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The Future is Now!

Co-creating meaningful education
The 5-6th of June 2019 - Pre-conference June 4, 2019
Hogeschool de Kempel, The Netherlands

Showcases june 5, 2019

View the schedule of the available workshops and/or choose one of the titles below for more information. 
Rachel Bolstad (NZL): Curriculum for the Future
Rachel Bolstad is Senior Researcher at the New Zealand Council for Educational Research (NZCER). She is co-author of two Key Competencies for the Future (NZCER, 2014) and Disciplining and drafting or 21st century learning (NZCER, 2008). Rachel constantly strives to develop her own thinking and that of other people about how our learning and education systems can change to match the opportunities and demands of a complex and changing world. She developed a game called Curriculum for the Future, designed to enter into dialogue with different groups about future-oriented education.

Curriculum for the Future
In this interactive workshop we play Curriculum for the Future, a live-action role-play in which groups take responsibility for discussing various proposals for what "the Curriculum for the future" should look like. The Curriculum for the Future can help to ask essential questions about education, teaching and curriculum that we do not always have time or space to think about in our daily lives.
Hetty Belgers (NED): All children are special!
Hetty Belgers, Headmaster of the Synergie school, Roermond: "Synergy gives energy" is my motto. By working together and joining forces you get more from each other. Already 3 times I have been allowed to design a new school based on inspirational visions. This has been and is still a great opportunity to connect content and form to each other, with an eye for what teachers and children need.

All children are special!

Suppose we have the courage to change our education NOW. The Synergy school does that. Not an easy challenge, but possible. All pupils are welcome at the Synergy School. Together with parents / caregivers, teacher, internal supervisor, management, we coordinate our approach with the aim of offering optimal development opportunities. We stopped frontal education. To be Synergy School we can not continue on the roads that we have always walked. We focus on the uniqueness of the child, deep learning, and what Biesta (2014) calls 'coming into the world'. We create a flexible and efficient learning environment for all children. During the workshop we are allowed to watch in "the kitchen" of the Synergy school.
Ingebjorg Maeland & Åse Falch (NOR): The Learning Journey of a School for Drop-outs!
Ingebjørg Maeland (master degree in leading Education) has worked 40 years in different parts of the welfare and education system. The last 20 years she has been the head of Youth Invest AIB. Åse Falch has been a teacher for many years and guidiance for pupils. She is now assistent head of Youth Invest AIB.
YouthInvest AIB is a county municipal, practice-oriented and strength-based training offer for young people aged 16-24. The aim is to recruit and retain young people in upper-secondary education (upper-secondary school and apprenticeships) such that more young people gain qualifications and become attractive prospects for future working life. Trusting relationships are built through dialogue that emphasizes the young person’s strengths, enabling each individual to start using his or her unique potential. This contributes to higher completion rates, improved learning outcomes and young people becoming active members of society with jobs and meaningful lives. Admissions are ongoing throughout the school year, and it must be possible for someone to obtain a place within two days.
YouthInvest AIB’s vision is: "We learn together every day in a secure, strength-based and humour-filled environment, enabling all the young people to find their way in the education system".
Many young people have experienced a range of challenges in their lives that mean that time and energy has been devoted to coping with day-to-day life. These young people have little energy and few resources left to concentrate on school subjects. There may also be issues with learning difficulties that have not been adequately dealt with, and young people perceiving themselves as failures. The experience of not being seen and understood means that they lose faith in their ability to do anything. Everything becomes useless. This is sometimes confused with laziness or stupidity. The young people often need time and positive experiences with adults they can rely on before trust is built. This is where we at YouthInvest AIB want to help. YouthInvest AIB also enables young people to pick up subjects from the 10-year compulsory primary and lower-secondary school and provides support for external exams.

“All schools should be like this” – The Learning Journey of a School for Drop-outs!
YouthInvest AIB has worked to create a school that could fulfill the needs of youth who did not find a congenial home in the local public schools. Drawing from resources in social constructionism, appreciative inquiry, and positive psychology, this school now captures the interest of educators far and wide. Our hope is to demonstrate why our students say, “All schools should be like this”. This workshop will first allow participants to appreciate in more detail some of the most powerful learning tools we have used in the YouthInvest AIB. Then, joining with students themselves, participants will share their most positive experiences, and build appreciatively on these to envision schools that would enable the flourishing of all.
From 2007 we have focused on how to involve our pupils more into their own life. We developed what we call Appreciative Student Talks and roadmaps. It is a method of guidance which begins with everything that functions well with these students and focuses on helping them find their way to their own strengths. The talks highlight for them how they can use these strengths to realize their potential both at school and in the workplace. We want to demonstrate how we have these dialogs and how we use strength-cards to identify strengths combined with the road maps we create. The roadmaps are based on AI and the strength cards are based on Martin Seligman (1990, 2009, 2011) and Peterson’s theory. Our experience is that this is a wonderful way to show how wonderful it is that we are different, and to appreciate the differences. The cards can also be used to create teams. We have a number of tools based on these cards.
Monique van der Heijden (NED): Which change agent profile do you have?
Monique van der Heijden (Nederland) is senior head teacher / researcher at Hogeschool de Kempel in Helmond (PABO). Monique has more than 20 years of experience in training and guiding (future) teachers. She is co-author of various scientific and professional publications. In 2017, Monique obtained her doctorate at TU / Eindhoven. In her doctoral research, she looked how teachers work as change agents in primary education.

Which change agent profile do you have?
Teachers who characterize themselves as Change Agents are already working on improving their own education. They ask the following questions every day: - How can I improve education at the classroom and school level? - How can I improve my professional conduct and my professional identity development? - Who am I as a teacher and who do I want to be as a teacher? Society is constantly changing and requires teachers who continue to innovate, develop and reflect on how they can improve their education with today's knowledge in order to optimize the potential of pupils. Her research shows that teachers who view themselves as change agents constantly influence their own educational practice. During this workshop we will explore a new tool which helps to identify Change Agents. To what extent are you a Change Agent?
Johan van den Beucken (NED): Joyful Education. Now!
Johan van den Beucken is headmaster of De Nieuweschool in Panningen.
He likes to build organizations based on vision and responsibility. How can we make it possible for teacher staff to realise the wihed vision/amition, giving teachers a large degree of (movement) freedom. When the direction (vision) is determined in an organization, colleagues may deviate from rules as long as they continue to act in the spirit of the intentions. This allows them to respond much better and more quicker to the "constantly" changing (educational) situations with which they have to deal. "Vision-oriented" change work will translate further to all aspects within an organization and has a positive effect on the so-called "flatness of the organizational structure" and the limitation of the bureaucracy. Johans' belief is that such projects start with "Who" instead of "What". Johans' specialisms: open leadership, change management (among others from rule-based to principle-based organizations)

Joyful Education. Now!
Fun in education! It is already possible! Fun is number one when it comes to the educational vision of the Newest School. "This school is different from other schools", concludes Isa (11 years old). And she can know, because she has been in class 4 at another school. Afterwards she ended up at the Newest School through a school merger. How nice she finds it, radiates from her. And that it is indeed different here than at other primary schools. Here at the Newest School are no benches in the classrooms, but cozy, large 'kitchen tables' around which the children are sitting, and high bar tables with bar stools. Outside the premises there are also many learning places and all doors are open. From time to time a whole class runs outside for a round around the school. The playtime here lasts half an hour and there are no fences around the schoolyard, so the children can walk into the street. "But why would they do that? This is a nice place, they want to stay here, so fences are not necessary ', says director Johan van den Beucken. The New school already shows that actual educational innovation does not have to wait years. After all, the children are already there. Parents are 100% satisfied with the Newest School!
Ali Döhler (DEU): Schulen im Aufbruch
Ali Döhler, born in 1955, is head of the Bildungswerk Aachen and project leader of the initiative "Schule im Aufbruch". Many years of experience in teacher training and as a school development consultant (ao at the 4th Aachen comprehensive school).

Schulen im Aufbruch
Schulen im Aufbruch (freely translated: 'Schools in Motion') is a movement in Germany that started 10 years ago. Their key question is how the potential of students and students can be optimally used in education. Enthusiasm and creativity of children and young adults should be the starting point for learning and teaching. How can we use that, preserve and develop further? All this requires a new learning culture, a new curriculum, and an appreciative attitude of professionals. Education should focus on the things which really do matter: trust, appreciation, relationship, responsibility, meaning. Schulen im Aufbruch stands for a holistic and transformative way of teaching as formulated in the UNESCO World Action Plan for Education for Sustainable Development. It is about taking responsibility for yourself, for your fellow man and for our planet. The initiators are constantly looking for positive and constructive "changers" who, as an inspiring platform, want to tackle this change together. By exchanging experiences. Inspiring each other with great examples! Let us make education meaningful together.
Rob Houben (NED): Forget what you know about teaching!
Rob Houben is staff leader at Nikee, Agora Roermond. As an Agorian, together with a number of very enthusiastic and knowledgeable colleagues, Rob is allowed to reinvent education and to explore and cross boundaries that have been around everyone for years in the form of mental models. With his feet in the clay, in short together with students for whom we as a self-organizing team are jointly responsible for his or her education.

Forget what you know about teaching, start with what you really know about learning!
“A school without a timetable, without subjects and without homework. For the students of laboratory school Agora in Roermond it is very normal. The school has been active for three years now and the first students did their final exams this year.
"It is a very innovative school. The students decide for themselves what they want to learn and when. There are no teachers, but coaches and experts who guide you," says 15-year-old Lynn. She likes to accept that she has to cycle for 45 minutes to the school.
Lynn and her parents consciously chose Agora. The fact that children themselves are responsible for their learning process really appeals to them. "If they do nothing, they immediately experience that it has consequences," says mother Jinny.

Investigate what you find interesting
Schools throughout the Netherlands are experimenting with renewed forms of education, but Agora goes the furthest by completely abandoning the traditional model. According to Sjef Drummen, creator of the school, education as we know it has passed its expiry date. "Because of the strongly declining motivation of students and the increasing workload for teachers."
The concept that he came up with is popular. Agora now has 180 students. All ages and different learning levels - VMBO, HAVO and VWO - work side by side. They determine what the students explore with the help of the coach.
They work in so-called challenges, research projects. The subjects of these projects vary widely. In the first years it can actually be about anything. As long as the students find it interesting themselves. ”(taken from the article n.a.v. Nieuwsuur, by Linda de Groot and Karin Bakker) Workshop In the first part of this session, Rob Houben immerses you in the why and how of the Agorian ideas. Then he will give you the space to brainstorm with him, his colleagues and students and to look for applications in your own practice.

Not yet familiar with Agora?
Then have a look at this article.
Erik Denessen (NED): We Own the School
We Own The School (WOTS) consists of a group of teachers and school leaders who want to stimulate the conversation about ownership between pupils, teachers and school leaders. The central form of this conversation is the board game 'We Own The School'. With the help of this board game, a school can discover how the ownership is divided in the school and what wishes and needs still exist in this area. In addition to the game, the group is available to help other schools develop ownership in the school.
Heddy Senders (NED): It is all about people!
Heddy tells her personal story, which eventually brought her here as a member of Mondomijn's board. What drives her, what touches her and where there is still work to do. She will then also link to Mondomijn, the innovative childcare center where she works. At Mondomijn we offer personalized learning, learning in various work forms and a customized plan for each child. Here the child is REALLY at the centre of education.
Peter Ruit e.a. (NED): Increase the self-image as well as well-being with core qualities!
Peter Ruit Ruit is a senior training teacher (Master Learning and Innovation), researcher, supervisor and coach at Driestar Educatief in Gouda. He is engaged in PhD research into the meaning of positive psychology for education and focuses on the effects of the awareness and use of core qualities on well-being and the self-image of children in primary education. He has extensive experience with training teachers. He is also an assessor for the Association of Teacher Educators in the Netherlands (Velon).
Jeannette Geldens works at Hogeschool de Kempel in Helmond. Until 2018 she was a lecturer in Meaningful Learning to Teach in the workplace environment. Currently she is responsible for training and research activities in the regular training as well as in the 'Master Passend Meesterschap' and in 'Opleiden in de School'. For the doctoral research of Peter Ruit she acts as co-supervisor.
Herman Popeijus is honorary selector of Hogeschool de Kempel. His primary focus is on quality care within the PROJECT Educating Together! He is also involved in research into the approach to professional identity tensions among (prospective) teachers and in the deployment of core qualities among pupils in primary education. For the doctoral research of Peter Ruit he acts as co-supervisor.

Increase the self-image as well as well-being with core qualities!
The workshop starts with a presentation of a number of studies that form the basis of the PhD research. The joint theme of the studies is the meaning of the Positive Psychology Intervention (PPI) for primary education, namely the awareness and use of core qualities by pupils aged 7-12 years. During the presentation we will discuss the design of the PPI, the effects of this PPI on the well-being and self-image of pupils aged 7-12 years and give explanations for the effectiveness of the PPI. The meaning of the studies for education can be summarized as follows. Teachers are given tools to pay attention to the social-emotional development of students. During the workshop, in addition to information about the above studies, participants also gain experience with the PPI. Moreover, the participants are challenged to talk to each other and translate the PPI to their own work context. This gives the participants practical tools to be able to apply in their own practice.
Tom Spanjaard e.a. (NED): Innovative schools asks for Innovative Testing!
Tom Spanjaard is project leader of the new bachelor Business Innovation at HAN University of Applied Science. As senior lecturer and project leader of developments in innovation and entrepreneurial themed bachelors, he works on innovative approach of higher education itself. With a strong believe in relevant educational concepts for students and prominent focus on creativity and self-efficacy, he aims at building high energy educational environment for students a teachers.
Thijs van den Broek is an experienced consultant with a background in vision and strategy formulation in profit and non-profit companies. The last years he has worked as a programme director in higher education with a focus on study motivation, success and real-life learning. Thijs considers the traditional model of lecturer-centred education to be inefficient and ineffective. He’s not sure what the new model should look like though…That means experimenting and being bold in the choices that you make.

Innovative schools asks for Innovative Testing!
Our question is: how can we match our innovative education with innovative testing, whilst still assuring accreditation? We are looking for ideas about testing with our client companies, self-guided testing or peer review by students in the context of our educational programme. September 2020 the HAN University of Applied Sciences plans to launch a new economic bachelor’s degree aimed at (business) innovation. The course will use an didactical approach that is an adaptation of High Impact Learning (HILL), using real life assignments from day 1, open learning and Edu-scrum. Very different from traditional lecturer-centred education in the economic domain. So far, the planned examination programme can still be considered traditional. With limited insight on practical alternatives, the testing approach is still one of summative assignments at the end of every period that are scored by lecturers using rubrics, combined with non-graded formative testing. In our presentation we present how we will teach bachelor worthy education in an open environment, whilst in the discussion we are very much open to a conversation about cutting-edge alternatives in the examination.
Marlau van Rens (NED): From primary to secondary school: children's perceptions
Marlau van Rens was a teacher (mainly art courses) at secondary school, and obtained a master’s degree in (ortho) pedagogics. Since 2007 Marlau is working as an ambulatory educational adviser/ counselor and as a co-teacher at primary and secondary school. In 2013 she received her master degree Master of Science in Evidence Based Innovation in Teaching at Maastricht University. She has been doing PhD research about the transition from primary to secondary school since then as an outside candidate at Maastricht University. Articles: 
Facilitating a Successful Transition to Secondary School: (How) Does it Work? A Systematic Literature Review.
Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School  

(How) can children’s perceptions improve the transition from primary to secondary school?
The transition from primary to secondary school, accompanied by changes in both the social- and the school context, causes mixed feelings by children. The transition can be difficult and may have both positive and negative effects on children’s well-being and development. We expect that information from the children themselves about what concerns them before they make the transition and about their experiences after they have made the transition, can contribute to a smooth transition. However there seems to be a gap in exchanging information. In previous research children’s information is considered to be useful. Unfortunately this information is rarely shared during the transition, and the involvement of children, by giving them an active role in the transition process, remains somewhat underexplored. This study focuses on assessing children’s concerns, expectations and experiences based on their own perspectives. Information, from a prospective as well as from a retrospective point of view has been collected during four years. Except for information children’s contribution, via a blinded experiment, is also used to inform the future mentor at secondary school. The study shows insight in children’s opinion and about the vulnerability of some groups during the transition process.
Fedor de Beer e.a. (NED): The added value of teachers
This showcase is presented by Hilde Motz (academic teacher, 't Kleurenbos, Oss (NED)), Inge Thielen (academic teacher, St. Martinusschool, Millingen aan de Rijn) Annemiek van Hove (ALPO) and Fedor de Beer (teacher educator and researcher, HAN University of Applied Sciences).  

Working together on the added value of primary school teachers
In 2012, the first group of academic teachers graduated from the Academic Teacher Training Primary Education (ALPO). The expectations about this new profession were high from the outset. Academic teachers in primary education are expected to not only teach their own group, but to be the initiators of innovation processes in the school through their scientific knowledge about learning, education and didactics. However, the reality appears to be more difficult. Research shows that academic teachers feel insufficiently equipped for this role of the scientist practitioner as a change agent in education and that the value of an academic teacher is by no means seen and exploited in every school. In our workshop we want to discuss with the teachers, teacher trainers and administrators present about how we can work together to give the academic teachers a clear place in primary education. Hereby a critical look will be taken at what this requires from the study program, primary education and the (academic) teacher.
Bas van Poppel (NED): The Lab of Life
Bas van Poppel is cultural psychologist from Helmond, best described as a trainer / teacher / coach aimed at helping people, teams and organizations to make leaps and bounds forward. learning, performing and self-management. With a lot of energy he is focused on increasing expertise o.g. behavioral change in all kinds of organizations, and especially educational institutions.

The Lab of Life. Keep your grip on your energy, motivation, work and private balance.
In our modern society it seems more difficult for everyone, and certainly our young people, to be in control of their life with their own direction. Based on the most recent scientific insights, The Lab of Life has developed and validated a method that enables participants to develop a personal grip on energy, motivation and work / school-private balance. On a national level, this approach is being used successfully for students, and professionals alike. By means of authentic, intrinsically well-founded behavioral change, participants experience more control and autonomy and know how to make relevant, personal changes in everyday life, work, school and/ r private life. This workshop makes it clear to participants what happens in the The Lab of Life methodology and why. Participants also experience a tip of the veil o.g. the methodology, because they interact with themselves on the basis of a mini cycle from the methodology. Finally, participants are challenged to determine how this method can be used now in the translation of personal plans and ideas about educational innovation to do!
Judith Koppens, Marjon van Keersop (NED): The best ideas come from the teachers!
The best ideas that lead to educational innovation come from teachers. After all, they experience daily what education needs to let children grow. School board Platoo endorses this and chooses to facilitate teachers who want to invest in educational innovation. Teachers who want to make use of this option can contact PlatOOlab. Their first idea is explored under supervision. Then the required resources are mapped out and the innovative idea takes shape. Finally, the elaboration is shared with others within the board because PlatOO endorses the power of sharing. The starting point of our 'presentation' is a Pecha Kucha (on a fixed location). Here we talk about the origins of Platoolab - our vision on educational innovation - the significance of PlatOOlab for teachers - our role and method - our experiences on the bumpy path that is called educational innovation - and the projects that have now been developed within PlatOOlab. Then follows an interactive part. We move our 'Platoolaboratorium' through the available spaces to stimulate visitors and engage in conversation about educational innovation. The visitor takes home their own 'recipe for educational innovation' at the end of the conversation.
Toby Can (GBR): The Halcyon London International School
Toby Can is the Student Wellbeing Lead at Halcyon International School in London. He is a contributor to the International Baccalaureate's Social & Emotional Learning Committee, is a member of the European Network for Social & Emotional Competencies and led the Character Competency for Ecolint's 21st Learning programme in Geneva. After twenty years of school based experience. Toby is committed to developing practise that is relevant, transformative and nurturing.

Introducing Halcyon London International School.
In this session Toby will provide a short introduction of Halcyon School in three parts:
  • Understanding how we optimise our conditions to support independent learning.
  • Sharing evidence of how we nurture student wellbeing.
  • Explaining what’s next for our community and why.
Toby would like to use the majority of time in conversation with participants and will facilitate a lively and interactive session. This session will be joined by Barry Mansfield, Director and remotely by members of the student community.