Two of IGS’s Junior School teachers, Michelle Weir and Josie Nardella, recently represented the School at the internationally renowned Deeper Learning Conference, held at High Tech High (HTH) in San Diego. The trip was as much about giving as receiving – Michelle and Josie not only returned with a wealth of inspiration and new ideas, but took to the stage themselves, sharing the innovative literacy work happening right here at IGS, with educators from around the world.
A Conference Built Around a Broader Vision of ‘AI’
This year’s conference theme challenged attendees to rethink the meaning of “AI” – moving beyond Artificial Intelligence to embrace what organisers called the other AI: Arts Integration, Ancestral Intelligence and Abundant Imagination. Alongside deeper learning competencies, the program placed creativity, imagination and the arts at the centre of meaningful education. The central message was clear: play, creative expression and arts-rich learning experiences are not add-ons to the curriculum – they are fundamental to how students explore ideas, build identity and connect learning to their lives.
Michelle and Josie had the privilege of learning from an exceptional line-up of educators and thinkers:
- Dr Stanley Rodriguez, President of Kumeyaay Community College, who brought a powerful indigenous perspective to learning and community.
- Dina Buchbinder, founder of Education for Sharing, who harnesses the power of play to develop engaged, globally minded citizens.
- Kwaku Anning, a professional “wonderer” exploring the intersection of education, technology and art.
- Marimar Patron Vazquez, who shared how storytelling, culture and the arts bring deeper meaning and creativity into the classroom.
- Ron Berger, whose unwavering commitment to high standards and emotional connection with students made for a closing keynote that was, by all accounts, both unforgettable and moving. “He had us mesmerised, laughing and moved to tears,” Michelle reflected.
Books Alive! Sharing IGS Practice on the International Stage
A particular highlight of the trip was presenting their own 90-minute workshop, Books Alive! Literacy Through Drama. The session, which draws on dramatic exploration to deepen students’ engagement with texts and literacy, was fully booked – with HTH students themselves eager to take part.
The response from participants was overwhelming. Feedback from attendees spoke to the power and originality of the approach, and Michelle and Josie returned enormously proud of what they have built at IGS and the impact of sharing that practice with an international audience.
“It was such a privilege to share this amazing session,” Josie wrote. “We are so proud of what we have achieved and the impact of sharing our practice internationally.”
Learning from High Tech High
Beyond their own presentation, Michelle and Josie had the opportunity to move through HTH as observers and learners. The school’s culture of making student work visible through exhibitions, displays and public showcases of learning left a strong impression.
“The sense of pride and ownership students have in their learning was evident,” Michelle noted, “and prompted reflection on how we can continue to strengthen this at IGS.” Josie added “This is such an important way to showcase student learning throughout the year and would create a wonderful glimpse at what our students do for visitors in the school.”
A Visit to Presidio Knolls School, San Francisco
While in California, Michelle also had the opportunity to visit Presidio Knolls School in San Francisco, where she was warmly welcomed by Head of School Chris Livaccari and his staff. The school – a progressive, secular institution serving students from preschool through to Grade 8 – is well known for its strong Mandarin immersion program and its commitment to inquiry-based, project-driven learning.
Students at Presidio Knolls engage in rich “Units of Exploration,” where learning is integrated across subject areas and grounded in real-world contexts. The school draws on the Reggio Emilia approach, placing genuine value on student voice, curiosity and the learning environment itself. Staff were generous in sharing their practices, and students were articulate, engaged and clearly proud of their work.
The parallels with IGS were clear. Both schools offer bilingual programs and share a deep commitment to globally minded education – viewing language learning as a pathway to broader perspectives and deeper cultural understanding. Michelle described the visit as “both inspiring and affirming, highlighting the impact of an intentional, student-centred approach to education.”
Michelle and Josie have returned to IGS with a wealth of ideas to implement in their classrooms and share across the Junior School. The experience has sparked valuable professional thinking – about the role of creativity and the arts in learning, the importance of making student work visible, and the value of connecting with educators beyond our own context.
