In the 21st century, the curriculum is no longer the most important aspect of school. It is the experience of learning that teaches the portable skills that students need to be successful in this rapidly changing world. It is a positive learning experience that results in students graduating and becoming life-long learners; not just learners who can retain content information long enough to take the next test. A deeper learning experience creates self-esteem, empathy, confidence essential qualities for personal success in the job industry, with in
relationships and stenthening  family bonds.

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Students are an untapped resource that can change the world. Traditional education positions students as not yet ready to be contributing members of society; however, a change in that paradigm could unleash unimaginable talent to solve the world’s problems. 
That is why the Revolution in Education Congress with Focus on PBL has a mission to create innovative learning spaces for educators and to create hands on coaching workshops with leading experts from the top school associations in the USA. It is a congress like no other, where participants will have a chance to work in small groups and challenge educational paradigms that will later create changes in their own

What will you learn?
  • Project Based Learning and why this teaching pedagogy is crucial for student success in college, their career and life.
  • Examine how the role of the teacher must change in a PBL classroom and what school leaders can do to create a context so that both teachers and students can be successful with PBL.
  • How effective PBL strategies lead to stronger communities.
  • How PBL builds a stronger collaborative culture among educators, improving teacher satisfaction and mitigating against teacher turnover.
  • Foundation in the design elements of Project-Based Learning, and will offer strategies, tools and resources for tweaking academic units into project-based experiences which engage students in inquiry and action.
Who Should Attend?
  • Educational leaders in Private and Public Schools.
  • Policy makers for schools districts.
  • University Professors and faculty members.
  • Teachers.

It is an important opportunity for schools and universities who want to change their educational model to send teachers, leaders, and early adaptors that will help the institution shift its educational model.


The congress has been created by Dr. Frank Locker; creator of Harvard’s LEFT program and world known architectural and educational consultant; Nicholas Salmon; founder and president of the Collaborative Learning Network, LLC; in alliance with Gimnasio los Caobos; which has over the past 3 years implemented PBL with great results in the  admission processes and parent-student engagement and satisfaction.

Dr. Frank Locker.

Dr. Frank Locker practices educational planning and school design from a base in the greater Boston area, USA. See www.franklocker.com.

Nicholas Salmon

Nick Salmon is the founder and president of the Collaborative Learning Network, LLC.  He is a ninth generation educator focused on teaching project based eLearning, supporting professional development of teachers and educational facility planning with dynamic and creative community engagement.

Gabriel Enrique Diago

Gabriel E. Diago has been the director of innovation and Technology for Gimnasio los Caobos for the past 4 years. He has been leading the transformation of the school from traditional learning to Project Based Learning with Dr. Frank Locker and his architectural and educational consultant firm.

When & Where?
25 - 26 - 27
Of April - 2017
Gimnasio los Caobos Chía, Cundinamarca Vereda la Balsa vía Guaymaral.
(Outskirts of Bogotá, Colombia).
Keynote Speakers & Coaches

It is a congress like no other.
The participants will have the opportunity to acquire top-level knowledge from the experts.


3 day workshop with access to keynote Speakers and snacks:


Coffee Break with snack all 3 days, Lunch all 3 days Networking cocktai, Materials, (bag, notebook, pen), Diploma and, access to all of the congress information and materials.

3 full Days: $1.490.000 COP

A full day: $560.000 COP (You can join the workshops that day)

A main conference: $290.000 COP

3 days of main conference: $500.000 COP

Note: Groups of 5 or more people will receive -15%

Special Services
Transport from Unicentro Bogotá to Gimnasio los Caobos at 7 am and return at 10:30 am and at the end of the afternoon.
Free parking onsite

Make your payment on:
Bancolombia: Cuenta Ahorros


The Congress will have a contest in which educators from all over Colombia can participate to show the world that you can do PBL with limited resources.


The participants will have to send a 5 min video showing a project that they did that inspired their students learning. 

The Videos will be judged by the organizers and key speakers and the 3 best projects will be awarded the scholarship for the 3 days of congress and all expenses paid in Bogota those 3 days.

The deadline will be March the 3rd.


Become one of our sponsors, and be part of one of the most important events in education in Colombia.

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Limited space! Contact us for more information.

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+57 (1) 8 61 1166 Ext: 144

¡ In the 21st century, the curriculum is no longer the important aspect of school,
The learning experience is !


David Ross

CEO of P21

David Ross is the CEO of P21, the Partnership for 21st Century Learning. In this role, David oversees all of P21's programs, which span the entire 21st Century Learning continuum, and its growing state support services. Most recently, David was the CEO & Founder of the Lurner Group, an educational consulting company that partners with starts-ups, non-profits, and school districts on revenue development models. Ross worked for seven years as the Senior Director for the Buck Institute for Education and led its growth into becoming the dominant provider of professional development focused on Project Based Learning. While at BIE, David created and managed the PBL World Conference and the National Faculty. He is the co author of the Project Based Learning Starter Kit.

Ross is a frequent and popular speaker and workshop facilitator at national and international conferences. He has presented more than 40 times on such topics as Project Based Learning, creativity, entrepreneurship, and 21st century teaching and learning. One of his most passionate interests is global education. He has led multi-year partnerships in Costa Rica, the Dominican Republic, and South Korea. He has provided teacher workshops and leadership training in more than a dozen countries. Ross anchors his leadership work in the ten years he spent in the classroom. He was an English and Social Studies teacher in an urban Los Angeles middle school for six years. He finished his classroom career by teaching U.S. history for four years at New Tech High School in Napa, CA.

Key Note Overview

David Ross will provide a keynote address that introduces the audience to the essential elements of Project Based Learning and why this teaching pedagogy is crucial to student success in college, career and life. We will look at examples of PBL programs around the world and examine
their key features. We will also examine how the role of the teacher must change in a PBL classroom and what school leaders can do to create a context so that both teachers and students can be successful with PBL.


Suzie Boss

Writer and educational consultand

Suzie Boss is a writer and educational consultant who focuses on the power of teaching and learning to improve lives and transform communities. She is the author of several popular books for educators, including Reinventing Project-Based Learning (co-authored with Jane Krauss), Setting the Standard for Project Based Learning (co authored with John Larmer and John Mergendoller), and All Together Now: How to Engage Your Stakeholders in Reimagining School (to be published by Corwin, spring 2017).  She is a regular contributor to Edutopia and the Stanford Social Innovation Review, and a member of the Buck Institute for Education National Faculty. She is collaborating with award-winning global educator Stephen Ritz on The Power of a Plant (Rodale, spring 2017), which tells his inspiring story of creating green classrooms and healthier outcomes for children and communities across New York’s South Bronx and around the world.

Inspired by teachers who push the boundaries of the traditional classroom, Suzie consults with schools internationally that are ready to shift away from tests and textbooks and engage students in real-world problem solving. She has helped project-based learning take hold at schools in India, Europe, Mexico, and South America, as well as all over the United States. Beyond the regular school day, she has developed programs that teach
youth and adults how to improve their communities with innovative, sustainable solutions. She lives in Portland, Oregon, in the U.S.

Key Note Overview

PBL: The Key to Stronger Communities

We know from research that project-based learning leads to deeper thinking and helps students acquire the key competencies that they will need in college, careers, and as citizens. Looking more broadly, we can see that benefits extend well beyond individual student outcomes. In this keynote, Suzie Boss will show how effective PBL strategies lead to stronger communities. Examples from diverse contexts will show how PBL builds connections between classroom and community, often with students in the role of community problem solver and adult mentors contributing expertise. Some communities even credit PBL with stopping the “brain drain” of talented young people by giving them new reasons to engage locally. Other examples will show how PBL builds a stronger collaborative culture among educators, improving teacher satisfaction and mitigating against teacher turnover. To help educators
design compelling projects that capitalize on community connections, Suzie will share strategies from her forthcoming book, All Together Now: How to Engage Your Stakeholders in Reimagining School.


Steven Levy

Educational consultant

After 28 years teaching in classrooms K-12, Steven Levy is now an educational consultant, working independently and with EL Education. He guides teachers throughout the United States and internationally in designing service-based curriculum, engaging instructional practices, student owned assessments, and character development. He was recognized as the Massachusetts State Teacher of the Year, and honored by the Disney American Teacher Awards as the national Outstanding General Elementary Teacher. Mr. Levy was the recipient of the Joe Oakey Award for his national impact on project-based learning, and received the John F. Kennedy Prize for the teaching of history. Mr. Levy and his fourth grade students were designated "Conservation Heroes" by the National Park Service for their study of the effects of a local bike path on the environment and the community. Mr. Levy has written various articles for educational journals, and his book, Starting From Scratch (Heinemann, 1996), details some of the projects and students he has worked with in his elementary classrooms.

Key Note Overview

Real Work for Real People
Projects with products for authentic audiences provide powerful opportunities for learning experiences. When students produce something that matters to someone beyond their teacher they are inspired to create beautiful work. When content and skills are learned in the context of meaningful projects, students are intrinsically motivated to develop knowledge, skill and craftsmanship. Students understand the purpose of learning is to help make a better world.

Workshop 1: Student Work That Matters
In adult life students will not be judged by test scores, but rather by their character and the quality of their work. One of the most effective inspirations for creating work that matters is examining models of excellence that create a shared vision of what quality looks like. This workshop will give you an opportunity to explore a variety of student
products across grade levels and disciplines, and provide resources for you and your students to promote critical thinking, craftsmanship and authenticity.

Workshop 2: Assignment to Assessment: It’s not done until it is an A
Participants in this session will learn how to create a classroom culture that inspires a commitment to quality, and provide structures to help students achieve it. We will follow all the steps that happen from the time the task is given to the final evaluation. You will learn how to use assessment to actually help your students learn, rather than evaluate their performance.


Jennifer D. Klein

Workshop Coach

A product of experiential project-based education herself, Jennifer D. Klein taught college and high school English and Spanish for 19 years, including five years in Central America and 11 years in all-girls education.  In 2010, Jennifer left teaching to begin PRINCIPLED Learning Strategies, through which she provides professional development to support the integration of authentic
student-driven global learning experiences in schools.  She has a broad background in global program planning and evaluation, student-driven curricular strategies, single sex education, student service travel, cultural inclusivity, and experiential, inquiry-driven learning.  As a writer,
speaker and bilingual workshop facilitator, Jennifer strives to inspire educators and shift practices in schools around the world.  Her first book, on building equitable global partnerships, will be published by Solution Tree Press in the spring of 2017.

Jennifer is Director of Educational Development for World Leadership School, coaching teachers in global integration and facilitating projects between North American classrooms and schools around the world.  She is a National Faculty member for the Buck Institute for Education, facilitating workshops on Project-Based Learning, and she provides strategic coaching to schools involved in TakingITGlobal’s Future Friendly Schools project.  Jennifer is a central partner in the Centre for Global Education’s international video conference programs, she delivers professional development workshops for Fulbright teacher programs through the Institute for International Education and the U.S. State Department, and she is a regional consultant for the Center for Global Education at Asia Society’s International Studies Schools Network.

Workshop Overview

Project-Based Learning Intensive

The world is in dire need of young leaders who are equipped to develop new solutions to the world's most serious challenges.  Ironically, current norms in
education don’t tend to create such thinkers; instead, they benefit compliant learners who have mastered the formulas of success.  While this may serve students well inside of education, research suggests that preparation for life beyond the schoolhouse must include the skills of effective collaboration, communication, critical thinking
and creativity, best cultivated through opportunities for students to manage their own learning and think for themselves. Project-Based Learning allows students to build core skills and knowledge through addressing authentic challenges and questions, increasing engagement and making learning relevant and action oriented.

 This workshop will provide a foundation in the design elements of Project-Based Learning, and will offer strategies, tools and resources for tweaking academic units into project-based experiences which engage students in inquiry and action. In the morning session, participants will learn the basics of PBL design; will explore the distinction between doing PBL and “doing projects;”
will see several example projects from elementary, middle and high school; and will begin to brainstorm project ideas of their own.  In the afternoon session, we will take a look
at the Project-Based Teaching Practices, particularly Project Management and Assessment strategies, as well as addressing logistical and pacing concerns.


Eric Wycoff

Workshop Coach

Eric has two decades of experience building healthy, student-centered classroom cultures. His practice is driven by PBL and the authentic application of 21st century skills. His curriculum development efforts are at the intersection of research-based strategies that close achievement gaps and grow student motivation.

In addition to his work as a high school social studies teacher, Eric has been leading professional development for over ten years in 21st century skills, Project Based Learning, and data driven decision making. His ideas have been funded by Pacific Coast Teacher Innovation Network and he has been an active guest lecturer with credential candidates at Sonoma State University.
A strong advocate for community connections, Eric serves as the CA School Board Representative to the California International Studies Project. With projects at five university sites across the state, the California International Studies Project (CISP) brings together universities, schools, and districts to increase K-12 teacher competence in history and international studies.

Eric has a B.A. in Government and an M.A. in Education from CSU, Sonoma with an emphasis on Curriculum, Teaching and Learning. Eric also holds a CA Administrative Credential.

Workshop Overview

Session One:  The focus on Day One is the essential Project Based Learning (PBL) elements:

Significant Content and Driving Questions. Additionally, participants will examine rubrics that grow 21st Century Skills: Critical Thinking / Problem Solving.

Session Two: is at the intersection of PBL and a Freirean man model manifest as Service Learning:

This session will examine how an authentic context for learning increases engagement and ensures that lessons will be remembered and can be moved to other situations. Participants understand how PBL encourages students to be make a difference in a democracy.

Session Three:

Participants will develop strategies to move their school culture from lecture to learning by learning more about The “Growth Mindset” as promoted by Carol Dweck.

Session Four:

The session will also examine student “Voice and Choice” as a key component of PBL and make connections to strategies that encourage intrinsic motivation.

Session Five:

This session will focus on collaboration. Participants will also examine learn how to leverage Critique and Revision and public audiences in order to grow students’ abilities.


Spencer Fowler

Master in Leadership Education

Currently head of school at Dalton Academy – The Affiliated High School of Peking University in Beijing, China, Spencer Fowler has toured the world working at many American and international schools. Born and raised in Canada, Spencer attended the Catholic public school system until he was drafted into the Ontario Hockey League. Despite graduating high school with the highest academic average he pursued a professional ice hockey career in Canada, the US and Germany. At 20 years old, Spencer hung-up his skates and returned to his hometown to work as a firefighter while completing a two bachelor’s degrees at Queen’s University.  He has a Masters of Education in educational leadership and is currently completing his doctorate in educational leadership at Western University in London, Ontario, Canada.

Spencer’s teaching career has taken him to Spain, South Africa, Egypt, Chile, Thailand, Germany, Vietnam and China, with many teaching roles including elementary, physical education and health, fine art and film, English, values education and Canadian studies. He has worked in all year levels, Preschool through grade 12, and has held administrative positions as Department Chair, Activities & Athletics Director, Director of Curriculum & Instruction, Strategic Development Director, Program Director and as well as Head of School. Dalton is Spencer’s second headship.

Speech Overview


Spencer Fowler, Head of Dalton Academy, Beijing, China, will share essential concepts of his school, a highly successful school based on student initiated project based learning.  The school’s mission is to send its graduates to universities around the world.

Imagine a secondary school where students design their learning projects and select their faculty, where student initiated businesses are housed in the same spaces as academic studies, and where the faculty have a max of 12 formal contact hours per week in courses to better allow them time to advise students and pursue learning research.

Welcome to Dalton Academy, a grade 10 through 12 school in Beijing, China, the international component of the Affiliated High School of Peking University, a laboratory school of the university.  In this speech Spencer will detail how the Dalton approach creates students who are problem solvers, critical thinkers, innovators, and creative thinkers, all required characteristics for success in the 21st century.

Workshop Overview


In this workshop Spencer Fowler, Head of Dalton Academy, Beijing, will extend the Dalton school organizational concepts he shared in his speech, and will lead participants to explore the question “Can we do this in our school?”


Jenny Aristizabal Orozco

Educational Advisor

Jenny Aristizabal Orozco, with 22 years of experience in teaching and directive positions in private institutions. Teacher degree with specialization in mathematics, pedagogy research, masters in pedagogy and research in the classroom. Other studies in directive practice and teacher training, institutional horizon and trainer quality, innovation andeducational quality and innovation in children's pedagogy.

Academic adviser for schools in Montería Córdoba. Director and academic coordinator in charge of pre school in Aspaen, Manizales-Colombia

Speech summary:

Rethinking the pedagogical practice of mathematical teaching and its interdisciplinary.  Teaching based on the development of students' abilities and interests, through the construction of mandalas and tessellations using geogebra, is able to capture students’ attention in the use of basic geometry concepts and plane transformations. Rethinking that the pedagogical practice based on inquiry and the formulation of questions lead to the creation of student’s personal mental map. Understanding abstract concepts, classification, comparisons, and operations.  Teaching how to concentrate while solving operations, and learning to observe the student’s personal logic. Emphasizing on the joy of learning, collaborative work, development of autonomy and responsibility through project based learning teaching.

Workshop Description:

Mandalas, something more than mathematics.
In this workshop participants are expected to reflect on the importance of changing teaching styles and developing mathematic skills through projects, leaving aside the myth of complexity in mathematics. Reflection – video An overview in "geoegebra" Mandala creation using geometry concepts through the geogebra program.


Luz Stella Guarín

Specialist in social sciences research

¡Coming soon!

Workshop Overview:

¡Coming soon!


Dr. Frank Locker

Educational planner and school designer.

Dr. Frank Locker practices educational planning and school design from a base in the greater Boston area, USA.

See www.franklocker.com.
Honored as Planner of the Year by the Association for Learning Environments for his comprehensive planning approach, consensus building process, and state-of-the art school designs, Frank guides clients to position their schools for the long term future through visioning, school structure, development of educational programs, and enhanced connections to community.
Frank produces annual project based learning conferences at two colleges in New England, USA.

Projects have been in across the USA, plus Canada, United Kingdom, Mexico, Colombia, Morocco, Rwanda, Ghana, Kenya, United Arab Emirates, and India.  Frank’s
plenary speeches have been in the USA, plus China, Canada, Mexico, Colombia, Chile, United Kingdom, Australia, Germany, and United Arab Emirates.

Workshop Overview:


In this workshop Dr Locker will outline the essential characteristics of successful project based learning. Relying on the organizational tools of the Buck Institute for Education (see www.bie.org) he will lead workshop participants to create concepts of project based learning in their own schools.


Nicholas Salmon

Collaborative Learning Network founder.

Nick Salmon is the founder and president of the Collaborative Learning Network, LLC. He is a ninth generation educator focused on teaching project based learning, supporting professional development of teachers and educational facility planning with dynamic and creative community engagement. He shares insights into the development of exceptional learning environments at Harvard’s annual Learning Environments For Tomorrow Institute, the Montana Conference of Educational Leadership, the global conference of the Association for Learning Environments and webinars for the Ohio Facilities Construction Commission, Association for Learning Environments and Montana Alternative Education Summit.

Workshop Overview:
Flag Design: workshop #1 and #5

Ted Kay’s pamphlet Good Flag, Bad Flag includes the following criteria for flag design
1. Keep it simple (the flag should be so simple that a child can draw it from memory)
2. Use meaningful symbolism (the flag´s images, colors, or patterns should relate to what it symbolizes).
3. Use 2-3 basic colors (limit the number of colors on the flag to three, which contrast well and come from the standard set of red, blue, green, black, yellow, white)
4. No lettering or seals (Never use writing
of any kind or and organization’s seal- symbolism has failed if letters are needed, lettering and seals can’t be read from a distance)
5. Be distinctive or be related (avoid duplicating other flags, but use similarities to show connections)

Linear Design Thinking workshop #2

Using the kit of parts provided (corrugated cardboard, utility knife, brass paper fasteners), research, design and develop a collapsible solution that allows the shortest team member to grasp an object 2.5 meters from the floor using the LEAST amount of the materials possible.


Split your group into two halves: TINKERERS & REFLECTORS. The TINKERERS will take on the bridge challenge, the REFLECTORS will observe, document and comment on the TINKERER process using oral & written comments, digital photos & video while addressing the questions noted below.

Egg Launch & Recovery workshop #4

Using the kit of parts provided (tracing paper, string, popsicle sticks, utility knife, tape), research, design and develop a solution that sends an egg to the greatest height possible within the project space, and returns it as close as possible to the target without damaging the egg using the LEAST amount of the materials possible.


Gabriel Diago

Innovation director of GLC.

Gabriel E. Diago has been the director of innovation and Technology for Gimnasio los Caobos for the past 4 years. He has been leading the transformation of the school from traditional learning to Project Based Learning with Dr. Frank Locker and his architectural and educational consultant firm.

In the first year of PBL implementation to students the school had a 100% increase in admission processes and has increased 20% every other year.

The schools preschool grades (PK – 2) have grown more than 50% in two years and the student an parent satisfaction has increased year by year.

Workshop Overview:

¡Coming Soon!

¡Coming Soon!


More information:


+57 (1) 8 61 1166 Ext: 144