Conference programme
This year we propose a multilingual conference programme that brings together 45 authors from 11 countries who have prepared 17 online boards. An online board is a collection of materials for a specific topic that may include a video, slides, pdf documents, tasks for participants, etc. You can see a sample board from the previous conference.
In addition to the 17 boards proposed by the authors, there are four dedicated boards dealing with in-depth discussion of four topics:
- How do we develop thinking?
- How can we help the teacher to change?
- Developing thinking in language lessons
- Developing thinking in mathematics lessons
All conference participants are welcome to contribute to one or several dedicated discussion boards.
The structure of the conference is presented below:
- 26 Aug, official opening of all conference boards
- 26 - 28 Aug, getting to know the boards, asking questions to the authors (participants), responding to questions (authors), doing assignments prepared by the authors
- 29 Aug - 5 Sept, activities on the three boards dedicated to in-depth discussion of materials presented at the conference
- 6 - 7 Sept, online sessions dealing with live discussion of most interesting aspects based on the results of participants' interaction on the boards
Please log in to this website to be able to see the links to the boards. You will be able to see the page with links in the menu on your left under conference programme. This is also where you will find a link for joining online sessions and recordings of the past sessions. If you have not registered at this website yet (you don't have a login and a password), please register and contact us to be granted access to the conference page with links.
You can see the list of the boards below. Many boards include materials in various languages, however the main language is indicated in brackets. Even if it is not the language you are most comfortable with, we believe it should be possible to communicate using various digital tools.
Approach to developing new competency-based mathematics and language materials in Tajikistan (RU) Dr. Anna Ermakova, freelance, Georgia / USA & Dr. Alexander Sokol, TA Group, Latvia.
The board presents the agreed unfied approach to the curriculum reform in Tajikistan the authors are involved in. It may be interesting for better understanding of the boards dedicated to mathematics and Tajik language materials (see below). It will be useful for colleagues interested in questions related to curriculum reform.
New teaching and learning materials for Tajik for grade 5 (RU). Dilorom Abdulloeva, freelance, Bibijon Umarova, Khosiyat Ahmadova, Saida Nabozoda, Khurshed Kamolzoda, Academy of Education, Tajikistan
The board presents the model underlying the new learning materials in the country and presents examples of materials themselves. It will be useful for all mother tongue teachers interested in innovative approaches to language teaching and learning.
New teaching and learning materials for mathematics for grade 5 (RU). Rano Saydullaeva, freelance, Begmuhammad Shodiev, Academy of Education, Tajikistan
The board presents the model underlying the new learning materials in the country and presents examples of materials themselves. It will be useful for all mathematics teachers interested in innovative approaches to teaching and learning.
Challenging problems when learning mathematics (RU). Svetlana Butkovskaja, Galyna Pavlenko, Jevgenija Petrova, Jekaterina Vanina. Tallinna Mustamäe Reaalgümnaasium, Estonia.
The board is part of a series of boards presenting the results of an international project Towards Real Maths (ToReMa) supported by the Nordplus Horizontal Programme. It is dedicated to Stage 0 of working with a system of tasks where learners are presented with a challenging problem. You have a chance to discuss criteria behind such problems and see sample problems developed by various project partners.
Challenging problems when learning mathematics (EN). Ingrida Masaitiene, Martynas Zaveckas, Gymnasium of Lithuanian University of Health Sciences, Kaunas, Lithuania.
The board is part of a series of boards presenting the results of an international project Towards Real Maths (ToReMa) supported by the Nordplus Horizontal Programme. It is also dedicated to Stage 0 of working with a system of tasks where learners are presented with a challenging problem, however the main language of the board is English.
Finding patterns when learning mathematics (RU). Viktoria Mironovitš, Marina Mets, Irina Korabljova, Natalja Matvejeva. Tallinna Läänemere Gümnaasium, Estonia.
The board is part of a series of boards presenting the results of an international project Towards Real Maths (ToReMa) supported by the Nordplus Horizontal Programme. It is dedicated to Stage 1 of working with a system of tasks where learners look for patterns. You have a chance to discuss the approach to organising learners' mini-research and see sample problems developed by various project partners.
Developing and proving a hypothesis when learning mathematics (RU). Tatjana Alika, Olga Mikulova, Rita Tankova, Ilona Macķeviča-Maņko. Daugavpils Lyceum of Technologies, Latvia.
The board is part of a series of boards presenting the results of an international project Towards Real Maths (ToReMa) supported by the Nordplus Horizontal Programme. It is dedicated to Stages 2&3 of working with a system of tasks where learners develop and prove their hypotheses. You have a chance to discuss the approach to organising this process and see sample problems developed by various project partners.
Systems of tasks for developing learners' thinking when studying mathematics (RU). Elmira Manatova, Teresa Ruckaja, Tamara Polovinkina, Galina Chijen, Irina Žernakova, Lilija Rudalevičienė, Vilniaus Vasilijaus Kačialovo gimnazija, Lithuania. Irina Vikentjeva, Narva Pähklimäe Gümnaasium, Estonia.
The board is part of a series of boards presenting the results of an international project Towards Real Maths (ToReMa) supported by the Nordplus Horizontal Programme. It presents all the stages together providing you with a systemic vision of the systrem of tasks. You have a chance to discuss the approach and see sample problems developed by various project partners.
Working with mentors on supporting teachers in working with the new learning materials (RU). Nargis Mirzoeva, freelance, Sabokhat Kamolova & Mavjuda Jumaeva. Republican Teaching & Methodological Centre of MoES, Tajikistan.
The board presents the experience of working with mentors in the framework of the Continuous Professional Learning (CPL) methodology developed to address the needs of education professionals in Central Asia.
A new model for students' practicum in Tajikistan: towards helping future teachers to master a competency-based approach (RU). Mavluda Tovbaeva, Tajik International University of Foreign Languages, Asror Aliev, Freelance, Tajikistan.
The board presents the new model of pedagogical practicum to help future teachers master the competency-based approach. It also provides samples of materials and experience of piloting the model with students of three universities during the last academic year.
Students own questions as a condition for intellectual and cognitive activity (EN & RU). Vira Danilova, Interactive Questioning Lab, Ukraine and Vadim Karastelev, Interactive Questioning Lab, Russia.
The board presents the work on the method of interactive questioning aimed at initiating students to ask questions about the educational content and organise discussions around these questions.
English through literature and drama (RU). Kamilla Kravchenko, Baku European Lyceum, Azerbaijan.
The board presents the author's work on teaching English through literature and drama.
Helping teachers design learning materials for developing thinking skills (RU). Saida Zhvania, Institute of Pedagogy, Abkhazia.
The board presents the experience of running a blended learning course on applied pedagogy as part of in-service training for teachers of different disciplines.
Neuropsychology and problem-centred teaching (RU). Olga Krasheninnikova, Lenguateca, Switzerland. Irina Tanvel, Knowledge Workshop, Russia.
The board presents the author's experience of using the methods of neuropsychology when developing thinking skills of children and presents the arguments for the complimentarity of tools proposed by neuropsychology and teaching thinking methodologies.
Problem-centred teaching and the Singapore method (RU). Elena Timofeeva, private school 'Darina', Vladivistok, Russia.
The board presents the Singapore method of organising instruction and discusses how it can be helpful in the context of developing thinking skills of learners.
Ways of teaching students to solve olympiad type of maths problems (RU). Elena Kashuba, Petrozavodsk Youth Centre, Russia.
The board presents the author's experience of running a maths club for pupils of grades 3 to 8.
Developing critical thinking skills of learners: experience and problems (RU). Daria Osipova, Knowledge Workshop, Russia. Alla Nesterenko, Knowledge Workshop, Israel.
The board presents the summary of authors experience in teaching critical thinking. It presents a possible structure of a course, provides information on authors' conclusions and poses questions for joint reflection with the participants.