday to learn new skills not only in dance, song and drama but also in helping to build self confidence, communication and social skills, co-ordination and creativity in an atmosphere where they can have fun and be themselves.
The show that you will see at the Nordic Network this year is a combination of students from SITS Oslo and SITS Gothenburg schools. We are delighted, once again, to have been invited to perform and would like to thank the Oslo International School for supporting us and making this possible.