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Last modified 06/25/2015 - 10:49 

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Only available in spanish during the Icot2015 but afer the Icot available in english and Spanish.

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Thinking Txoko

Thinking Txoko >>>

The Thinking-Txoko is an innovative alternative space at the  ICOT 2015 . 

The  will be situated in the main hall of the conference and it will gather different speakers and professionals to discuss certain themes of the conference.

By being in an open space there will be more freedom and opportunities to interact, listen, ask and debate for the attendees. 


During the days of ICOT2015 we will open a "TänkBar" (a venue with thinking on the menu) in connection to interesting lectures and sessions.

In a tasty and visual environment between keynote and featured sessions , we want to help the participants to reflect on what they just have heard in presentations or experienced during workshops.

During coffee breaks and lunches, we will therefore "enhance" the usual café and restaurant environment with various visual aids and tangible thinking tools to help participants to think together while eating or taking a coffee."

50 person per session permited.

Cost: FREE

Language: English

See pdf >>> for more information.

Schedule of the presenters that we follow up in TänkBar:


Guy Claxton

guy-claxton-icot-2015Guy is Research Director of the Centre for Real-World Learning and Professor of the Learning Sciences, at the University of Winchester. He previously held the same title at the University of Bristol Graduate School of Education. He has a 'double first' from Cambridge and a DPhil from Oxford, and is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. His books have been translated into many languages including Japanese, Greek, Italian, German, Spanish and Portuguese.


Originator of the educational Building Learning Power programme: helping young people become better real-life learners. Originator, with Bill Lucas, of the Expansive Education Network.


Consultant on learning and creativity to, among many others:

New Zealand Ministry of Education
South Australian Ministry of Education
HM Treasury
The Football Association
The Royal Albert Hall

Worldwide speaker on creativity, learning and the brain, recently lecturing in Australia, New Zealand, Hong Kong, Singapore, Brazil, USA, Sweden, Germany, Spain and Ireland, as well as throughout the UK.


Keynote Lecture

Character and Cognition: Teaching for the Learning Age
It is established beyond question that the most important residues of young people's time at school are not knowledge, or even grades, but a range of character traits or strengths. Grades enable you to walk through doorways of opportunity, but they do not at all guarantee that you will be happy or successful on the other side. It is possible to do well in school, and come out passive, compliant, dependent, frightened of making mistakes, and lacking moral probity, for example. Conversely, there are low-achieving students who develop the resilience, curiosity and self-awareness to thrive despite their poor grades, and who have more integrity than their wealthier neighbours. It is not a matter of neglecting knowledge, literacy and understanding, but of seeing how ordinary lessons can be tweaked so that the truly valuable character strengths are systematically developed alongside them. If teachers are unwilling to change their pedagogical habits, and if school leaders persist in focusing their energies on the wrong things, 21st century education will never come about.



Building Learning Power in the Classroom: The Nitty-Gritty
Building Learning Power (BLP) is one of a small number of approaches to school culture and classroom ethos that is designed to develop, systematically and explicitly, a valued set of thinking/learning dispositions or habits of mind. Others include Visible Thinking and Habits of Mind. In this workshop we will discuss some of the key adjustments which teachers can make within the BLP approach. They include the design of learning activities (and the involvement of students is such design), attitudes to 'rough work' including sketching and drafting, the selection of visual images and displays of students' work, report writing, and the kinds of language and 'pivotal constructs' that teachers routinely use in their interactions with their students.



Intelligence in the Flesh: The Bodily Basis of Thinking
When scientists started to look for the natural home of the 'mind', they began by focusing on the brain – the spongy ball of meat between the ears. Recent research shows this to be a misleading approximation, for our brain is actually distributed through the whole body, and cannot be separated from it. The cerebral cortex is not the command centre of the body; it is the 'chat room' where the different organs and systems can pool their knowledge and concerns, and where a coherent way forward can emerge. We think with our skin, our hands, our thorax, our immune system and our stomach. The depth of your breathing alters your spatial IQ. How well you can listen to your heartbeat predicts the success of your decision-making. Actually, the 'organ of intelligence' even spills out beyond the envelope of the skin to include nearby tools and resources, and even the other people around us. This transformation of our view of human intelligence is profoundly altering the way we think about education.

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