We sincerely thank all the teachers who took the time to prepare your proposals.
Thank you for your support!
Below information is subject to further updates and changes.
Bei Lei works at the American International School of Guangzhou. She is a workshop leader and IB Examiner with a demonstrated history of working at international schools in Australia, Beijing and Guangzhou. She is skilled in the areas of coaching, educational technology, robotics, curriculum development and team building. She is actively enrolled in professional development and extended learning.
Innovative ways to manage a student's project learning and reportingFostering a culture where students choose their topic and take ownership of their project learning and reporting in both independent and group settings using OneNote, PowerPoint, iBook, Flipgrid and Padlet to self-direct and monitor with checklists, timelines, and milestones in a fun way! Step-by-step examples on how students are guided through the experience from choosing their topic to communicating their ideas, knowledge and connections are presented.
This workshop is about “student agency” – “learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers.”
Take-aways for the audiences:
- Template for managing student’s project learning
- Examples on how students are guided through the learning process and experience to communicate their ideas, knowledge and connections
- How to use the toolbox – OneNote, PowerPoint, iBook, Flipgrid and Padlet – to manage the project learning
- Ideas of how to facilitate student ownership over their own projects and promote students to actively reflect on their project and the learning process, so as to turn the assessment of learning into the assessment for learning.
- What is play-based learning and why do we use play-based learning? (Play-based learning environment and intentional teaching)
- How could we use play-based learning to facilitate children’s Chinese language development?
- How could we use play-based learning to develop children’s Chinese cultural awareness?
- Authentic teacher practice 一线教学应用教学反馈
- Responsive Classroom belief RC 基本理念
- Practical classroom instruction 实用的教学指令
- Teacher language 教师语言
- Lesson plan 实用的教学计划
- Have a better understanding of how visual teaching and learning can be effectively used to enhance students’ interests, retention, thinking skills and achievement.
- Make greater use of different visual teaching and learning strategies in Chinese language teaching and learning.
- MALE (The Hong Kong University of Science and Technology)
- BEd (East China Normal University)
- Work experience:
- 2013-2016 YCIS SHANGHAI
- 2017-NOW YCIS HONG KONG
- Master Degree—Teaching Chinese as a Foreign Language (The Hong Kong Polytechnic University)
- BEd (The Education University of Hong Kong)
- Work experience:
- 2004-2007 Local school in Hong Kong
- 2007-NOW YCIS HONG KONG
Angela Gou is a Chinese teacher at ESF Bradbury School, an IB international school in Hong Kong. With 10 years of experience in teaching Chinese as a first language and second language, she has accumulated rich experience of curriculum design and classroom practice. She is interested in exploring strategies to teach Chinese language and promote Chinese culture that align with IB curriculum in (near) native classes.
Puxi Secondary Head of Chinese
Ruby Shen is from Beijing and has been teaching internationally since 2015. She worked for a public charter school at Washington, D.C. in 2015 and then moved back to Beijing where she started working in Learning Support Department of Secondary School at BCIS. She is well trained in IB PYP and MYP and Special Education. Ruby completed her Bachelor of Arts Degree in Psychology from the University of Maryland- College Park in 2013 and received her master’s Degree in Bilingual Special Education from George Washington University in 2015. She is enthusiastic, in teaching and she likes sharing her experience with her students as a language learner.
Ms. Julie Xiao is the assistant head of year five in Victoria Shanghai Academy. She received MA degree in Teaching Chinese as an International language at the Education University of Hong Kong. She has been working in VSA as a PYP class teacher for more than five years.
- Increase students' incentive and confidence in writing
- Practical and structured writing skills and routine to build students’ writing habit with their current language ability.
Subject to further changes and updates.
Ruya Brunton has many years of experience in international education. She has actively joined educational festivals and conventions around the world to include the UK, US, and Austria. She set up the Chinese program for Campbell College UK, a prestigious school with 120 years history. Her work at Campbell College was featured by the BBC and other media. Ruya was invited by the city educational officer to talk about the Chinese learning in Belfast. She was chosen to discuss the topic “Are our kids tough enough?”, and published articles in newspaper and magazines. Ruya is excited to share her favorite strategies for engaging students in Chinese learning which are based on brain research.
- Can teachers speed up students’ acquisition of an additional language?
- Do teachers of a language or academic content in a language need to be native speakers?
- Do we only use 10% of our brain?
- Are most of the mistakes which second language learners make due to interference from the primary language?
- How many years does it take for a second language learner to reach proficiency?
- Input strategies
- Intake strategies
- Output strategies
- Differentiation strategies
- How to learn through connections?
- “Traditional teaching” vs “New concept teaching”
- “Proactive teaching” vs “Reactive teaching”
I am a licensed IB school teacher with a master’s degree in teaching Chinese as a Second Language. I’m also a practitioner of IB curriculum, an inquiry mindset, and a passion to integrate technology in teaching and learning. I use technology frequently in my teaching, which allows students to create and interact with digital content to empower their creativity and innovation. I am highly proficient in a variety of tech tools, including Google Apps for Education, Moodle, Canvas, Mathletics, Microsoft Education, and using iPads in a 1-1 classroom setting.
- Mother-tongue group
- non-native group
- Lower primary to Upper primary
- Address the importance of using technology in language teaching
- Understand how to use technology to create an authentic learning environment
- Learn and apply the resources in their own teaching
- Develop an interest to look for educational technology resources to empower further teaching
Lina Tang received her M.A. in Teaching Chinese as a Foreign Language from East China Normal University. Before she joined Concordia, she taught AP Chinese Language and Culture course and built a full-fledged Chinese program at an independent K-12 school in Spokane, WA. She has been teaching across both Heritage and MFL tracks at Concordia International School Shanghai since 2011.
Winnie Yung is a Chinese Language Teacher at the Australian International School Hong Kong. She has taught in Australia and Hong Kong, across primary to secondary level. She did a sharing session at the inaugural Asia-Pacific Chinese Language Teachers Association (APCLTA) Conference in 2013 and presented workshops in CLTFA Annual Conference in 2015 and 2016. Winnie obtained her Bachelor of Arts (Chinese and English Language Studies) Bachelor of Education (Secondary) from the University of Queensland and Master of Education (TCSL) from the University of Hong Kong. She holds the IB Certificate in Teaching and Learning (Diploma Programme) from IBO.