Dear Educators,
Registration for the 14th ANPS International Educators Conference is open!
“Embracing the Future of Education: Rise to Action!”

Register here:
The world of education is constantly changing and as an educator , you can contribute to the transformations occurring everyday. Let’s Rise to
Action and Embrace the Future of Education together by being lifelong learner inspiring all other educators at our upcoming ANPS International Educators’ Conference.

The Conference will be conducted on Saturday & Sunday, 25 – 26 February 2023 at Le Meridien Hotel Jakarta, Indonesia. (Jl. Jenderal Sudirman No.Kav 18 – 20, Karet Tengsin, Kecamatan Tanah Abang, Jakarta, Daerah Khusus Ibukota Jakarta 10220)

Conference Fee:
ANPS Members :
Early Bird Rp 880,000/pax (payment before Dec 23rd 2022)
Normal Price Rp 1,250,000/pax (payment after Dec 23rd 2022)

Non-ANPS Members:
Early Bird Rp 1.200.000/pax (payment before Dec 23rd 2022)
Normal Price Rp 1.750.000/pax (payment after Dec 23rd 2022)

Overseas schools:
Early Bird : USD 98/pax (payment before 23 Dec 2022)
Regular Price: USD 141/pax(payment after 23 Dec 2022)

*Conference Fees includes the conference, 2 lunches & 3 coffee breaks.

See the rundown as it progresses here:

Deadline for registration: 15 February 2023
Register here:

“Looking Back, Moving Ahead”
A decade ago, McKinsey raised the hopes of Indonesians that the country could become a G7 economy by 2030. The prospect of developing Indonesia’s burgeoning school age population would bring the nation a “Youth Dividend,” and produce an additional 90 million middle-class consumers. By 2030, capitalizing on these opportunities, Indonesia’s economy would surpass those of Great Britain and France and enter into G7 status.
Fast-forward to today. Emerging from the pandemic, where are we in realizing the promises of the “Youth Dividend?” How did Indonesia cope with providing education to Indonesia’s youth during the COVID epidemic? We all know what didn’t work and the impact that it has had on learning achievement, but what did we learn from the experience? What unforeseen opportunities, tools and resources emerged from the crisis that educators should not abandon now that we have returned to a state of normalcy?
“Looking Back, Moving Ahead” seeks to frame our conversations about the critical role that education plays in Indonesia’s development. It also challenges educators to reflect on their own experiences over the last few years to change and improve the way they provide education to our young people.

Dr. Schott is currently the President of Sampoerna University in Jakarta, Indonesia. Previously he served as Deputy COO and Chief Academic Officer of Sampoerna Schools System where he led efforts to create an integrated system of schools from PK to University in Indonesia.

Before joining the Putera Sampoerna Foundation, he served as Associate Vice Chancellor for Academic Affairs of Lone Star College System in Houston, Texas. He also spent over 15 years in the position of Associate Vice Chancellor/Associate Vice President for Outreach and Planning and various Executive positions at University of Houston System/University of Houston.

In addition, he has held various leadership roles with organizations including as Chair of the Greater Houston Partnership Energy Workforce Committee, Chair of STEM Education Advisory Committee, and a Member of the Executive Board of All Kids Alliance and the Texas Higher Education Coordinating Board, Advisory Committee. Schott holds a Ph.D. in History from Louisiana State University.

“See With Your Heart, Think With Your Hands and Act With Your Head – the Importance of Addressing Maslow to See Our Children Bloom
(and Blossom).”

During the keynote as well as the follow up workshops we will address the advantages the gifts and imperfections of our professional and personal identities and values and their impact on the communities we belong to. We will reflect on our image of the children in our care and the correlations and intersections of the image of the child with the learning environments we design and the play/learning we facilitate.

The sessions will also allow the participants to gauge the post-pandemic need for supporting the children’s mental, emotional, physical, and social health and well-being, hence the importance of addressing Maslow’s hierarchy of needs in order for the children to succeed in Bloom’s taxonomy and deep thinking and transferable learning. The ultimate goal of the sessions (keynote and breakouts) is to connect the importance of the sense of safety and belonging and children’s healthy social/emotional and academic growth and development.

Learning Objectives:
The keynote and an hour-long follow-up break-out session workshop later that day, to help the participants further practically unpack the theme and the ideas and notions included in the keynote, which is meant to inspire and define a certain WHY, whilst provoking reflection. The function of the follow-up workshop would be to address the HOW and WHAT – pedagogical strategies, classroom practices, and school protocols.

Aga Chojnacka-Al Atat is a leader of learning, maker, play advocate, and SDGs goalkeeper. She holds a B.A in Teaching English to Young Learners and a Masters degree in Applied Linguistics – Teaching and Translation. In her life and work, Aga is driven by values of courage and kindness. Throughout her professional life, she has worked across Europe and Asia as a PYP Teacher (20 years), curriculum director and coordinator (14 years), professional learning coach, maker space facilitator, IB workshop leader, and consultant (9 years). Aga’s professional expertise and inquiry focus on building culturally responsive communities, life-long learning, agency by design, play as a way of knowing and the environment as the 3rd teacher. She is a mom to two amazing TCKs (Nina 14, Zoja 10). Aga and her family are currently based in Kuala Lumpur Malaysia where they are a part of the IGB International School community of learners.

“Embracing The Landscape Shift in Education: Contextualising and Realising Concepts, Theories and Pedagogical Approaches.”

“The constantly changing world of education has always provided practitioners with vast opportunities in making constructive contextualised change. With the pandemic situation still affecting education, educators all across the globe have embraced the landscape shift in education and embark on a new perspective of education to ensure that practitioners will continue providing learners with the best education. Therefore, it is crucial that practitioners revisit, review and reset concepts, theories and pedagogical approaches, and contextualise all these aspects for a more effective classroom implementation. This presentation will share and make reflections on the aspects of concepts, theories and pedagogical approaches in embracing the landscape shift in education. Some suggestions and recommendations will also be provided pertaining to the expected challenges in realising the goals and outcomes of education from the perspectives of best classroom practices.

Dr. HC Aslam Khan Bin Samahs Khan obtained his academic and professional qualifications in Malaysia and the United Kingdom. He has also been awarded the Doctor of Exellence (Dr. Honoris Causa) in English Language Education and 21st Century Education. He started his professional career as an English language teacher in a secondary school in Kuala Lumpur.

He is frequently invited as a featured speaker at various national and international English Language and Education conferences and also as a
reviewer for journal articles. He has contributed quite substantially in seminars, conferences, trainings, journal articles reviewing and programmes development in Indonesia for the past 13 years. He has also served as an Executive Committee and vice president of MELTA (Malaysian English Language Teaching Association) for 23 years. He served the Ministry of Education Malaysia for 39 years prior to his retirement. Currently, he is the Academic Director and Executive Vice Chairman of Erican Education Group, Malaysia, an Executive Council Member of NAPEI (National Association of Private Education Institutions),Malaysia, the Vice President 2 of MAE (Malaysian Association for Education), and also an Advisor and Committee Member of AsiaTEFL ProfNet. For your information, Dr. HC Aslam Khan is also a multilingual educationist. He is well-known for his inspirational tagline, “Let’s Change Lives And Make A Difference Through Education.”

“School Tech Landscape in Asia”

Abstract :
“Learning at GESS is enriched and fostered through the 21st Century Learning concepts and skills of Critical Thinking, Collaboration, Communication, Creativity and Digital Literacy. The GESS Educational Technology Plan is designed to innovate teaching and learning at GESS through the integration of technology. It creates a path for tomorrow’s innovative and global thinkers and describes the skills, knowledge and expertise all members of the school community must master to succeed in the 21st century learning; it is a blend of content knowledge, specific skills, expertise and literacies. ​
This session will explicitly describe the way the school adopted an EdTech strategy, its investment and the preparation needed for it. “

Learning Objectives :
Attendees will learn about the EdTech landscape in Asia and a small comparison between Singapore and Indonesia in regards to the EdTech implementation. A small case study with details and examples of the EdTech implementation at German European School Singapore, with details about a 1:1 program, teacher training, EdTech implementation, student role, support, etc.

Biography :
In his position as an EdTech coach at GESS, Iulius works closely with teachers, coaching them with their educational technology, all through the school year. His goal is to help educators to incorporate meaningful technology experiences into their lessons. He is passionate about sharing, collaborating and connecting with others. Having participated and spoken to a large number of events across Asia, Iulius understands the importance of learning and building new skills. He also teaches STEM to Grade 7&8 students and actively holds workshops at different conferences.

“See With Your Heart, Think With Your Hands and Act With Your Head – the Importance of Addressing Maslow to See Our Children Bloom
(and Blossom).”

In this breakout session, we unpack the theme and the ideas and notions included in the keynote, which is meant to inspire and define a certain WHY, whilst provoking reflection. The function of the follow-up workshop would be to address the HOW and WHAT – pedagogical strategies, classroom practices, and school protocols.

Positive habits for Early Years Educator

Positive Habits for Early Years Educators
Most educators view their work to be both a profession and a passion. Educators often devote their whole focus not just to managing their professional tasks but also to their personal lives. Our habits influence and shape every aspect of our lives, including our capacity for decision-making, attitude, and behaviour. We must confess that developing positive habits is not always easy. There is no right or wrong way to build positive habits, this workshop covers the simple technique that will be valuable for anyone looking for a step-by-step approach to establishing positive habits inside and outside of our four classroom walls.

Diah is a dedicated and qualified Early Childhood Educator with a passion for children’s learning and care, and experience working in school environments with children aged one to nine years old. She has developed strong skills in crafting fun and interactive learning activities and materials, observing and reporting on child’s development, and conducting training for teachers and parents. She has been working with young children for almost 20 years.

Raising the level of Critical Thinking for our Very Young Learners in a Pearson Edexcel Classroom”

The presentation will identify the changing demands of school leavers in the next 20 years, highlighting both the changes and rate of change. Because of these dramatic disruptions, it is important for schools to equip even our very young Learner with specific skill sets that need to be developed over the course of their education. Research identifies 4 main skills, the most valuable being critical thinking skills. It is often believed that critical thinking cannot be formally taught in class, especially to very young Learners.
The presentation will challenge this belief and demonstrate how a teacher can develop critical thinking skills in our very young Learners in your Pearson Edexcel classroom. The presentation is far from theoretical and will involve you experiencing and enjoying an Active Learning classroom. Educators will see how even the simplest lesson can be transformed into an experiential learning environment to raise the level of critical thinking through effective questioning, pair work, and TPS.

Dr Hary Elias is a Pearson Edexcel Master Trainer. He is the Academic Director of Temasek Independent School in Bandung, and provides instructional leadership to schools, universities, and governments in Indonesia and the Asia-Pacific Region.

Hary graduated with 1st Class Honours from Cambridge in 1985, holds 2 master’s degrees and a PhD from Columbia University. Hary loves theology, golf, cooking, and Brazilian Jujitsu.

Play Based Learning In The Early Years

“When children engage in real-life and imaginary activities, play can challenge children’s thinking”.

Children are naturally motivated to play. It is through play that basic social skills like sharing and waiting for their turn are developed, learned and practiced.

Play stimulates a child’s drive for exploration and discovery. It motivates a child to gain mastery over their environment. Finally, play supports positive attitudes towards learning.

Play based approach to learning is more than just a free play. It involves both child- initiated and teacher-supported learning. This is something that educators understand in our souls but often find it difficult to implement given the restraints and restrictions that we face. This talk aims to address the need for children to play and how we can bring play into our classrooms to foster active learning.

Anna is a psychology graduate from the Philippines. She is 41 years of age and has been teaching for the past 19 years; 16 years in Indonesia and 3 years in the Philippines. She has handled all the levels in Preschool from ages 1.5 to 6 years old.
Teaching is her passion and she belong in the classroom. Her end goal is to touch the lives and have a positive impact on the children under her care.

Character Education in The Early Years with S-T-A-R-S”

Character is the essence of who we are !
One of the most important aspects in educating children  is to ensure that they grow up as caring, responsible and principled human beings. We as educators play an important role in teaching behaviour that shapes a child’s character. The best way to do this is by infusing  positive habits  and nurturing their virtues from a very early age through simple strategies, fun and reinforcement.
Join this session to understand the importance  of educating children about character and brighten your early years classrooms with
Character S-T-A-R-S 

Shareen is the director of Academics in the Finnish chain of preschools: Kipina Kids Indonesia. Shareen started off her career as an educator 25 years ago as the co-founder of Kiddie Planet Montessori Preschool. She is an internationally certified Montessori trainer and has a passion to combine best practices and pedagogy while training teachers in early childhood classrooms. Shareen engages in professional development, with a passion of coaching fellow educators in Indonesia and internationally  to reach their full potential.  

Shareen is a qualified parenting coach and  advocates a strong partnership in educating young children. She has raised this awareness amongst parents by conducting Parent-education workshops within the community.  Committed to sharing her passion for building leaders,her work is rooted in the belief that lifelong learning  is foundational to life success. Her motto is that as educators we should always be learning, sharing and collaborating to build a professional learning community:  one leader, one teacher or even one parent can use  education  and leadership to change the world.

The Role of Teacher’s Communication Skill In The Implementation of Curriculum Merdeka.”

The Ministry of Education has announced a new curriculum called Kurikulum Merdeka. In stages, the government has stimulated all schools in Indonesia to implement this curriculum though still optional until 2024. The very unique character from this curriculum is the FREEDOM given to the schools in all learning and teaching elements. The freedom also for the students who should have lots of accesses and opportunities to explore ideas, opinions, innovations, and the space to develop communication skills and networking among them through the projects approach in the curriculum. To achieve the goals, teachers should have the communication skill in order to facilitate, motivate, stimulate and manage the students with the aim to create a students’ center environment where teacher also still have the position as the class leader. From the perspective of Interactional Education Theory and Teaching in Effective Communication, teacher will know more about the important role of communication skill in the teaching and learning activities and the implementation of Kurikulum Merdeka.

Learning Objectives:
– To improve the teachers’ communication skill in the context of Education Communication
– To inform the teachers about the role of communication in the teaching and learning activity
– To improve the teachers’ knowledge about Education Theory that related to communication and interaction between teachers and students
– To inform the teachers about the solution to implement the Curriculum Merdeka in communication perspective

Dina is an educator who is coming from education experiences and communication education background. She started her career in education in Madania school as Elementary teacher. She has been in education field for 20 years. Currently she works at Jakarta Intercultural School as the Head of Indonesian Educational Program who overview the implementation of National Curriculum (including the elaboration with international context) and Government regulation (including relations). She is also a part time lecturer in Binus university for Marketing Communication. Being a human is about making her selves useful for everyone and education is her path to contribute to the world and the community.

Making Thinking Visible

Making thinking visible is a critical aspect of education in the elementary school years. It is a teaching strategy that helps students to understand and articulate their own thinking process. This is achieved through the use of various tools and techniques, such as graphic organizers, visual models, and other forms of representation. By making thinking visible, students can learn to self-evaluate their own understanding of a concept, and develop the ability to explain and justify their thinking. Additionally, making thinking visible also helps to promote collaboration and communication among students, as they learn to share and understand different perspectives. This approach is particularly useful in the elementary school years, as it lays the foundation for critical thinking and problem-solving skills that students will continue to use throughout their education.

Hendro Widjaya is a compassionate educator with more than 18 years in education. He believes that education is for everyone and students need to be given opportunites to learn beyond the classroom. Hendro has the passion to enhance Indonesia education and transform our society. He is now the Superintendent Operations of Bina Bangsa Schools, supervising 6 schools in Indonesia.

“Real Change for Real People: Actions for a Better World”

There is no more powerful transformative force than education – to promote human rights and dignity, to eradicate poverty and deeper sustainability, to build a better future for all founded an equal rights and social justice, respect for cultural diversity, and international solidarity and shared responsibility, all of which are fundamental aspects of our common humanity.” – Irina Bokova, former Director-General of UNESCO.

As educators, we believe that we educate future generations, future leaders to make the world a better place. It takes one small step at a time to make a real change. In education, we’re encompassing our learning and teaching to find and solve real-life issues locally and globally. It is important laying down the foundation and connect with global educators dedicated to respond to a call to action within education to meet the Sustainable Development Goals. This workshop focus on accessible resources and projects aligned to the Sustainable Development Goals through contextual actions for K-6 learners and provide them the opportunity to take responsibility for their actions and commit to working together to build a better and more sustainable future for everyone.

Learning Objectives:
Learners will be able to access resources and learn about projects aligned to the Sustainable Development Goals through contextual actions for K-6 learners and provide them the opportunity to take responsibility for their actions

Meilianny is a life-long learner, an inquirer, a PYP nerd and a passionate educator. She joined Tunas Muda since 2003 and developing her career as a teacher and as a curriculum coordinator at Tunas Muda School Kedoya. Meilianny holds a Master Degree in education and continuously learning and leading workshops for parents and fellow educators. She is a big believer in learner agency, inquiry-based learning, and teaching is about inspiring, giving to and nurturing growth together.

Positive Education

Positive education is inspired by positive psychology principles and is aimed at growing the concept of wellbeing in schools, where students and school staff are resilient, aware of their strengths and practice happiness skills, for better mental health and an optimistic school experience. Positive psychology interventions include decision-making, coping skills, problem-solving skills, relaxation and creative brainstorming. Using these in positive education improves mental health and life satisfaction, reduces depression and anxiety and improves academic success and creative thinking. I think beside the technology disruption, this positive psychology principles are also needed in a school community.

Learning Objectives:
Optimizing the education through positive psychology

Born and finished K12 education in Malang. Hold a bachelor degree of education in secondary mathematics also master degree in education of general management. Have been teaching Mathematics and mandarin since 1998 till now on national and Cambridge curricula across level from primary until Junior College. Now Rutdiana is assigned as the International Curriculum coordinator. She’s been principal, vice principal of curriculum. right now she is also an active committee member of an association of schools that using international curriculum. For her, teaching is her passion, now God entrusted her with something bigger, and spread the network so she can do more in education.

Creation of Lifelong Readers”

The topic begins with an overview on the importance of reading in the classroom and the benefits of it. Moving on, an interactive discussion on why current reading strategies do not work to create readers. The topic will progress to offer some strategies to avoid before offering strategies to encourage reading and anecdotal evidence.

Learning Objectives:
At the end of the study, teachers will have various strategies for fostering and encouraging a love of reading.

Spencer has been working overseas for more than ten years and have experience teaching all grade levels across Primary and Secondary. Additionally, he has experience in department leadership. Currently he is teaching English to grades 7, 11 and 12 and Christian Worldview to grades 10, 11 and 12. He is married and have 2 beautiful boys, aged 1 and 3.

Conceptual Thinking, Learning, and Understanding

This workshop is dedicated to the importance and impact of conceptual thinking in the 21st century. We as teachers and educators have a responsibility to dedicate our efforts in the classroom toward developing students who have a vast array of thinking and learning skills as technology has transformed society and education has moved farther away from traditional models. The need for students to be conceptual thinkers is paramount to their success after high school and university, and the need for teachers to be able to develop those skills is immediate. In this workshop, we will not only learn of the importance and impact of conceptual thinking, but we will engage in interactive activities that aim to equip us with the tools and know-how to foster this crucial ability.

Learning Objectives:
Participants will learn the importance of conceptual thinking for students, know how to foster conceptual thinking through classroom activities, and understand why conceptual thinking is necessary for today’s world.

Christopher is an educator with 10+ years of experience and a bachelor’s degree in English Language Learner Studies. He is currently an IBDP teacher at Sekolah Bogor Raya and also the head of the International Programs Department. Constructivism is the foundation of his teaching philosophy, but his approach in the classroom is guided by notions of Humanism and Connectivism. Christopher believe each student is unique and possesses what is necessary to succeed, and the teacher’s role is to develop the skills they need to be successful.
Bogor has been his home since 2012. In 2014, he moved to Sentul City with his wife where they are currently raising their two children. his daughter is 7 and his son is 5, and he does his best to be a positive role model for them.


“A healthy relationship is when each person is allowed room to grow, unjudged, and still loved” Anonymous.

In class, a journey to a good and nurturing relationship takes a lot of work and as a teacher, we will give our best to reach this stage. The theory of Maslow’s Hierarchy of Needs states that if students’ basic needs are fulfilled, they will feel safe, loved, and have self-respect in class, then achieve their ultimate goal as a person. With this in mind, planning constructive CLASSROOM MANAGEMENT activities will promote good relationships in class as well as in our school community.

Our session will look into practical ways on how teachers, as facilitators in class, will be able to plan and implement great CLASSROOM MANAGEMENT activities that will help students reach healthy relationships in the classroom and also in their school community. As Susan Colton, a famous facilitator specializing in building positive relationships with diverse communities, emphasizes “CLASSROOM MANAGEMENT is not the right rules that we have in class but it is about having the right relationships”, thus, having positive RELATIONSHIPS with others is built upon being secured in one’s self and is extended to genuine relationships towards people in our school community. So let us nurture the best classroom conditions to grow the best relationships that we could ever have in our life!

Joyce Mabalay Guzman has a passion to teach Literacy Skills in Early Childhood Education. She is a licensed teacher with an undergraduate degree in B.Sc. in Psychology from Miriam College, Philippines and a Master’s Degree in Teaching English as a Foreign Language from Widya Mandala Catholic University, Surabaya, Indonesia. This year, she is helping to teach English in the Secondary Level of Mawar Sharon Christian School in Surabaya where she has been teaching for the past 12 years. Teaching since 2002 both in Pre-School and Primary levels in the Philippines and here in Indonesia, she is still eager and excited to share and gain more knowledge on how to teach more effectively in the fields of teaching Literacy Skills in Early Childhood Education and teaching English as a Foreign Language in the Primary and Secondary Level.

Meaningful Service Learning”

Service Learning is a powerful, innovative, educational approach that can develop students’ 21st Century skills, education for sustainability and action competence, while strengthening networks between the school and the wider community. During a time of isolation and disconnect with the Covid pandemic, Mandalika Intercultural School has been able to establish compassionate and meaningful relationships with our wider community through our students’ service learning projects. Based on ideas from Compass Sustainability Education, Cathy Berger Kaye, Robert D. Lupton’s Toxic Charity and the presenter’s own Master’s research, Mandalika Intercultural School has embedded global citizenship and service learning programs into the curriculum at all grade levels. Learn about our successes and challenges and how to ensure service learning programs are meaningful and empowering to both the students and the community members they are serving.

Julie Moreno has over 20 years of international teaching and leadership experience, with various international and local curricula from Australia, UK, Mexico, Vietnam and Indonesia.

She has a Science degree, grad dip ed in Secondary Education and a Master of Environment in Education for Sustainability, Julie is passionate about her students developing a lifelong love of learning, especially in the areas of natural and social sciences.

“Unleashing The Potential of Every Student: A journey Through The Finnish Special Education System”

The Finnish education system is renowned for its inclusive approach and commitment to providing every student with the support they need to succeed. This session will delve into the systematic strategies and holistic approaches used by Finnish teachers in ensuring the educational needs of all students. Attendees will learn about the personalized intervention models and the power of collaboration in creating inclusive and equitable learning environment.

Aliisa is a special education professional from Finland who has previously been working as a special education teacher and in education consultancy, design and pedagogical planning. She is skilled in creating 21st century education material and digital tools for teachers and educators globally. With a background as a special educator her expertise lies in inclusive education and multi-disciplinary learning. Aliisa has a Master’s degree in Special Education and is currently completing a second Master’s degree in International Development Cooperation. She is working as the Junior Adviser at the Embassy of Finland to Indonesia, and is contributing in building education cooperation between Finland and Indonesia. She is passionate to learn and share her insights on the best evidence-based education practices for making education accessible for students with special needs. 

“Implementing Wellbeing and Mindfulness in a Learning Environment”

In my workshop, “Implementing Wellbeing and Mindfulness in a Learning Environment” we will explore the potential benefits of incorporating practices related to wellbeing and mindfulness into educational settings. We will discusses the concept of wellbeing, which refers to an individual’s overall sense of health, happiness, and contentment, and how it can be enhanced through mindfulness practices. We will also examine the ways in which wellbeing and mindfulness can support academic success and improve the overall learning experience for students. Finally, we will investigate the impact of wellbeing and mindfulness interventions in educational settings, providing recommendations for educators interested in implementing these practices in their classrooms.

Gareth is an experienced School Leader, Counsellor, Educator and Public Speaker specialising in Leadership, Special Educational Needs, Counselling, Behaviour and Classroom Management, as well as the Future of Education and 21st Century strategies. He is a School Principal with extensive administrative and leadership experience, having worked at International Schools as Principal, Head of Higher Education, Head of Counselling and Head of Communication. He has postgraduate certificates in Psychology from Tsing Hua University, Counselling from Seoul National University, and School Leadership and Management from Harvard Graduate School of Education.

“Me First! Teachers Need SEL Too”

Our students need social-emotional learning now more than ever. Guess what? So do we! In this workshop, we will find out about the research behind the urgent need for adult SEL. Our session will be hands-on and interactive, with time to engage in SEL practices that will help you to develop a deeper understanding so that you will be better able to model and teach to your students. 

Kailyn is a learner at heart who is interested in helping to develop more mindful and compassionate children, educators and institutions. She is a doctoral student at Antioch University specializing in social-emotional learning. Kailyn is the founder of Upstream Collaborative, where she offers courses and consultation in mindfulness and social-emotional development for individuals, groups and schools. A trained elementary educator, Kailyn has worked in international schools in Europe and Asia.

“The POWER of Communication, Encouraging POSITIVE Behaviour In Challenging Children”

The power of communication, encouraging positive behaviour in challenging children
Communication can deceive, trick, demotivate and motivate individuals of all ages. Communication is the power to express ones needs, feelings, wants and many more using speech, expression and body language. Imagine if you were not able to convey your message, how frustrated would you be, leading further to tantrums, non-stop cries, shouting and many others.
Similarly, differently abled individuals struggle to identify and communicate their message in a socially acceptable manner. Empowering yourself with behaviour change communication techniques and strategies will enable you to change negative into positive behaviour in differently abled individuals. 

Reshma Wijaya Bhojwani is a mother of 2 beautiful children and the founder of Saraswati Learning Center. She was gifted with a special daughter “Cheryl” who taught her to be strong and believe in special needs and overall she gave her a purpose in life, “ to work for the rights of all differently abled children in Jakarta.”. She is a certified Montessorian and behavior therapist with special needs degree with a rich experience of working with differently abled children of all different abilities for more than 14 years. Reshma is also a Filial Coach, she is coaching parents, strengtening relationship between parent n child.


Do you ever feel overwhelmed? Do the responsibilities of being an effective teacher sometimes get you down? Do you feel that you have students who could do better but you are not sure how?
Teaching is a very challenging job. In fact, teaching is more than a job, it is a lifestyle. We always have school in our minds because we know that we want to do our best for our learners. But there is the challenge. How do we do our best when we have 20 or even 30 learners, all with different strengths, challenges and personalities?
In this interactive session we will discuss how we can embrace our individual learners, engage their minds and enrich their learning experiences through differentiation, leading to success not only for our students but also for ourselves as teachers. We will investigate the What, Why and How of differentiation and discuss case studies which will help inspire us to develop more differentiated classrooms. After investigating 5 steps towards differentiation, participants will think about their own class of learners and make a plan for some specific things they can do to make the learning in their classroom more effective.
Albert Einstein’s words sum it up, ‘I never teach my pupils; I only attempt to provide the conditions in which they can learn.’

Learning Objectives:
To introduce practical strategies about differentiation which participants can apply in their own teaching practices.

Rachel Groves is a passionate educator with more than 30 years’ experience in the Pre Primary and Primary area. She always knew that she wanted to be a teacher and she spent 4 years at training as a primary school teacher in the Lake District in England, which was a beautiful place to start on her teaching journey. She has a strong belief in surrounding children with positivity and encouragement and is firmly committed to nurturing a happy environment for the young learners in Tunas Muda School, where she has been Principal since the school was founded. She is committed to the home/school partnership being the foundation for children’s future success and firmly believes that successful learners flourish in schools where everyone is seen as an individual. Her belief that everyone deserves to be included as an active and valued learner in their school enables her students to be able to fulfil their full potential.

“Creating Interactive Teaching Video Materials Using AI”

Learn how to use AI in practical and simplest way possible! No prior knowledge of any tools is required.

Artificial Intelligence (AI) is changing the way we learn, teach and interact with each other in the classroom. AI has the potential to revolutionize education, providing students with personalized learning experiences, improving access to educational resources and helping teachers manage their classrooms more effectively.
AI can be used to create interactive learning tools that can assess student’s understanding of concepts.

In this session/workshop, participants will learn how to create Video teaching Materials using the simplest way using AI. All will be discuss in step by step manner so everyone can follow.

Masters Degree in information technology
Bachelors Degree in Computer Science
5 Years Experience as Software Engineer
8 Years Experience as University Lecturer
6 Years Experience as Cambridge A level/IGCSE Computer Science
8 Years Experience as Head of IT/MIS Academic Software Development

“Technology in Education: Everybody Gets Involved”

Learning Objectives:
To open learning perspectives and dialogue in using technology properly throughout K-12 levels.

“Technology in Education: Everybody Gets Involved”
Technology in the classroom has brought a lot of wonders, and aha! moments not only for students but also for teachers. However, most of us referring technology digitally, and we forget how technology embeds in any learning experience students can get. Technology as a tool has to show prior knowledge, connectivity to real life, original authorship, authentic learning, and ideas. Now, how do we promote that kind of technology in education? Where do we start, what will impact, and how will it end or sustain? The workshop will lead all participants to work as a professional learning community and to rearrange their classroom technology learning experiences soon.”

Hugo Indratno is currently an Educational Technology Integrationist at Mentari Intercultural School. Hugo has been working as a classroom teacher, primary principal, secondary coordinator, and landing now in the land of technology. He loves sharing his passion in the learning process through workshops at both national and regional levels, social media, and even when meeting other teachers. Working closely with technology in inquiry classrooms has awarded him as Apple Distinguished Educator in 2015, Book Creator, Seesaw, and Common Sense Ambassador, Certified BrainPop Educator, and Thinglink Certified Educator.

Makerspace: What, Why and How

“Around the world, there is an increase of interest in School Makerspaces initiated by educators and students. The workshop will help with how to start and what to consider when starting a makerspace.”

Learning Objectives:
For school and educator to be able to start a Makerspace program in their school

Mario is a lifelong learner and teaches computer science and robotics technology. He is currently the Middle School coordinator at Beacon Academy and has helped start the Makerspace project. Before entering the profession, he worked in different roles in the IT field. He holds a BCS, BAS, GDTL and MBA from Australian and Indonesian Universities. He is passionate about the real-life application of technology in education and daily life problem-solving.

“STEAM approach to Space Exploration and Education.”

Giving participants an overview of how to implement the STEAM approach in the classroom particularly related to Space education and exploration.
STEM education is a teaching approach that combines Science, Technology, Engineering and Math. Its recent successor, STEAM, also incorporates the Arts, which have the ability to expand the limits of STEM education and application (Hom and Doebrijevic, 2022).

Melva is the Vice Principal of Academics at PENABUR PRIMARY KELAPA GADING, and Space Foundation’s International Teacher Liaison Flight 19-22.

Leave a Comment

Event Details
  • Start Date
    February 25, 2023 8:00 am
  • End Date
    February 26, 2023 3:00 pm
  • Status
  • Location
  • Category
× Chat with Us!