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2021年11月20日，由京领新国际主办、德胜教育承办的第十一届京领创新人才论坛暨德胜教育二十周年 · 德胜学校（国际）十周年教育峰会在德胜学校（国际）成功举办。

围绕“未来学校的创新人才培养”主题，第十一届京领创新人才论坛暨德胜教育二十周年 · 德胜学校（国际）十周年教育峰会内容覆盖世界名校创新人才培养实践、优秀国际学校创新人才与科研素养培养经验、未来创新人才培养路径等议题，旨在通过分享现实经验和研究成果，启发国际教育者们挖掘规律、探索路径，用研究指导实践，促进国际化创新性人才培养。

这是一场国际教育者学术交流的思想盛宴，是一场汇聚世界顶尖学者智慧与重磅专家学者经验的宝贵经验与研究成果的教育盛会。

本次论坛聚焦“创新”这一主题，邀请了国家教育督学、教育部原政策法规司司长、中国教育战略发展学会执行会长与中国教育政策研究院副院长，以及来自哈佛大学、剑桥大学、牛津大学的学者教授，来自北京京西学校、北京市鼎石学校、青苗国际双语学校、天津惠灵顿学校、天津英华国际学校、华南师范大学附属中学国际部、哈罗深圳外籍人员子女学校、深圳万科梅沙书院、上海新加坡外籍人员子女学校、上海学领集团、苏州领科海外教育学校、杭州惠立学校等北京、上海、广州、深圳、苏州、杭州、天津等地的知名国际学校、教育集团的校长共话创新人才培养，着眼当下、前瞻未来，立足中国、放眼世界。

本次论坛中，上海新加坡外籍人员子女学校校长David Shirley以“Developing Learning Spaces to Support Strategic Ambitions”为题发表了精彩演讲。

大家好，首先非常感谢主办方的邀请，今天能代表上海新加坡外籍人员子女学校（SSIS）发言，我感到非常荣幸。另外，我想特别感谢SSIS的同学们一直以来对我的支持，我从他们身上学到了很多，谢谢你们。

我其实非常喜欢去学校跟学生沟通和交流，因为学生其实是每一所学校的灵魂所在。通过和学生进行沟通和交流，人们可以了解这所学校做了什么以及这所学校想要做什么。今天我在和德胜学校的学生沟通的时候，觉得他们非常优秀，各位应该为他们感到骄傲和自豪。听了这么多教育专家的演讲，我其实非常担心我今天下午要讲的内容是否能引起大家的兴趣，因为有其他教育专家珠玉在前，并且我发言的时间是下午两点，我很担心在午餐后大家会有一些疲惫。我会尽量讲得有趣一点，现在让我们进入正题。

我今天想和大家讲一些不同的东西，今天早上我们听了许多的研究和教育观点，现在我想和大家分享一些我自己的故事。我是土生土长的澳大利亚人，小时候家里经济条件不是很好，没有电视和电话，但是我的父母会尽力提升我们的生活水平。那时候我的父母都特别有创新意识，他们总是鼓励我去发明创造。我记得我自己做了一部电话，虽然是假的，但是我的父母还是会用它假装和家里的亲戚打电话。可以说，他们是我在创新路上的引路人。大概在我十岁的时候，我们家有了一台黑白电视，但是那时候其他家庭用的都是彩电了。有一天我父亲回家的时候带回一个上面是绿色，下面是蓝色的塑料盒子，并很激动地说我们家也有彩电了。从那个时刻起直到现在，在我的整个人生中，我认识到创新以及将自己与世界万物建立连接的重要性。

在我成为一名父亲之后，我也常常教育我的子女。我的大女儿现在已经26岁了，我常常和她说：“不要当一个机器人，要勇敢地去尝试，去验证自己的想法，去体验生活，发现生命的乐趣。”现在我还是会和我的孩子们说这些话，甚至有时候他们也会这么说我。今天早上我的大女儿就和我说，“爸爸，不要站在台上像机器人一样讲话，你要演讲地有趣一点。”我现在正尽力按我女儿说的做。这些确实很重要，而且也是我们必须要教给孩子们的，让孩子们和世界联系起来，创新地去思考，用心地去生活。作为学校的领导，我经常和我的老师分享这些小故事。如果我能和他们建立一个良性的联系，那么他们也会把这些有价值的内容告诉给学生。我现在是上海新加坡外籍人员子女学校总校长，今天我在这看到了我们学校跟德胜的共同点，我们都以学生为中心，努力为学生打造优美的创新性环境。

正是因为我们营造出的良好的氛围，学生们才愿意上学，所以创新的环境是非常重要的。我在和学生们沟通的时候，可以看出他们非常喜欢学校，并且他们很乐于和我分享他们在学校看到的各种创新性的事物。我在刚刚进入上海新加坡外籍人员子女学校的时候，学生们都不认识我，我就到操场上去闲逛然后和学生沟通。从他们那里，我能听到所有我想知道的事物。他们告诉我他们的老师让他们保持热情，让他们全面发展，让他们创造性、批判性地思考。虽然学生们不认识我，但他们很乐意和我分享他们的想法，我也很自豪自己能在上海新加坡外籍人员子女学校工作。

下面，我想跟大家分享我们怎么样去创造更好的学习环境。我们在学校里可以看到很多精心构建的各种空间和设施。当我去其他国际学校访校的时候，学校会带我参观他们的创新中心、新建的图书馆等等，但我真正想参观的是他们的教室，这个就是我们典型的一个教室。大家可以看到，这个教室有非常多的功能和设施，可以给学生创造更好的学习环境。如果你走到教室里问老师或者学生为什么把桌子摆在那里、功能是什么？墙上的东西是干什么用的？学生们是这方面的专家，因为我们的老师和学生对自己的所教和所学的是抱有激情的，他们能够理解并贯彻我们学校的使命和愿景。

所以我们也希望我们的领导和孩子能够经常去分享经验。但是在教室里，学生是主导者。我们打造这样的环境就是希望学生能够进行协作，这一点也是我们学校的愿景之一。在这我可以和大家分享一些我自己的经验，早期我初任教师的经历让我认识到了学习空间的重要性。我在澳大利亚的第一份教学工作，是在昆士兰的一个很偏远的村庄里的一所学校。那个时候，我甚至没有听过这个小地方，所以我迫不及待想去那儿。当我真的抵达那儿的时候，我受到了很大的文化冲击。因为那是一所当地人的学校。他们有一套完全不一样的学习体系，所以我花了很长时间和他们创造了一个新的学习体系，当然那是30多年前的事了。一间教室里全是年轻的原住民，但我不想被禁锢在这个小小的教室里。当时第一年的上课出勤率只有25%。因为他们会去各种地方。他们会有钓鱼、打猎、采摘、绘画等等各种活动，但是那也是他们的课堂。慢慢地，我开始明白了这一点。

所以后来我上课时40%的时间是在教室里，60%的时间在户外。在户外上课并不意味着只玩耍不学习，而是利用他们喜欢做的事情和各种学习环境来实现我的教学目标，其中之一就是持续提高上课的出勤率。慢慢地，每个孩子都知道这很重要，知道他们可以在学校学到东西，所以后来每个人都来上课了。在屏幕中间的图片实际上也蕴含了一个关于当地语言的一个故事。我的原住民孩子们可以对此侃侃而谈，但他们需要把他画出来，通过画画他们可以相互交流。他们能够很熟练地掌握他们的第一语言，因为很多时候我在画画时，他们能够彼此通过土著语来交流我画的是什么。

所以我们好像共同创造了一本书一样，一起识字和学习文化。当时他们的学习场所是在教室外，那次经历使我受益终生。教学其实是可以随时随地开展的。那时作为一名教师，我常常花很多时间与孩子们相互交流和互动，我还会教孩子们听广播。另外，我们有游客来的时候，也会教孩子如何使用照相机，所以说学习空间可以是多种多样的。那时我有两个受众，我的孩子和家人，家长和游客有时也会来问我关于教育的问题。

因此，我有机会去激发他们的好奇心和创造力。我也有机会去接触澳大利亚内陆地区的这些孩子，那段经历让我记忆犹新。我教孩子们游泳，教他们如何解决问题，有时候也会去骑马。我们在发现问题的同时去解决问题，这对我们学校来说就如同一场探险，但同样我从他们身上学到的东西也许比他们从我身上学到的更多。我非常喜欢这张照片。我们去西部的时候会看到很多牛仔和女主人，当一天的工作结束了，那些牛仔会坐在门口，看着他们的牛羊并和它们聊天。听他们聊天，我也学到了很多。他们会聊什么样的牛干活利索，女主人怎么把牛赶进牛棚里，小孩们也会做这些。所以我们把学生们聚集到一起去做各种有意思的事情，在这个过程中教给他们知识和技能。孩子们常常坐在篱笆上和我分享有趣的经历，这个过程是非常快乐的。

现在让我们回到原先的话题。上海已经将基础教育纳入十四五规划，其中一个大的亮点就是个性化教育。所以我提到我们应该携起手来为学生创造适合的校园氛围和环境，满足每位学生的学习需求。在中国进行教育改革的过程中，我们也该意识到个性化教育的重要性。我们必须提升学生的各方面技能和素质，必须思考如何给学生提供个性化的教育，思考怎样设计我们的教室给学生营造实现个性化教育的充沛环境。就像我刚刚所说的，我们可以带学生到各种课外活动中心，但只要学生在学校里，在课堂上，我们就必须明确我们能为学生提供什么，因为那正是我们实施个性化教育的好时机。

我很幸运能在过去四五年里去参观中国的许多国际学校。这一张照片是上世纪60年代拍摄的学校的照片，这一张是去年在国际学校拍的照片。在20世纪60年代的时候，我们会让学生进入工厂实习。

学生们每天都坐在同一个地方，穿着统一的工作服，上着同样的课，说着同样的语言，老师也每天教同样的内容。我感到震惊的是，到现在一些学校还在沿用这样的教学模式，并且说我们做的是个性化教育。这完全不是。我想作为一个校长，有时我不能管得太多，要让老师们有自由发挥的空间。但是作为一个校长，当我在课堂上看到这种情况时，我必须改变这种不合理的教学模式。如果我不这样做，就意味着我没有尽到当校长的责任。这是我在另外一所学校拍到的照片。很明显，照片里有高科技设备，所以你会觉得这是近几年拍得。其实这张是60年代的照片。如果你的教室现在就是这个样子，那么你一定要做出改变，更新我们的教学环境。这些是我们学校教室的照片，我喜欢和我们学校的老师和学生一起创造新的教室。正如你可以看到的，我们有很多不同的空间。我们欢迎孩子们在这里进行批判性思考，自由探讨，合作解决问题。我们非常支持和鼓励学生来做这些事。这样他们就会获得安全感，勇于冒险。

在座的各位一定都非常清楚我们的目标和责任是什么。正如我所说，大多数国际学校有很多教学方法都是相似的，但是仅靠我刚刚提到的那些是无法统筹性地引领或者帮助我们的学生实现他们的目标的。我们学校一直非常关注的一件事就是老师的讲台。我并不赞同每个教室都应该放置讲台，讲台的用途确实很多，也很关键，但是我们不应该只看到讲台表面的作用，还应该看到讲台给老师提供的空间，这就是神奇的地方所在。通常来说，老师的讲台就在教室的前面，但是当你走近这间教室的时候，你会发现，这样的布局带来的是双赢。因为学生们会很注重美学，他们不希望看到塞满东西的讲台。那样我们又怎么能激励学生个性化发展呢？因此，我们需要关注教师空间，谨记我们促进21世纪的教育和学习的初心。

这是一些案例：这是一间可容纳56人的教室，可以看到我们的教室里没有讲台，老师就坐在这个位置。老师能和学生们坐在一起，能够和学生很好地互动并开展教学，这就是我们想要的。孩子们有地方摆放自己的东西，有自己的活动空间，能够让学生兴奋起来。但同时，我们也确保老师要有足够的空间来摆放教具。这是一所中学的校园环境的照片，我非常喜欢。他们的讲台是可移动的，并且讲台的周围可以当作写字板或者磁吸板。所以这不仅仅是一张桌子，实际上还是一个工作空间，孩子们和老师们也可以在上面写字和工作。主要的有点就是它可以移动，可以移到教室前面、后面甚至教室外面，总之就是位置非常灵活，更方便老师根据需要开展教学活动，激励孩子实现自己的目标。

我们也会邀请更多的孩子，尤其是高年级的学生前来开展交流，表达自己的想法。这张照片展示的是我们的“健身中心”，其实这也不完全是健身中心，更是一个公共的教育空间，学生们常常利用午餐时间来这里交流学习。有时候还能看见老师们领着自己的学生们在这里探讨问题，所以一个这样的空间每时每刻都在促进孩子们的学习。

我们另一个战略目标就是创造一个有凝聚力的学校社区，这个社区包括所有的成员。这是我们在建校之初这个社区的情况。这个区域是我们的校友室，如果我们校友回到学校的话就可以到这里来，最开始我们就设立了这样一个区域来传达我们对校友的珍视和重视，我们的校友可以和以前的老师同学一起谈谈他们大学毕业的第一份工作，我相信他们在说到这些的时候是带着自豪感的。校友室的另一边是我们的招生处，我一直喜欢把招生处和我们的校友室设置在离入口比较近的地方，这样可以方便我们的校友和新生更好地参观我们的学校，感受学校的氛围。因此，我们战略性地把这些重要的部分放在显眼的地方，让大家看到。

同样地，我们也希望和学生的父母成为合作伙伴。我们重新设计举办了我们的家长午餐会，让家长感受到学校对他们的重视，并欢迎家长朋友们来参观我们学校社区。当然，这些活动只能在疫情防控允许的条件下进行，家长们也喜欢这样的活动。你可以看到那张图片就是我们的大堂，这个地方非常好找。有这样一个空间，老师们就可以像我之前一样去那里和家长就学校的社团、组织等问题进行深入地沟通。可以谈论学生的成长，也可以聊一聊学校的方方面面。

最后我想分享一下我们上海新加坡外籍人员子女学校的三个特殊领域。我们的董事会，以及老师、学生和家长都一直非常支持我们的做法，他们是我们学校发展的重要依靠。我们在相关方面已经做了许多重要的工作，特别是我们建立了STEAM实验室，艺术表演教室等等一系列促进孩子全面发展的设施。我觉得我们的高尔夫项目对学生的素质提升特别显著，还有一些其他的，比如学生幸福课程和我们在过去几年实施的身体健康项目，也都颇有成效。

高尔夫可以培养孩子的抗压能力，身体协调能力等，并帮助孩子建立交流自信心。学生可以通过自己打高尔夫的表现来分析自己哪些方面做得好，哪些方面还有欠缺。这是学校为学生发展提供多种可能的一个例子，我们为学生创造了这些能够激励他们自我发展的环境。这张图片展示的是我们学校的绘画区，孩子们非常喜欢来这里。虽然这个占地比较大，但是董事会一直非常支持，因为孩子们可以在这里享受乐趣。可以说我们所有的方面都是朝着这个方向发展的。我们还有一个高尔夫练球场，同时我们也有一些室内空间可以让孩子们和专业人士学习和掌握高尔夫球的基本动作和技能，让孩子爱上这项运动，这也大大促进了孩子们沟通和读写能力的发展。孩子们可以自我评价并自我思考如何更好地提升技能，实现自己的目标。我们正在通过各种各样的方式帮助孩子们实现卓越发展，特别是通过高尔夫。通过这些，我们支持孩子们坚持发展自己热爱的运动，发展兴趣爱好。

这是我们的STEAM实验室。这个实验室团队实际上是在创造STEAM。和其他国际学校一样，我们也在发展相关课程，我们也在财政资源上帮助我们学生实现自己的愿景和梦想。我们与ICT和STEAM教师深入合作为幼儿、小学和中学部门开发了专门的课程，打造了专门的学习空间，以确保孩子们得到最好的教育。图片中的这几个男孩在学校开展了一项已经持续了很多年的项目。这五个男孩对STEAM和ICT有极大的热情，这使得他们自发地去深入学习AR和VR的相关知识，可以说他们现在是我们学校的代言人，并且也是学校相关项目的领导团队之一。

他们甚至在上海给许多老师展示并讲解我们的项目，因此，我们的STEAM和ICT老师根本不必再做这些介绍。因为这些工作这几位学生就可以胜任，甚至他们可以完成地更好。这几个男孩花了很多经历和时间做了一个我们学校的VR校园，现在他们正在进行下一个项目，之前他们完成了整体景观框架的打造，现在他们正在通过VR技术来打造一些特殊的教室。例如，他们正在建化学实验室，让所有的学生们可以到VR化学实验室里来做实验。很难想象，这是由5位学生组成的团队打造的。现在，相关团队已经超过100个。这些学生不仅在STEAM课程方面有所发展，在物理等科学领域也有很大进步，而且他们不会停止探索的脚步，而是把它变成一个长期项目。这些男孩们是高三生，高一、高二的孩子也会问他们可不可以去艺术表演课，可不可以在教室外做实验等等，他们的想法都非常丰富。

他们之所以能产生这些想法，就是因为我们为他们提供了适合的环境，鼓舞了他们，激发了他们思想的火花，这是我们学校的教育目标之一。有了创新发展的环境，孩子们就可以凭借我们提供给他们的东西来努力实现他们的梦想。我认为这就是我们可以为创新教育所做的。真正的创新是可以激励孩子，帮助他们实现梦想的，这是我们作为教师和教育工作者应该做到的。我今天没讲什么教育的黄金法则或者什么历史性的革新，我只是想通过自己的故事让大家了解更多细节，因为作为教育工作者，我们是可以改变教室环境，改变教育空间的。在座的各位今天回去就可以重新安排教室的布局，当然我不是指让大家都撤掉老师的讲台，而是真正地思考一下应该从哪个地方着手。这个改变甚至可以是在周一之前把脏乱的讲桌打扫干净。谢谢大家的认真聆听，谢谢大家。

谢谢大家的认真聆听，谢谢大家。

当今世界，教育改革创新已非预言，而是现实。第十一届创新人才论坛暨德胜教育二十周年·德胜学校（国际）十周年教育峰会汇聚世界顶尖大学学者和中国顶尖国际学校教育者的先进理念与实践，深刻引领了教育行为，为未来赋能，让改变从现在发生。

English Version

On November 20, 2021, the 11th Innovative Talent Forum & the 20th Anniversary of Desheng Education · DSI 10th Annual Education Summit, hosted by KingLead Beijing and organized by Desheng Education, were successfully held at Desheng School (International).

This is a far-reaching event focusing on international education and academic exchanges, gathering valuable experience, scientific literacy, and wisdom from the world's top scholars. This forum focused on the theme “Innovation”. 

As the host, KingLead invited 

Three world’s top university professors from Harvard, Cambridge, and Oxford，

National Education Supervisor, Former Department Chief, Policy and Regulations Department, Ministry of Education, Executive Chairman, China Society of Educational Development Strategy Committee, 

Vice President, Doctoral Supervisor - China Education Policy Research Institute, 

Chairman of the Board & CEO of Desheng Education Group, 

Well-known international school principals, leadership, and related educators from Beijing, Shanghai, Guangzhou, Shenzhen, Suzhou, Hangzhou, and other cities.

The guests discussed the cultivation of innovative talents, grounded in the present and the likely future, based on China’s condition, looking around the world.

In this forum, David Shirley，Head of School from Shanghai Singapore International  School, brought a lecture on the theme of "Developing Learning Spaces to Support Strategic Ambitions".

Ladies and gentlemen, first of all, thank you so much. I feel very deeply honored to be invited to talk with you today. Special mention to Kinglead and also Desheng School. But in particular, I wanted to mention the SSIS students. They have been particularly helpful for supporting me today. I’ve learned a lot from them. Thank you. 

I love going to school and actually I' ll have a chance to connect with students, because they are the souls of every school. If you talk to them, you can actually understand if the actual will of school and if it does what it says it's going to do. And the children and students that I spoke today, you should all be very proud of them. After listening to so many world experts today, I was very worried what I was going to say this afternoon. Firstly, because these world-renowned experts who were talking to you today, secondly I'll speak at 2 o'clock after you had a big lunch and some wine. Please don't fall asleep. I'll try to entertain you and form your energy together. We haven't got much time.

What I' m going to do today will change a little bit what else is going to say, because we've heard a lot of research, a lot of information. What I want to do is trying to share some stories with you today to make that personal connection with you. I'm gonna share a little bit about my journey, and then also talk about the opportunities I’ve had as the school leader. I want to give you a little bit history of where I came from as a person growing up in Australia. I came from a family who didn't have a lot of money. We didn't have a television, we didn't have a telephone. My family had to walk quite some time for us to be able to bring up other family members. I didn't know that when I was young, because my parents were innovative parents. I remember having a telephone. It wasn't real. My parents used to pretend they were talking to their family members, so they were actually instructed me about technology, even when we didn't have it. We had a black and white television when I was nearly 10 years old, but that was fantastic. Other people had color televisions. My father came home one day with a piece of plastic box green at the bottom, blue at the top and said we had a color television. From that moment and through up my journey, even until now, I understand the importance of connection, also that of innovation. 

When I became a father, I used to say to my four children, my eldest daughter is 26 years old, "I do not want you to become a robot, try things out, test your ideas, have fun with your learning and life." Now I'm saying to them the same thing and they're saying to me as well. In fact, this morning, my eldest daughter came and said, "Dad, do not stay there and be a robot, practice what you preach." And I'll try to do that. I think that's really important. And that's what we'll say to our children. We have to make sure that connection. We have to make sure we live what we say. And as a school leader, I found it easy to share stories with my staff. If we can make that real-up connection, then they are going to do it with their children. I'm now currently in Shanghai Singapore International School. I can see many similarities between the school here and my new home in Shanghai. We have the same philosophy. We put children in the middle of learning. We put children at first and foremost in every decision that we made. We know important to make a beautiful, creative, innovative environment for them.

So they want to come to school. It's so important. My student ambassadors who are talking to me today, they love the school. They can tell me about all the innovative things that they've seen in their journey here in school. When I arrived at my new school with nobody knowing who I was, I took some strategic walks around the ground and identify children to talk to. They told me what I want to hear. They told me that their teaches want them to be passionate. They want them to be holistic. They want them to be creative and critical thinkers. They didn't know who I was. So I was really proud and also excited to start working there.

I would like to share a few things about our learning environment. When we walk into the school, we can see the shiny bells and whistles. We can see spaces which have been mined. Sometimes I go to international schools and schools around the world and the first thing they'll do is to take me to an innovation center. I do not see children there. They also take me to their new library. I do not see children there.  What I wanna see is almost seen in the classrooms. This is an example of one of my classroom. You can see there is full of color, but there's full of purposes. They have different spaces to learn and children create that environment with the every single day. You can walk into that classroom, ask those students, why those tables there, what's their purpose? Why is that documentation on the wall and what's their purpose? So they are experts because our children and teachers are passionate and they'll understand our vision. That vision comes from us, the school leaders.

But we can do everything that is possible to do and talk to our leaders and children every day. But when they get into that classroom, it’s up to them. We need to make sure we build spaces which are collaborative. We need to make sure that all that support within the school wants to go in terms of our big vision. My early experiences as a beginning teacher help we understand the importance of learning spaces. My first teaching job in Australia was to go to a school in a village which is in Queensland. I've never heard of it before. The first thing I said was I can't wait and then I said where is it. I didn't know. When I went there, I came across a culture that was foreign to me. It was a school community full of indigenous people. They learn differently. But I put them in the classrooms which didn't include their learning style. There was 30 years ago. I walked into a classroom of indigenous people, young women and men. But I didn't want to be held in the box. The attendance in the year before for class was about 25 %. The rest time of these children went out. They went to different places. They were learning, fishing, hunting, gathering and painting. That was their classroom. I started to understand that.

So for the second half of the year, I probably spent 40 % in the classroom, 60 % outside. Being outside doesn't mean I wasn't teaching. Being outside doesn't mean they wasn’t learning. I was using what they loved to do and learning environment to guide out for our ambitions at that school. And one of the ambitions of that school was to lastingly increase the rate of school attendance. Every child knew that was important. Every child knew that they were going to learn something at school. And they came. In the middle, that was a picture. It is actually a story and oral language as well. My aboriginal children who can spend many hours talking about this story, but they had to paint it. Through that painting, they had shared dialogue. They were understanding of their first language, because quite often when I was painting, they were using the indigenous language. From there, children in Queensland getting the message I was writing that down.

So together we started to create a book. We started to learn the important literacy and culture. That learning space was outside, and that learning space helped me the rest my life as a teacher. In Australia, there's a place for school of everywhere. My job is a teacher. I spent many hours talking to children back then was a two-way radio, and have the interactions then, and I spent my time teaching children by the radio. Also, we have tourists coming and take photos and pictures of the teachers who are trying to teach their lessons. So my learning space was completely different, but was helpful. I had two audiences then, I had my children and family. I also had parents and also tourists who come in and ask questions about education.

So I have the opportunity to improve fascination and curiosity in people who didn't know where they are coming on that day to learn something about school. I also got the chance to go visit these children in the outback of Australia. And it was amazing. I spare time teaching children to swim. I spent time problem solving because we went. I've been riding on the horseback. We spent time problem solving and creating problems using the ship. It was such an adventure, but again, I learned more from them perhaps than they learned from me. I always find this picture quite amazing. When you go out to the west, and you meet the men and women who we call them cow boys and hostesses. At the end of the day, the adult cowboys would sit on the gate and look at the sheep and the cattle and talk about them. And to listen to them, you'll learn a lot. They're talking about what cattle worked well, what hostess use to help the cattle getting in there and also the sheep. The children do the same thing and I understood this. So we got many students together, and had a fun. I would teach them like this. So quite often on the other side teaching them, and they sitting up the fence, but that's how I could listen to them and communicate together. I thought it was amazing.

We all know this brings me back to what we're doing right now. Shanghai is moving into its 14th 5-year basic plan of education. One of the big draw is that we all hear about now is individualized education. Now the opportunities I had when I always thrived with those unique school and school environments. I understood that we need to connect one on one and understand the learning thoughts of each student. We now know it's so important, as China moves towards education reform. We have to identify the skill, unique qualities of each of our learners. We need to ask ourselves, how do our classrooms basically pay the full individualization. That's a must. As I said, the outside, we can go to different centers, but once you are in your classroom, that's when you make difference. That's when you can really individualize the learning environment and learning for your children.

Fortunately, I was very lucky for the last 4 or 5 years to go visit many international schools in China. Right here, there is a picture, one of those pictures from school from the 1960s, one of those pictures is from last year in international school. In the 1960s, we educated children with sometimes to go into the factories.

So they all sat down at the same area, the same uniform position, the same curriculum, the same language, the teacher in the front saying the same thing every day. I am shocked and horrified that some schools can still do that and then say, yes, we are individualized in education. No, you're not. I think as a head of school, sometimes I need say I can't be too operational. Let the teachers do their job. But as a head of school, when I see this in my classroom, I need to make a change. If you, the head of school, don't do that, we're not doing our jobs. That's also another picture I saw. Obviously, you think now this is the big device here. That's a little bit of technology up there. So you should know that's a recent photo. This one is from the 1960s. Please make sure if your classroom really looks like that, take a step back to address the problem. These are my classrooms that I enjoy creating with my teachers and students. As you can see, there are different spaces. We are inviting collaboration, we are inviting critical thinking, we are inviting communication, we are inviting problem solving. Children feel supported. They feels safe, and they go to take risks. 

I would say most of us here know what we should be doing. And as I said, most of us, as international schools have a very similar approach to teaching and learning. The previous page cannot support the things that we are going for in an extra strategy in ambitions. One of our big things which are always on about is that, teacher desk. The teacher desks are something that I wish no classrooms have. Teachers desks can do a couple of things. They take up valuable space. If you look at the desk, it's not only the desk itself, it's the space behind it. If you go into a room, quite often you'll see it, right at the beginning of the front of the classroom. That's where the magic happens. Sometimes you walk in the classrooms like this. This is a double win. It's at the front of the classroom, but it's also a dumping ground for space. Aesthetics are important to learners. Children don't want to see a desk like that. How does that motivate them? So we need to make sure we're looking at our teacher space and why we were helping them promote teaching and learning in the 21st century.

This is an example and so is this. This is an example of a 56-classroom. As you can see, we removed the teacher desk completely there. Right here, the teacher sits. And already in the physical nature of that chair, it's time come to sit down with me, come to learn with me. That's what we want. They are packing their bags, they are sitting down and they're excited. We also make sure our teachers have some space because I want to put some things down. This is a middle school environment. And I love these. These are mobile desks. They also got writable walls and also magnetic walls on them as well. So they're not only a desk. They're actually working space. Children and the teachers are also writing and working on them. Also, they're very mobile. You go into much the classrooms using these. One daily could be in the front and people standing around the wood, and they could be at the back. Sometimes they are not in the classroom at all. Flexibility in the learning environment will help solve strategic ambitions.

We also want to make the school inviting, particularly for our older students. They want places where they can sit together, communicate. Always in this area, in particular, this follow one, we call it the Wellness, but it's actually a teaching learning space. It chooses every single day. But the time it chooses most was the lunch time. Children just want to go in there and talk to each other. Quite often you'll see teachers and a group of students talk about what's coming on and string the working out is also during lunchtime. So this is promoting school all the time.

Another one of our strategic ambition is making sure that we create a cohesive school community. And by that, we are including for that community members. This is Center ran at the beginning of our school. This area here is our alumni area, so our former students don't have to go and walk throughout the whole school to find a little area. It's right at the beginning. It says we value you come back, spend some time here. You could sit there with former staff members, talking about their first jobs. They're talking about in their pride. On the other side is their admission area. So I like having admissions and our alumni together in the front. It's really helpful to have a alumni and having new families come in, feel school community. So we strategically put those important places visible for everyone to see.

Similarly again, we want our parents to be partners and I think my schools have a similar slogan for that. We redesign our parents lunge to make sure our parents know we value them and that they are welcomed to come our school community. That's when the restrictions are over, of course. How parents love that. You can see over there is just our central lobby and they can quickly come in and find the place. It thrives teachers like me to go down and start talking to them, particularly if you got in your schools, golf or PTI, or parent associations. It's a great way to have formal communication. So you can talk about their students, but also the school is the whole.

Finally I want to talk about three particular areas in SSIS where I have been working on. The board has been very supported in this approach as well, and the same as the students and parents and teachers. We need all of that, if we're going to have capital investment to support our strategic thrust. We have done major work, particularly on our steam lab, our performance art area and we're very proud of our golf program, and also our other well-being programs, physical well-being programs that we've implemented over the last couple of years.

Golf is something that builds resilience, assistance, skill development, and helps the confidence in communication. You can analyze yourself by looking at your golf screen. So it's just one example of a school of developing multiple pathways for our students. We create the environment which supports the skill development and also create environment looking quite special. This is an example. We have a picturing part area. Children love coming here and working on that. It takes a lot of space. The board has been very supportive to understand that children get right pleasure from this. And as I said, all other things developed along the way. We also have got a driving range. We are very lucky to have. And the support inside the classroom have classes to build golf technique and addict, which also supports communication and literacy development. Also we've also got an indoor golf where children and the professionals can actually talk about their development. Children can self value and think how to achieve skills and their goals. Now next step, obviously we're developing multiple pathways and building sporting skills of excellence, and particular golf. So we can support the real passion that some of our children have.

There is Steam Lab. The team is actually creating the STEAM. So what we've done is developing STEAM or STEM within the school community. Again, our financial resources support is also help the vision and dream of our students. We've been naturally developed spaces for our early childhood, our primary and our secondary divisions to work deeper with the ICT, STEAM teachers, to make sure we get the best out of our program. These young gentlemen had a state program in place in school for a number of years. These five boys have developed a passion of STEAM and ICT which is led to a real deep learning about AR and VR. They are powerful ambassadors of our school. They are now one of the leadership team in the school.

They perform and they talk to many teachers in Shanghai about our program. So our STEAM and ICT teachers don't have to do that presentation anymore. These guys do it. And in a word, they are better. What they did is they created through VR, a whole VR experience of SSIS. So that took many many months and dedication to do. The next project which they're working on. They've done the whole brand scheme through VR. Now they're working on individual classrooms. For example, they are working on the chemistry lab. So we did the chemistry lad using the VR now. Children can come in and do their experiments. It's something that all the children of our school can enjoy it. As I said, it started from a team STEAM of five. Now the team STEAM is over 100. But it's not just the STEAM who gets the benefits. It's the physics. It's the science, and that's not where they're going to stop because now it turns into a long-term project. These boys are of 12. And tens and elevens are saying if they can do something in performing art or do something outside the classroom.

All those ideas have come across because we've said this space is important. It helps our strategic direction. And now, through that support, through all the school community, the children are reaching their dreams. And I think that's what we can do for innovation. True innovation advises our children and supports their dreams, because that's why the end of the day we are teachers. So as I say, today, I can't offer you too much more intellectual or cognitive change, but I do love sharing my story because at the end of the day, we are the ones, we are the people who can make that change. We are the ones who own our classrooms. We are ones who own the whole school space. Every person in this audience can go back to their classrooms tomorrow and make a difference. I'm not saying that you may get in trouble and throw out all the teachers desks, but have a look at how to start with. If you got a messy desk, clean that up before Monday. 

Thank you so much. Thank you.

Nowadays, education reform and innovation is not an expectation but reality. 11th Innovative Talent Forum & the 20th Anniversary of Desheng Education· DSI 10th Annual Education Summit gathered scholars from high-ranking universities and educators from top international schools. The forum leads the education behavior and empowers the future. Let the change starts now.