GELC2018 Keynote Synopses
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Mr Lim Siong Guan

Professor in the Lee Kuan Yew School of Public Policy & Advisor, GIC, Singapore

Making the Future - the Language of Honour

In a future which is volatile and uncertain, complex and ambiguous, it is difficult - indeed impossible - to work our way on the basis of first knowing how the future would or could be like, and planning our reaction to it. If we were to take such an approach, what we would get is confusion, doubt and fear of being wrong. Rather, we should think of what we would like to be or what we would need to be, both in economic and social terms, and conscientiously work towards it. Then happenings along the way become occasions to exercise resilience and agility, staying the course yet adjusting as necessary. Schools will have to deliver to their students not
just technical skills which need to be continually updated, but attitudes towards life and work which will keep each child striving to be the best they can be.

Dr Richard Churches

Lead Adviser for Education Reform & Evidence Based Practice, Education Development Trust, United Kingdom

The Application of Brain Science to the Classroom

A key challenge facing neuroscience and education is how to translate evidence from the laboratory into the classroom. From the mid-nineteenth century, similar challenges faced the medical profession as it aspired to become a ‘natural science’ grounded in biology. Firstly, laboratories are not classrooms, just as the biological experiment is not clinical practice. Secondly, wide replication to control for pupil individual differences as well as school context will be necessary. Finally, and most importantly, writers have pointed to the ‘democratic deficit’ that exists in education research and its potential impact on attempts to establish ‘what works’. In medicine and healthcare, it is serving clinicians who most frequently publish studies about clinical practice. In education, few practitioner studies reach journals or get disseminated. Further, those researchers who do study or design pedagogy often no longer practice as teachers. In a Wellcome Trust funded project, teachers who previously designed and implemented randomised controlled trials (RCTs), together
with teachers with a psychology or neuroscience degree have come together to design and deliver a series of replicated trial protocols. In this session, Richard will discuss the issues outlined above, the neuroscience and cognitive psychology evidence chosen by the teachers for translation into classroom practice and how school leaders can use RCTs as a school improvement approach.

Mr Dylan Wilk

Chairman & Co Founder, Human Nature (Gandang Kalikasan Inc.), Philippines

From Stressed to Blessed: Leadership that Leaves No-one Behind

What are the secrets to bringing out the best in those around you, especially those who are difficult to work with? In this keynote, Dylan will share his experience in working with some of the most difficult people to love, from bullies in the boardrooms of the London Stock Exchange to gang members in the Philippines and the transformation he has consistently seen in the most unlikely of situations. Also learn how to help your team go from stressed to blessed with a few adjustments in your perspective in this uplifting final keynote session.


Dr. Katie McKnight

Author, Educator and Consultant, United States

Building A Growth Mindset for Education Leaders to Foster Academic Success

There are strong connections between educator growth mindset and student achievement. Dr. McKnight discuss how educators created a school program in which the affective, behavioral and cognitive domains work together to create unprecedented gains in student achievement. Featuring two school districts,
Dr. McKnight will detail how the administrators, teachers, and students developed a growth mindset that led to unprecedented gains in literacy achievement.

Ms Meg Ormiston

Author and Presenter, Changing Teaching and Learning with Digital Tools, United States

Changing Teaching and Learning with Digital Tools

Collaboration, Creativity, Critical Thinking, and Communication are often called the super skills of the future. Creating learning opportunities to engage students using the 4 C’s is what this fast-paced, fun session will focus on. You will learn how to
structure lessons to have groups of students collaborating and communicating with other learners across the hall or across the globe. During the session, you will brainstorm new learning experiences for your students to think critically about a wide variety of topics. You will leave this session with a deep understanding of the 4C’s the super skills of today and the future.

Ms Valerie Hannon

Board Director, Innovation Unit, United Kingdom

A New Narrative for Education: Leadership’s Challenge

Valerie Hannon will argue that we need to rethink the purpose of education if we are to create learning systems that are fit for the changing conditions of the 21st Century. We need new answers to the question: what is education for? She suggests a new narrative is needed, based on the idea that we should be learning to thrive in a transforming world.

Professor David V. Day

Academic Director, Kravis Leadership Institute, Claremont McKenna College, United States

Developing the Language of Leadership

Language plays a major role in effective leadership at all levels of analysis (individual, team, organization), and assuch, is the both a target for development as well as a causal force for the development of others. One focus of this talk will be on what we know about developing leaders and leadership from a scientific, evidence-based perspective. A second and related focus is on developing a language of leadership, which is highly relevant to the processes of developing leaders and leadership. This shifting perspective is also key to understanding the distinction between leader development and leadership development. Leader development involves the enhancement of the individual capacity to be effective in leadership roles and processes and is usually concerned with changes in human capital in individuals (i.e., knowledge, skills, abilities, and competencies related to leadership). Leadership development involves the enhancement the capacity of a collective to produce leadership and is typically grounded in the amount or degree of social capital (i.e., relationships and interconnections among people engaged in shared work) that is available. At the level of the individual leader, processes such as inquiry, feedback, and storytelling are foundational for creating dialogue to enhance the individual capacity to lead. At a more collective level, establishing effective informal norms around psychological safety (eliciting contributions from others), learning orientation (sharing among members), and low power distance (enhancing accessibility) are evidence-based ways to create a language of leadership. This leadership language subsequently serves as an important resource for changing the dialogue from a mainly romanticized, heroic, and leader-centric narrative to one that is more inclusive, functional, and pragmatic – and ultimately more helpful – in terms of responding effectively to adaptive challenges as individuals, teams, and broader collectives.

Dr Maureen Carroll

Founder, Lime Design & Lecturer, Stanford University Hasso Plattner Institute of Design, United States

Building an Innovative Culture Through Design Thinking

Design thinking is a human-centered innovation process that can impact organizational culture in delightful and surprising ways. In this interactive session the focus is on the design thinking process and design thinking mindsets. The core understandings that support design thinking are developing empathy, deferring
judgment, and learning from failure, all of which are essential elements of a culture that encourages a spirit of optimism and resilience. This session will explore these notions through an interplay of examples and experiential learning.