SEK Workshops

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1 SEK Workshops Workshop date Workshop title Workshop leader 12 th 13 th January 2018 The Role of Concepts in Student Centered Learning Learning Environments in the Early Years The Role of ICT in Teaching and Learning Andrea Muller Anne van Dam Mary Kay Polly Deadline for registration 14 th December 2017 Fees 550 usd 9 th 10 th March th 17 th November 2018 Teaching Arabic for non-native Concept Based Mathematics: Teaching for Deep Understanding Teaching and learning through inquiry Ali Ezzeddine Jennifer Wathall 8 th February usd Kath Murdoch 18 th October usd Please send workshop and registration inquiries to Mr. Ali Ezzeddine pd@sek.qa Tel

2 12-13 January 2018 SEK International School Qatar By Anne van Dam Learning Environments in the Early Years Workshop Leader Anne van Dam. Early years education has been Anne s passion for more than 25 years. She has worked in schools in the Netherlands, China, Singapore and Switzerland as a teacher, PYP coordinator and principal. As a PYP visiting team member and workshop leader, she tremendously enjoys supporting teachers with the implementation of the IB PYP framework. Her beliefs about learning are centered around relationships, play, learning spaces (both inside and outside) and on making teaching and learning visible to others. Anne moved back to the Netherlands in This has given her the opportunity to work with the PYP development team at the IB regional office in The Hague. Anne has have been working on the PYP review focusing on student agency, early years, inquiry and the several aspects of the learning community. She still works as an IB workshop leader and workshop developer and collaborates with international schools as an independent educational consultant. Workshop Description This workshop explores the pivotal role of the environment in young children s learning. Research informs us that young children primarily learn through their interactions with the social and physical world. A learning environment that supports and extends young children s curiosity will promote learning in all developmental areas. Open ended materials and spaces, both inside and outside need to be carefully considered and prepared for children s investigations and learning. The workshop will also explore the use of loose parts and how these enhance creativity and opportunities for symbolic representation and expression. Audience: Early years coordinators and teachers Language: English 2

3 Learning Environments in the Early Years AGENDA Day 1 Session One 8:30 10:0O Building from the known / Establishing a community of learners Ice er Prior knowledge and questions Day 1 Session Two 10:30 12:00 Role of the environment in young children s learning Theories about young children s development and play The role of the environment in learning Lunch Day 1 Session Three 1:00 3:00 Responsive spaces that support play Role of play in young children s learning Outdoor and indoor spaces that support inquiry based learning Materials that children can act on, supporting development of creative and critical thinking skills 3

4 Learning Environments in the Early Years Day 2 Session Four 8:30 10:00 A deeper look at the role of dramatic play Role of dramatic play in young children s learning: language development, social skills, symbolic competence Dramatic play areas planning and creating engaging play spaces for and with children Day 2 Session Five 10:30 12:00 The power of loose parts Benefits of loose part play (Both inside and outside) Loose part play and creativity Lunch Day 2 Session Six 1:00 3:00 A cycle of observation, documentation, interpretation and planning for learning spaces and Reflection Adapting spaces/ materials in response to children s investigations and theories Reflection, ways to incorporate new learning 4

5 12-13 January 2018 SEK International School Qatar By Andrea Muller Teaching Beyond the Facts: The Role of Concepts in Student Centered Learning Workshop Leader Andrea MULLER is an experienced international teacher, administrator and consultant who has worked in and with many schools throughout New Zealand, Australia, Asia, Middle East and Europe. In these settings, she has had roles that include curriculum coordinator and adviser, and global education program manager. Her current role is consultant and Director for Innovative Global Education. In this role, she works extensively in Asia Pacific and Middle East. Critical to this role is leading and evolving a sustainable model of professional learning. This model involves reviving and designing curriculum frameworks; coaching and mentoring in classrooms; reviewing and refining planning, teaching and assessment which supports current and researched educational practices in both local and international settings. Andrea is a co-author of a recent publication: Taking the Complexity Out of Concepts Workshop Description Conceptual learning involves designing learning around ideas of significance that have relevance in life within and beyond the classroom. These ideas provide the why and purpose to student learning ensuring that learning is meaningful and transferable in different contexts and lead to deep understanding. The teacher s questions and provocations are what initially drive investigation, and it is the result of this process that we see students own critical wonderings emerge IGE This workshop will focus on how to effectively plan and teach for conceptual learning. It will provide an opportunity to plan and assess a unit of work conceptually. As a way of understanding the role of concepts in student centered learning, the workshop will also examine the pedagogy of inquiry. It will provide educators with strategies to capture and maximize student s curiosities, to develop practices for recognizing authentic conceptual inquiry using concepts as well as ideas for designing learning environments that optimize conceptual thinking Audience: Educators, curriculum managers, administrators K-10 Language: English 5

6 Teaching Beyond the Facts: The Role of Concepts in Student Centered Learning AGENDA Day 1 Session One 8:30 10:0O Understand the importance of conceptual teaching. Define what a concept is Examining the idea of teaching content or teaching thought Day 1 Session Two 10:30 12:00 Explore a Model for the development of Understanding Goals and Conceptual Understandings. Using a framework, develop a rubric of understanding to guide the formative assessment of concepts in learning Lunch Day 1 Session Three 1:00 3:00 Explore how might we gather evidence of conceptual thinking Processes for developing authentic summative assessment tasks that assess the Understanding Goals and, therefore, the Conceptual Understanding. Day 2 Session Four 8:30 10:00 Understand the importance of connecting students to concepts Ways to identify the role of concepts in learning and thinking 6

7 Teaching Beyond the Facts: The Role of Concepts in Student Centered Learning Day 2 Session Five 10:30 12:00 Practical strategies for provoking and connecting student curiosity The significance of primary and secondary resources in conceptual learning The connection between conceptual learning and critical thinking Lunch Day 2 Session Six 1:00 3:00 Develop a unit of work/or series of lessons that has/have a conceptual focus Or - Practical session defined by participants 7

8 12-13 January 2018 SEK International School Qatar By Mary Kay Polly The Role of ICT in Teaching and Learning Workshop Leader Mary Kay Polly is a Primary Educator with over 30 years of experience in grades KG to Gr 6. She has taught in urban and international schools in the US, Europe and the Middle East. Mary Kay s experiences range from classroom teaching to leadership roles in curriculum coordination and technology coaching. She has been an IB workshop leader for the Europe, Africa and Middle East region since 2010 and has lead numerous workshops across the region. Currently, Mary Kay is the Teacher-Librarian for Primary at Raha International School in Abu Dhabi, UAE where she piloted the first BYOD (Bring Your Own Device) initiative in a primary school in the UAE in From there, she has participated and presented in various Information Technology Conferences such as GESS 2014, ithink, Therefore ipad 2013, ISTE 2015 and was a presenter at IB Regional Conference in The Hague, An innovator at heart, Mary Kay believes that educators should model life-long learning and be prepared to take on the challenges that the age of technology and information have brought. She strongly believes in educating the whole child and preparing them to be global citizens of the future as well as being 21st century learners. Workshop Description 21st century schools should be a place for discovery, innovation and collaboration where pedagogy comes first and technology second. A place where students are creative problem-solvers, good communicators and life-long learners. Where they can use, and understand technology, can work efficiently in group situations and are responsible and involved global citizens. This workshop will address the integral role that ICT plays in teaching and learning. Participants will become familiar with the TPAK and SAMR models of ed tech integration and assess their personal integration of technology and school wide structures to support ICT integration. They will inquire into the globally recognized ISTE Standards for Students and reflect on and plan for effective implementation of them into their curriculum. Participants will walk away with new tools with which to further integrate ICT into their classrooms, encourage greater collaboration in their teaching and artifacts of their new skills to present digitally and share globally. This workshop also aims to be a paperless, face-to-face workshop that engages participants in the active use of the internet and other electronic resources to support teaching and learning. Audience: Educators, Curriculum Managers and Administrators who work with Primary Students K-Gr 6. Language: English 8

9 The Role of ICT in Teaching and Learning AGENDA Day 1 Session One 8:30 10:0O Introduction to the role Information Communication Technology plays in 21st century education. Day 1 Session Two 10:30 12:00 How the SAMR model is transforming education Lunch Day 1 Session Three 1:00 3:00 Inquire into the ISTE Standards for Students which include; empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator and global collaborator. Day 2 Session Four 8:30 10:0O How collaborative planning and teaching support the integration of ICT into student s learning. Day 2 Session Five 10:30 12:00 Putting it all together; planning for tech integration. Lunch Day 2 Session Six 1:00 3:00 Taking it farther; the power of Professional Learning Communities 9

10 12-13 January 2018 SEK International School Qatar By Ali Ezzeddine Teaching Arabic for Non Native speakers Workshop Leader Ali Ezzeddine is an educational consultant and trainer in various educational fields. He is a certified international trainer from Lynn Erickson Institute to lead concept based workshops and international educational consultant for the International Baccalaureate Organization. Ali is an experienced primary educator and fluent in Arabic, French and English. Aside from teaching, he loves children s literature and he is a published author. He visits schools to lead training, consult with faculty or just to share his writings with the students. Workshop Description During this workshop Arabic teachers will discover strategies and tools on how to teach Arabic for nonnative speakers and how to promote deep understanding of the language. We will see concrete examples, we will reflect on our practices and we will share our experiences. We will learn on how to develop the listening, speaking, reading, writing, viewing and presenting skills. We will also discover some new ways of assessment and see how important is the use of technology in our classroom. Please note although content for sessions are indicated, this may be adjusted in terms of timing and participant needs as the workshop progresses. Audience: : The workshop is open for all teachers who teach Arabic for non-native speakers for all grades and coordinators. Language: Arabic 10

11 Teaching Arabic for Non Native speakers AGENDA Day 1 Session One 8:30 10:0O Introduction and definition Introduction Teaching non-native speakers : theory and definition Characteristics of our learners Day 1 Session Two 10:30 12:00 Authentic teaching Writing a unit Checking learning outcomes for the unit lunch Day 1 Session Three 1:00 3:00 Teaching listening and speaking Strategies and tools 11

12 Teaching Arabic for Non Native speakers Day 2 Session Four 8:30 10:00 Teaching listening and writing Strategies and tools Day 2 Session Five 10:30 12:00 Assessment How to assess Use of ICT tools in assessment lunch Day 2 Session Six 1:00 3:00 Reflection and action plan Putting the learning in action Reflection 12

13 9-10 March 2018 SEK International School Qatar By Jennifer Chang Wathall Concept Based Mathematics: Teaching for Deep Understanding Workshop Leader Jennifer Chang Wathall is an independent consultant, author, faculty chair of mathematics at Island School and honorary faculty adviser and part time instructor for the University of Hong Kong. With over 20 years experience in the education field. She has worked in several international schools including South Island School, Hong Kong and The United Nations International School, New York and Island School, Hong Kong. In the international arena she has presented workshops and given talks about the use of instructional media and how to effectively integrate a 1:1 program into the mathematics classroom. As a qualified International Baccalaureate workshop leader ( Mathematics, Concepts and Inquiry in the Diploma Program and Approaches to Teaching and Learning ) Jennifer has delivered numerous workshops in the Asia Pacific region. Her role as a field representative for the IB Asia Pacific serves as part of the quality assurance framework. In 2014 she was invited to deliver a talk at the IB Asia Pacific Conference titled Using Inquiry in the IB Mathematics Classroom and in July, 2015 Jennifer she presented Concept-Based Mathematics at the IB Americas annual conference. She is a certified trainer in the DISCtm behavior assessment tool and she is a certified independent consultant in Concept Based Curriculum Design by Dr H. Lynn Erickson. Jennifer works as a consultant helping math departments and schools transition to concept-based curriculum and instruction. She utilizes her skills as a certified Performance Coach to facilitate transition and change. For more information please visit Workshop Description Traditional curriculum focuses on rules and procedures with little attention paid to the conceptual relationships of mathematics and mathematics is a language of conceptual relationships. Traditional curriculum often assumes the deep understanding of concepts, and fails to teach for transferability, or to consider context. With the exponential growth of information and knowledge students need to move to a higher level of abstraction. We need to develop students ability to critically think and reason, in order to solve complex problems and create new ideas. 13

14 Concept Based Mathematics: Teaching for Deep Understanding This workshop will cover the concept based curriculum design model specifically for mathematics and be conducted in English. All content will be based on Jennifer Wathall s book Concept Based Mathematics; Teaching for Deep Understanding in Secondary Schools and a copy will be supplied fort the workshop. Many early years and primary examples will be provided during the workshop. This workshop will address the following questions: Why is it important for students to learn conceptually? What are the facts, processes and concepts in mathematics? How do I craft generalizations in mathematics? How do I craft quality guiding questions? How do I plan units of work for concept-based mathematics curriculum? How do I captivate and engage students? Practical strategies for creating rich learning experiences in the classroom How do I integrate technology to foster conceptual understanding? After this workshop you will be able to: Understand the concept-based model for mathematics Write quality generalizations and guiding questions. Use a unit web to plan a concept based mathematics unit. Design engaging, rich learning experiences for your students. Use formative assessment strategies to inform teaching and learning. Embed the use of technology effectively to enhance conceptual understanding. Audience: : Early years, Primary and Secondary Mathematics educators. Language: English 14

15 Concept Based Mathematics: Teaching for Deep Understanding AGENDA Day 1 Session One 8:30 10:3O Introduction to concept-based curriculum and concept based mathematics. Why is it important for my students to learn conceptually? The facts, processes, and concepts in mathematics. Day 1 Session Two 11:00 1:00 Using the Structure of Knowledge and the Structure of Process in mathematics and how to craft quality generalizations lunch Day 1 Session Three 2:00 4:00 Learning Experiences and homework preparation Day 2 Session Four 8:30 10:3O Recap groups throughout the day. Continue with crafting generalizations, unit planning Day 2 Session Five 11:00 1:00 Unit planning, guiding questions and more learning experiences lunch Day 2 Session Six 2:00 4:00 Critical content in unit planning 15

16 16-17 November 2018 SEK International School Qatar By Kath Murdoch Teaching and Learning Through Inquiry Workshop Leader Kath Murdoch is an experienced teacher, author, university lecturer and popular consultant who has worked for many years in schools throughout Australia, New Zealand, Asia, America and Europe. She is widely respected for her work in the field of inquiry based learning and integrative curriculum in which she has taught, researched and published for well over 25 years. Kath began her professional life as a classroom teacher in Melbourne, Australia. Her fascination in how students constructed their understandings - and her interest in the way questions and big ideas could drive curriculum soon lead to a passion for integrative and inquiry based methodologies. This passion has become a career-long focus for teaching, research and writing and the methodologies in which Kath specialises are now central to curriculum frameworks in many parts of the world including the popular International Baccalaureate, PYP program. Critical to Kath s success is her continued involvement in classroom teaching. Whether it is to demonstrate techniques, coach teachers or build her own repertoire of practices, Kath is committed to regular and ongoing work with students. Her classroom work and research feeds a dynamic and everevolving expertise in the area of integrative and inquiry-based learning. Kath s professional development offerings are diverse. They range from intensive partnerships with schools to develop inquiry programs and practices over several years through to one-day workshops for beginning or experienced inquiry teachers. Whether in her home town of Melbourne or on the other side of the world, working with a team or speaking to a packed auditorium Kath s style is refreshingly practical, inclusive and always connected to the real world of teaching. Workshop Description In this practical workshop, participants have the opportunity to clarify their understanding of what it really means to use an inquiry based approach to teaching and learning in the primary/elementary classroom. Over two interactive days, teachers examine the essential elements of inquiry and how these elements can be brought to life through quality planning, use of materials, choice of teaching strategies and interactions with students. Participants explore the conditions that best set the scene for productive inquiry learning and the way in which we can be inquiring teachers throughout our classroom program as well as within the context of inquiry-based units of work. In addition to demonstrating many useful teaching strategies for the inquiring classroom, Kath takes teachers through her widely-used model for 16

17 Teaching and Learning Through Inquiry planning and teaching inquiry and shows how it can be adapted to builds students understandings and interdisciplinary skills particularly in the areas of thinking, collaboration, self management, research and communication. Practical examples from a wide range of settings are shared with teachers and they also have the opportunity to frame up plans to use back in their classroom. Objectives: Through this workshop, participants will gain: A deeper understanding of how to use inquiry based approaches classroom A broader repertoire of quality teaching strategies and techniques to help build students skills as inquirers. Greater familiarity with and understanding of a model for designing powerful units of inquiry Strategies for planning and teaching that encourage students to become increasingly independent as inquirers Ideas for assessing growth in students understandings and skills in the context of inquiry Opportunities for reflection, collaboration and planning Audience: : This workshop is ideally suited to generalist teachers working with students aged 4 13 in the primary/elementary classroom. Many of the strategies and techniques explored in the workshop can also be adapted by specialist teachers.. Language: English AGENDA Day 1 Session One 8:30 10:3O Introduction and overview of the program Bringing the learner voice into inquiry Establishing prior knowledge and early thinking Day 1 Session Two 11:00 1:00 Creating a culture of inquiry through the use of materials and effective procedures Identifying the key features of the inquiring classroom and strategies that support these lunch 17

18 Teaching and Learning Through Inquiry Day 1 Session Three 2:00 4:00 The art of questioning in the inquiry classroom questions and questioning technique that work! Building students capacity for questioning Teaching the transdisciplinary skills essential to inquiry Review and reflection Day 2 Session Four 8:30 10:3O Introducing a framework/cycle for planning for inquiry Exploring ways this framework can and should be adapted according to the contexts and needs of the students Examining different types of inquiry units planned, spontaneous, short and long term, whole class and individual Using big questions and understanding goals Day 2 Session Five 11:00 1:00 Practical strategies to accompany the broad phases of inquiry from teacher guided to more independent learning lunch Day 2 Session Six 2:00 4:00 A range of options available to participants- according to need and interest time for planning, feedback on plans, exploration of resources, further examination of strategies and classroom materials Reflection and course evaluation. 18

19 Registration Information Please, register through SEK Qatar s Professional Development Online Registration Form Limited spaces available. Payment Payments are made cash or by submitting bank transfer using details below. Account Name: EDUCATION MANAGEMENT CORPORATION LIMITED Bank Name: COMMERCIAL BANK OF QATAR Account Number: IBAN No.: QA09CBQA Swift Code: CBQAQAQA Note: Invited members from the Ministry of Education and Higher Education are SEK Qatar guests and do not pay fees. They still need to register through the Online Registration System. Once registration is confirmed, please make the payment and submit proof of transfer via to Mr. Ali Ezzeddine. Please also note that all charges are the responsibility of the remiter. Please send workshop and registration inquiries to Mr. Ali Ezzeddine pd@sek.qa Tel All workshops are taking place at SEK- Qatar Venue: SEK International School Qatar will host the workshop. Address: Al Farouq Street (behind University Petrol Station) West Bay, Doha, Zip Code 19716, Qatar 19