Professor Rex Li
Professor Rex Li is a psychologist, as well as a pioneering educator of the gifted in Hong Kong. Being the founder of the Gifted Education Council, G.T. College, the Hong Kong Mathematical Olympiad School and G.T. Education Foundation, he serves as a consultant and advisor to many local and overseas institutions.
Professor Li received a Doctor of Education from Teachers College, Columbia University. He was appointed Visiting Professor in the Institute of Psychology at the Chinese Academy of Sciences (1997) and Fudan University, Shanghai (2016). He is the Chief Editor of John Dewey’s selected works (2017) and author of many scholarly works, the latest being Rediscovering John Dewey: How his psychology transforms our education (Palgrave Macmillan, 2020). More information can be found in his academic webpage (profrexli.com).
Education in the Post Pandemic Era: Collaboration for a Better Future
The pandemic hits the world hard. Under the auspices of the United Nations, WHO, UNESCO, IBE, ICFE, and many non-governmental organisations are working together to face the challenges. More than before, we see the need of global collaboration in the post-pandemic era in all domains, especially in education which points to the future of better living.
This presentation will outline and review the ideas on the subject proposed by International Bureau of Education (IBE) and International Commission on the Futures of Education (ICFE) and other major non-governmental organisations. It further examines the principles underlining these ideas and the complexities for their global implementation.
With the escalation of political tension and military conflict in the Russia-Ukraine War, we can see the world more divided than before in ideology, culture, race, national boundaries and interests. If we want to live in a more peaceful world after the pandemic, it is essential to understand others’ perspectives and to respect others’ values. Seen in this way, education is to cultivate human understanding and shared global values before any meaningful collaboration is possible.
Professor King Chow
Acting Dean of Students
Hong Kong University of Science and Technology
King L. Chow, Professor of Life Science, Chemistry and Biological Engineering, and Public Policy at HKUST, has a background of Cell Biology and Molecular Genetics. He served as the Academic Director of the Common Core Program, Directors of the Molecular Biomedical Sciences Program, Bioengineering Program, and International Research Experience Program. He was the Director of Interdisciplinary Programs Office overseeing the development of Environment and Sustainability, Public Policy, Risk Management and Business Intelligence, Technology Management and Innovation Programs, emphasizing on problem solving at all levels. He holds the position of Dean of Students covering all student support activities and heads the Center for Development of the Gifted and Talented that nurtures gifted students of diverse traits. His own research focuses on genetics, neural development, synthetic and evolutionary biology. He actively advises on academic programs at HKUST and other institutions, and serves on advisory boards of different Foundations and Universities. He has taught a broad range of subjects on science and technology, history, and ethics with a focus on issues but not tools. He delivers classes with a wide range of pedagogy at both undergraduate and graduate levels, and has been recognized by different teaching awards at HKUST.
Education is to Provide Infinite Options to Achieve Diverse Goals
Education used to be a privilege enjoyed by a small group of intellects with the purpose of pursuing personal interest and happiness, understanding the natural world and humanity (i.e., a process not necessarily leading to a definitive answer but insights and perspectives). It benefited generations throughout history and led us to where we are today. More recently, science and technology phased into the center stage and have geared our education system more towards knowledge- and skill-based training. It led to the establishment of complex systems, mega-institutions, and a myriad of new disciplines. Education has been transformed into an enterprise with predefined goals. It is about economic growth macroscopically and “career” advancement on individual level (i.e., objectives achievable and measurable within a finite timeline). This planned operation with a structured framework for a specified purpose often ignores individual’s interest and pursuit that are not shared by the majority. The system is also not fast enough to respond to external demand, resulting in the loss of collective human potential. Recognizing that education is indeed a process of facilitation and cultivation, we may consider abandoning this fixed mindset of operational optimization and acknowledge the importance and fuzziness of diversity, agility, and adaptability of all learners. Only by embracing this core principle in the process can we restore the purpose of education, which is to allow more individuals to pursue truth and happiness via infinite options and possibilities.
Professor Zhang Hua 張華教授
Dean of Faculty of Education Sciences 研究院院長
Hangzhou Normal University 杭州師範大學
張華(1968–),杭州師範大學教育科學研究院院長、 教授、博士生導師。教育部義務教育課程修訂指導組 成員。教育部普通高中課程修訂指導組成員。美國富 布賴特學者(Fulbright Scholar)。兼任教育部基礎 教育課程教材專家工作委員會執行委員;中國管理科 學學會常務理事、基礎教育管理專業委員會主任;中國教育學會中小學綜合 實踐分會學術委員會主任;國際課程研究促進協會榮譽主席。先後入選教育 部“新世紀優秀人才支持計劃”(2004),上海“曙光學者”(2007)。 張華教授長期從事課程與教學論、教育哲學、道德教育、教師教育等方向的 研究,為我國基礎教育課程改革做出重大貢獻。現已出版學術論著 12 部, 發表學術論文 200 餘篇,出版譯著 7 部。學術成果被廣泛引用與轉載,並多 次獲獎。學術研究致力於教育與社會啟蒙,教師與學生解放。
概要 Chinese Curriculum Reform During the Pandemic 大疫情背景下中國大陸課程改革 人不是大自然的主宰,而是大自然的有機構成與看護者。新冠疫情本質上是 人與自然陷入深層危機的產物。中國古人早在 6000 年以前就智慧地確立了 “天人合一”的觀念。當代存在哲學和批判理論也深入批判了“技術理性”。 中國大陸在大疫情背景下研製並頒布了《義務教育課程方案(2022 年版)》 和 16 個學習領域的課程標準。本次課程改革確立了未來教育觀、核心素養 觀、理解性教學觀、跨學科學習觀和表現性評價觀,其根本目的在於將中國 的“智慧傳統”與現代教育民主在信息時代成功整合,實現“東方教育民 主”,解放每一個學生和教師。讓“天人合一”的“大觀念”去保護“大自然” 和人類本身。
Professor Hiroshi Tanaka 田中 博
立命館大学大学院 教職研究科 ( 教職大学院 ) 准教授
Professor Hiroshi Tanaka is an Associate Professor at the Graduate School of Professional Teacher Education at the Ritsumeikan University in Japan. Since the beginning of the national Super Science High School (SSH) Programme, he has been involved in the programme as the Department Head, School Principal, and as part of the government body as well. He is currently conducting research on science education. He has published papers on a variety of topics ranging from teaching methods and curriculum development to school reform for nurturing global citizens.
Ritsumeikan High School has been designated as a Super Science High School as part of the national Super Science High School (SSH) program since the inception of the program in 2002. Since that time, Professor Tanaka has been involved in the SSH program for many years as the SSH department head, the school principal, and as part of the governing body, and is currently conducting research on science education through SSH using a JSPS KAKENHI Grant. The area of his research is international science education. His graduate school subjects include international education, curriculum design, and mathematics education.
The Global Education in Science: Japan Super Science Fair (JSSF) and International Collaborative Research (ICR) by high school students
In 2002, the Japanese government launched the Super Science High School program (SSH) to promote science education. Ritsumeikan High School has received SSH designation from the initial year of the program until now, 21 years to date, making it the school with the longest research and development period. Ritsumeikan High School’s SSH department has placed particular emphasis on the internationalization of science education. The main focus is on global education in science using the Japan Super Science Fair (JSSF) and international collaborative research (ICR) by high school students. JSSF has been held since 2003, and this year will be its 20th year. In addition to the opportunity to meet peers from around the world and develop global qualities through participation in the science fair, we have been very interested in developing the global qualities and leadership skills of our students by organizing and managing our own science fair. Regarding ICR, we are promoting a project that matches many schools in Japan with schools overseas, so that many Japanese high school students can gain experience in ICR. We believe that ICR projects will improve their ability to collaborate and coordinate across national borders. Although COVID-19 has restricted student travel to and from Japan over the past two years, the online-based JSSF and ICR have opened up new possibilities.
Dr. Thanit Pewmin
Kamnoetvidya Science Academy
Dr. Thanit Pewmin is working as the Associate Professor at the Department of Chemistry of Silpakorn University, Thailand. He enjoys teaching and working to support schools, universities, and academic institutions. He has been taking care of the DPST Program at Silpakorn University since the first cohort of students. He has been an advisor to Mahidol Wittayanusorn School (MWIT), Princess Chulabhorn Science High Schools (PCSHSs) and Kamnoetvidya Science Academy (KVIS) on chemistry and foreign affairs.
Dr. Thanit did research at University of Toronto, and Australian National University where he was appointed as a visiting fellow. He is currently a member of Biochemistry and Molecular Biology Society of Thailand, American Chemical Society (ACS), and Royal Society of Chemistry (RSC). He has long been interested in teaching and research on enzymes, peptides, and protein biochemistry, particularly neuropeptides of the invertebrates using immunocytochemistry and mass spectrometry. He is also working on endrocrine disrupting chemicals of estrogenic nature, affecting aquatic organisms of the early food chain. On biochemistry of plants, Dr. Thanit is interested in how plants accumulate silicon in their bodies and pay attention to the role of silicon in the form of silica in plant development. He is a firm believer of “Good Education is Fundamental to National Development.”
What Covid-19 has Offered for International Cooperation
We have found science fair activities so fruitful, not only for the benefit of learning but also for promoting goodwill and understanding among nations. Kamnoetvidya Science Academy has experienced those activities both before and during the COVID-19 pandemic. The latest onsite science fair we hosted was the 16th International Students’ Science Fair (ISSF 2020) that took place between 15-20 January 2020, which was also our 3rd KVIS Invitational Science Fair (3rd KVIS-ISF). Right after the ISSF 2020, it was the period that our friends just only had enough time to return to their home countries before travel restrictions and city lockdowns were imposed almost throughout the world. Teachers and students’ exchanges onsite practically came to a halt thereafter. The 4th KVIS-ISF in 2021 and the 5th KVIS-ISF in 2022 were conducted wholly online. There have been several discussions on the pros and cons of online meetings such as during the Thai-Russian Roundtable 2021 with the theme of “Education During COVID-19 Pandemic: Turning Crisis into Opportunity” and also during the most recent 2022 APEC Education Network meeting in Bangkok from 5-6 May. The scenario of international co-operation after the COVID-19 pandemic will be discussed.
Mr. Hugo Alberto Labate
UNESCO and UNICEF
Former Director of the Curriculum Development Unit at the Ministry of Education of Argentina, Mr. Hugo Alberto Labate is currently in charge of strategic planning actions for improving STEAM learning in the education sector, consultation and production of the curriculum frameworks in science, and exploring approaches for producing a competency-based curriculum for middle and high school.
He graduated in 1988 at the Science School of the University of Buenos Aires, and afterwards he earned a MS in research methodology. He has been working as a consultant in curriculum development and training of national teams for the International Bureau of Education of UNESCO in the last 20 years, leading specific projects for countries such as Kosovo, Bangladesh, Afghanistan and the Gulf Arab States, as well as interregional training activities in Africa and Latin America under the IBE-UNESCO Diploma on Curriculum Design and Development.
Education Scenarios for the Future
Education has been disrupted by the pandemics, and it will never be the same, because the users (parents, students and the society at large) have experimented a “different normal” during the past two years to rethink the relationship between schooling and education. Two uncertainties come to mind: 1) How will knowledge be selected for transmission and by whom? This entails rethinking the role of curriculum and the relative power of subject-specialized fields to fight for their place in the curriculum, in the face of a diverse network of knowledge available without mediators. 2) Who will decide what learning counts as valid? Job creators are searching for capacities / competencies / abilities that cannot be tied to a structured curriculum plan, so school and university certificates and diplomas mean less and less to those who are hiring. We discuss these two uncertainties using the scenario planning methodology to show possible directions for policy and school leadership.
Mrs. Van Beales
Invicta Grammar School
Website: https://www.viat.org.uk/267/news/post/87/mrs-van-beales-to- lead-invicta-grammar-school-as-headteacher
Mrs. Van Beales is Headteacher of Invicta Grammar School and Executive Headteacher of School of Science and Technology Maidstone. Both schools are over- subscribed secondary schools in Kent and part of the Valley Invicta Academies Trust. Mrs. Beales achieved her Master of Business Administration in London in 2003 but fell in love with education and making a difference to young people after acquiring the Qualified Teacher Status in the UK in 2005. She loves teaching Mathematics and enjoys a game of cards with students.
Mrs. Beales was voted Teacher of the Year by the Kent Messenger group in 2010. She opened the School of Science and Technology Maidstone (SST) in 2020 in the middle of the COVID pandemic. The school has since become the most popular high school in Kent and is known for its highest quality of education and a caring and family-like community. Mrs. Beales believes in developing students as whole people, as her curriculum enables students to draw links between subjects and apply their knowledge in problem solving. The SST and Invicta students also enjoy the endless opportunities for personal development with a plethora of extra- curricular and super curricular activities on offer.
Togetherness: Rebuild the Positive Outlooks in Education
We have all realised, with a relief, that the virtual world cannot replace the real world, as the pandemic is waning, and schools are reinstating or rebuilding normality. Two years with limited human interactions have taken its toll on the physical and mental health of many students, parents and staff. For many, the perspectives from which they view life have changed as life priorities are reordered. Building new relationships, holding effective face to face conversations and being willing to put themselves forward for opportunities have never been so challenging for young people. As a result, togetherness has been at the top of my agenda for my two schools. My presentation will discuss how we came about looking for togetherness and how we are working tirelessly to teach, learn, create, and live our lives together as we rebuild the positive outlooks in education.
Mr. Charles Fadel
Founder and Chairman
Center for Curriculum Redesign
Mr. Charles Fadel is a global education thought leader and author, futurist and inventor. Through his 25-year high-tech career, he has witnessed firsthand the disruptive effects of exponential change, which gives him a unique perspective he brings to the world of education. With the experience of working with different education systems and institutions in more than 30 countries, Mr. Fadel founded and chaired the Center for Curriculum Redesign, mainly focusing on “Making Education More Relevant” and answering the question: “What should students learn for the 21st century? in an age of Artificial Intelligence”
Mr. Fadel has been awarded seven patents (and one pending) on video, social networking, web content and communication technologies. As a former angel investor with Beacon Angels, he is also the co-author of Artificial intelligence in education (2019), Four-dimensional education (framework in 22 languages) and best-selling 21st century skills.
Four-Dimensional Education for a Complex World
This presentation will focus on why, pre- and post-pandemic. It is all the more necessary to pay attention to the development of competencies such as higher-order thinking Skills (Creativity, Critical Thinking, Communication, Collaboration), Character (Mindfulness, Curiosity, Courage, Resilience, Ethics, Leadership) and Meta-Learning (Metacognition, Growth mindset). However, jurisdictions have not prepared for both pedagogy and assessments, and not lined up explicitly with the United Nation’s sustainable development goals. We will explore how Center for Curriculum Redesign is putting together the structures to address these gaps in a deliberate, systematic, comprehensive, and demonstrable way.
Mr. Chris Lehmann
Science Leadership Academy
Website: https://www.gse.upenn.edu/academics/faculty-directory/ lehmann
Mr. Chris Lehmann is the founding principal and CEO of Science Leadership Academy Schools, a network of progressive public schools in Philadelphia, PA that is considered to be pioneer of the School 2.0 movement. He is also the co-founder of Inquiry Schools which is dedicated to helping schools become more empowering, modern learning spaces.
Chris is the 2014 winner of the McGraw Prize in Education. In June 2013, Chris was named Outstanding Leader of the Year by the International Society of Technology in Education. In November of 2012, Chris was named one of Dell’s #Inspire100 – one of the 100 people changing the world using Social Media. In April of 2012, Chris won the Lindback Award for Excellence in Principal Leadership in the School District of Philadelphia. In September of 2011, he was honored by the White House as a Champion of Change for his work in education reform. In June 2010, Chris was named as one of the “30 Most Influential People in EdTech” by Technology & Learning Magazine. In 2009, Chris was a honoree for the Association of Supervision and Curriculum Development’s Outstanding Young Educator Award. Chris was named as one of “40 Under 40” by Philadelphia Business Journal in 2009. In 2006, the National School Board Association named Chris one of “20 to Watch” among American administrators. Mr. Lehmann has won the McGraw Prize in Education and has been named Outstanding Leader of the Year by the International Society of Technology in Education. He is co-author of Building school 2.0: How to create the schools we need with Zac Chase.
Leading, Learning, and the Modern School
In a time of great societal change, schools have had to work hard to re-imagine and re-envision the purpose of school. How can we create learning institutions where all members of the community, students, teachers, and administrators alike see themselves as active learners? How can we leverage all of the tools at our disposal to transform our schools into ever-evolving communities of practice that enable students to be powerfully engaged in their world today and prepared to be fully realized citizens of the world tomorrow?
Dr. Thomas Hoerr
ASCD MI Network
Dr. Thomas Hoerr led schools for 37 years and is currently a Scholar In Residence at the University of Missouri- St. Louis where he teaches in the educational leadership program. He led the ISACS New Heads Network, founded and directed the Non-Profit Management Program at Washington University, and holds a Ph.D. from Washington University in St. Louis. Dr. Hoerr has received honorary doctorates from two universities and is the Emeritus Head of School of the New City School.
Dr. Hoerr’s newest book is The principal as chief empathy officer: Creating a culture where everyone grows. He previously wrote Taking social emotional learning schoolwide: The formative five success skills for students and staff and The formative five: Fostering grit, empathy, and other success skills every student needs, he set out the skills that students need. Dr. Hoerr is also the author of four other books: Fostering grit; The art of school leadership; Becoming a multiple intelligences school; and School leadership for the future. He has written more than 170 articles, and his “Principal Connection” column was published in Educational Leadership 2004-2018. He currently writes a leadership blog for ASCD. Dr. Hoerr has presented at conferences around the world on empathy, grit, leadership, Multiple Intelligences, faculty collegiality, instructional leadership, and the Formative Five.
MI and Assessment
Using the theory of Multiple Intelligences allows – indeed, requires – that we use new models and strategies to track student progress. Portfolios (processfolios), rubrics, and action-research enable students to learn through their MI.
We can give examples and suggestions on how MI can be used to help students learn and teachers succeed. By incorporating MI into teaching, students opportunities to learn are increased, and teachers find teaching more interesting and rewarding. Particular attention is given to assessment through PEP’s (Projects, Exhibitions, Presentations), and to the personal intelligences. Use of student portfolios, the distributed intelligence, and ways to educate students parents about MI will also be addressed.