Dear Educators,
Join us for the 2025 ANPS Educators Conference, where educators will explore cutting-edge strategies to personalise learning, foster innovation, and support mental wellbeing in schools. Dive into sessions on future-ready skills, tackling learning recovery, and creating inclusive, supportive environments for students and teachers alike. Together, let’s shape an educational landscape where everyone thrives!

We are pleased to announce a keynote session by Daniel Principe titled “Championing Young People in a Digital World”

Nominated for the 2025 NSW Australian of the Year Award, Daniel Principe is a passionate youth advocate and educator. He champions young people to challenge culture and aspire to live courageous, respectful and empathetic lives.

Educators face significant challenges in navigating the digital world’s impact on young people, including harmful online influences that affect their behavior and well-being. This keynote aims to equip educators with the tools and knowledge to address these challenges by fostering authentic conversations about relationships, promoting positive attitudes, and helping students develop healthy identities.

🗓️ Date: 08 February 2025, 8 AM – 4 PM WIB
🏫 Venue: Beacon Academy Jakarta, Jl. Pegangsaan Dua No.66, RT.3/RW.19, Pegangsaan Dua, Kec. Klp. Gading, Jkt Utara, Daerah Khusus Ibukota Jakarta 14250

💼 Registration details:
Conference Fee:
ANPS Members: Rp 499,000/pax
Non Members: Rp 799,000/pax
(seats are limited)
SECURE YOUR SEAT, REGISTER TODAY: https://bit.ly/ANPSEC2025

🔍 This Conference is OPEN for PUBLIC both for ANPS members and non-members.
🔍 See Ongoing Rundown Here: https://bit.ly/ANPSEC25Rundown

“Championing Young People in a Digital World“

Educators across the globe are grappling daily with the challenges our digital world presents young people. Almost always within arm’s reach, social media, toxic influencers and sexualised online content present youth with competing and often harmful ideas about relationships and stereotypes. These cultural forces shift the atmosphere of the classroom and school community, undermining behaviour, learning and overall well-being.   Schools are uniquely positioned to create positive environments during adolescence. But cultivating these environments takes intentionality and a willingness to confront the difficult topics affecting young people. Through the keynote, I aim to equip educators to engage in authentic and productive conversations around these issues. We unpack the pivotal interpersonal skills and reflective tools needed to engage students effectively and help them take ownership of who they are, and who they are becoming.   Using academic research as our base, we explore together what the evidence reveals about the impact of current cultural forces on youth behaviour, their growing identities and their relationships. We discuss how to embed positive attitudes through a deeper understanding of healthy relationships built on mutual respect and empathy.

Nominated for the 2025 NSW Australian of the Year Award, Daniel Principe is a passionate youth advocate and educator. He champions young people to challenge culture and aspire to live courageous, respectful and empathetic lives.   Daniel is a board member of the DART Institute, an ambassador for the Women’s Resilience Centre and an ambassador for the national campaign Consent Can’t Wait . Having presented to tens of thousands of young people in every Australian state and territory, Daniel is no stranger to the complex challenges that our distracted digital world presents in adolescence.   Daniel is a regular guest on TV, radio and podcasts to discuss healthy masculinity, consent, respectful relationships and the cultural challenges young people are facing. None of these evolving challenges sway Daniel’s confidence that all young people can flourish if we create spaces for them to be their best selves.

Workshop Session: “How do we champion a whole-of-school approach to respectful relationships and wellbeing?” This workshop will explore the challenges schools, students, and educators face in achieving wellbeing outcomes and fostering respectful learning environments. Participants will engage in small group discussions to explore the barriers to implementing a whole-of-school approach to respectful relationships and student wellbeing. Together, we will identify key areas for improvement and then explore strategies and systemic opportunities to address these challenges. By the end of the session attendees will have clearer insights and practical ways to cultivate a school culture where students, staff, and families collaborate to promote emotional, social, and academic growth.

“Why We are Afraid of Failure?“

Level: All Levels

Abstract: This interactive workshop invites Indonesian educators to reimagine the role of failure in the learning process. Moving beyond traditional perceptions of failure as a setback, we will explore how failures can be powerful catalysts for growth and deeper understanding. We intend to challenge conventional views of failure and embrace a growth mindset while learning how to foster a classroom environment where students feel comfortable taking risks and learning from their mistakes. The session would also include developing strategies to identify the root causes of failures, extract valuable lessons, and how to equip students with the skills to overcome setbacks and persevere in the face of challenges.

Bio: Avinash is passionate about teaching history, politics, and the theory of knowledge (TOK). His background includes designing and developing curricula for school-based programs. As an experienced TOK Coordinator and teacher, he has honed his skills in fostering critical thinking and intercultural understanding among students. He is adept at creating a collaborative learning environment that empowers students and teachers. He is particularly interested in curriculum innovation and adapting international education pedagogy to specific national contexts. With his wide experience of teaching in national and international curriculum schools across India, China, Europe and Indonesia, Avinash stays sharply focused on creating a collaborative and safe learning environment for educators and students.

Expected outcomes of the presentation: 1. Increased awareness of the importance of failure in the learning process. 2. Enhanced ability to create a supportive learning environment. 3. Practical strategies to help students learn from their mistakes and develop resilience.

“Empowering Learners: Fostering Student Agency and Action in the Classroom“

Level: Primary Years

Abstract: This workshop explores the vital role of student agency and its profound impact on fostering action. Student agency empowers learners to take ownership of their educational journey, emphasizing voice, choice, and ownership. Grounded in Bandura’s Social Cognitive Theory, the session highlights the importance of self-efficacy, observational learning, and self-regulation in nurturing agency and inspiring student-led action. Participants will delve into practical strategies for cultivating agency in the classroom, such as involving students in decision-making, creating flexible learning environments, and fostering collaborative goal-setting. Real-world examples will illustrate how teachers can empower students to monitor their progress, reflect on their learning, and make informed decisions. Through hands-on activities and discussions, educators will explore how agency translates into meaningful action, enabling students to make a positive impact on their communities and the world. This session equips teachers with the tools to nurture agentive learners who are proactive, responsible, and invested in their growth. Join us to discover how fostering agency can transform your classroom into a dynamic, student-centered environment where learners thrive.

Bio: Corita Silapan is an experienced educator with 26 years of teaching expertise. With a background in psychology and post graduate units on Family Psychology and Education, she has dedicated her career to supporting children with diverse learning needs. An IB workshop facilitator since 2013 and a member of IB school visit teams since 2019, Corita brings a wealth of knowledge and a passion for excellence in education. Currently serving as the Year 5 Team Leader at Beacon Academy, she is deeply committed to fostering student growth and inspiring lifelong learning. Beyond the classroom, Corita is passionate about community service and empowering young minds to contribute meaningfully to society. A devoted wife and mother to two daughters, she balances her professional and personal life with compassion, creativity, and a dedication to making a difference.

Expected outcomes of the presentation: -Understanding the concept of student agency and its connection to action. -Practical strategies for fostering student voice, choice, and ownership. -Insights into the application of Bandura’s Social Cognitive Theory in the classroom. -Techniques for empowering students to take meaningful action. -Tools to build collaborative teacher-student partnerships. -Improved ability to create flexible, student-centered learning environments.

“Differentiated Instruction: Making It Work”

Level: Primary Years, Middle & High School Years

Abstract: Facilitating students’ learning needs and interests is a crucial aspect of effective education. One powerful approach to achieving this goal is through differentiation learning strategies. These strategies are designed to accommodate the diverse needs, abilities, and interests of students, ultimately fostering independent learning. Here’s a brief description of practices that aim to facilitate students’ learning needs and interests using differentiation: 1. Assessing Readiness: Gauge students’ prior knowledge. 2. Flexible Grouping: Tailor instruction to groups based on readiness or interest. 3. Varied Resources: Offer diverse materials to match student preferences. 4. Choice and Autonomy: Allow students to select topics and formats. 5. Tiered Assignments: Create tasks with varying complexity. 6. Ongoing Assessment: Provide timely feedback and adjust instruction. 7. Personalized Plans: Develop individualized learning plans. 8. Scaffolded Support: Gradually reduce assistance as students gain independence. 9. Self-Reflection: Encourage goal-setting and metacognition. 10. Interests in Curriculum: Integrate students’ interests into lessons. 11. Teacher as Facilitator: Guide and support, fostering curiosity. 12. Celebrate Diversity: Value and respect diverse backgrounds.

Bio: Fifi Anggraini is a prominent figure in international education, distinguished for her exceptional contributions to the International Baccalaureate Primary Years Programme and Middle Years Programme (PYP and MYP). Armed with a Bachelor’s degree in English teaching and a Master’s degree in Education management, she possesses a solid educational foundation. As a PYP and MYP workshop leader, she has empowered educators across the Asia Pacific region through insightful workshops, while her role as a PYP visiting team showcased her keen eye for educational excellence. Serving as a PYP and MYP consultant, Fifi provided invaluable guidance to schools seeking to optimize their implementation of the program. Notably, she chaired the PYP Indonesian network, demonstrating visionary leadership. In her role at Sekolah Victory Plus, Indonesia, she serves as a school academic coordinator, overseeing the curriculum continuum from PYP, MYP, to DP. Fifi Anggraini’s journey underscores the transformative power of expertise and dedication in shaping international education.

Expected outcomes of the presentation: By implementing these practices, differentiation learning strategies can help students take charge of their learning, make choices that align with their abilities and interests, and ultimately become more independent and motivated learners. This approach can lead to improved academic performance and a deeper love for learning.

“Personalizing Learning through Tapping into Students’ Learning Preferences“

Level: All Levels

Abstract: This session is based on the premise that there is not just one way that diverse learners process information. In this presentation, the different learning styles as presented by Dunn and Dunn will be explored, as well as helpful best practices to address various learning preferences of our diverse students. Teachers will also gain an understanding of their own learning preferences. When teachers are familiar with their own learning styles and preferences and those of their students, they are more adept at customizing the learning environment to facilitate learning that is conducive to and effective for their learners, which will motivate them to learn in a more focused and engaged way. This presentation also aims to explore the sharing of knowledge, learning style types, various approaches and outcomes of why and how people learn the way they do, which would give relevant context to student learning.

Bio: Jennifer Bantigue-Angeles has been an educator for the past two decades and has had over 10 years of administrative experience. She is currently the Academic Program Manager and Head of the English Bridging Program (ESOL Support Program) of the SIS group of Schools in Indonesia. Prior to her current role, she was Head Teacher of SIS Cilegon, one of the campuses of the SIS Group of Schools, which experienced over 150% growth in just three years under her leadership. Jennifer has also worked in various fields of education and organizationational management in various places in Asia including, but not limited to: Mongolia, Cambodia, and Timor Leste. She also served as a Secondary Principal at Mountainview Christian School in Central Java before joining the SIS group fo Schools. She was a recipient of the SPK Excellence in Education Award for the Leader Category in 2024 and Outstanding contribution to Education. She was also nominated for Head Teacher of the Year and Innovator in Education. She has a Bachelor of Science in Physical Therapy, and multiple advanced degrees including a Master‘s in Public Health, major in Public Education, a Master of Arts in Intercultural Studies major in Cross-Cultural Communication. She also has a Master’s Degree in Education, with a concentration in Educational Leadership and Organisational Management. On top of that, she has a TEYL, TESOL, Basic CPR & FA, Advanced EMT certifications. She is currently working on her Certificate in School Leadership and Management from Harvard University, USA (ongoing). Jennifer is a passionate learner herself who loves empowering others.

Expected outcomes of the presentation: participants will be empowered and equipped witha deeper understanding of students’ learning preferences and the science of learning that will enable them to personalize learning and enhance student engagement

“Using Design Thinking Frameworks to Support Personalised Learning“

Level: All Levels

Abstract: This interactive workshop introduces teachers to design thinking frameworks as a practical approach for uncovering personalised learning solutions. Design thinking provides a structured yet flexible method for problem-solving that fosters creativity and empathy. Teachers will explore how to use this framework to address diverse student needs and how students can apply it to tailor their own learning experiences. Participants will engage in a hands-on activity where they practice applying a design thinking framework to solve real classroom challenges. Through group collaboration, teachers will identify student needs, define clear problem statements, brainstorm innovative solutions, and create simple prototypes. By experiencing the design thinking process firsthand, participants will gain practical tools to develop personalised learning strategies and empower their students to take ownership of their learning. This session underscores the dual value of design thinking as a tool for both educators and students to foster adaptive, inclusive, and student-centered learning environments.

Bio: Kelly Pattison is a teacher educator with 25 years of experience in international education. Her career spans roles as a teacher, academic manager, school director and learning designer. Kelly has brought her experience in these diverse roles together as the Co-Founder and Director of Circular Learning, an Australian based consultancy which provides tailored professional development programs for educators who teach in English. Kelly is also co-creator of The Learning Circle, an online professional development platform designed to connect and develop the capabilities of a global community of teachers. For more information, please visit www.circularlearning.com.au

Expected outcomes of the presentation: Participants will gain a practical understanding of design thinking and its application to personalising learning. They will leave the session not only with actionable strategies to address student needs, but also the ability to facilitate design thinking sessions with their colleagues or students once they return to their schools. For Kelly, the session will provide the opportunity to connect with educators within the ANPS network, providing valuable insights into the strengths, challenges and needs of these teachers, informing future workshops and potentially leading to opportunities for collaboration.

“GELATO for Growth: Building Trust and Differentiation in Student-Centered Classrooms“

Level: All Levels

Abstract: This session introduces GELATO, a student-centered framework with six pillars: Gain Trust, Encourage and Empower, Love, Acceptance, Trust, and Observe. By concentrating on these essential characteristics, educators may create learning experiences tailored to each student’s requirements, enabling greater engagement and achievement. Participants will learn how to foster trust and rapport, encourage student agency, and use observational insights to differentiate instruction successfully. They will also be taught practical ways to adjust lessons, prepare interventions, and utilize data-driven differentiation to accommodate multiple learning styles and ensure student success. This hands-on program will help educators integrate GELATO ideas into their teaching techniques, resulting in environments where every learner feels respected, encouraged, and capable of thriving. By the end of the session, participants will have the tools and insights needed to personalise learning pathways and help students thrive in diverse classroom settings.

Bio: With over 20 years of experience in the education field, Ms. Meliana has held various roles, including teacher, coordinator, Administrative Head Teacher, and Government Liaison. She holds dual bachelor’s degrees in English and Early Childhood Education and a Master’s degree in Early Childhood Education. Ms. Meliana has a deep passion for nurturing young learners and has expertise in curricula such as IB PYP, Cambridge, and MOE Singapore. Her extensive background in education allows her to create meaningful and engaging learning experiences that cater to diverse student needs.

Expected outcomes of the presentation: 1. Understand the GELATO framework and its application to personalised learning. 2. Gain practical strategies to build trust and encourage student empowerment. 3. Learn how to use observational data to tailor interventions to individual needs. 4. Develop actionable techniques for fostering inclusivity and student agency in the classroom. 5. Leave with concrete tools and activities to implement personalised learning effectively in their schools.

“Music & Movement Activities and Sound Therapy
for Increasing the Sensory Skills of the Early Childhood Children”

Level: Early Years

Abstract: In the learning pyramid introduced by occupational therapist Kathleen Taylor and special educator Maryann Trott in 1991, the ‘sensory system’ is at the foundation of the triangle, where sensory systems are the most important skills that must be well stimulated in early childhood children before they master other academic and cognitive skills. There are several studies that discuss the lack of stimulation of auditory, visual, kinesthetic/proprioception, vestibular, tactile, and smell sensory abilities, greatly affecting the emotional development, focus, and cognition of children when they are 8 years old and above. I would like to bring up this topic to inspire educators to understand the importance of music activities in training all the sensory systems of early childhood children.

Bio: Rina is a Special Education Teacher from Beacon Academy School. She has many experiences as the presenters of the workshops (some of them were the Special education workshops in Universitas Kebangsaan Malaysia, Jan-March 2012) or the guest lecturers in Early childhood master program of UNNES Semarang. She also had experience as one of the 5 assessors of AQAS international foundation for the three majors in University of State Semarang (The Education technology, the non formal education and the Teacher education for elementary school, November 2023)

Expected outcomes of the presentation: ▪︎ Explore techniques to enhance sensory processing skills through activities that stimulate the auditory, visual, and kinesthetic systems, contributing to the development of key abilities such as focus, coordination, and both fine and gross motor skills. ▪︎ Gain a deeper understanding of how music and movement activities contribute to the development of sensory skills in young children, and recognize the synergy between auditory, kinesthetic, and tactile experiences in improving sensory processing. ▪︎ Learn how to design strategies that support children with sensory processing challenges, using sound and movement to foster a more inclusive classroom environment. ▪︎ Understand how sound and music can positively influence children by reducing anxiety, promoting relaxation, and encouraging sensory integration. ▪︎ Learn how to tailor activities to address the unique needs, preferences, and developmental stages of each child, ensuring that all children benefit from these sensory experiences.

“Ways to improve students performance – Assessment for learning“

Level: Early Years, Primary Years

Abstract: Assessment is one of the most powerful tools in a teacher’s toolkit. When used effectively, it can transform learning and teaching for students and teachers alike. Providing challenging, differentiated, yet accessible learning experiences for our students can be difficult, especially as we strive to maintain their motivation. Assessment for learning is an ongoing process that encourages learner participation in clarifying outcomes, monitoring their continuous progress, collecting evidence of learning, and presenting that evidence to others. Understanding the distinction between assessment of learning and assessment for learning is crucial in the assessment process and is the first step to success. Key points to discuss: * What is assessment for learning? * What is the difference between assessment of learning and assessment for learning? * How do you get started with an assessment for learning? – Good diagnostic practices – Clear learning intentions – Effective feedback. * What characteristics make feedback effective?

Bio: My name is Zsuzsanna Kisantal. I am Hungarian-Slovak, and I have spent most of my life in Europe, where I earned my Master’s in Education from Comenius University in Bratislava, Slovakia. During the seven years I worked at international schools in Slovakia, I gained valuable teaching experience across different curricula. After completing my Postgraduate Certificate in Education at the University of Sunderland in the UK, I decided to move to Myanmar, where I worked for three years as a Year 1 teacher and Key Stage 1 Coordinator at an international school. Following my time in Myanmar, I relocated to Vietnam, where I spent another three years teaching Year 1. My recent move to Jakarta has brought exciting changes to my life and career. Joining the team at Beacon Academy was a decision that I remain very excited about, both professionally and personally. As a teacher, I believe in creating an enjoyable and vibrant learning environment where students feel confident. This approach allows them to engage in challenging learning experiences without the fear of making mistakes.

Expected outcomes of the presentation: Teachers will leave reflecting on their own practice and begin to think about implementing some of the AFL strategies shared in the workshop in their own teaching.

SECURE YOUR SEAT, REGISTER TODAY: https://bit.ly/ANPSEC2025

“Revisiting the Grand Idea of Developing Students’ Global Networks
Through Academic and Non-Academic Activities“

Level: Middle & High School Years

Abstract: This workshop explores the significance of global networking in shaping students’ academic and non-academic development, emphasizing its vital role in preparing them for an interconnected world. Through engaging discussions and critical analysis, participants will delve into the dual facets of global networks—highlighting their benefits in fostering collaboration and opportunities while addressing potential challenges in implementation. Anchored by the proverb, “A single tree cannot make a forest,” the workshop underscores the importance of connectivity and shared growth. Participants will explore practical strategies to integrate global networking activities into students’ learning experiences, from academic projects to extracurricular collaborations. The workshop aims to inspire innovative approaches for fostering global connectivity in education, equipping educators with the tools to design meaningful and impactful networking opportunities. It also provides a platform for participants to exchange ideas, critique methods, and co-develop actionable strategies that align with students’ aspirations and future needs.

Bio: Dr Agung Nugroho is a passionate English education teacher, lecturer, and trainer with over 15 years of experience in both formal and informal educational settings. With a recently earned Doctorate in Education from the prestigious University of Bristol, UK, and a Master of Education from the University of Canberra, Australia, he brings a wealth of knowledge and a global perspective to teaching. Currently serving as a Sociology teacher at BINUS SCHOOL Semarang, Dr Nugroho previously held the role of Teaching Assistant at the University of Bristol. Committed to integrating international and global competencies into teaching practices, he empowers students to thrive in a globally connected world. His research interests include the Internationalization of Higher Education, Bilingual Programs, Research Methodologies, English as a Medium of Instruction (EMI), and Work-Based Learning (WBL). With a dedication to academic excellence and innovation, he continues to inspire students and contribute to the advancement of global education practices.

Expected outcomes of the presentation: Participants will gain the ability to critically evaluate the benefits and challenges of incorporating global networking activities into students’ learning experiences. Furthermore, they will develop practical and innovative strategies to effectively integrate these activities and to enhancing students’ global competencies.

“Creative Confidence: Cultivating a Ripple of Innovation”

Level: All Levels

Abstract: Creative Confidence Workshop for Educators, Leaders, and Parents Unlock your creative potential and lead with innovation in this transformative workshop inspired by Tom and David Kelley’s Creative Confidence. Tailored for educators, leaders, and parents, this session is designed to empower participants with the tools and mindset needed to foster creativity in their environments. Participants will explore actionable strategies to overcome the fear of failure, adopt a growth mindset, and solve challenges with creativity. Through engaging discussions and hands-on activities, the workshop provides an immersive experience that encourages collaboration and innovation. Goals and Learning Outcomes: Strengthen confidence in applying creative thinking to real-world challenges. Learn methods to nurture creativity in children, colleagues, and teams. Promote collaboration and innovative approaches to leadership and learning. Targeted Skills: – Master design thinking and ideation techniques. – Enhance effective communication and teamwork. – Build resilience and adaptability for problem-solving. By the end of the workshop, participants will be equipped to inspire and implement creative solutions in educational, professional, and family settings, creating a ripple effect of innovation and growth.

Bio: I am an early childhood educator and leader with over two decades of experience in Indonesia and the Philippines. I hold a Bachelor’s degree in Early Childhood Education and a Master’s in Family Life and Child Development, focusing on holistic development and 21st-century skills. I am dedicated to making a positive impact through workshops for educators, parents, and children’s ministry leaders, fostering growth, bonding, and creative confidence.

Expected outcomes of the presentation: The workshop focuses on techniques in design thinking and ideation, effective communication and team collaboration, and resilience in problem-solving. Through interactive discussions and hands-on activities, participants will gain practical life applications to build their creative confidence, develop their own model of personalized leadership, innovate, and initiate new tasks and activities. By the end of the session, participants will be equipped to create new solutions, inspire innovation, and strengthen their problem-solving and collaboration skills.

“Ethics in Action: Exploring Moral Choices through Dilemma Simulations”

Level: Middle & High School Years

Abstract: How do our decisions in certain situations reflect our ethical frameworks? In this interactive workshop, participants will engage in two dynamic simulation games designed to explore the complexities of trust, cooperation, and fairness in decision-making. These simulations offer a hands-on experience to unpack the moral tensions between individual interests and collective well-being. Through reflective discussions, we will examine how these exercises apply to real-world dilemmas such as addressing climate change, navigating ethical challenges in artificial intelligence, and fostering global collaboration. Participants will leave with a deeper understanding of how ethical dilemmas influence behavior and decision-making in both personal and societal contexts.

Bio: Ferdinand Philip Victoria is currently the Theory of Knowledge Teacher and Coordinator at Mentari Intercultural School Jakarta. A historian by training and a former international relations practitioner, he has taught History, Individuals and Societies and Global Politics in high school and university settings in the Philippines and Indonesia for a total of 17 years.

Expected outcomes of the presentation: Participants will gain an understanding of the Prisoner’s Dilemma and Veil of Ignorance simulations as a tool to communicate ethics-related ideas such as Tragedy of the Commons (climate change) and Justice as Fairness that they can use in class.

Make AI Your New Secret Superpower

Level: Early Years, Primary Years, Middle & High School Years, All Levels

Abstract: “You can’t cross the sea merely by standing and staring at the water.” Nowadays, you can’t stop the wave of AI pervading the educational landscape. However, you can learn to surf and craft it to be your new secret superpower. This interactive session will provide you with a comprehensive understanding of the opportunities and challenges associated with incorporating AI into education. You will have the opportunity to gain hands-on experience with a suite of secured and user-friendly AI tools from Google, such as Gemini that can be seamlessly integrated into existing workflows, empowering schools to prepare for an AI-driven future. Bring your own laptop to experience the full potential of what can be achieved with the assistance of AI.

Bio: Steven is the Principal Learning Consultant at REFO. As an acclaimed Google Certified Trainer, Coach, and Innovator, Steven leads a team of experts in managing various training and mentoring programs for people involved in education. He currently manages Gemini Academy, a nation-wide AI training program that equips educators with AI literacy. In collaboration with Google and the Ministry of Education and Culture of Indonesia, Steven and his adept team have successfully designed this AI re-skilling program to train 180,000+ educators throughout Indonesia. With his expertise, Steven has created a variety of interactive workshops that have inspired 1,000+ leaders and educators to increase productivity and work efficiency, as well as spark creativity for better teaching and learning experience, leveraging technology, including AI.

Expected outcomes of the presentation: – Explore the opportunities and challenges of integrating AI for education. – Increase awareness of how to use AI safely and responsibly. – Gain practical strategies for integrating AI effectively into your school.

Beyond Borders: Promoting Cultural Competence and Interfaith Literacy
in Diverse Classrooms Future-Ready Students

Level: Primary Years, Middle & High School Years

Abstract: The world our students will live in is going to be tremendously interconnected. Fostering cultural competence and interfaith literacy is essential for preparing students and the school community to thrive and coexist in diverse environments. This session will share practical insights from my experience and lessons from the US mozaic-like diverse communities during my recent short-course on interfaith and peace-building. Through real-world examples and interactive activities, we will explore strategies for integrating cultural and interfaith awareness into everyday teaching where students feel respected and valued, and develop critical skills in empathy, responsibility, and respect. We will also share and address common challenges, design responsive lesson plans, and discuss ways to engage local communities to enrich learning.

Bio: Wardania Dewi Fitrotul Chusna is an educator and principal with interest in intercultural and interfaith programs. She found her true calling while being an exchange student, amplified by her recent interfaith fellowship in the U.S. She has worked with diverse groups, integrating global citizenship and community engagement into her teaching, inspired by the power of education to bring people together in a meaningful relationship. She now leads Afkaaruna Secondary-Ma’had in Yogyakarta, and tries to collaborate with schools and communities around the world to learn and build simple, organic friendship for her students and teachers to create compassionate, culturally aware classrooms.

Expected outcomes of the presentation: 1. Increased awareness of cultural and interfaith competence 2. Practical strategies for integration 3. Improved collaboration across schools and communities 4. Concrete action plans 5. Strengthened reflection and practice

SECURE YOUR SEAT, REGISTER TODAY: https://bit.ly/ANPSEC2025

“Play and Metaphors: Innovative Tools for Mental Health Support
(Case Studies from Preschool, Primary, and Middle School)“

Level: All Levels

Abstract: The talk will explore the use of play and metaphors as innovative tools for supporting mental health in educational settings, focusing on case studies of 3 students at the preschool, primary, and middle school levels. Play therapy and metaphorical narratives provide safe, expressive avenues for children to navigate complex emotions and experiences, particularly when verbal communication may be limited or challenging. The talk will address how play and metaphors can foster emotional resilience, improve social interactions, and support mental health outcomes. The preschool case emphasizes early emotional expression and self-regulation through imaginative play. The primary school case illustrates the role of metaphors in helping children articulate feelings and develop problem-solving skills. In the middle school case, metaphorical narratives address more complex identity and peer relationship issues.

Bio: Aarthi currently works as a Curriculum Coordinator at Bunda Mulia School, Jakarta. She is also a visiting faculty with the School of Education, Azim Premji University. She has also fulfilled and thoroughly enjoyed interacting with adults during her roles as a professional development coordinator at Bunda Mulia School, Jakarta, and teacher trainer for Montessori diploma programmes at Sunshine Teachers’ Training Centre, Jakarta. Her explorations include observing little humans in their environment, observing and listening to them as they construct their world of knowledge. Her visit to Reggio Emilia, Italy inspired her to listen deeply to young children and document their lives. Aarthi developed a deep interest in transformative observation and reflective adults while pursuing her Masters’ degree at The Institute of Educational Studies, USA. She loves to embrace and think about uncertainty, spontaneity and asynchronous development in children as well as adults. Aarthi is currently exploring play based pedagogy and therapeutic interventions for children and teenagers rooted in play.

Expected outcomes of the presentation: – Educators will able to understand the power of play and metaphors – They can implement simple techniques in the classroom – Get an insight into the developmental stage and continuum from preschool to middle school

Sustaining the Heart of Teaching: Practical Strategies for Teacher Wellbeing

Level: All Levels

Abstract: Teaching is both an art and a science that demands emotional resilience, mental clarity, and a balance between personal and professional life. In this breakout session, participants will explore evidence-based strategies rooted in research and practice to nurture their own wellbeing while navigating the challenges of modern education. Drawing from the presenter’s PhD dissertation, the session will focus on actionable approaches to enhance mental health, reduce burnout, and foster a culture of self-care. Through interactive activities and reflective discussions, attendees will leave equipped with tools to sustain their passion and effectiveness in teaching.

Bio: Alexandre Trespach Nenes, Principal of BINUS SCHOOL Surabaya, brings over 20 years of experience in international education. He is a strong advocate for integrating technology, emerging pedagogies, social entrepreneurship, and experiential learning into the classroom. His vision centers on creating personalized learning experiences supported by advanced connected and innovative, collaborative environments. Committed to nurturing students’ potential, Alexandre ensures educators blend international teaching methods with fundamental Indonesian values. Passionate about education, he also champions the wellbeing of both students and teachers.

Expected outcomes of the presentation: By the end of this session, participants will: – Understand the key factors influencing teacher wellbeing based on current research and practical insights. – Recognise early signs of burnout and develop strategies to manage stress effectively. – Learn practical self-care techniques tailored to the demands of teaching. – Develop a personalised wellbeing plan to integrate into their daily routine. – Foster a collaborative mindset by sharing ideas with peers on building a supportive school culture for teacher wellbeing. This session is designed to empower educators to prioritise their health, enabling them to continue making a meaningful impact in their students’ lives.

“Addressing the Mental Health Crisis in the Digital Age: Let’s Bring Our Children Home“

Level: All Levels

Abstract: Mental health has become one of the most pressing issues of our time and it is not due to COVID. A significant factor contributing to this decline is the rewiring of our brain as a result of a phone-based life. Gadgets connected to the internet deprive us socially, decrease the quantity and quality of our sleep, divide our attention, and can cause addition. In addition to those factors, children’s confidence and self-esteem take a hit when they’re exposed to cyberbullying, online predators, and unhealthy social comparisons. This presentation will explore the detrimental effects of phone-based childhood on Gen Z’s mental health and propose practical strategies for educators and parents because a collective problem needs a collective action.

Bio: Elisse Theodora is an experienced educator and passionate advocate for the wellbeing of both students and teachers. After completing her Bachelor of Science with a major in Psychology and Physiology at Monash University in Melbourne, she pursued a Master’s degree in Education, specializing in Challenging Pedagogy and Curriculum. Throughout her career, Elisse has demonstrated a deep commitment to improving the mental health and overall wellbeing of those within the educational system. With a strong belief that the mental health of both students and teachers is on the decline, she has dedicated herself to addressing this critical issue. Elisse has previously worked as a teacher, where she gained valuable firsthand experience in the classroom. She now works in school management, using her knowledge and expertise to implement strategies that support the mental and emotional health of educators and students alike. Elisse’s professional journey is driven by her conviction that education should be a holistic experience that nurtures the mind, body, and spirit. She continues to advocate for a more supportive and sustainable approach to learning, one that places the mental health and wellbeing of all participants at the forefront.

Expected outcomes of the presentation: – Raise Awareness: Highlight the growing epidemic of mental illness – Identify Key Cause: Emphasise how a phone-based lifestyle is a major contributor to the rise in mental health issues. – Holistic Solutions: Advocate for a collaborative approach between all stakeholders—governments, technology companies, schools, and parents—to promote better mental health outcomes.

“Cultivating Wellbeing in Schools: Practical Strategies for Thriving Students and Empowered Educators“

Level: Primary Years, Middle & High School Years

Abstract: Education today is more demanding than ever, with both students and teachers facing increasing mental health challenges and burnout. This session explores practical strategies to build resilient school communities by making well-being a central part of school culture. Using real-world examples, we will share how one school successfully prioritized mental health without compromising academic success. Participants will learn simple, effective ways to support students and staff while fostering a positive and caring environment. This session will provide inspiration and tools for educators to create meaningful changes in their schools, helping everyone thrive both emotionally and academically.

Bio: Ismail Sumantri is an education enthusiast and dedicated leader committed to fostering holistic development within educational communities. As the Head of School at SIS Palembang, Ismail has successfully implemented innovative programs to promote student achievement, teacher development, and school sustainability. With over a decade of experience in education, Ismail has consistently prioritized creating supportive and inclusive environments where educators and students thrive. His leadership at SIS Palembang has driven initiatives such as the SEED Program (Science, Ecology, and Environmental Discovery), promoting sustainability education, and the SIS Palembang Wellbeing Framework, addressing mental health and teacher burnout through structured support systems. Ismail has previously spoken at prestigious forums, including Sriwijaya University, where he discussed foundational literacy and numeracy competencies, and regional conferences, sharing success stories and strategies to tackle challenges in modern education. As a family-oriented individual, he emphasizes empathy and collaboration in all his endeavors.

Expected outcomes of the presentation: Through this session, attendees will gain insights from a school that has successfully prioritized well-being without compromising academic excellence. Sharing proven strategies will inspire educators to lead transformative changes in their schools.

“Tools for Supporting Emotional Regulation in Elementary Students“

Level: Primary Years

Abstract: Fostering emotional regulation is essential for children’s social, emotional, and cognitive development and is a foundational element of all SEL programs. This workshop will present strategies for teaching emotional regulation, designed specifically for elementary-aged students. Participants will explore how to introduce the emotions and the Zones of Regulation—red, yellow, green, and blue—in a playful and age-appropriate manner, enabling children to identify and articulate their emotions as well as determine a best-fit coping strategy for their energy level. Educators will learn strategies to create a supportive classroom environment that encourages self-awareness and self-regulation. Additionally, we will discuss how to involve families in reinforcing these skills at home, fostering a cohesive approach to social-emotional learning.

Bio: Lyndsy Duet has been an elementary counselor at Jakarta Intercultural School for the past 8 years. Lyndsy is a Licensed Professional Counselor- Supervisor and Nationally Certified Counselor in the US and has additional training in Solution Focused Brief Therapy and Cognitive Behavioral Therapy. Lyndsy enjoys working with teachers, students, and families using strengths-based techniques to help them develop a sense of agency and problem-solving skills.

Expected outcomes of the presentation: By the end of the session, participants will leave with practical tools and resources to implement emotional regulation strategies in their classrooms, promoting emotional literacy and resilience among their students.

“Building Resilient Learners: Integrating Movement and Mindfulness into Education“

Level: Primary Years, All Levels

Abstract: In today’s rapidly evolving educational landscape, prioritizing mental wellbeing is essential for nurturing resilient, thriving students and educators. This dynamic workshop, Building Resilient Learners: Integrating Movement and Mindfulness into Education, explores how Dance/Movement Therapy (DMT) and mindfulness can transform classrooms into emotionally supportive environments. Through interactive, hands-on activities, participants will discover how movement and mindfulness can promote emotional regulation, self-awareness, and stress relief. Educators will explore how these techniques enhance focus, strengthen relationships, and foster a sense of belonging—key elements of an inclusive and empathetic learning space. The session will also delve into the science behind movement and mindfulness, demonstrating their profound benefits for mental health and overall wellbeing. Research reveals that these practices activate the brain’s natural ability to regulate emotions, reduce stress, and boost cognitive function—creating a more focused, positive, and productive learning atmosphere. Participants will walk away with practical, evidence-based tools to support both their own mental health and that of their students. By embedding these practices, educators can cultivate the IB Learner Profile attributes of being balanced, principled, and reflective, ultimately creating a transformative school culture where every individual thrives, and students take ownership of their emotional and academic journeys.

Bio: Madhulita Patnaik is a dynamic educator with nearly a decade of experience, seamlessly blending expertise from the corporate world—banking and FMCG—with her deep passion for transformative education. Armed with an MBA, a Bachelor’s in Education, and certifications in TEFL/TESOL and Experiential Education, Madhulita brings a unique, interdisciplinary approach to the classroom. By leveraging Design Thinking and Dance/Movement Therapy, she fosters an environment where emotional resilience, creativity, and critical thinking thrive. Her teaching philosophy centers on empowering students to become active, self-directed learners, encouraging them to reflect, collaborate, and take ownership of their academic and emotional growth. Madhulita’s approach is rooted in personalizing learning to meet diverse needs, ensuring that each student is equipped not just for academic success, but for the challenges of an ever-evolving global landscape. With a commitment to fostering inclusive, wellbeing-focused classrooms, Madhulita shapes environments where students develop the skills, values, and mindset needed to succeed both now and in the future. Her work inspires the cultivation of reflective, principled, and balanced learners, poised to navigate and contribute meaningfully to a rapidly changing world.

Expected outcomes of the presentation: 1.Learn practical techniques for integrating movement and mindfulness into classroom routines to enhance student focus and emotional regulation. 2.Gain strategies to foster a supportive and inclusive learning environment that prioritizes mental wellbeing for both students and educators. 3.Develop tools to reduce stress and improve resilience, helping both students and teachers thrive in challenging educational settings. 4.Explore the science behind movement and mindfulness and how they contribute to improved cognitive function and emotional health. 5.Equip educators with actionable strategies to build stronger relationships and a sense of belonging within the classroom.

“Navigating the TikTok Generation- Helping Learners Thrive”

Level: Primary Years, Middle & High School Years

Abstract: As teachers, we’ve seen how the digital age has shaped student attention spans, with quick, high-energy content like TikTok and YouTube Shorts influencing their focus and learning habits. This workshop will explore practical strategies for engaging students and fostering sustained concentration in the classroom. Participants will learn how to: Break tasks into manageable segments to reduce overwhelm. Incorporate movement and breaks to re-energize focus. Create interactive and multimedia lessons that resonate with today’s learners. Limit distractions in classroom environments to optimize engagement. Use positive reinforcement to encourage sustained effort. Teach self-regulation techniques, such as mindfulness and goal setting, to build long-term attention skills. This workshop combines hands-on activities, collaborative discussions, and actionable insights to equip teachers with tools to turn the challenge of shorter attention spans into an opportunity for meaningful, effective learning.

Bio: Ms. Shannon comes from the United States and has been teaching since 2015. She spent four years teaching homeroom kindergarten in Shanghai, China, before relocating to Bogor, Indonesia, where she joined Sekolah Bogor Raya. She holds a B.A. in Sociology, a Post-Graduate Certificate in International Education, and a Master’s in Education in Advanced Teaching. Ms. Shannon is passionate about lifelong learning and is dedicated to fostering curiosity and creativity in her students, encouraging them to explore their interests and grow into confident, reflective learners.

Expected outcomes of the presentation: By the end of the workshop, participants will have a clear understanding of how digital media consumption impacts students’ attention spans and learning behaviors. They will be equipped with practical strategies to structure lessons effectively, manage classroom environments, and incorporate movement and multimedia to maintain engagement. Attendees will learn how to create interactive, stimulating learning experiences that resonate with today’s digitally native students. Additionally, they will gain tools to teach mindfulness, goal-setting, and self-regulation techniques, empowering students to manage their focus and impulses independently. Participants will also understand how to minimize distractions by designing focused learning spaces and using targeted strategies to limit interruptions. Finally, they will leave with actionable insights into how positive reinforcement can build motivation and sustain attention, ensuring they are well-prepared to address attention challenges and improve student learning outcomes.

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