He played for Spain and is the former sporting director at FC Barcelona.

As a player, he was a goalkeeper and developed his career in four Spanish clubs: Deportivo Alaves ,Athletic Club, FC Barcelona and Valencia CF. He is the third most-capped player with the Spainish national team, with whom he played 126 games, he has only been surpassed by Iker Casillas and Xavi Hernandez.



Andoni Zubizarreta was born in Vitoria on the 23rd of October 1961. In 1978 he joined Deportivo Alaves of Vitoria. He made his debut in the First Spanish division with Athletic Club on the 19th of September, 1981. This began a journey of 17 consecutive seasons as goalkeeper in various first division clubs.

He was the legendary goakeeper for Athletic, for several seasons, who along with Javier Clemente on the bench, won two consecutive leagues in 1982-1983 and 1983-1984 seasons, one Copa del Rey (1984) Supercopa of Spain (1984).

In 1986, after the World Cup in Mexico (1986), he signed with FC Barcelona, ??where his football reached new heights and professional success.

He was one of the leaders of FC Barcelona, ??and team captain for several seasons. His eight years as a goalkeeper for Barcelona was considered the most brilliant period in the history of the club until the arrival of Pep Guardiola to the Barça bench. He left the club in 1994 after the end of the European Cup in Athens. After leaving FC Barcelona , he signed with Valencia CF in 1999, a club where he played four seasons at the highest level.

He retired as an active player in 1998 having accumulated an impressive track record. After his retirement he was sports director general of the Athletic Club for three seasons (2001-2004). He has worked as a commentator on sports media, is also a partner of the company Makeateam.

In July 2010, with the arrival of Sandro Rosell as the president of FC Barcelona, ??he was named sporting director of the azulgrana club to replace Txiki Begiristain.

Dr. Angela K. Salmon is Associate Professor in Early Childhood at Florida International University in Miami, USA.

Her interest in the interplay between cognition and language and literacy development has led her to conduct research in such areas as children's theory of mind, metacognition, language and literacy development, teacher's discourse in the classroom, music, play and thinking and the development of communities of practice.

Her longstanding partnership with Project Zero at Harvard Graduate School of Education has evolved into numerous research initiatives, professional development opportunities, refereed publications and presentations in national and international conferences.

Dr. Salmon is the founder and leader of the Visible Thinking South Florida initiative. She has been a leader in the prestigions Latin American Committee Literacy Development for the International Reading Association".




Making language and thinking visible: The interplay between language and cognition

The interplay between language and cognition is a precursor children's language and literacy development in their first and second language. The Visible Thinking Approach developed by Project Zero researchers offer a venue to make thinking visible and scaffold children's executive functions, metacognition and the theory of mind; key elements for language and literacy development. See how a culture of thinking create a context that promote thinking and learning.



Making thinking visible: Strategies to uncover thinking and promote language and literacy development in first and second language

Upon introducing the cultural forces, the participants will be actively involved in the use of some thinking routines that will make them appreciate the benefits of slowing down to observe objects or images in detail and reflect about their observations in order to generate deep understanding. In the process, the participants will analyze how the thinking routines help children develop thinking dispositions and habits of mind.  Through experiences in the field, the participants will be able to understand how children feel the need to externalize their thoughts with oral or written language in any language as a result of making their thinking visible.


Bill Martin is Managing Director of Bill Martin and Associates, a U.S.-based company, which facilitates change and the growth of leadership capacity inside organizations.

Bill has spent most of his career in senior leadership positions. He focuses on organizational learning, leadership, innovation, effective change, and the direct teaching of systems thinking skills and thinking dispositions.

Bill's processes are in powerful use in twelve countries across a range of sectors, including education, business, health, juvenile justice, non-profit organizations and elite sport. They generate powerful aligned action. This has delivered award-winning results even with the most resistant staff.



Schools that deliver

Here are three major areas of focus for schools:
How does what we do contribute to quality learning and quality of life for our students?
How does what we do contribute to quality learning and quality of life for our teachers?
How does what we do contribute to quality learning and quality of life for our families and community?

This presentation will address these issues. Somewhere along the way much of schooling and education has lost these three foci. Many students, teachers and families share with us their frustration at the encroachment of bureaucracy and a non-student, non-teacher, non-family, non-learning focus.

Dr. John Edwards and I have worked together since 2000. We have worked across a wide range of sectors including over 160 schools in six countries. Our focus has been on supporting schools that deliver. We have refined, refined and refined our thinking and our approaches. They have been tested under the toughest conditions. Our research has identified a set of core elements that can be observed in schools that deliver for students, staff, parents and communities. The core elements articulate a best practice repetoire for schools. Each element included has transformed practice for individuals, teams and schools. Each element has potential power.
These core elements introduce skills, models and processes that work in the reality of the lived lives of teachers and shool staff.



Chaos to clarity

If we are not seeing the events and patterns of behavior we desire in our schools it is because our values and beliefs and systems and structures do not support one another. They are not aligned. The reverse is true as well. When our values and beliefs and systems and structures are aligned we see the events and patterns of behavior we want to see.

This presentation will will demonstrate a simple and elegant systems thinking tool that leaders can add to their repetoire to ensure that achievement, positive change, efficiency, and effectiveness flow from this alignment of values and beliefs and systems and structures.
The essence of systems thinking is seeing intrrelationships rather than cause-effect chains. Systems stories are made up of circles. In Western cultures, languages are made up of straight lines. There is a beginning of a sentence and an end. A linear view suggests a simple area of responsibility. When things go wrong this is seen as blame. In systems thinking we give up the assumption that there must be an individual or one clear reason rsponsible. Systems thinkers believe that everyone shares responsibility for problems. There is no blame.
Systems stories provide us a language that allows us to describe our issues as circles. This presentation will show how the key to alignment of values and beliefs and systems and structures is to see circles of influence instesd of stright lines. We will be introduced to the characters visible in any systems story.

We will learn how to read a systems story to identify the undersireable effects that are the currnt reality. We will understand how to find solutions and take action in the areas of highest leverage.



Leaders dream more, Learn more, Do more.

Research into the key elements for successful organizational change commonly list the top three as: CEO involvement, CEO involvement, CEO involvement. Our experience in schools matches this. At the root of most successes and failures can be found a leader or leaders that delivered or not delivered. Leadership is a distributed concept. It is about a way of operating rather than a position. Leadership can be found at all levels of a school.

The valuesand beliefs of the school leader filter through the school and the community. They influence the culture of teaching and learning in the school. School leaders must know the values and beliefs that define the teaching and learning environment. The most important and often most diffiult leadership work is at this level.

Joy comes from leading the creation of the culture and establishing the challenges for childen and adults to continuously grow, learn and achieve. Principals become the lead teacher and lead learner. Joy flows from leading the design of the systems and structures to support children and adults to live the mental models they need for sucessful achievement.

As "head teacher," the school leader's class is made up of the school community and everyone in it.

This workshop will use the knowledge of participants to investigate and understand the 11 challenges leaders must meet in to experience the joy of being lead teacher and learner:
Choose leadership instead of management.
Design mental model actions.
Hold your nerve during the storms.
Create and maintain alignment.
Use time wisely.
Grow leaders and leadership.
Pay attention.
Walk your leadership talk.
Build and take care of the culture.
Demonstrate strength of character.
A repetoire of leadership tools designged to meet each challenge will be introduced and practiced. Feedback will be given to participants regarding the priority challenges they must meet to move forward from their personal current reality. collaboratively, they will construct action plans to overcome these priority


Chaos to clarity

If we are not seeing the events and patterns of behavior challenges we desire in our schools it is because our values and beliefs and systems and structures do not support one another. They are not aligned. The reverse is true as well. When our values and beliefs and systems and structures are aligned we see the events and patterns of behavior we want to see.

This presentation will will demonstrate a simple and elegant systems thinking tool that leaders can add to their repetoire to ensure that achievement, positive change, efficiency, and effectiveness flow from this alignment of values and beliefs and systems and structures.
The essence of systems thinking is seeing intrrelationships rather than cause-effect chains. Systems stories are made up of circles. In Western cultures, languages are made up of straight lines. There is a beginning of a sentence and an end. A linear view suggests a simple area of responsibility. When things go wrong this is seen as blame. In systems thinking we give up the assumption that there must be an individual or one clear reason rsponsible. Systems thinkers believe that everyone shares responsibility for problems. There is no blame.
Systems stories provide us a language that allows us to describe our issues as circles. This presentation will show how the key to alignment of values and beliefs and systems and structures is to see circles of influence instesd of stright lines. We will be introduced to the characters visible in any systems story.

We will learn how to read a systems story to identify the undersireable effects that are the currnt reality. We will understand how to find solutions and take action in the areas of highest leverage.

Originally a linguist, Bruno della Chiesa is of Italian, French and German descent and describes himself as an "engaged cosmopolitan". He founded and led between 1999 and 2008, within OECD's Center for Educational Research and Innovation, the project "Brain Research and Learning Sciences" and is thus considered one of the main founders of educational neuroscience.

Since 2008, he teaches at Harvard University, and has established theories on the "motivational vortex" and on the "tesseracts in the brain". His work on "promoting and raising global awareness" links (educational) neuroscience, (language) didactics, (socio)linguistics, (international) policy, and (philosophy of) ethics.

Regarding my latest publications, they are now in print: I will send you the titles by end of May.
My other publications, including the main ones, as well as a more detailed bio, can be found on Wikipedia:



My three main lines of research now:
1/ shambling towards global education (i.e., educating for cultural/global awareness);
2/ developing educational neuroscience (especially but not only for learning/teaching languages); and
3/ exploring the limitations of science in education policy-making (ethical issues, etc.).

Carol McGuinness is Professor of Psychology and now works in the School of Education at Queen's University Belfast in Northern Ireland. Her research focuseson the role of the metacognitive features of classroom talk. The major influence of her work can be seen in the Thinking Skills and Personal Capabilities Framework which is now a statutory requirement in the Northern Ireland Curriculum. She hosted the15th International Conference on Thinking in Belfast in June, 2011.

She is the author of the influential report "From Thinking skills to Thinking Classrooms". Her research evaluated the impact of the methodology ACTS in primary school, for three years.
She has been a consultant in the development of different curriculums at a national level and in pedagogy.

Most recenty she has worked with the British council and the Ministry of education in Thailand, to implement the project ACTS in Thailand.




Positioning Thinking in a National Curriculum: A case study from Northern Ireland
Although Northern Ireland is part of the United Kingdom, educational policy is devolved to national level, as it is in Scotland and Wales. From 2000, Northern Ireland began a major re-think about the aims and purposes of the national curriculum which had been a highly prescriptive and largely content-based curriculum since 1989. The new curriculum was designed to be more flexible and one of the main goals was to explicitly develop students' thinking skills and personal capabilities throughout the curriculum from ages 4 (early years) to 14 (end of the first phase of secondary education).

This keynote draws on my own experience of leading the curriculum design team who created a 'Framework for Thinking Skills and Personal Capabilities' as part of the new Northern Ireland Curriculum which was rolled out in 2007. Using Northern Ireland as a case study, the keynote will explore the kinds of questions that need to be addressed when making decisions about positioning thinking as a learning goalin any system-wide curriculum. For example, what kind of thinking will be prioritised? How will thinking be assessed? Will progression maps be outlined so that teachers will know if students' thinking is getting better? How will teachers be prepared for the new curriculum? How consistent is the direction of educational policy in the system likely to be so that the curriculum change has time to become well embedded?



Language and Dialogue in a Thinking Classroom
This workshop grew from a research and development project completed with upper primary school teachers in Northern Ireland classrooms, called the ACTS (Activating Children's Thinking) project. Teachers designed and taught infusion lessons, where the content and the thinking skills were taught together (following Bob Swartz's infusion approach). Some of the teachers' lessons were videotaped and the classroom dialogue was transcribed and analysed.

Using excerpts of the classroom dialogue from the transcripts, this workshop will consider the strategies and tactics which the teachers used to make thinking more explicit in classroom talk, how they used a vocabulary for talking about thinking, the role of the visual thinking organisers in supporting the classroom talk, and how the children responded to metacognitive prompts to 'think about their thinking'.

carrie-james-icot-2015Carrie James is a Research Director and a Principal Investigator at Project Zero at the Harvard Graduate School of Education. Her research explores young people's digital, moral, and civic lives. Since arriving at Project Zero in 2003, Carrie has worked with Howard Gardner and colleagues on The Good Project.

Since 2007, she has co-directed the Good Play Project, a research and educational initiative focused youth, ethics, and the new digital media. At present, she is also involved in the Good Participation project, a study of young people's civic and political participation in the digital age, and in the Civic Trust Among Young Immigrants Project. Carrie regularly presents her work and teaches at Project Zero's summer institutes for educators. Her publications include Young People, Ethics, and the New Digital Media (The MIT Press, 2009). She has an M.A. and a Ph.D. in Sociology from New York University.





Disconnected: Exploring Moral and Ethical Thinking in Digital Life

Young people are more connected to one another than ever before. Via Instagram, Twitter, Facebook and a host of apps and other digital technologies, they can share photos, music, and moment-to-moment thoughts and ideas about their lives. They can also learn and exchange ideas about larger events in their own communities and in the wider world.

Given these exciting affordances, it's critical to examine how young people are thinking about their engagement with digital and social media. Further, the networked nature of online spaces - and the capacity to spread digital content quickly - suggest the importance of looking at how youth think about the moral and ethical dimensions of digital life. In her recently published book, Disconnected (The MIT Press, 2014), Carrie James explores how young people approach online dilemmas of privacy, property, and participation.

How do youth think about their own privacy and that of others as they post photos and comments in networked publics? To what extent do they think about appropriation of digital content (music, text, video) with attention to its ethical implications? How do they respond to routine displays of disrespect and incivility that characterize dialogue in many online spaces?

Based on qualitative research carried out as part of Project Zero's Good Play Project, Disconnected is an account of how youth, and the adults in their lives, think about— and often don't think about — the moral and ethical dimensions of these kinds of situations. In this talk, James will share key insights from the book and related work on supporting ethical thinking online.



Cultivating Ethical Sensitivity in the Digital Age: Ideas and Tools from the Good Play Project
How do we create space for reflecting on questions of morality, ethics, and social responsibility in our fast paced lives? How do we support young people to think about these issues, and to confront moral and ethical dilemmas as they participate in social media sites, such as Facebook, Instagram, and Twitter? These are the kinds of questions at the heart of Project Zero's Good Play Project. In this interactive workshop, Carrie James will engage participants in a conversation about these issues and share related ideas and tools developed by Good Project researchers and our educational partners.


David received his doctorate from UC Berkeley with continuing studies as an Exchange Scholar for two years at the Harvard School of Education. He is an international leader in the field of thinking skills development, critical reflection, and 21st century learning.
David may be best known as the developer of the Thinking Maps® model that is a dynamic, student-centeredlanguage.

Presently, David is Co-Director of Thinking Schools International, a consulting group working around the world to share an integrated approach to educational transformation in places such as Ethiopia, Norway, Brazil, the UK and Malaysia.

In the U.S., David is co-director of the Designs for Thinking consulting group and founder ofThinking Foundation, a nonprofit organization focused on research on thinking, leading and learning.

David W. Johnson is a social psychologist whose research has focused on four overlapping areas: cooperative, competitive, and individualistic efforts; constructive controversy; conflict resolution and peer mediation and experiential learning to teach interpersonal and small group skills.

In these areas, Johnson has engaged in a cycle of (a) reviewing the research literature, (b) summarizing, modifying and extending existing theory; (c) creating, validating and refining new theory; (d) creating and implementing operational procedures that apply the validated theory and (e) revising the theory on the basis of the implementation. Johnson has developed and applied psychological knowledge in effort to improve practices within educational systems.

Johnson was born in Muncie, Indiana in 1940. He grew up in a family of seven children, living for several years on a family farm. Currently, he lives in Minneapolis, Minnesota. He graduated from Ball State University in 1962, received a masters degree and a doctoral degree in social psychology from Teachers College, Columbia University in 1964 and 1966 respectively, with Morton Deutsch as his dissertation advisor.

Since 1966 he has worked at the University of Minnesota in the Department of Educational Psychology, becoming a full professor in 1973. His brother Roger Johnson came to the University of Minnesota in 1969 and together they founded the Cooperative Learning Center.

ewan-mackintosh-icot-2015Ewan McIntosh is an award-winning educator and the founder of NoTosh Limited, based in Scotland, Australia and San Francisco, with a global reputation for researching and delivering new learning opportunities for some of the world's top creative companies and school districts.

NoTosh Limited developes products and services with TOP Businesses in connection with creativity, looking for new opportunities which later are implemented in the world of education. He has worked with hundreds of schools providing ideas, inspiration and researching how to improve pupil participation.

The team has a unique ongoing experience in creativity in creative contexts (we work with some of the world's top fashion, media and tech companies) and research-based learning and teaching development with schools. I have just released my first book, How To Come Up With Great Ideas And Actually Make Them Happen.


JAMES-NOTTINGHAM-icot-2015James Nottingham is an internationally known freelance trainer and educational consultant. Starting his own company, Challenging Learning, in 2005, he now leads a team of consultants based throughout the world. His books, Challenging Learning (for teachers) and Encouraging Learning (for parents and teachers) are available in English, Danish, Norwegian, Spanish and Swedish.

James was originally a teacher and leader in both primary and secondary schools. He was then co-director of an award-winning, multi-million pound regeneration project supporting education, business and community groups in north east England. Today he is a founding director ofp4c.com, the international resource and collaboration cooperative for Philosophy for Children, and is a member of the Future 500 – a 'definitive list of the UK's most forward-thinking and brightest innovators.'





Leading Learning to Maximize Progress

How much progress are your students making, and how do you know? These are two of the questions that ought to drive education, and yet, they often go unanswered. It seems we have many ways to report on student achievement – national tests, teacher tests, percentages and so on; whereas progress, more often than not, is talked about purely in anecdotal terms.

James Nottingham will show some ways we can redress the balance so that students come to school to improve rather than just prove; and that teachers have a better idea of what impact they are having on the intellectual growth of their students.

Key points will include:

· What is the relationship between achievement and progress?

· How schools can set up for an emphasis on progress.

· Why so much of what we do – grading, award-ceremonies, praise, and so on – gets in the way of progress and deters students from thinking.

· How feedback can be adapted to ensure students make full use of the advice they are being given.



Challenging Learning and the Learning Pit

The Learning Pit helps to explain to students why their lessons should be rigorous, challenging and thought-provoking. In this presentation, James Nottingham will cover all aspects of the Learning pit, including:

· Questioning and facilitation techniques for getting students "into the pit'

· How the pit enhances resilience, decision-making and higher order thinking skills

· Strategies for helping students out of the pit

· Why "eureka" moments are critical to the learning process, and why these are unlikely unless students experience the pit

Javier is a teacher and educator, with experience in various areas, including therapeutic pedagogy. For ten years, he has also been the director of two educational centres, with wide experience in quality management, European projects and environmental projects awarded the green flag from Ecoschool.

Javier has a Masters in Early Development and a Diploma in Early Stimulation from The Institutes for the Achievement of Human Potential, founded by Glenn Doman, Philadelphia. He has founded and substantiated pedagogically nurseries and schools, their spaces, curricula and methodologies, as well as the first Living Lab Education of Spain.

He specialises in educational innovation, with programs tutored by Harvard Univeristy and Connecticut University: Multiple Intelligences, Teaching for Understanding, High Capabilities, Visible Thinking, Mental Habits, Cognitive enrichment programs, Multisensory teaching and other tools which he has used to shape numerous centres throughout the State.

For eight years, Javier has been the executive director of the New Keys Educational Foundation and organiser of various international conferences, along with being a delegate at the International Conference on Thinking (ICOT) 2013 in New Zealand, where he was given the responsibility of being a co-organiser for ICOT 2015 in Bilbao with the world's leading personalities in the field of thought.

He is a teacher, coach and certified trainer for Robert Swartz´s National Centre for Teaching Thinking in Boston. He is an author of educational materials and of neurological scales, designer of classrooms and schools, of educational management software and of the comic character Nikolas mikolasa, the genius that teaches children how to learn. He is also the author of Learning to Think, one of the lines of innovation by SM Publishing.

Currently, Javier is the CEO of the International Laboratory for Innovation and Coaching Education, called Tuinnovas ( www.tuinnovas.com  ).

jose-antonio-marina-icot-2015José Antonio Marina Torres (Toledo, July 1, 1939) is a philosopher, writer and teacher.

He is the Director of the Parent University Foundation, which is a group of projects including the University of Parents Online, a leading parenting educational project, which aims to help parents with the educational of their children.

The Foundation has launched projects like the magazine and Energy Creator and Universe UP. Marina also is the director of the Center for Innovation and Dynamic Studies in Education.

He holds the Antonio Nebrija University Chair of Executive Intelligence and Education, to study how to generate talent. He is a member of the Scientific Committee of the Alcohol and Society Foundation.

Justin Grace, Head Sprint Coach, Great Britain Cycling Team.

"I will discuss my thoughts and experiences from leading 3 of the best cycling teams in the world (New Zealand, France and Great Britain). The communication and direction challenges, in leading a diverse group of staff, from Engineers to Physiologists to Analysts to Directors. All delivering one unified message to the emotional, inquisitive, demanding customer - the Worlds Top Athletes."


Justin Grace started his cycling career at the age of 11 and as a rider Justin made a seamless progression from professional track sprinter and Masters World Champion, into a coaching role.

He was responsible for the inception of the New Zealand Sprint programme with after coaching three Juniors to become world champions and progressing them into successful elite riders. The funding and staffing for the New Zealand Track Sprint programme increased exponentially based on the results and leadership under Justin. In June 2013 Justin joined the French Cycling Federation as Directeur de la Piste, enticed by the lure of becoming the first ever foreign coach in French cycling history. In his first year there, his team broke 2 world records and won 4 World Championships. In August 2014 the Great Britain Cycling programme gave Justin the opportunity to lead the most successful Olympic track program, which he gladly accepted. The demand for Justin is based on his recognised ability to build team culture and the ability to balance all the necessary components of sports in the right direction and to build the right environment to foster winners.


{tab=World Championship Results}

Junior World Championships 2009

GOLD - Team Sprint

GOLD – Keirin

GOLD – Sprint

Masters World Championships 2009

GOLD - Kilometer Time Trial

Silver - Sprint

Elite World Championships 2010

Bronze – Team Sprint

Bronze – Kilometer Time Trial

Elite World Championships 2013

Silver – Team Sprint

Silver – Kilometer Time Trial

Elite World Championships 2014

GOLD - Kilometer Time Trial

GOLD – Keirin

GOLD – Sprint

Bronze – Team Sprint

World Records 2014

Mens Elite Sprint – 9.347 seconds

Mens Elite Kilo – 56.303

World Cups and Continental Championships

Over 60 podium placings


{tab=Role of a coach}

A coach can be more importantly defined as a conductor – a conductor who needs to bring all the components of an orchestra together to play the right tune at the right time. In the same vain as a conductor, a coach needs to bring the right people together, to provide the right training and environment for an athlete, with the right timing. This is essential to ensuring the success of a programme. The coach needs to understand the conditions an athlete is under, conditions they are operating in, equipment they are using, past history, expected future outcomes and all under a large number of variables some of which can be unpredictable.

The United Kingdom Coaching Strategy describes the role of the sports coach as one that "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavours". It is the coaches responsibility to ensure that on race day the coach has provided all the necessary tools to make an athlete successful in their event. One of the main ways in achieving this is in knowing how to communicate with the athlete and identify in which way that athlete learns. Likewise the coach must know what the athlete's true potential is and how they operate. One modus of operation for an athlete is rarely the same for another. It is understanding these factors which assist with the success of a coach.



This presentation will begin with an overview into the world of elite sport, specific to track cycling:
• High tolerance (timed to 0.001 second),
• High tech (£100,000 bicycles),
• High performance (humans travelling 80kph)
I will give examples I have used to empower staff, engage the athletes and manage a "team of individuals" from various and different demographics.
Also discussed will be how this all ties together; using my experience combining the "Science of Coaching versus the Art of Coaching" and the human factors involved.



Karin is the director of the Development Centre at Independent Schools Victoria (Australia), coordinating professional learning opportunities for educators at all levels in over 200 schools, integrating and introducing new and innovative learning opportunities.

Karin is also committed to the work of The Feuerstein Institute and is a qualified trainer in this work and has seen first-hand the many ways that people of all ages and abilities benefit from this research and practice and its strong connections to neuroscience.

She is also a faculty member at the Project Zero Summer Institutes at Harvard, works on Visible Thinking projects including PZ Connect, an online learning project and initiated the "Leading Learning that Matters" a project working with experienced school leaders in collaboration with Project Zero at Harvard Graduate School of Education and Independent Schools Victoria, which have been introduced in Australia and highlight the application of innovative techniques to foster the desire to learn and think critically among students.

She first met Professor David Perkins and Professor Feuerstein at the very first ICOT she attended in Singapore many years ago and her introduction to this multidisciplinary conference with outstanding leaders from many diverse disciplines and countries led her to put forward a proposal for Melbourne, Australia to host ICOT and to organising and co-convening with Jane Stewart the ICOT in Australia in 2005 so that many Australians could experience what she and Jane had discovered in this conference. ICOT has led to so many positive changes and growth in Australia, and continues to do so.

Along with Ron Ritchhart and Mark Church has recently published the book:

"Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners".



Thinking and Learning for Today and Tomorrow.

 Our world is changing so rapidly with healthy lives spanning longer, technology changing seemingly as rapidly as we blink, ongoing developments highlighting the links between neuroscience and we are so much more interconnected both near and far, yet is this bringing us closer together or creating new divisions? Jobs many of our students may go into don't even exist yet and the communities we live in are constantly changing too. Who are our students? Who, what do they identify with? Where do they feel a sense of belonging?



Leading Learning that Matters?

It is not easy to let go of the ways we have been doing things, especially when things are going fine, but is it best to stand still when so much is changing? Think about it. What is worth learning now to maximize opportunities and outcomes for today and tomorrow and how can this be achieved? Through our life experiences we keep learning, but how would it be if doctors were not prepared to unlearn some of what they learned in universities and their clinics when researchers find new ways of identifying and responding to disease and doctors have seen that some traditional ways of treating their patients are not achieving expected results? Does this connect with anything you have seen in your organisation? In your everyday life?

Rabbi Feuerstein is the President of the Feuerstein Institute, located in Jerusalem, Israel.

Founded by his father, Professor Reuven Feuerstein, the Institute engages in the research, development and dissemination of the Feuerstein Method, a widely acclaimed series of cognitive tools to systematically assess and advance thinking and learning skills. Rabbi Feuerstein spearheads new initiatives, including the development of the Feuerstein Method for the Elderly, the opening of Feuerstein centers worldwide, and designing and implementing program paradigms for application with disadvantaged and special needs populations.

In 1989, Rabbi Feuerstein began studying Psychology and Philosophy at the Hebrew University in Jerusalem. He currently is preparing his dissertation in Psychology at Paris V University. In 1993, he joined the Feuerstein Institute, where he specialized in cognitive-dynamic assessment. Over several years, he and his father developed additional methods of intervention and assessment, and co-authored numerous books and articles on the subject matter. Rabbi Feuerstein is a frequent lecturer on topics such as integrative education and therapy in Israel and throughout the world.

In addition to his work with the Feuerstein Institute, Rabbi Feuerstein co-founded the Tzohar Organization of Rabbis, whose goal is to create a common Jewish identity for Israel society at large. He also serves as the community rabbi of the National-Religious congregation in Har Nof, Jerusalem.



"Test your brain's abilities
"A hands-on workshop of the Feuerstein Instrumental Enrichment Method, given by Rabbi Rafi Feuerstein, Chairman of the Feuerstein Institute, will show you the impact of the Feuerstein Method on your cognitive functioning, and the improving of your cognitive and critical thinking skills such as strategizing, categorizing, comparing – learning. This will be done by cross-referencing the techniques applied during the workshop to the findings of neuroscience, and in particular to the parameters underlying neuro-plasticity.

Richard DemarcoRichard Demarco was born in Edinburgh in 1930 of Italo-Irish ancestry. He graduated from Edinburgh College of Art in 1953. Before he co-founded The Traverse Theatre and Gallery in 1963, he taught as the Art Master at Duns Scotus Academy, Edinburgh. Together with his fellow-founders of The Traverse Theatre and Art Gallery, he founded The Richard Demarco Gallery in 1966 and now directs The Demarco European Art Foundation.

As an artist, he is represented in over 2,500 art collections, both public and private, including the Scottish National Gallery of Modern Art, and The Victoria and Albert Museum, The British Government Collection, and the National Gallery of Lithuania.

For his services to the arts in Britain, he was appointed an Officer of the British Empire (OBE) in 1984, and in 2007 he was appointed Commander of the British Empire (CBE). His contributions to contemporary international art have been recognised by his receiving the Polish Gold Order of Merit (1976), the Caveliere della Repubblica d'Italia (1988), the Chevalier des Arts et Lettres de France ((1996). In 2007, he was awarded Poland's 'Gloria Artis Medal' and in 2010, he received the Grand Order of Merit of the German Federal Republic and the 'Bene Merito' from Poland. In 2012, Richard Demarco was awarded The Order of Merit for Culture from Romania.

Most recently, Richard Demarco has been awarded the Medal of European Citizen of the Year 2013 by the European Parliament.



The Road to Meikle Seggie
The Road to Meikle Seggie is both a reality and a metaphor for the work I have embarked upon since my role as Kingston University's Professor of European Cultural Studies in the 1990s and The Edinburgh Festival programmes I inaugurated from 1972 through the nineteen seventies, eighties and nineties, in collaboration with Edinburgh University. These programmes were conducted not only in Edinburgh in the form of master classes but in the form of expeditions into the heartland of Scotland's cultural heritage leading to those areas of Europe which have influenced that heritage.

Meikle Seggie is the name of a farm but more importantly it is also the name of a lost village which has slipped off all modern maps, like countless lost villages and communities all over Europe.

The Road to Meikle Seggie is intimately linked to the title of the Demarco Gallery's experimental Edinburgh Festival academic programme. This programme was entitled 'Edinburgh Arts' because it focused on every aspect of the arts offered by the Edinburgh Festival's programmes, thus linking the visual and performing arts with literature and even with the interface between art and science, particularly that of anthropology and archaeology.




Room 13
The art and teaching of Joseph Beuys made clear his controversial statement that 'Everyone is an artist'. By that, he meant that everyone is born to be creative.

Ample evidence of this exists at primary levels of education. However, there is little evidence of it at secondary and tertiary levels of education.

This is doubtless due to the fact that human beings are assessed through a highly questionable examination system with a heavy emphasis upon rational processes of thought and all things quantifiable and measured. All this is found within well-worn pathways leading to the well-known, rather than the unknown and unknowable.

Now information takes precedent over creativity, involving new and as yet unexplored methods of investigating all aspects of the universe.

Room 13 has proved to be a phenomenon; it has succeeded against all the odds and flourishes now world-wide, far from its origins in Scotland's Highlands, particularly in the Soweto Townships in South Africa. Room 13 is obviously inspired by Joseph Beuys. It should not be forgotten that he was inspired by the world of Room 13 – in the reality of Scotland's West Highland landscape, the world in which history is co-mingled with mythology in a land of Bardic poetry, the land of 'Tir Na nOg' – The Land of the Every Young – where time stands still and eternal truths are expressed in story-telling.




Ron Ritchhart is a Senior Research Associate at Harvard Project Zero where his work focuses on such issues as teaching for understanding, the development of intellectual character, creative teaching, making students' thinking visible, and most recently the development of school and classroom culture.

Ron's research and writings, particularly his theory of Intellectual Character and framework for understanding group culture through the "Cultural Forces," have informed the work of schools, school systems, and museums throughout the world. His current research focuses on how classrooms change as teachers strive to make thinking valued, visible, and actively promoted in their classrooms.

Ron's latest book, Making Thinking Visible written with Mark Church and Karin Morrison, takes readers inside a diverse range of learning environments to show how thinking can be made visible at any level and across all subject areas through the use of effective questioning, listening, documentation, and facilitative structures called thinking routines.



Dr Rosemary Hipkins is a Chief Researcher at the New Zealand Council for Educational Research. She began her career as a secondary science and biology teacher and worked in teacher education before moving to NZCER.

Rose was actively involved in the development of New Zealand's current national curriculum framework and has led national research projects related to both curriculum and assessment innovation in New Zealand. She is interested in deepening understandings of the OECD's key competencies and has co-led the development of resources to support their meaningful implementation across the curriculum.

Selected recent research and publications:

Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key Competencies for the Future. Wellington: NZCER Press. http://www.nzcer.org.nz/nzcerpress/key-competencies-future

Hipkins, R. (2014) Unlocking the idea of capabilities in science. Wellington, New Zealand Science Teacher. http://www.nzscienceteacher.co.nz/curriculum-literacy/key-competencies-capabilities/unlocking-the-idea-of-capabilities-in-science/#.VC4P3PmSw30

Hipkins, R., & McDowall, S. (2013). Teaching for present and future competency: A productive focus for professional learning. Teachers and Curriculum, 13, 2-10. http://www.tandc.ac.nz/index.php/tandc/article/view/5

Hipkins, R. (2013). The 'everywhere and nowhere' nature of thinking as a subject-specific competency. Thinking Skills and Creativity, 10, 221-232. doi:http://dx.doi.org/10.1016/j.tsc.2013.05.006




Key competencies for the future
The introduction of key competencies, or capabilities as they are sometimes called, is a common feature of '21st century' curricula. The New Zealand experience suggests that if teachers don't have sufficient opportunities for professional learning when a new curriculum is introduced they are likely to add key competencies to their existing curriculum. This might help to improve a teacher's practice but it is unlikely to support the sorts of shifts being sought for 21st century learning (e.g. developing students' learning-to-learn capabilities). On the other hand, when teachers experience opportunities to explore the key competencies as 'ideas to think with' their understanding of active curriculum-building can evolve rapidly. Teachers can find this shift enlightening and liberating. In this talk I'll demonstrate the use of two different structured thinking opportunities to support teachers to develop a more expansive view of how the key competencies can transform the curriculum. The first is a more conventional self-audit tool, and the second is a futures-thinking process for reimagining and rebuilding a school curriculum better attuned to building capabilities students will need to thrive in the 21st century.



Systems thinking for democratic participation
Learning how to think in terms of systems is an important capability for democratic participation. Conceptual knowledge about specific types of systems is needed but is not enough. Students' learning needs to build a sense of the dynamic interrelationships between parts of a system. This can be tricky because there is often a gap in space or in time between various causes and effects. Practical concerns about interactions within the system also need to be part of the learning. This means contexts are important. Students learn to ask "how does that work in this case?" They also need to learn to tolerate uncertainty, because there won't be a single "right" answer to questions about systems dynamics. "It depends" is a useful metaphor for this way of thinking.

The workshop will explore one possible way to embed systems thinking into the traditional subject matter of the school curriculum, using the water cycle as an example of a dynamic system. (Conceptual learning about how water circulates is not sufficient to build the "water literacy" needed to play our part in becoming better stewards of the planet's finite supply of fresh water.) The workshop will introduce a water cycle "game" designed to let students experience "it depends" thinking about how water circulates through the major systems of planet earth. We will discuss ways we might position humans inside the system (rather than outside looking in). Finally we will use research-based "habits of systems thinking" to discuss the experience of interacting with the game.

shari-tisman-icot-2015Shari Tishman is Senior Research Associate and former Director of Project Zero and a Lecturer on Education at Harvard Graduate School of Education. She is interested in understanding and designing environments and instructional approaches that help people learn how to think. Her research focuses on the development of thinking and understanding, learning in and through the arts, and learning in museums.


Recent Major Research Projects:

-The Qualities of Quality: Excellence in Arts Education and How to Achieve It. (with co-principal
investigators Steve Seidel, Lois Hetland and Ellen Winner).
-Commissioned by the Wallace Foundation.
-Learning in and from Museum Study Centers. A collaborative project with the Harvard University Art Museums. Funded by the Harvard University Art Museums.
-Artful Thinking. In collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). Funded by TCAPS and the US Department of Education.
-Innovating With Intelligence (Visible Thinking) (with co-principal investigators David Perkins and Ron Ritchhart) Funded by The Peder Sager Wallenberg Charitable Trust/Carpe Vitam.
-Investigating and Strengthening the Educational impact of the Museum of Modern Art's Visual Thinking Curriculum. Funded by the Museum of Modern Art.
-Art Works for Schools (with co-principal investigator Tina Grotzer). Funded in part by the Massachusetts Cultural Council.
-Patterns of Thinking: The Analysis, Assessment, and Educational Implications of Thinking Dispositions (with co- principal investigator David Perkins). Funded by The John D. and Catherine T. MacArthur Foundation.




Slow looking and big understandings

Time is the most precious educational resource we have. So to spend it lavishly by asking students to slow down and look closely at just one thing requires strong justification. This session explores the cognitive power of slow looking. Drawing on examples from several Project Zero frameworks, it shows how the practice of slow looking can help learners of any age develop complex understandings of their worlds.


Vicente Atxa Uribe (Oñati, 1965) completed his studies in Electrical Engineering at the Polytechnic School of Mondragón and is a Graduate of Electronic Engineering from the School of Engineering , La Salle University Ramon Llull in Barcelona. He also holds a PhD in Electronics and Communications from Staffordshire University in the UK and an Executive MBA from Mondragon.

Between 1987-1989 he worked as a technician in I+ D at Ulma Packaging and in 1989 continued as Technicician of I + D at Rofin Sinar Laser (Hamburg-Germany). Subsequently he was assistant professor of communications at Staffordshire University in the UK.

In 1993 he became a professor in the Department of Electronics at the Polytechnic School of Mondragon University, where his work focused on teaching and the research of technological innovation in the area of Signal Theory and Communications.

In 2007 he was elected Director General of the Higher Polytechnic School of Mondragon until he was named Rector in January 2015.

Yuri Morejon is a political scientist, specialised in political analysis, public opinion and communication management during crisis situations. He has professional experience in Spain, the United States, Italy, El Salvador, Honduras, Venezuela and Argentina as a public communications consultant for companies, political leaders and sports professionals. Director of Yescom Consulting and Comunicar es Ganar. Public Communications Consultant for Business owners, Politicians and Elite Athletes Political Scientist, Specialist in Public Opinion.

Lecturer in communications and public image for various Master's Programs including the Universidad Pontificia de Salamanca, the Universidad de Deusto, the Universidad Politécnica de Madrid, the Universidad Carlos III and the Instituto Universitario Ortega y Gasset.

Co-Author of the documentary: The Legendary Ones. Made to Make an Impression.

Masters Degrees in Corporate Communications Management, Image Assessment and Political Consulting, and Managing Communication in Crisis Situations. Author of the book De tú a tú. La buena comunicación de gobierno. Frequent contributor to Spanish media outlets such as television and radio networks Cadena SER, RNE, TVE, ETB and newspapers such as El Mundo.


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