Hosted by The American School in Switzerland (TASIS), Lugano, March 11th and 12th, 2011


"Nothing endures but change." HERACLITUS, from Diogenes Laertius, Lives of Eminent Philosophers

It has become a cliché that the one constant in schools is continuous change. Teachers, administrators and students are therefore permanently confronted with TRANSITIONS. These can take a range of forms. For teachers they may be curriculum transitions or shifts in pedagogical methods; working with new groups of students, while ensuring that previous students are supported as they too make changes and cope with the constant changes allied to growing up. Students have to make transitions between schools, curriculum models, countries, cultures and languages; ultimately they must take the leap into further education, employment and the world outside school. Growing schools may have to cope with transitions to new facilities or locations, adapting and responding to new technological opportunities.

This conference provides a chance to hear and work with some outstanding speakers who can help define and review strategies that help teachers, students and administrators respond positively to change as an exciting opportunity rather than a threat to be feared.



Debra Rader



FROM URGENCY TO AGENCY – Sustainability at the Heart of Learning

Sustainability Workshop 26th & 27th November 2021

The UN has called ‘Code Red for Humanity’ in its most recent IPCC report. How do we as educators mitigate the climate anxiety our students may experience (and staff, we might add) and use it as an opportunity to forge local actions? In this workshop we base ourselves on the conviction that schools are capable of, and obligated to, play an important role in mitigating Climate Change.

In our view, schools should reinvent themselves to become learning communities that go beyond preparing for the future; instead they should help shape that future, by allowing students and educators to prototype solutions for today’s challenges. By allowing students to actively engage with the local impacts of Climate Change, they could learn about the SDGs, Systems Thinking, Design Thinking, collaboration, etc - all skills which will serve them well in their further lives. In that way, sustainability can become a core driver of education, very much in line with IBO’s vision about student agency. It will allow for learning to be challenge-based, relevant, local and utterly engaging. It will give students a voice and allow them to make necessary changes in their school environment, at home and beyond.

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