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Teaching is us!
MARCH 23RD 2016




President: Donna Philip, International School of Lyon
Vice President: Nancy Willard Magaud, Former Inspectrice Gnrale Dlgue, OIB American
Option, Director of the American Section, Lyce International de St. Germain-en Laye

Treasurer: Anne-Claire Malherbe, Malherbe International School

Secretary: Nayr Ibrahim, British Council
ELSA Administration:
Executive Secretary: Daniela Bruneau

TDD Committee 2016

Program Chair: Antony McDermott, Ecole Jeannine Manuel Paris
Nancy Willard Magaud: Former Inspectrice Gnrale Dlgue, OIB American Option
Director of the American Section, Lyce International de St. Germain-en Laye

Carolyn Comfort, Lennen Bilingual Pre-School

Fay Hutchinson, American School of Paris
Edward Boucher, Ecole Internationale Bilingue Victor Hugo
Daniela Bruneau, ELSA, American School of Paris
Emily Roze, Cit Scolaire Internationale
Bianca Pellet, EIB Victor Hugo

Special Thanks:
The ELSA Board and the TDD Committee extend their warmest thanks to France Ponsart, head of
Ecole Internationale Bilingue Victor Hugo School for hosting the ELSA TDD, and to the school
staff for their invaluable help in making the conference a success.

Conference Information
8:30 a.m Registration in Main Hall
Delegates must come to the Registration desk to sign
their schools attendance form, pick up badge,
program and evaluation form. If your name is not on
the master list your school may have registered late
or we have made an error in which case please add
your name to your schools group booking. Walk-ins
or payments on the day are not accepted.
All delegates must sign their schools attendance.
Proof of attendance can be requested by the school
and will be requested by the schools professional
training organism (OPCA) if the school has applied.
*Please note changes in the schedule: Morning
sessions begins at 9:00, round tables run from 12:0012:30 and lunch from 12:00-13:30.
Session Access:
Delegates do not register for workshops and
seating is on a first come, first serve basis for all
sessions. Plan to be early or on time if you are keen
to attend a session. Speakers do their best to accept as
many delegates as the room holds. Sessions capped
by the speaker are marked with an asterisk in the
program. When planning your day before the
conference, we recommend you choose two
workshops for each slot to know where to go next if
your first-choice session is closed. The computer lab
has 20 stations and can accept an additional 10
delegates with personal laptops or digital devices.
Please try to be on time to avoid disturbing an ongoing session. Some speakers may not accept
latecomers. If a Session Closed sign is posted on
the door, kindly go to your second choice session.
Thank you for your understanding.
Session Resources
Speakers bring an estimated number of handouts.
Handouts and Powerpoint documents can be made
available electronically after the conference by
providing the speaker with your email.
School Wifi
An ELSA wifi network is set up for delegates.
Exhibitors-Visual Arts Room on the ground floor
Companies are carefully selected for their value and
interest. Many companies are committed to our
network and conference delegates, and return every
year. Please make time during the day to pay them a
visit and to review the new samples and material they

have carefully selected for you. We are grateful for

the generous contributions companies make to the
end of day prize draw.
Coffee and Lunch: Cafeteria Level-1
Coffee, tea and croissants are served in the morning
from 8:30-9:00 a.m. A bagged lunch with sandwich
or quiche, small salad, dessert and beverage is served
at 12:00. The menu is posted in the cafeteria. You
may eat in the adjacent classrooms and lunch spaces,
2nd floor cafeteria or, weather permitting, at the Parc
Brassens just up the rue de Cronstadt. Thank you for
keeping classrooms tidy by disposing of litter.
Evaluation Form: Exhibitor Room
Your comments on the value of the conference are
important to the Program Committee for planning
next years event. Please take a few minutes to
complete the form and place it in the Raffle Box
available in the Exhibitor room from 2:00 p.m. to
4:30 p.m. The form entitles you to participate in the
prize draw.
Closing Cocktail: Cafeteria, 2nd Floor
Celebrate this great day with the ELSA team at the
closing reception. Evaluation forms will be drawn for
prizes generously donated by schools and exhibitors.
If a participant is not present to retrieve the prize
another form will be drawn.
Course Credit with International Graduate
Programs for Educators, State University of New
The ELSA TDD is offered as an off campus course
titled: Primary Issues of International Education for
American/International Schools. Delegates who wish
to apply will find the forms at Registrations.
Locating rooms from the Main Hall
Main Hall: Registrations; access to all floors.
To the right: Exhibitors in Visual Arts Room,
Music Rooms 1 + 2
To the left: Cloakroom
1st Floor rooms 12, 13, 16, 18/19
2nd Floor: rooms 21, 23, 25, 26
Cafeteria (reception + prize draw)
3rd Floor: rooms 34, 35, 36, Science Labs
Level-1: Cafeteria (coffee + lunch)

Have a Great Day!

The ELSA Team

8:30 Registration in the Main Hall

9:00-10:15 First Session
Writing Conversations
Strategies for Teaching Unseen Prose
Big Picture History
Becoming a Listening School
Learning Through Drama
Student-Centered Classroom
Teaching Multilingual Children
From Rote to Reason
Teaching Happiness at School

Debra Myhill
Barbara Bleiman
Alf Wilkinson
Jenny Mosley
David Farmer
Jonny Kowal
Monica Neagoy



Pre-P/ Primary
Current Trends
Current Trends
Well Being

11-16 Years
16-19 Years
Ages 9-14
Grades 3-7

Room 23
Room 21
Room 25
Room 18/19
Music Room 1
Music Room 2
Room 36
Room 34
Room 35

Visual Arts Room

Cafeteria Level -1

10:45-12:00 Second Session

Creative Play with Grammar!
Teaching Creative Writing
1000 Years of British Political History
Learning Should Be Fun
Using Picture Books as a Springboard
Classroom Layout and Dynamics
How does Culture Change the Brain
From Patterns to Algebra
Character Strengths to Build Confidence

Debra Myhill
Barbara Bleiman
Alf Wilkinson
Jenny Mosley
Gail Ellis
Jonny Kowal
Monica Neagoy


Job-alike Round Tables
Gina Keefer
Anthony Suzzi-Valli /Justin Kearns
Jeffrey Lippman
Troy Titterington

Well Being


Pre-P/ Primary
Current Trends
Current Trends
Well Being

Ages 7-11
Ages 11-19
14-16 Years
Pre-K-Grade 2

Room 23
Room 21
Room 25
Room 18/19
Room 26
Music Room 2
Room 36
Room 34
Room 35

Cafeteria Level-1
Visual Arts Room
Room 34
Room 35
Room 18/19
Room 36

13:30-14:45 Third Session
Strategies for Teaching 19th Century Novels
I Beg Your Bardon
Constructing History
Introduction to Workshop-Style Teaching
Mindful of Ourselves and Others
Feedback for Growth
Child Safeguarding General
Project-based Learning
Listen Closely to What Theyre Not Saying

Lucy Webster
David Farmer
Mel Jones
Lauren Ruud
Gina Keefer
Jeffrey Lippman
Michael Gregory
A.Kolowrat/C. Kunston

Pre-P/ Primary
Current Trends
Current Trends
Well Being


Ages 15-19
Ages 11-19
Ages 16-19
Middle School

Room 23
Music Room 1
Room 25
Room 21
Room 34
Room 18/19
Room 35
Science Lab
Room 36

Visual Arts Room

15:15-16:30 Fourth Session

Fresh Approaches to Teaching Drama
Teaching English Language Learners
Making the Most of Archive Collections
Integrating Technology in Social Sciences
Making Reviewing Meaningful
Curriculum Review: principles and method
The Bilingual Edge
Science Snacks
Counseling Techniques


Lucy Webster
Troy Titterington
Mel Jones
Alison Georges
Gail Ellis
Adrian Scarlett
Michael Gregory

Pre-P/ Primary
Current Trends
Current Trends
Well Being

Reception+Prize Draw

Ages 15-19
Ages 16-19
Middle School

Room 23
Room 34
Room 25
Room 21
Room 26
Room 18/19
Room 36
Science Lab
Room 35

Cafeteria Floor 2

9:00-10:15 Writing Conversations (Ages 11-16)
This practical workshop focuses upon secondary level learning, and is suitable for those who teach children aged 1116. The workshop will firstly outline how being more explicit about the grammatical choices available to writers and
how different choices create different meanings and effects can help students to improve their writing. It will illustrate
practically the key pedagogical principles of this approach, and will consider the symbiotic relationship between being
a reader and being a writer. The workshop will look especially at the power of talk for learning in developing writers
explicit knowledge of writerly choices. It will explore the important relationship between talk and writing, considering
how talk and writing are mutually interrelated, and will demonstrate how to establish writing conversations which
support thinking about shaping and crafting text; and talk for reflecting on and evaluating writing.
10:45-12:00 Creative Play with Grammar! (Ages 7-11)
This practical workshop addresses primary teachers, and is particularly relevant to those teaching children aged 7-11.
It will introduce ways to teach writing through an explicit and playful focus on grammar and will explore how
grammatical choices can subtly alter the meanings of images, phrases and sentences. By helping young writers to
become aware of these choices, we help them to develop a repertoire of choices for writing which they can make their
own. The workshop will demonstrate, through practical examples, the key pedagogical principles underpinning this
approach. Throughout, the use of authentic real-world texts are used as mentor texts to illustrate the language choices
made by other writers, and childrens understanding is developed through the fostering of high-quality discussion about
writing choices, including the possibilities offered through hearing writing read aloud, and joint composition.
Debra Myhill is Professor of Education at the University of Exeter, UK. Her research interests focus principally on
aspects of language and literacy teaching, particularly linguistic and metalinguistic aspects of writing, and the
composing processes involved in writing. This research is interdisciplinary, drawing on psychological, sociocultural
and linguistic perspectives on writing. Over the past fifteen years, she has led a series of research projects in these
areas, in both primary and secondary schools, and has been involved in commissioned research or advisory roles for
policy-makers and examination boards. She runs numerous CPD courses for teachers, examining the practical
classroom implications of her research on the teaching of writing. She is Director of the Centre for Research in
Writing, and in 2014, her research team was awarded the Economic and Social Research Council award for
Outstanding Impact in Society.

9 :00-10:15 Teaching Unseen Prose developing skills and confidence (Ages 16-19)
The workshop will provide a taste of a range of different approaches to close reading and unseen work at advanced
level, to show how you can give students greater confidence, the ability to select what's significant to say and a wider
repertoire of things to discuss. Many of the strategies can also be applied to developing close reading skills for set texts.
10:45-12:00 Teaching creative writing lively, new approaches (Ages 11-19)
This workshop will offer a range of practical strategies for getting students writing with confidence and enthusiasm, to
build up their skills, enjoyment and expertise. Shared story lines, starting-points based on reading and other short
writing exercises will be tried out in the session, with a chance to think about what they contribute to the process for
Barbara Bleiman is Co-director of the English and Media Centre, a not for profit development centre for secondary
teachers in the UK and beyond. She is co-editor of the award-winning emagazine and has written a number of highly
praised resources, across a range of areas of English, including A Level, creative writing, poetry, Shakespeare and
She is a highly experienced trainer, both in the UK and abroad. She has worked with HE, Awarding Bodies and others
on curriculum developments. She is also the author of a novel, Off the Voortrekker Road, which is published on

13:30 - 14:45 Strategies for Teaching a 19th Century novel at Upper School (Ages 15-19)
Drawing on recent EMC publications for GCSE (Jekyll and Hyde and A Christmas Carol), as well as previous ones for
A Level, this workshop will offer strategies to help students enjoy the reading of a challenging text strategies for
getting the reading done, for helping students grapple with difficult language, as well as offering ways of engaging

readers in discovering what's most significant and interesting about the text they are studying. Bring a text you are
teaching or one you know reasonably well.
15:15-16:30 Fresh Approaches to the Teaching of Drama Texts at Upper School (Ages 15-19)
The workshop will introduce a range of approaches such as performance activities, linguistic/stylistic approaches and
text transformation as a means of getting to grips with what's special about drama. The activities will be tried out in the
workshop, to give you a sense of what they have to offer and how they work in the classroom.
Lucy Webster is Educational Consultant and Publications/Website Manager at the English and Media Centre, working
particularly on A Level courses, resources and development. Recent publications include: Language and Literature: an
EMC Coursebook, Strange Case of Dr Jekyll and Mr Hyde: EMC Study Edition and Dramatic Genres: Comedy. She
co-edits emagazine with Barbara Bleiman. She has been running highly regarded courses at EMC for the past 15 years.

13:30-14:45 I Beg your Bardon? (11-19 Years)

A series of seriously funny and accessible activities designed to make learning about Shakespeare fun! The drama
games and activities enable students to explore characters and themes, discover the stories, pronounce and understand
the text and begin performing scenes. Leading drama consultant and writer David Farmer leads this highly practical
and jam-packed session. Shakespeare's plays are rich with powerful stories waiting to be brought to life. Whether the
aim is to direct a whole Shakespeare play or just introduce students to characters, scenes and stories in a way that they
will never forget you will find these approaches can be easily adapted for use with any play.
David Farmer is a freelance writer, theatre director and drama consultant. He has trained educators, students and
drama practitioners in international schools, conferences and universities in France, Norway, Portugal, Switzerland and
Turkey and toured his theatre productions across Europe and North America. A recommended tutor by the Independent
Association of Prep Schools, he was featured speaker for the European Conference of International Schools (ECIS) in
2014 (Showcasing Best Practice). David visits schools across the UK to deliver INSET and CPD sessions, is a training
consultant at the Norwich Institute of Language Education (NILE), advisor to Shakespeare Schools Festival and
taught at the Royal Central School of Speech and Drama and Anglia Ruskin University. He is the author of several
books on drama, including '101 Drama Games and Activities' and 'Learning Through Drama in the Primary Years' as
well as numerous plays and articles. He runs the popular website www.dramaresource.com. Notes for all the activities
are included. Get in touch if you would like to order any of Davids books in advance at david@dramaresource.com.

15:15-16:30 Teaching English Language Learners in Subject-area Classes: Using the Four Dimensions of
Teaching to enhance language and content learning success (General)
What are some of the fundamental concepts a teacher should know and apply when teaching subject-area content to
English language learners (ELLs) in order to enhance language and subject-area learning? In this presentation,
participants will explore the meaning and practical application of the Four Dimensions of Teaching (adapted from Jim
Cummins) in order to better support ELLs learning English and subject-area content in mainstream classes. This
presentation is suitable for subject-area teachers of ELLs. It is also appropriate for EAL teachers looking for ways to
support EAL students in mainstream classes and for those looking for ideas of how to provide professional
development for subject-area teachers of ELLs.
Troy Titterington is currently the EAL Coordinator at the American School of Paris. He holds a MA TESOL from the
Middlebury Institute of International Studies, California and is a certified Teaching ESL Students in Mainstream
Classroom trainer. In addition, he has been involved in English language education, from the early childhood level to
university, for 20 years at schools around the world. His current interests are in conducting action research that focuses
on real time professional development for mainstream teachers and maximizing mother tongue resources to facilitate
EAL development and enhance student wellness.
Alyssa Kolowrat (presenting with Troy) was born in the United States and currently teaches ESL at the International
School of Prague. She is the daughter of a Third Culture Kid (TCK)/ political refugee from Prague and a small-town
girl from the United States. Over the past 25 years, Alyssa has taught ESL to shipbuilders, religious refugees, illegal
immigrants, middle school students, high school students, university students, teachers and business people. She holds
an MA TESOL, MA Ed. and MA in Bilingual/ Bicultural Education and is a Teaching ESL in the Mainstream
Classrooms tutor. She is interested in practical and timely solutions to immediate problems and has previously
presented at TESOL, ELMLE and CEESA conferences.
Andrea Neubauer (presenting with Troy) is a certificated Special Education teacher with an MA Ed. She currently
teaches at the British School of Paris. For over 15 years. Andrea has empowered students and teachers to develop

environments dedicated to fostering innovation and growth. As a learning specialist, academic coach and champion of
personalized learning she works with students and teachers, building on their individual passions and responsibilities to
develop specific learning plans and curriculum that allow a student to meet academic expectations while pursuing their
personal dreams and goals.

9:00-10:15 Big Picture History do I have it? And can I help my kids get it? (Upper Primary/Middle School)
Filling in the gaps an exploration of some of the techniques we might use to help our students see how one topic links
to another and thus build up a big[ger] picture of history. Bring a pen drive and take away the resources used in the
10:45-12:00 1000 years of British political history in a term (Ages 14 - 16)
One of the component parts of the new UK history specification is the thematic unit, covering around about 1000 years
in overview and depth! How do you combine the step back and see how it all fits together approach with the detail
needed to answer examination questions. Having recently written a GCSE textbook for the AQA Power and the
People option, I have been grappling with these very questions. Here are some of my solutions to the approach.
Alf Wilkinson taught history in a range of state schools for many years. Until March 2015 he worked for the
Historical Association with an emphasis on developing CPD for members, both Face to Face and Online. He was lead
person for the HA on implementing the 2010 History Curriculum, and also led on support for the 2014 Curriculum,
especially primary where the changes are greatest. He is a member of the DfE History Expert Group. He is the author
of textbooks, journal articles and online teaching resources, as well as a very experienced deliverer of CPD. He has
been largely responsible for developing the updated HA journal Primary History and is a member of HA Primary
Committee. He is currently writing textbooks for the new AQA GCSE specification.

13:30-14:45 Constructing History (Ages 16-19)

Do history students understand the nature of history as a construct? Do they understand the real purpose of using the
work of historians? This session explores students misconceptions about the value of the work of historians for
developing their own higher order thinking and the process of argument.
15:15-16:30 Making the most of archive collections in the 6th form history class (Ages 16-19)
With ever increasing examination expectations and a wealth of content to get through, sometimes, particularly with
older students, the opportunity to delve into and interrogate archive material to develop, and support understanding can
be lost. This session will remind teachers about the wealth of freely available, digitised, primary archive material out
there to support various different historical topics and makes some suggestions about how these might be used to
support and develop understanding.
Mel Jones is a former head of humanities. She works currently as the education manager for the Historical Association
and as a freelance educator for the British Library.


9:00-10:15 Becoming a Listening School (Pre-Primary and Primary)
Active, committed listening is at the heart of any sound, respectful relationship. Schools claim to be about setting up
positive relationships with young people therefore dedicated timetabled time for listening should be the priority of
every school. However experience and research show that most listening is reactive we tend to tune into young
people only when theres a problem. Most young people in schools therefore think that you have to have a problem to
be listened to. Even Pupil Voice is often only for a selected articulate few attending rushed school council meetings.
Although empathy is the goal of every teacher and parent no one can claim to have empathy unless they are a good
Jennys passion has always been that schools need to set up three listening systems; weekly class listening (circletime), one-to-one listening (chat time) and non verbal listening (think box). Only when emotionally safe systems are set

up proactively for all young people, can a school claim to be really listening. However, the teachers and TAs that run
the systems need to be listened to themselves as well as being able to listen to the needs of their pupils - before they
can support others.
10:45-12:00 Learning Should Be Fun (Pre-Primary and Primary)
Ask children about learning and they respond in a very straightforward way It should be fun. They are realistic;
they want their teachers to teach well, be firm but the added ingredient, which makes them identify a teacher as great
is that teachers ability to create fun. They are in good company. Aristotle wrote there is no learning without
laughter coming from the classroom. A.R.I.S.E (Assoc. Of Research Into The Science Of Emotions) claims laughter
reduces tension, adds joy and creates positive attitudes.
Jennys presentation will look briefly at the theories of neuroscience and emotional intelligence then show how you can
engage children in a range of energising games and activities to help them keep focused and motivated to want to learn.
The presentation will give you lots of exciting ideas to help you and the pupils relax, engage and have fun so you can
create a classroom ethos that truly is conducive to learning. Even more importantly Jenny claims our staff meetings
should be more fun too if peppered with energising activities staff can leave with a party-bag of ideas to take back
into the classroom. No one minds going to a boring party if theres a party bag to take home!
Jenny Mosley is well known nationally and internationally for her inspirational talks and workshops. She is the author
and founder of Quality Circle Time. Her books and resources have received wide acclaim. She runs a successful
consultancy company that provides unique in-service training and team building for teachers, early years practitioners,
support staff, parents and children. Her books include the best sellers Here We Go Round for 3 5 year olds and
Quality Circle Time in The Primary School. Jennys publishing company, Positive Press, is a successful, vibrant
source of books and resources showcased via a colourful catalogue and online shop.
Jenny Mosleys model helps schools create the ethos advocated in this resource, by supporting them to create an
environment in which social, emotional and behavioural skills can be developed It is designed to build a sense of
school community. It advocates the setting up of circles for all groups involved in the school, linked to each other by
representatives. Such representatives from the individual circle can take school improvement issues to the regular
policy maker meetings. Thus the whole school becomes a listening school in which all can influence the school via
a transparent democratic process. National Primary Strategy, Guidance, Curriculum and Standards. (UK
Government). www.circle-time.co.uk / Email: circletime@jennymosley.co.uk

13:30-14:45 Introduction to Workshop-style Teaching

This session will present the theoretical background and framework for workshop style teaching in literacy. Among
topics covered: classroom environment, materials needed, an in-depth look at the Balanced Literacy Framework,
and routines to foster student independence. Teachers will leave with teaching ideas, assessment strategies, and
practical strategies to begin this work in their own classroom.
Lauren Ruud is currently a First Grade teacher and the Literacy Coach for grades PreK - 2 at the American School
of Paris. Lauren holds a Bachelor of Science Degree in Elementary Education from Indiana University Bloomington and a Master of Arts Degree in Literacy Education from Teacher's College Columbia University.
Lauren has studied under the Teacher's College Reading and Writing Project. Last fall, she presented her research
on Critical Literacy at the National Conference for the Teacher's of English in Washington, D.C.

15:15-16:30 Integrating Technology in the Social Sciences: Using iPads, Computers, Smartboards, and
Portable Microphones to bring the Social Sciences to Life in the Elementary Classroom.
Bring an Ipad if you have one.
In this workshop participants will explore 21st century tools, which are well suited for exploring the concepts of
mapping, interviewing, exploring relations between people and space, and presenting audio and visual information. We
will be using applications such as Google Earth, iMovie, Puppet Pals, Safari, Book Creator, and more, along with their
accompanying tools such as computers, iPads, microphones, Smartboards and cameras. Participants will have the
opportunity to learn about the many ways these tools can be used in the classroom, engage in hands on explorations,
and share their own ideas and previous experiences with other participants. Participants are welcome to bring their own
computers, iPads and/or other tools.
Alison Georges is an Early Childhood Educator who is currently teaching Kindergarten (ages 5-6) at the American
School of Paris. Alison earned a B.A. in Psychology from Yale University while also completing the Yale Teacher
Preparation Program, leading to Connecticut State Teaching Certification in Integrated Early Childhood and Special

Education. Alison also holds an MSc in Applied Linguistics and Second Language Acquisition from the University of
Oxford, where she researched parent language ideologies regarding early childhood language acquisition in
international and multilingual contexts. She grew up as a Third Culture Kid moving between the United States, the
United Kingdom, Italy and South Korea. As a professional she has then worked and studied in the United States, the
United Kingdom, Germany and France.

9:00-10:15 Learning Through Drama (Primary)
Leading drama consultant and writer David Farmer leads this highly practical and jam-packed session. Learn to use
drama games, activities and teaching strategies to enhance creativity and learning across the curriculum, encourage
group co-operation and have fun! Discover how you can use drama games and strategies to investigate history, science,
geography and many other subjects. Approaches include still images, teacher in role, hot-seating, ten-second objects,
thought-tracking, improvisation, role-play and many more.
David Farmer is a freelance writer, theatre director and drama consultant. He has trained educators, students and
drama practitioners in international schools, conferences and universities in France, Norway, Portugal, Switzerland and
Turkey and toured his theatre productions across Europe and North America. A recommended tutor by the Independent
Association of Prep Schools, he was featured speaker for the European Conference of International Schools (ECIS) in
2014 (Showcasing Best Practice). David visits schools across the UK to deliver INSET and CPD sessions, is a training
consultant at the Norwich Institute of Language Education (NILE), advisor to Shakespeare Schools Festival and
taught at the Royal Central School of Speech and Drama and Anglia Ruskin University. He is the author of several
books on drama, including '101 Drama Games and Activities' and 'Learning Through Drama in the Primary Years' as
well as numerous plays and articles. He runs the popular website www.dramaresource.com. Notes for all the activities
are included. Get in touch if you would like to order any of Davids books in advance at david@dramaresource.com.

10:45-12:00 Picture books as a springboard to involve children in a whole curriculum approach (Primary)
Picture books provide a rich and motivating resource to develop childrens language as well as their metacognitive
awareness and learning strategies, gradually leading them to a more conscious understanding of their own learning so
they become more effective and independent learners. I will demonstrate a methodology, based on the plan do
review model of reflection, which shows how the familiar pre, while and post-storytelling stages can be applied to
picture books to develop awareness of the picture book as a literary genre through which children can develop their
content knowledge, visual literacy and English language.
15:15-16:30 Making reviewing meaningful in the early years and primary classroom (Primary)
Research shows that over 80% of a lesson can be forgotten if reviewing does not take place immediately after or
shortly after a learning period. This metacognitive aspect of learning is often a neglected part of lessons sometimes due
to poor planning and time management or to students young age. However, classroom practice shows that even quite
young children are capable of and enjoy voicing their opinions about their learning experiences and can be taught to do
this. This session will demonstrate a variety of reviewing activities that can be applied in the English classroom and
contribute to a positive learning experience.
Gail Ellis is Advisor Young Learners and Quality for the British Council and based in Paris. Her publications include
Learning to Learn English, The Primary English Teachers Guide, Tell it Again! Republished in its 3rd edition by the
British Council. Her latest publication, co-authored with Nayr Ibrahim, is Teaching children how to learn, Delta
Publishing. Her main interests are childrens literature, young learner ELT management, and inclusive education.

13:30-14:45 Mindful of Ourselves and Others (Primary)

Practicing mindfulness benefits the body and mind of children in a variety of ways, according to modern research. The
prefrontal cortex (the area of the brain responsible for executive function) is shown to be stimulated during mindfulness
exercises. The aspects of well being that are developed by stimulating the prefrontal cortex through mindfulness are:
body regulation, self-awareness, emotional regulation, and fear modulation. Mindfulness helps children to develop
enhanced awareness of what is happening around them, to listen to their bodies and to better understand their thoughts
and emotions. Mindfulness helps children move from being upset to a body-based sensory experience, a way of
calming the nervous system by focusing on the here and now with kindness and curiosity. Children can learn to soothe
themselves through mindfulness exercises.

The presenter will demonstrate specific mindfulness activities that can be used with students from primary and beyond.
The activities include thought-watching balloons practice, gratitude stones, and mindful acts of kindness. The
presenter will also discuss multiple literature links and how well loved childrens literature, such as The Very Hungry
Caterpillar by Eric Carle can provide a meaningful framework and context for mindfulness activities.
Gina Keefer is currently the Lower School Counselor at the American School of Paris. Gina holds a B.A. in
English/French literature from the University of San Francisco, an M.A. in English/TESOL from San Francisco State
University, and an M.A. in Psychology/International Counselling from Lehigh University. Her passion is to encourage
children and teens to practice mindful awareness to enhance their daily lives.


9:00-10:15 The student-centred classroom (General)
This session enquires into the mindset behind the increasingly popularised student-centred approach to teaching. But
how can we apply this approach in the classroom? How can we translate this seemingly idealistic notion into practical
teaching with realistic objectives? Where do we start? One way is to explore a particular selection of techniques that
can form the basis of student-centred teaching practice. These techniques can be utilised by the teacher every lesson
without extraneous planning, and when used at opportune moments, they combine to encourage the long-term
development of an active and student-centred classroom. The application of these techniques also appreciates and
cultivates cognitive processing in students. This toolkit of techniques is inspired by humanistic approaches to teaching,
which includes a consideration of social and educational psychology.
10:45-12:00 Classroom Layout and Dynamics - CLaD (General)
How the classroom space is used can strongly influence the effectiveness of a lesson and the learning that is taking
place. Building on The student-centred classrooms this talk focuses not only on rearranging the furniture, but also
reconsidering the positioning and movement of the students and teacher. This Chameleon Approach to learning
challenges traditional dogmas of the classroom, but offers many benefits relating to student engagement, behaviour
management, classroom dynamics, collaboration, and of course, learning. But while we experiment with this approach
we need to take a realistic stance and consider the limitations attached. Like the chameleon that adapts to its
surroundings, so this approach needs to adapt to your specific teaching context.
Jonny Kowal runs a small teacher training centre on the south coast of England. He has been delivering initial and inservice training courses there for the past 6 years, and to countries including China, Russia, India, Turkey and Israel, as
well as more specific contexts such as Palestine. As well as delivering in-service training, he spends a great deal of his
time training up aspiring teachers on the renowned Trinity College Cert TESOL. He is particularly interested in
humanistic approaches to teaching, where he focuses on applying research on person-centred approaches into highly
practical classroom teaching techniques and strategies. He is a young trainer eager to support teachers during a
turbulent time in education, where teachers are constantly being challenged to recalibrate their skills to such an extent
as to challenge many traditional views on what teaching really is.

13:30-14:45 Feedback for Growth (General)

This workshop will help teachers provide effective feedback to students to promote a growth mindset. Teachers will
learn strategies that truly motivate students to grow from mistakes and develop their strengths. Using Carol Dweck's
framework and strategies culled from Grant Wiggins, this workshop will give teachers techniques that can be used in
classrooms right away. In addition, it will provide some insight into why typical feedback often promotes a fixed
mindset and how to avoid these pitfalls.
Jeffrey Lippman is the MS Director at the American School of Paris. Before coming to Paris he was the MS Principal
at Graded, the American School of So Paulo, and the HS Principal at the American School of Valencia. Jeff earned
his bachelors degree and a Master of Arts in Teaching from Duke University. In addition he has a degree in
Educational Leadership from Teachers College at Columbia University. He has delivered workshops in numerous
venues, from the Innovate Conference in So Paulo, to the IB European Regional Conference in Liverpool. Jeff has a
background in teaching History and Theory of Knowledge and has been an educator for 22 years.

15:15-16:30 Concepts and Design Principles in Organizing a Curriculum Review (General)

This session is designed to help you think about the nature and purpose of conducting a curriculum review. The
workshop will consider a range of methodologies for carrying out a curriculum review and explore how the process
can be structured to ensure success. You will be provided with guidance on structuring your Curriculum Review,
based upon the schoolss guiding statements and curriculum model. This workshop is recommended for internal
coordinators and school leadership.
Adrian Scarlett has worked in education for over twenty years, in five different countries and across the full
spectrum of ages (Pre K through to tertiary). He is currently the Curriculum Director at Marymount International
School, Paris.


9:00-10:15 Teaching Multilingual Children: Evidence-based practice (General)
In this interactive workshop we will look at ten key factors that influence successful bilingualism and multilingualism
and define the roles of the home, school and community in this process. We will begin by dispelling many myths
around this topic and then see how this changes our interactions with our students and the activities we plan. We will
then delve into evidence-based practices in bilingual and multilingual school settings to ensure teachers leave with new
ideas about how to better their practice. The workshop facilitator is the mother of three successful multilingual children
(English, Spanish, German and French) who have maneuvered the international school system. She works with dozens
of schools around the world and her work has contributed to government language policies, including Hollands reform
in foreign language instruction in the early ages, and to dozens of institutional reforms.
10:45-12:00 How Does Culture Change the Brain and What Does This Mean For Teachers? (General)
Cultural neuroscience is a new field, which is slowly, but surely establishing what aspects of the brain and learning are
universal for all humans, and which are highly influenced by the culture one lives in. One of the most salient aspects of
cultural studies relate to language and how it shapes the brain. The language one uses to maneuver ones world
potentiates what can be learned in the future. This workshop will talk about how culture changes the brain, and in turn,
how our brains decide what to include in cultural practices such as values, norms, dress, food and most especially
15:15-16:30 The Bilingual Edge: Improved Thinking Thanks to Additional Languages (General)
Most people accept that there are benefits to being bilingual/multilingual in the cultural, social and economic realms,
but few know about the new research that establishes a link between multiple languages and enhanced cognitive
(thinking) skills, or the bilingual edge. There is strong evidence that being bilingual/multilingual enhances Executive
Functions (EFs) (working memory, inhibitory control and cognitive flexibility). This workshop will explain EFs and
the research that shows they benefit not only academic learning, but also well being throughout the lifespan. We will
explore how teachers can help their students (and themselves) maximize the benefits of bilingualism/multilingualism in
their lives by selecting appropriate classroom activities and learning strategies.
Tracey Tokuhama-Espinosa currently conducts educational research with the Latin American Faculty for Social
Science in Ecuador and teaches "The Neuroscience of Learning: An Introduction to Mind, Brain, Health and
Education" at the Harvard University Extension School. Her office seeks to improve the quality of education through
research, teacher training and student support. As a Professor of Education and Neuropsychology she works with
schools and universities in 27 countries around the world and has more than 26 years of teaching, administrative and
research experience. Tracey has taught Kindergarten through University and was a member of the OECD's Expert
Panel on Teachers New Pedagogical Knowledge. She is the former Dean of Education at the Universidad de las
Amricas in Quito, Ecuador and ex-Director of the Institute for Teaching and Learning (IDEA) in the Universidad San
Francisco de Quito, Ecuador. She has consulted with governments and educational organizations around the world on
language policies, including the Rotterdam Early English programme, the Costa Rican Government, the Ecuadorian
government and works extensively with the European Council of International Schools. Her current research focus is
on neuroscientific influences on early math education and pre-literacy skills. She is the proud mother of three
multilingual children. tracey.tokuhama@gmail.com

13:30-14:45 Child Safeguarding (General)

What is child safeguarding? In this workshop, the American School of Paris counseling team will define child
safeguarding and discuss possible indicators of abuse, and strategies on how to manage a concern. In addition, they
will provide suggestions for a protocol that your school can put into place when a situation arises along with a list of

appropriate outside resources that you can use for support. The goal of this presentation is to equip you with the
knowledge and techniques necessary to confidently manage a child safeguarding concern.
Anthony Suzzi-Valli is originally from New York, and has been practicing school counselling since 2004. He has his
Masters Degree in school counselling from Queens College and has his permanent counselling certification from the
New York State Department of Education. He worked as a guidance counselor at the Herricks Middle School in New
York from 2004-2007. In 2008, Anthony began working in Paris, in the Anglophone Section at Institut de la Tour, as
an American History and EAL teacher. At the Institut de la Tour he founded the middle school counselling program.
He is currently working as middle school counselor at the American School of Paris.
Justin Kearns is originally from Harrisburg, Pennsylvania. He attended Millersville University and obtained his
Bachelor of Arts degree in Psychology with minors in Criminology and Sociology. Justin received his Master's Degree
in Counselor Education with an emphasis on Secondary School Counseling from the Pennsylvania State University in
2008. Justin moved to Raleigh, North Carolina where he worked for five years as a School Counselor in a large public
high school within the Wake County Public School System. In 2013, he moved to Paris, with his wife, where he
currently works as one of the Upper School Counselors at the American School of Paris. His passion is to help students
navigate the challenges they face in high school while making the most of their experience.
Sandy Karam is an Upper School counselor at the American School of Paris and co-author of the ASP Child
Protection policy.
Gina Keefer is currently the Lower School Counselor at the American School of Paris. Gina holds a B.A. in
English/French literature from the University of San Francisco, an M.A. in English/TESOL from San Francisco State
University, and an M.A. in Psychology/International Counselling from Lehigh University. Her passion is to encourage
children and teens to practice mindful awareness to enhance their daily lives.

9:00-10:15 From Rote to Reason: Teaching Fractions for Understanding and Success (Gr. 3-7)
The beginning of fraction instruction, in the late elementary grades, is also the beginning of the end for many students
of their interest in and love for mathematics. Why? Because when fractions dont make sense to them, they gradually
surrender their sense-making to rote learning and memorization.
In truth, fractions constitute the most difficult topic for students to learn and teachers to teach. Historically, the teaching
of fractions has focused primarily on teaching rules, algorithms, and procedures. The Common Core Standards have
raised expectations by emphasizing understanding and visualization. It is vital that all students experience success with
fractions for they are the foundation stone of a long sequence of multiplicative concepts including ratios, rates,
percents, proportions, proportional relationships, and linear functions.
Through powerful, concrete examples, this session will (i) unpack the main reasons for the great fraction challenge, (ii)
provide seven fundamental insights into sound fraction pedagogy, and (iii) outline the bridges from elementary
fractions to key MS and HS math concepts. For example, participants will learn why we shouldnt say a/b means a
out of b equal parts, what multiple interpretations of a/b students should develop, how to teach fraction equivalence
not just as a rule, and what logic lies behind the rule invert and multiply to divide fractions, and much more!
Examples will be drawn from the speakers upcoming book on fractions for teachers titled From Rote to Reason (to be
published by ASCD).
10:45-12:00 Fun with Patterns to Advanced Algebraic and Functional Thinking (Pre-K-Grade 2)
Anyone who has worked with or watched young children play knows that they love patterns: Patterns of colors, shapes,
sounds, movements, numbers, words and much more. For many years, in many national and international curriculum
documents on early childhood mathematics, the study of patterns has been included as a first step in a long progression
toward algebraic and functional thinking. The concept of function is indeed one of the most--if not the most--central
and important concepts in 21st century mathematics. But the connection between, or better yet, the continuum from
patterns to algebra to functions remains unclear to many teachers.
Come to this session and see why patterns are so important, find out how to maximize student mathematical learning
through fun and enjoyment with them, reflect on and sharpen your own pedagogical approach to teaching them,
appreciate the mathematical progression from patterns in Pre-K to functions in high school, and learn to view them
through new lenses.
Most explorations will be drawn from the speakers book, Planting the Seeds of Algebra, Explorations for The Early
Grades (Corwin Press). After this session, you will never look at patterns the same way again...and your students will
be forever empowered!

Dr. Monica Neagoy, an international consultant, independent scholar, and popular speaker, has a passion for
mathematics. The facets of her 25-year career include teacher professional development, live television courses, video
creation and hosting (58 in all), book authoring, parent math academies, and live interactive mathematics shows (ex:
MathMagic). Monica began her math career at Georgetown Universitys math department, later became a program
director at the National Science Foundation, and then started her own consulting firm in 2004. She has served national
and international public and private schools, the Annenberg Channel, the Carnegie Institution of Washington, PBS
Teacher Line, Discovery Education, MATHCOUNTS, and the AAAS. Her books, Planting the Seeds of Algebra (for
PreK-2 and for 3-5, by Corwin Press), are a must-have resource according to NCTM Past President Skip Fennell.
Her video course, Discovering Algebra with the Graphing Calculators for grades 7-12 is available at
DiscoveryEducation.com. In the U.S. she is presently working on a book for 3-7 teachers on teaching fractions with
meaning (to be published by ASCD); In France, shes working on a brand-new adaptation of Singapore math to the
French math standards and culture. Monica has also had a parallel career in theatre as actor and choreographer. Her
exposure to many cultures, mastery of several languages, double career in the arts and the sciences, and mindfulness
training through yoga practice and teaching, provide her with a unique perspective on the teaching and learning of
mathematics. For the past year, Dr. Neagoy has been living in southeastern France, but commutes back to the U.S.
three times a year. For more information visit www.MonicaNeagoy.com

13:30-14:45 Project-Based Learning: How to make learning exciting and relevant (Middle School)
Looking to make learning fun again? Want to adapt your curriculum to fit student interests and gain skills relevant for
the real world? Project based learning may be for you! We will look at examples of successful projects tested in the
middle-school science classroom, discuss elements and learning outcomes of effective projects, how to adapt ideas to
your curriculum, and brainstorm possible projects to try out in your own classes.
15:15-16:30 Science Snacks - Fun things to make in your classroom (Middle School)
Thou shalt not covet thy neighbours house... do you ever feel jealous of other, better-equipped schools? How about
universities, research labs and museums? Do you want access to their amazing collections right in your own school?
Wait no more - make your own!!!
As incredible as it may seem, you can actually make a miniature science museum right inside your own school - and
for dirt-cheap! We will look at several examples of inexpensive, easy-to-make demonstrations.
We will start by looking at where to find inspiration and plans for easy-to-make snacks, then look at how to source
cheap and innovative materials. To finish off, we will look at how to use your new toys within the framework of your
curriculum and make learning fun and exciting for your students. Soon, you will be on your way to turning your lab
into your own miniature science museum.
Michael Gregory: You could say that Michael Gregory has spent the majority of adult life teaching science in Paris,
though technically he spends more time in bed than in front of a class. Despite his best efforts, including tackling on a
whopping 27-hours per week of contact time last year, sleep has continued to be the number one waste of time in his
life. When neither sleeping nor teaching, Michael has a diverse range of interests, including eating, drinking, hiking,
running, canoeing and travelling. Grown out of his homemade lab project, founded in 2013, his newest passion is
studying science museum collections and making miniature versions to use at school. He has been fortunate to follow
this passion as far as the Exploratorium in San Francisco, which continues to inspire many new science snacks in his


9:00-10:15 Teaching Happiness at School (General)

In the words of Seligman, the founder of Positive Psychology (PP): Well-being should be taught in school on three
grounds: as an antidote to depression, as a vehicle for increasing life satisfaction, and as an aid to better learning and
more creative thinking (Seligman, 2009).
Teaching happiness at school is necessary and possible; positive education programmes exist and research indicates
that the skills of well being, such as resilience, positive emotion, engagement and meaning can be taught and learnt.
The personal well-being program* is based on research in PP and has been tried and tested in the UK. Over the last
eighteen months, it has been adapted for and implemented into the Ecole Jeannine Manuel school curriculum at both
elementary and secondary levels. What are its objectives? How is it implemented? What are its impacts? This
workshop proposes to answer these questions using concrete examples, tools and situations.

10:45-12:00 Using Character Strengths to Build Confidence (General)

This practical workshop will look at how character strengths are valuable assets in helping to build student confidence,
develop self-esteem, promote altruism as well as create a caring environment that promotes respect in the classroom
and greater teamwork amongst teachers. Exploring character strengths contributes to generate optimism and resilience,
giving students a feeling of vitality and energy that allows them to be more engaged and efficient in their work. How
do we identify character strengths? How do we build on them and how do learn to use them in a group? Participants
will be invited to personally experience the strength cards game.
Dr. Ilona BONIWELL is director of Positran, a world leader in the field of positive psychology. In addition, she
founded and headed the first Masters Degree in Applied Positive Psychology (MAPP) in Europe. Today, she heads the
International MSc in Applied Positive Psychology (I-MAPP) at Anglia Ruskin University (UK and France), teaches
Positive Management at Ecole Centrale Paris and HEC Business School, writes a monthly column for Psychologies
(UK and Russia), and consults worldwide as director of Positran. Her teaching expertise lies in the areas of positive
psychology and positive scholarship, with research interests in: subjective time use, time perspective, eudaimonic well
being and applications of positive psychology to business, one-to-one work and education.
Laure REYNAUD Passionate about education and childrens well being, Laure has 18 years experience in teaching
across diverse ages groups. In 2012, Laure received a scholarship to investigate positive education programs. She is
currently studying positive psychology in England (IMAPP), is the coordinator of the positive education program at the
school Jeannine Manuel and founder of SCHOLAVIE, an organization that offers well being and resilience programs,
customized training and educational tools and games to schools and parents. To know more: www.scholavie.fr

13:30-14:45 Listen Closely to What They're Not Saying: A Collaborative Approach to Addressing Individual
Student Needs (EAL, Counselling, Learning Support and General)
This workshop is aimed at teachers, administrators, admissions directors, counsellors and curriculum coordinators who
recognise that effective diagnosis of students' needs is key to educational success. Our goal is to elucidate the
challenges and complexity of identifying these needs in order to provide a nurturing and effective learning environment
for each student. In order to demonstrate how they overlap and constitute a common student profile, we will examine
three strands of needs -- Learning Support, EAL and Counselling -- and cite specific cases that demonstrate the
daunting hurdles that TCKs often face. This will provide a vivid foundation for discussion of how educators can be
proactive and work collaboratively to identify student needs and create a plan of action and support. The aim is for
participants to leave the workshop equipped with specific strategies that will help them work more effectively with
students in their own programs.
Alyssa Kolowrat was born in the United States into a bicultural family: Her father was a Third Culture Kid (TCK), a
political refugee from Prague; her mother, a small-town American girl. Over the past 25 years, Alyssa has taught EAL
to students from grade five through university, as well as to shipbuilders, religious refugees, illegal immigrants,
security guards, housekeeping staff and businesspeople. She holds an MA TESOL, MA Ed. and MA in Bilingual/
Bicultural Education and is a Teaching ESL in the Mainstream Classrooms tutor. Alyssa currently teaches EAL at the
International School of Prague and has previously presented at TESOL, ELMLE, ECIS and CEESA conferences.
Colleen Kunston was born in Canada into a bicultural family: Her mother was a post war German immigrant brought
to Canada as a small child; her father, brought up in a rural farming community by first generation Canadians from
Norway and Scotland. Colleen is a Registered Psychologist with the College of Alberta Psychologists, Canada. For the
past 18 years she has studied, taught and practiced Psychology in the Czech Republic in both Czech and English. She
currently is the School Psychologist and Elementary Counsellor at the International School of Prague, Czech Republic.
She has previously presented at TESOL, ELMLE and CEESA conferences.

15:15-16:30 Counseling Techniques (General)

Is counseling a simple conversation between a student and his counselor? The goal of this workshop is to explain that
counseling is anything but a simple discussion and to clearly identify the role of a counselor within a school. Anthony
will explain the basic conditions to establish in counseling that lead to a strong and productive rapport between the
counselor and student. Anthony will also define and explain some key fundamental counseling techniques that can be
utilized with middle and high school level students in identifying the problem and setting goals, always keeping in
mind that change is at the focal point. Participants will also learn about ethical guidelines to follow such as
confidentiality and when to break that privilege with a student. Anthony is conducting this workshop in hopes of
leaving you with some techniques and strategies that you will be able to apply in your next counseling session.

Anthony Suzzi-Valli is originally from New York and has been practicing school counseling since 2004. He has a
Masters Degree in school counseling from Queens College and a permanent counseling certification from the New
York State Department of Education. He worked as a guidance counselor at the Herricks Middle School in New York
from 2004-2007. In 2008, Anthony began working in Paris in the Anglophone Section at Institut de la Tour as an
American History and EAL teacher where he founded the middle school counseling program. He is currently working
as the middle school counselor at the American School of Paris.
Justin Kearns is originally from Harrisburg, Pennsylvania. He attended Millersville University and obtained his
Bahelor of Arts degree in Psychology with minors in Criminology and Sociology. Justin received his Master's Degree
in Counselor Education with an emphasis on Secondary School Counseling from the Pennsylvania State University in
2008. Justin moved to Raleigh, North Carolina where he worked for five years as a School Counselor in a large public
high school within the Wake County Public School System. In 2013, he moved to Paris, with his wife, where he
currently works as one of the Upper School Counselors at the American School of Paris. His passion is to help students
navigate the challenges they face in high school while making the most of their experience.

Job-Alike Round Tables

The Job-Alike Round tables provide an opportunity for conference attendees to get together in an informal setting,
share concerns and address common challenges. Current issues are examined and attendees take away practical
solutions to apply in their school context.
Well Being: Chaired by Gina Keefer
EAL: Chaired by Troy Titterington
Counseling: Co-chaired by Justin Kearns and Anthony Suzzi-Valli
Leadership (Heads and leading staff or faculty): Chaired by Jeff Lippman


Exhibitor stands are located on the ground floor in the Visual Arts room in the Main Entrance hall.

SPRINT is a non-profit organization founded in Paris in 1986 to support the provision of education
within the international schools for anglophone children with special needs.
SPRINT provides:
-Information and referral services for Anglophone families with children with special needs.
-An opportunity for professionals to share ideas and new developments in the field.
-Education for schools about special needs.
Within this group: Clinical Psychologists, Educational Psychologists, Family Therapists, Speech and
Language Pathologists, Learning Disability Specialists, Special Educators and Tutors, Occupational
Therapists, Social Workers, Art/MusicTherapists. Visit www.sprintfrance.fr for more information.
Jane Plimsoll
06 76 80 65 54

Follett is the largest provider of educational materials and technology solutions to PreK-12 libraries,
classrooms, learning centers and school districts in the United States, and a major supplier to educational
institutions worldwide. Follett distributes books, reference materials, digital resources, eBooks and
audiovisual materials, as well as pre-owned textbooks. Follett also is one of the leading providers of
integrated educational technology for the management of physical and digital assets, the tracking, storing
and analyzing of academic data, and digital learning environment tools for the classroom focusing on
student achievement.
Emily Smith: esmith2@follett.com
Alaina McGinnis: alaina.mcginnis@corpcom-events.com
Event Program Coordinator
Corporate Communications, Inc. 27 Otis Street
Suite 200 Westborough, MA 01581 (USA)
P:+1-508-366-8595 F: +1-508-366-2545

Hodder Education is a leading service provider to schools in over 80 countries worldwide, with student
and teacher support available from Primary to A level. We publish bestselling print and digital materials
for the international qualifications from the IB, Cambridge International Examinations and Edexcel.
Hodder Education also incorporates Philip Allan, who produce unique student magazines and Galore
Park, a leading publisher of educational textbooks for pupils studying at independent schools. Find out
more at www.hoddereducation.com.
George Savage
International Schools Consultant
Hodder Education
Mobile: +44 784 3433875
Fax: +44 207 873 6299
Email: george.savage@hodder.co.uk

dotdashdot is a Paris-based sales agency that represents a range of innovative educational products and
services for International Schools in France, Switzerland, Germany and Benelux. Specialising in digital
media for all subjects as well as reference, reading, literacy and language programmes, dotdashdot offers
free trials, demonstrations, support and training for teachers and librarians. Come by the stand to discover
some of the leading new materials for UK, US and International certification programmes.

Oxford University Press is a department of the University of Oxford. We further the University's
objective of excellence in research, scholarship, and education by publishing worldwide. Our educational
division provides resources from Early Years to post-16 study which cover curricula including the IB and
Cambridge International Examinations.
Contact your dedicated Education Consultant:
Tel +44 1865 353928

Pearson is the worlds leading learning company. Our education business combines 150 years of
experience in publishing with the latest learning technology and online support. We provide education
and assessment services in more than 70 countries. At the core of everything we do is the desire to make a
measurable, positive impact on peoples lives through learning. From primary to secondary school
through to professional certification, our qualifications, curriculum materials, multimedia learning tools
and testing programmes help to educate millions of people worldwide. Our courses and resources are
available in print, online and through multi-lingual packages, helping people learn whatever, wherever
and however they choose. For up-to-date catalogues, sample chapters, eNewsletters and to find your local
representative visit www.pearsonglobalschools.com
Pearson Education
Halley Court
Jordan Hill
M +44 (0) 7714 139732

Cambridge University Press unlocks peoples potential with the best learning and research solutions. The
Education Group delivers educational resources and professional services for teachers and students that
are used in 160 countries worldwide. All materials developed in our five publishing centres in Africa,
Australia, India the UK and international business are designed to inspire, transform and enable
teaching and learning.
Peter Keeble
Sales Consultant for Europe and The Caribbean
Cambridge University Press
M: +44 (0) 796 1476 409
Skype: pkeeble2

HMH is a global learning company with the mission of changing peoples lives by fostering passionate,
curious learners. Among the worlds largest providers of pre-K-12 education solutions, HMH combines
cutting-edge research, editorial excellence and technological innovation to improve teaching and learning
environments and solve complex literacy and education challenges worldwide.
Matt Puddy
Account Executive
Continental Europe Mobile: +44 7788 160186

Victoria Goodhew
International Sales Manager - Europe
HarperCollins Publishers
77-85 Fulham Palace Road | Hammersmith | London W6 8JB
Tel: +44 (0) 208 307 4114 - mob: +44 (0) 7557 188449

At Scholastic, we believe that literacy is the birth right of every child. Since 1920, we have been inspiring
children and supporting their educators with authentic books, engaging instructional materials, cutting
edge educational technology and ongoing professional development. Encourage a love of literacy and
learning in your students with premium educational resources and authentic literature from Scholastic.
Explore our international website with information tailored for your needs at www.scholastic.com. Here
you will find free resources and downloadable for our educational materials and most popular titles, as
well as access to our online catalogues.
Contact Person: Sjenka Leslie
Mobile Number: +44 (0) 7789742568