ELSA ANNUAL TEACHER DEVELOPMENT DAY

Teaching is us !

WEDNESDAY MARCH 23RD 2016

ECOLE INTERNATIONALE BILINGUE - THE VICTOR HUGO SCHOOL 23, RUE DE CRONSTADT 75015 PARIS FRANCE

INTERNATIONAL GRADUATE PROGRAMS FOR EDUCATORS, BUFFALO STATE UNIVERSITY OF NEW YORK RECOGNIZED BY ECIS

DIRECTION DU TRAVAIL ET DE LA FORMATION PROFESSIONNELLE SPONSORED BY FONDATION JEANNINE MANUEL

ELSA-FRANCE• 86 RUE DE LA TOUR 75116 PARIS WWW.ELSA-FRANCE.ORG•INFO@ELSA-FRANCE.ORG

ASSOCIATION REGIE PAR LA LOI DE 1901• SIRET: 43126229400025 N° FORMATION PROFESSIONNELLE: 11 75 450001 75

ELSA BOARD President: Donna Philip, International School of Lyon Vice President: Nancy Willard Magaud, Former Inspectrice Générale Déléguée, OIB American Option, Director of the American Section, Lycée 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 Program Committee 2016 Program Chair: Antony McDermott, Ecole Jeannine Manuel Paris Nancy Willard Magaud : Former Inspectrice Générale Déléguée, OIB American Option Director of the American Section, Lycée 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 Volunteers for the 2016 conference: Emily Roze, Cité scolaire internationale Bianca Pellett 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.

Registration in the Main Hall Morning Sessions 9:00-10:15

Writing Conversations Debra Myhill English 11-16 Years Strategies for Teaching Unseen Prose Barbara Bleiman English 16-19 Years Big Picture History Alf Wilkinson History Ages 9-14 Becoming a Listening School Jenny Mosley Pre-K/ Primary Pre-K/Primary Learning Through Drama David Farmer Primary Primary Student-Centered Classroom Jonny Kowall Current Trends General Teaching Multilingual Children T.Tokuhama-Espinosa Current Trends General From Rote to Reason Monica Neagoy Math/Science Grades 3-7 Teaching Happiness at School I.Boniwell/L.Reynaud Well Being General

10:15-10:45 Exhibitors Visual Arts Room Coffee Cafeteria Level -1

10:45-12:00 Teaching creative writing: lively, new approaches Barbara Bleiman English Ages 11-19 Creative Play with Grammar! Debra Myhill English Ages 7-11 1000 Years of British Political History Alf Wilkinson History 14-16 Years Learning Should Be Fun Jenny Mosley Pre-K/ Primary Pre-K/Primary Using Picture Books as a Springboard Gail Ellis Primary Primary Classroom Layout and Dynamics Jonny Kowall Current Trends General How does Culture Changes the Brain T.Tokuhama-Espinosa Current Trends General Patterning Algebra Monica Neagoy Maths/Science Pre-K-Grade 2 Character Strengths to Build Confidence I.Boniwell/L.Reynaud Well Being General

12:00-13:30 Lunch Cafeteria Level-1 Exhibitors Visual Arts Room

12:00-12:30 Job-alike Round Tables Well Being Gina Keefer Counseling Anthony Suzzi-Valli /Justin Kearns Leadership Jeffrey Lippman Librarians To be confirmed EAL Troy Titterington

Afternoon Sessions 13:30-14:30

Strategies for Teaching 19th Century Novels Lucy Webster English Ages 15-19 I Beg Your Bardon David Farmer English Ages 11-19 Constructing History Mel Jones History Ages 16-19 Introduction to Workshop-Style Teaching Lauren Ruud Pre-K/ Primary Primary Mindful of Ourselves and Others Gina Keefer Primary Primary Feedback for Growth Jeffrey Lippman Current Trends General Child Safeguarding General A.Suzzi-Valli/J.Kearns Current Trends General Project-based Learning Michael Gregory Maths/Science Middle School Listen Closely to What They’re Not Saying A.Kolowrat/C. Kunston Well Being General

14:30-15:15 Exhibitors Visual Arts Room

15:15-16:30

Fresh Approaches to Teaching Drama Lucy Webster English Ages 15-19 Teaching English Language Learners Troy Titterington English General Making the Most of Archive Collections Mel Jones History Ages 16-19 Integrating Technology in Social Sciences Alison Georges Pre-K/ Primary Primary Making Reviewing Meaningful Gail Ellis Primary Primary Concepts and Principles of Curriculum Review Adrian Scarlett Current Trends General The Bilingual Edge T.Tokuhama-Espinosa Current Trends General Science Snacks Michael Gregory Maths/Science Middle School Counseling Techniques A.Suzzi-Valli/J.Kearns Well Being General

16:30-17:00 Prize Draw Visual Arts Room Reception Visual Arts Room

ENGLISH STREAM 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 11-16. 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 children’s 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 students. 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 language. 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 Amazon. 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.

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 David’s 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 businesspeople. 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.

HISTORY STREAM 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 workshop. 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 student’s 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. PRE-PRIMARY / PRIMARY STREAM 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 there’s 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 listener. Jenny’s passion has always been that schools need to set up three listening systems; weekly class listening (circle-time), 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 teacher’s 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. Jenny’s 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 there’s 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’. Jenny’s publishing company, Positive Press, is a successful, vibrant source of books and resources showcased via a colourful catalogue and online shop. “Jenny Mosley’s 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 Masters 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.

PRIMARY STREAM 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 David’s 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 children’s 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 Teacher’s 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 children’s 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 by 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 children’s 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.

CURRENT TRENDS I STREAM 9:00-10:15 The student-centred classrooms (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 Thinking Classroom, 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 which adapts to its surroundings, so this approach needs to adapt to your specific teaching context. Jonny Kowall runs a small teacher training centre on the south coast of England. He has been delivering initial and in-service 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 São Paulo, and the HS Principal at the American School of Valencia. Jeff earned his bachelor’s 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 São 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 schools 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.

CURRENT TRENDS II STREAM 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 Holland’s 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 one’s 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 language. 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 Américas 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 Master’s 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. MATHS/SCIENCE STREAM 9:00-10:15 From Rote to Reason: Teaching Fractions for Understanding and Success (Gr. 3-6) 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 don’t 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 shouldn’t 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 speaker’s 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 speaker’s 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 University’s 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, she’s 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 neighbour’s 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 repertoire. WELL BEING STREAM 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 Master’s 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 children’s 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 Master’s 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: Chaired by Jeff Lippman Librarians: Chair to be determined

EXHIBITOR STANDS 2016 Exhibitor stands are located on the ground floor in the Art and Music Rooms to your left in the Main Entrance hall. They are within easy access near the registration and coffee area.

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 Alaina McGinnis 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 www.corpcom-events.com

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

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: Abigail.Marsh@oup.com Tel +44 1865 353928 www.oup.com/oxed

Pearson is the world’s 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 people’s 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 Joe.ausena@pearson.com Pearson Education Halley Court Jordan Hill Oxford OX2 8EJ M +44 (0) 7714 139732

Cambridge University Press unlocks people’s 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

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. rob.o.jamieson@gmail.com

Victoria.Goodhew@harpercollins.co.uk 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 Email: michelle.cresswell@harpercollins.co.uk

HMH is a global learning company with the mission of changing people’s lives by fostering passionate, curious learners. Among the world’s 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

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. Don’t miss: • Scholastic Learning Zone — One-stop access to our growing portfolio of web-based programs. • Scholastic Early English — Our first software-based English language learning program for your

youngest learners • Scholastic Active English — Enhance students’ reading, writing, listening and speaking skills

through this engaging program. • English Language Teaching Resources — Easy-to-follow workbooks and reference titles in grammar,

reading, writing, vocabulary, and more! • Comprehension Clubs — Enhance your students’ literacy skills through dynamic conversation about

books • Scholastic Literacy Pro — The best choice for measuring, monitoring and motivating reading

progress. • Scholastic PRIME TM Mathematics — Ensure students’ success in mathematics with this world-

class program based on the best practices of top-performing Singapore, Republic of Korea, and Hong Kong.

• Best-Sellers from Scholastic — Let children’s imaginations run wild with all new Branches chapter book series, the beloved Harry Potter, the popular Hunger Games thrillers and much more!

Finally, 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 sleslie@scholastic.co.uk Mobile Number: +44 (0) 7789742568 www.scholastic.com/international