AGM and Leadership Conference
Henrik Schmidt is a Senior Development Consultant for Momentum Consulting A/S in Copenhagen. His areas of expertise are Brain Based Learning, Leadership Development, Change Management, Behavioural Design (nudging), Systemic/Executive Coaching and Cross-Cultural Understanding.
Henrik has more than thirty years experience as a teacher, trainer and coach. He started teaching in 1985 and became a School Principal in 2005. Concurrently, Henrik worked in educational counselling, and private health care and schools. He was also commissioned as a writer of educational and pedagogical materials.
In 2011 Henrik´s professional career took a major shift when he joined corporate life with Nova Nordisk as a Senior Leadership Development Specialist. Henrik worked for Nova Nordisk for almost eight years before moving to become an independent consultant with Momentum Consulting in 2018.
Much of Henrik´s time is is spent on investigating human conditions and studying the human brain. His passion is to communicate the implications of this knowledge to teaching, leadership and coaching.
Henrik has a Bachelors Degree that qualifies him to teach, a Masters Degree in psychology as well as Diplomas in leadership development, social counselling (`AKT`) and coaching. He has been married for thirty years and has two adult children. Henrik is an avid musician.
Dr. Veronica Cunningham of Cunningham Education Norway provides creative information literacy education (ILE) solutions to international school communities and libraries. Veronica has held senior positions in the library, curriculum development, assessment and strategic planning areas and has designed and implemented ILE initiatives relevant to the International Baccalaureate (IB) Diploma Middle and Primary Years Programmes. Veronica divides her time between her consultancy services and working at Oslo International School as an IB Theory of Knowledge teacher/Coordinator, Extended Essay Coordinator and Pre -IB Research Skills Integrator. Veronica has previously worked as an associate lecturer in the social sciences and as peer to peer trainer regarding approaches to teaching critical analysis for the Open University. Understanding IL from multiple stakeholder groups perspectives formed the focus of her doctorate research the findings from which point to the need for a re-calibration of the ways we understand IL to proactively inform ILE in the 21st century. In her spare time Veronica enjoys singing with her Irish friends in the Irish Women’s Choir in Oslo, writing, walking and participating in various events organised by the Professional Women’s Network in Norway.
Information literacy without borders: the future of learning in a dynamic environment.
By the end of this workshop participants will:
Know, understand and appreciate the variation present in the ways international school community stake holders define information literacy and
Apply new insights gained to inform strategic planning in the area of information literacy education.
Activity based learning
Evidence based practice
Nina Wroldsen is Principal of the International Classes at Manglerud skole, and author of “Using Restorative Circles in Schools.” She is one of the founders of Trygg Læring (Safe Learning), an organization committed to supporting student well- being in schools and implemented by the Ministry of Education in Norway in the public school system. At Manglerud skole she has established a community of well-being through restorative practices, focusing on motivating students intrinsically, building relationships and valuing the voices of students. She has been an educator in both higher education as well as at high- middle and primary levels.
Liv Halvorsen is the PYP Coordinator and Social teacher at Manglerud skole, International Classes, in Oslo, Norway. In her role as social teacher, she co-teaches student workshops on well-being and social skills at all year levels, and runs the mediator program. She has worked in international schools in Oslo, South Korea and the US and been an educator at all levels from pre-k through university.
Well-Being through restorative practices.
Well-being in schools is a trend but also a prerogative. With restorative practices you work with empowering students to be active participants in co-creating a culture of trust and safety, by giving them a voice, agency and the skills to make better choices to help themselves and those around them. In this workshop we will look at the foundations of restorative practice, and how to implement it at the leadership, teacher, student and parent levels.
Rosan Bosch is the founder of Rosan Bosch Studio and internationally renowned for her thought-provoking designs and innovative perspectives on how schools can sustain children as creative thinkers. She has a strategic, design-based approach and has worked with local and national authorities transforming education, from communities in Norway to the government of Argentina.
One of the most well-known projects of Rosan Bosch Studio is the Vittra School at Telefonplan in Stockholm, Sweden. With its open, imaginative, and dynamic interior, the physical space promotes modern and flexible teaching methods and principles. The design accommodates the school’s efforts to incorporate digital media and approaches to education – and the children’s playful approach to learning. Rosan Bosch Studio uses creativity as a tool for innovation and challenges established cultures and norms. She transforms physical environments into meaningful and significant experiences. The Studio has created celebrated and innovative public libraries and also designed workspaces for the R&D departments of global brands.
Rosan Bosch has worked professionally with art, design, and architecture for more than 25 years and founded Rosan Bosch Studio in 2011. She is educated at the University of the Arts in Utrecht, the Netherlands, and at the Faculty of Fine Arts, University of Barcelona, Spain.
Designing for a better world starts at school
With Designing for a better world starts at school, Rosan Bosch connects 21st century education to
the design of learning spaces.
In this presentation, Rosan Bosch will explain how her design studio works with six distinctive design
principles, which connect learning situations and the design of spaces to create motivating learning
environments that enable working with 21st century skills. Based on these principles, the studio has
designed landscapes that are based on an understanding of the learning process.
Learning landscapes invite students to discover their full potential unleashing their creativity,
imagination and passion, while they also provide inspiration, foster positivity and even host room for
failure. This results in highly innovative learning environments that nurture all potential needed skills to
become outstanding leaders.
Design has a significant impact on our behavior in learning spaces. For Bosch, design is a strategic tool
to create differentiated learning environments that enable better ways of learning. Acting as a third
teacher, it can support efficient implementation of new teaching methodologies and implement a new
Her contemporary learning environments can be used as pedagogical tool with focus on the
interaction of the community, inviting students to experience different learning situations and to learn
how they learn in the best way. This is key for children to explore their intrinsic motivation and
passion, and to facilitate creativity in others. When more than 65% of our children will work in job
types that do not exist yet, collaboration, creativity and communication are fundamental skills to
develop the leaders of tomorrow.