Tag archives for Chiang Mai

Essential Questions: Opening Doors to Student Understanding, 23rd January 2016, Chiang Mai

b83511_039b10859c9d41ea9f32070380e06a1a_001

Essential Questions: Opening Doors to Student Understanding

TARGET AUDIENCE
Educators at all levels

DATE
January 23, 2016

TIME
9.00 am – 3.30 pm

VENUE
Chiang mai, Thailand
Exact venue to be confirmed

COURSE FEE
Early Bird
Baht 8500/ USD 262 per participant
(register by June 24, 2015)

Regular
Baht 9200/ USD 283 per participant
(register by Sept. 11, 2015)

WEBLINK

COURSE PDF

Understanding by Design 2.0: Designing Understanding Based Curriculum, 21st-22nd January 2016, Chiang Mai

b83511_44f40d3bbcf64b779127930aed46428c_001

b83511_44f40d3bbcf64b779127930aed46428c_002
Understanding by Design 2.0: Designing Understanding Based Curriculum

TARGET AUDIENCE
Educators at all levels

DATE
January 21 – 22, 2016

TIME
9.00 am – 3.30 pm

VENUE
Chiang mai, Thailand
Exact venue to be confirmed

COURSE FEE
Early Bird
Baht 18,400 / USD 566
(register by June 24, 2015)

Regular
Baht 21500/ USD 662 per participant
(register by Sept. 11, 2015)

COURSE pdf

WEBLINK

Leading for Effective Differentiation, 17th October 2015, Chiang Mai

Leading for Effective Differentiation

Target Audience: School Leaders

Course Leader: Dr. Carol Ann Tomlinson

Date: October 17, 2015
9am – 4pm

Venue: To be confirmed – Chiangmai, Thailand

Workshop Overview
One of the greatest challenges—and opportunities—for teachers and school leaders in contemporary schools is learning to address the needs of increasingly diverse student populations. School leaders and teachers alike are keenly aware of the diversity of cultures, languages, entry points, interests, and approaches to learning that are part of virtually all classrooms. Despite that awareness, few classrooms give evidence of coherent, proactively planned attention to student variance.

Positive school change happens only when school leaders can work with teachers to develop a shared vision of effective teaching and provide consistent support for teachers to understand and implement the change initiative. In other words, the role of the school leader is as important as that of the teacher in improving the quality of teaching and learning.

This workshop is designed to
Help school leaders refine and clarify their understanding of quality differentiated instruction in order to provide the kind of leadership and support necessary for teachers to plan for and provide more responsive teaching.
Help school leaders develop skills and understandings necessary to support teachers in planning for and implementing effective differentiation.

Adviced Pre-requisite
It is advised that leaders who have not extensively studied differentiation attend the teacher session (Creating and Leading a Differentiated Classroom) in order to ensure a solid understanding of differentiation. This session for leaders will cover a very brief summary of the key elements of differentiation.

Workshop Facilitator

carol

Carol Ann Tomlinson is an American educator, author and speaker. She is best known for her innovative work with Differentiated instruction education techniques. Carol is author of over 250 books, book chapters, articles, and other educational materials including:
How to Differentiate Instruction in Mixed Ability Classrooms,
The Differentiated Classroom: Responding to the Needs of All Learners,
Fulfilling the Promise of the Differentiated Classroom,
(with Jay McTighe) Differentiating Instruction and Understanding by Design,
(with Kay Brimijoin and Lane Narvaez) The Differentiated School,
(with Marcia Imbeau) Leading and Managing a Differentiated Classroom,
(with David Sousa) Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, and
(with Tonya Moon) Assessment in a Differentiated Classroom: A Guide to Learner Success.
Her books on differentiation are available in 13 languages.

In 2013 Carol was #20 on in the Education Week Edu-Scholar Public Presence Rankings of university-based academics who are contributing most substantially to public debates about schools and schooling. In that same list, she was ranked in the top five most influential voices in Psychology. Carol works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.

Goals of the Workshop
Refine a rationale/vision for differentiated or responsive classrooms
Establish a shared understanding of differentiation
Explore the elements of effective differentiation
Identify indicators of quality differentiation

Agenda
Understanding what differentiation is—and is not
Key elements in effective differentiation
Analysis of lesson plans and classroom videos for quality of differentiation
Planning for and leading effective differentiation at the school level

Implementable Skills
After the completion of this workshop participants should be able to implement the following:
Analyze classroom plans and instruction for indicators of quality differentiation in classroom settings
Provide feedback to teachers on quality of differentiation
Plan professional development and other learning opportunities to support teacher growth toward effective differentiation

Feedback
This workshop was held in Chiangmai , Thailand in September 2014. The response of the participants to the question: “What are the theory/skills acquired from this workshop that you can use immediately?” is documented here:

Implementable skills – Leading for Effective Differentiation

FLIER

Course Fee
Early Bird (Register by February 28, 2015)
Course fee: USD 340/Baht 11,220 per participant

Regular (Register by April 24, 2015 )
Course fee: USD 360/Baht 11,880 per participant

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: ksithailand@gmail.com
Phone (Thailand): 081 701 6843; 081 846 5770
(replace ‘0’ with ’66’ for international calls)

Click here to reserve a seat
Workshop Reservation Form

Creating and Leading a Differentiated Classroom, 15th-16th October 2015, Chiang Mai

Creating and Leading a Differentiated Classroom

Target Audience: Educators

Course Leader: Dr. Carol Ann Tomlinson

Date/Time: October 15-16, 2015
9am – 4pm

Venue: To be confirmed – Chiangmai, Thailand

Workshop Overview
In most classrooms today, teachers are keenly aware of their students’ learning differences and struggle to figure out how to address those differences in ways that benefit both the individual learners and the class as a whole. Differentiated Instruction is a way of thinking about the classroom that involves attending to individual and small group needs while moving the whole class ahead in knowledge, understanding, and skill.

This two-day workshop is designed to help teachers develop a sound understanding of the principles and practices that are evident in effectively differentiated classrooms. Participants will examine the role of learning environment, curriculum, instruction, formative assessment, and classroom management in designing instruction that both challenges and supports a broad range of learners. We’ll examine how each of those key elements can be shaped for maximum student growth and how they work together to enhance learning.

A key focus of the workshop will be exploration of teacher lesson plans, analysis of video clips, and introduction to specific instructional strategies to model and extend participant awareness of and comfort with differentiation. The workshop will include whole group and small breakout group work as well as opportunities for individual consultation.

Workshop Facilitator

carol

Carol Ann Tomlinson is an American educator, author and speaker. She is best known for her innovative work with Differentiated instruction education techniques. Carol is author of over 250 books, book chapters, articles, and other educational materials including:
How to Differentiate Instruction in Mixed Ability Classrooms,
The Differentiated Classroom: Responding to the Needs of All Learners,
Fulfilling the Promise of the Differentiated Classroom,
(with Jay McTighe) Differentiating Instruction and Understanding by Design,
(with Kay Brimijoin and Lane Narvaez) The Differentiated School,
(with Marcia Imbeau) Leading and Managing a Differentiated Classroom,
(with David Sousa) Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, and
(with Tonya Moon) Assessment in a Differentiated Classroom: A Guide to Learner Success.
Her books on differentiation are available in 13 languages.

In 2013 Carol was #20 on in the Education Week Edu-Scholar Public Presence Rankings of university-based academics who are contributing most substantially to public debates about schools and schooling. In that same list, she was ranked in the top five most influential voices in Psychology. Carol works throughout the United States and internationally with educators who seek to create classrooms that are more effective with academically diverse student populations.

Goals of the Workshop
After the completion of this workshop participants should be able to:
Develop a framework for thinking about quality differentiation
Increase understanding of quality classroom practice in regard to learning environment, curriculum, formative assessment, instruction, and classroom management
Increase competence and confidence in planning for differentiation, and
Be ready to use several instructional strategies to address learner variance in their classrooms.
Agenda
Day 1
A rationale for differentiation
Defining Differentiation
Creating a Classroom Environment that Invites and Supports Learning
Quality Curriculum in a Differentiated Classroom
Day 2
Use of Formative Assessment to Guide Instruction
Instructional Strategies that Support Differentiation
Managing a Differentiated Classroom
Moving Ahead in your Classroom
Implementable Skills
After the completion of this workshop participants should be able to apply the following to their classrooms:
Developing Know/Understand/Do objectives that increase teacher and learner clarity about learning outcomes
Creating pre- or formative-assessments that align with learning goals
Planning instruction based on formative assessment information
Using specific instructional strategies to address student readiness, interest, and/or learning profile.

Feedback
This workshop was held in Chiangmai , Thailand in September 2014. The response of the participants to the question: “What are the theory/skills acquired from this workshop that you can use immediately?” is documented here:

Implementable skills – Creating and Leading a Differentiated Classroom

FLIER

Course Fee
Early Bird (Register by February 28, 2015)
Course fee: USD 652/Baht 21,500 per participant

Regular (Register by April 24, 2015 )
Course fee: USD 710/Baht 23,430 per participant

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: ksithailand@gmail.com
Phone (Thailand): 081 701 6843; 081 846 5770
(replace ‘0’ with ’66’ for international calls)

REGISTER HERE

Embedding Formative Assessment, Professor Dylan William, 21st-22nd September 2015, Chiang Mai

Embedding Formative Assessment
Facilitated by: Professor Dylan Wiliam, PhD

Target Audience
– K-12 Teachers
– Curriculum
Supervisors
– Teacher Leaders
– Teacher Trainers

Course Leader
Professor Dylan Wiliam, PhD

DW hi-res

Date/Time
Sept 21 – 22, 2015
Sept 21: 8.30 – 16.00
Sept 22: 8.30 – 15.00

Venue Exact venue to be confirmed
Chiangmai, Thailand

Workshop Overview
There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful way to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting in to the process to what the students are getting out of it.

In this interactive two-day workshop, participants will learn:
Why we need to increase educational achievement, what’s been tried, and why it hasn’t worked;
Why formative assessment needs to be the priority for every school;
What formative assessment is (and isn’t);
Practical techniques for implementing formative assessment; and
How to sustain the development of formative assessment with teacher learning communities.

Workshop Facilitator

Dr. Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London where, from 2006 to 2010 he was its Deputy Director. In a varied career, he has taught in urban public schools, directed a large-scale testing program, and served a number of roles in university administration, including Dean of a School of Education.

His recent work has focused on the use of assessment to support learning . He was the co-author, with Paul Black, of a major review of the research evidence on formative assessment published in 1998 and has subsequently worked with many groups of teachers, in both the UK and the USA, on developing formative assessment practices.

Workshop Objectives
Participants will learn what kinds of formative assessment have the biggest impact on student achievement and how they can be implemented in every classroom.

Specifically, participants will:
Understand why a focus on minute to minute and day by day assessment for learning must be a priority for every school.
Learn about the five key strategies of assessment for learning, together with thirty practical techniques that teachers can use in their classrooms
Understand how to support colleagues in developing their practice of assessment for learning.
Methodology
The workshop will use a variety of techniques including formal presentation, small group discussion, and a variety of activities that model the use of effective formative assessment in the classroom.

Workshop Agenda
Day 1
Session 1: Formative assessment: why, what and how
Session 2: Sharing learning intentions
Session 3: Eliciting evidence

Day 2
Session 1: Feedback
Session 2: Activating students—as learning resources and as owners of their learning
Session 3: Sustaining teacher learning with teacher learning communities

Workshop Fee
Early Bird (Register by February 28, 2015)
Course fee: USD 652/Baht 21,500 per participant

Regular (Register by April 24, 2015 )
Course fee: USD 710/Baht 23,430 per participant

To Register
Step 1: Fill out the Workshop Reservation Form (below).
Step 2: Our office will send you/your coordinating staff the invoice upon receipt of the form.
Step 3: You/your coordinating staff will submit the Payment Completion Form after making the payment

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: navin@ksithailand.com
Phone (Thailand): 081 701 6843; 081 846 5770
(replace ‘0’ with ’66’ for international calls)

FLIER

RESERVATION FORM

Effective School Marketing and Communications, 14th-15th May 2015

Effective School Marketing and Communications
A Practical Guide to Telling the Story of Your School and Building your Brand

Target Audience
– Business Managers – Heads of School
– Admissions
Officers
– Alumni and
Development
Officers
– Communications
Officers

Course Leader
Dr. David Willows

Date/Time
May 14 – 15, 2015
9.00 – 16.00

Venue
Exact venue to be confirmed
Chiangmai, Thailand

Workshop Overview
Marketing and communications is an important feature in the effective management of an international school. Today, more than ever before, schools are talking about brand identity, reputation management, unique selling points, strategic sales, digital communication platforms, the impact of social media, key performance indicators and success metrics.

This 2-day, activity-based, workshop begins from the central idea that when we talk about effective marketing and communication, we are really talking about how to tell the story of our school and help others find their place in that story.

Potential Audience
This course is designed for anyone responsible for marketing and communications within a school setting. It will be of particular interest to Business Managers, Heads, Admissions Officers, Alumni and Development Officers, as well as Communications Officers.

Workshop Facilitator

Dr. David Willows is Director of Admissions and Advancement at the International School of Brussels. David is also a regular presenter at international conferences, blogger, and author of several books and articles in the field of international school branding, admissions, marketing and communications.

Formerly on the Board of the European Association of Communication Directors and CASE Commission on Marketing and Communications, he is currently serving on the ECIS Admissions Committee and was runner-up in the 2012 International Brand Master Award for educational marketing professionals. He also leads the Media Team for the Common Ground Collaborative Project.

Workshop Aim/Methodology
Through practical and relevant activities, as well as sharing of best practice around the world, participants will explore the outlined key questions and, at each step of the way, encouraged to build an action plan that leads to positive change in their current school setting.

Key Questions
Practical Knowledge/Skills
What is the story of my school?
Re-framing our Mission and Vision

Who are the storytellers?
Getting the organizational chart organized

What is effective storytelling?
Principles of brand building we cannot afford to ignore

What are the tools that will help us to communicate this story to a wide range of stakeholders?
From paper to digital, and the future of school communications

How do we influence the stories that are being told about us out there?
Why losing control of the story is not the same as losing the plot.

What is the cost vs. value of storytelling?
Why effective marketing doesn’t have to cost as much as we think.

What is the role of data and metrics in effective storytelling?
How we know we are being successful at the end of the day.

WEBLINK

FLIER
Effective School Marketing and Communications

Cultures of Thinking, May 1st-2nd 2015, Chiang Mai

Cultures of Thinking
Creating Places Where Thinking is Valued, Visible and Actively Promoted

Facilitated by:
Dr. Ron Ritchhart
Senior Research Associate, Harvard Project Zero

Target Audience
Teachers
Administrators
School Leaders

Date/Time
May 1 – 2, 2015
9.00 am – 3.30 pm

Venue
Exact venue to be confirmed
Chiangmai, Thailand

Background
The Cultures of Thinking Project is a global initiative under the direction of Dr. Ron Ritchhart, a Principal Investigator and Senior Research Associate at Project Zero, Harvard Graduate School of Education.

Since 2000, the CoT Project has worked with hundreds of public, independent, and international schools and museums across North America, Australia, Asia, and Europe to help transform schools, classrooms, and museums into places where thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members.

Three books have documented this work and are useful resources for those interested in developing a culture of thinking:
– Intellectual Character (Ritchhart, 2002)
– Making Thinking Visible (Ritchhart, Church & Morrison, 2011), and
– Creating Cultures of Thinking (Ritchhart, 2015).

Workshop Facilitator

Dr. Ron Ritchhart is a Senior Research Associate at Harvard Project Zero and Fellow at the University of Melbourne, Australia. His current research focuses on developing intellectual character, making thinking visible, and enhancing school and classroom culture. Ron’s research and writings, particularly his theory of Intellectual Character and his framework for understanding group culture, have informed the work of schools, museums, and organizations throughout the world.

Ron’s widely acclaimed book, Making Thinking Visible, co-authored with Mark Church and Karin Morrison, has popularized the use of thinking routines worldwide. Ron currently directs the Worldwide Cultures of Thinking Project aimed at facilitating effective learning in classrooms, schools, and organizations. Bialik College in Melbourne Australia, Oakland County Schools in Michigan, and the International School of Amsterdam have been key partners in Ron’s research.

This combination of private, public, and international schools have served as the prime sites for developing the core practices and school-based evidence that surround Cultures of Thinking. Ron’s forthcoming book, Creating Cultures of Thinking, couples the real classroom practice of teachers with whom he has worked with recent educational research on learning to illuminate how schools and classrooms can be transformed to develop the learners and thinkers we need for the 21st century

Workshop Overview
The CoT initiative considers education to be a social and cultural endeavor whose goal is the development of both the individual and the group as effective learners and thinkers able to engage with and adapt to a changing world. Within this context the most important assessment question we can ask ourselves as educators is: Who are our students becoming as thinkers and learners as a result of their time with us?

Learning is a product of thinking. If we want our students to learn well and develop understanding, we must create cultures of thinking that actively engage students in thinking on an ongoing basis.

However, this isn’t always an easy task. Schools and classrooms are not always set up to encourage thinking. Furthermore, by its very nature, thinking is a rather invisible and elusive process. How do we as teachers promote students’ thinking, recognize it when it occurs, and make thoughtfulness permeate our classrooms?

To create a culture of thinking, educators must work together to create a school environment whose structure and purpose actively encourage a high level of student thinking, both individually as well as collectively, and where the thinking of all group members is regularly promoted, valued, made visible, and pushed further as a part of the ongoing, shared enterprise of the group.

During the workshop, we will focus on the practical and concrete ways educators can create a culture of thinking in their schools and classrooms, foster the kinds of thinking opportunities that lead to deep understanding of content, and how to look for evidence of student thinking and understanding. Participants will be introduced to a variety of thinking routines: what they are and how they can be used to create more thoughtful classrooms.

We will explore such questions as:
• What is a culture of thinking?
• How can the cultural forces that exist in each classroom support and further develop a culture of thinking?
• How can educators use thinking routines to structure, scaffold, and support students’ thinking?

Potential Audience
This interactive workshop is designed for teachers, administrators and school leaders across grade levels and subject areas who are interested in supporting and developing their students as thinkers and learners.

Workshop Objectives
Participants will learn:
• The eight keys to the development of group culture and how they can harness those to create a culture of thinking in their school or classroom.
• How to use thinking routines in to support students learning, to foster thinkingdispositions, and to make thinking visible.
• How to foster effective classroom discussions through the use of language, questioning, and discourse.

FLIER
Cultures of Thinking

WEBLINK

Developing Confident Talking in Early Years, 7th-8th November, Chiang Mai

Developing Confident Talking in Early Years

Target Audience: Staff in Nursery, Preschool and Early Elementary Schools

Course Leader: Michael Jones

City: Chiangmai, Thailand

Date: Nov 7 – 8, 2014

Time: 8.30 – 15.30

Course Description
Many children are confident talkers at home, but may need extra support to join in with groups in school. These children may be ‘reluctant talkers’ due to shyness, high sensitivity, introversion or in some extreme cases, selective mutism.

Children learning a second language or with additional learning needs also need support to fully participate in groups, to develop friendships, and to promote optimum learning.

This course explores reasons for children becoming ‘reluctant talkers’ in early years settings, and looks at practical strategies and activities that will benefit all young children’s language development and learning.

Methodology
This course includes lectures with audio visual presentation, discussions and practical workshops.

Course Leader
Michael Jones has over 30 years’ experience as a Speech and Language Therapist, teacher, and trainer. Michael has taken part in action research involving practical methods to support children’s language development, and has written extensively on the subject, including articles for magazines and academic journals.

Michael leads practical training across the UK and abroad. He led two successful speaking tours of Thailand in 2006 and 2007, including for staff in international schools and kindergartens, and talks for parents, student teachers and medical students. He led highly successful training for Knowledge Source Institute in Bangkok in 2013 and in Kuala Lumpur and Dubai in 2014. Michael has a particular interest in supporting children who are quiet and anxious in school.

Michael is the author of : Let’s Get Talking! , Supporting Quiet Children and Let’s Talk About Maths!
published by Lawrence Educational.

2009-01-25 14.00.20 (1)

Course Goals
At the end of the course, participants will have increased understanding of:
Why children are quiet in early years settings
Practical strategies and activities for helping them enjoy participating and ‘finding their voice’ in groups
Practical strategies for working with the parents of ‘reluctant talkers’
Activities to support all children’s language and social development including: Bringing story time to life; Linking small world play and mark making; Helping children talk with each other; Sharing books with children to maximise children’s involvement and language development

Course Synopsis
Day #1:
Exploring shyness, high sensitivity, introversion and selective mutism in children and how this influences their social skills and language development. Helping children during the ‘silent phase’ of learning an additional language. Practical strategies to build children’s confidence as talkers in groups. Strategies for linking home and your setting, to increase children’s confidence as talkers when away from home.

Day #2:
Practical activities to support all children’s social skills and language, with particular reference to how adults organise and lead groups. Practical and fun activities to increase children’s participation at storytime and other adult led activities. Activities to support children to talk with each other. Practical activities linking language, mark making and small world play.

Implementable Skills
This workshop was held in Bangkok (2013), Kuala Lumpur (2014), and Dubai (2014). The response of the participants to the question: “What are the theory/skills acquired from this workshop that you can use immediately?” is documented here:
Implementable skills – Developing Confident Talking in Early Years

Workshop Fee
Regular (Register by September 26, 2014)
Course fee: USD 650 per participant
Reduced Fee: USD 585 for 2 or more participants registering together

Early Bird (Register by August 25, 2014)
Course fee: USD 610 per participant
Reduced Fee: USD 545 for 2 or more participants registering together

To Register
Step 1: Fill out the Workshop Reservation Form (below).
Step 2: Our office will send you/your coordinating staff the invoice upon receipt of the form.
Step 3: You/your coordinating staff will submit the Payment Completion Form after making the payment .

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: ksithailand@gmail.com
Phone (Thailand): 66- 81 701 6843; 66 -81 846 5770

RESERVATION FORM

FLIER:
Developing Confident Talking in Early Years

Google Apps for Education, November 1 – 2, 2014, Chiang Mai

Google Apps for Education
A Treasure Trove of Google Tools for Schools

November 1 – 2, 2014
Chiang Mai

Facilitated by:
Lee Webster
Google Certified Teacher

Target Audience
Teachers
Administrators
Tech Directors
Library Media Specialists
Tech Support Staff

Workshop Overview
The Google Apps for Education Workshop is a curriculum developed by Google Certified Teacher, Lee Webster which focuses on authentic and valuable ways to use the Google for Education Tools.

Lee offers these sessions as ‘Treasure Trove of Google Tools for Schools’ at Google Summits worldwide. These lessons keep the beginner in mind while providing those ready to ‘level’ up with unique uses and tips for using Google apps in the classroom, organization, for productivity or collaboration.

Workshop Facilitator

Google Certified Teacher Lee Webster has been a core member of the Google Summits team from the beginning and is now helping to deliver these kinds of workshops to schools across Asia. He has worked as an educator for over 17 years.

Lee is an active user of Google+ and helps to run many of the Google Apps communities. Lee’s passions are learning about new tools that enhance learning and pushing the boundaries of education.

Brisbane

DAY 1

Keynote: Dealing with change and the Pedagogical approach to Technology in Education
Technology is changing the way we learn and teach, dealing with these changes can sometimes be difficult. The keynote will go through the new technologies that are having an impact on our lives and will come up with solutions of how we can enhance and transform the learning experiences for our students.
What is changing? Types of technology that are having an impact on our daily life.
Why education needs to change? The difference between digital immigrants and natives.
How we can use technology to enhance teaching and learning? Using the SMAR model with Google Apps to help teachers to plan technology integration and flip their classroom
Chrome Apps and Extensions to improve your productivity
Chrome extensions and Drive Apps are key functions for making your work life productive and for getting students to create work which would not be possible without this kind of technology. This workshop will look at many different extensions and apps which you probably thought did not exist within the Google Apps range. It will cover things like screenshots, making ebooks, time savers, monitoring students work and giving feedback to students.

The Power of Google Forms For Teachers
In this hands-on session, we will create a Google form from scratch as well as look at how one can use Google forms in the day-to-day operations of a school. We will visit an educational portal that has Google form templates and tutorials that have been designed by other educators to help save us all time. We will look at how we can use Google scripts to automate assessment and assign work to students.

Google Advanced search tips to help teachers and students with their research
Rather than asking your students to mine the Internet looking for information, show them how to get to the information using effective search strategies. We will take a tour of the tools that Google has developed to help you and your students focus on synthesizing the information you’ve found rather than spending precious classroom time trying to find it. Explore how to use Google’s latest search techniques with your students and develop strategies to help your students do meaningful queries rather than just hunt for data.

Photo editing, animation and film editing in Google Drive and Youtube
Many people think that Chromebooks and Google Drive do not have the same capability as some other products on the market today e.g. MACBooks in this session you will learn about some third party Google Drive Apps which give you powerful capabilities like photo editing, animation, movie editing and the good news is they are all free. These tools will help you to flip your classroom.

DAY 2

Google+, Hangouts, Communities and Events for Educators
Google+ is the fastest growing social network on the planet. It is now the second biggest social network and has 540 million active users in just 2 years. Google+ is fast becoming a core Google App and has great potential for education and is a leading force for teachers professional development. In this workshop we will show you how to setup your account and how to use all the key features. We will also show how to use communities to build a class learning network with your students and how to use hangouts so you can flip your classroom.

How to build your own Google Site and student portfolios sites
Description: What is an e-Portfolio? How can I use an e-Portfolio as an educator and in my classrooms? In this hands-on workshop, participants will learn:
How to build your own class site?
What is an e-Portfolio?
Why use Google Sites for e-Portfolio?
How to build an e-Portfolio? A conceptual workflow
Setting up an e-Portfolio using Google Sites
How to jazz up your site
Sharing and publishing an e-Portfolio
Using Google Maps Engine and Tour Builder – Connect your Classroom to the World
Come and take a tour of Google’s recently announced Maps Engine. Learn how to draw on, style, layer, and import data into your maps. Sharing and collaborating your powerful custom maps is easy and we’ll highlight ideas for classroom use and sample maps.

Also learn to build your own tour using the new Google Tour Builder and learn how to use these for skills to enhance students learning in Geography, History, Literacy and other subjects.

Google Sheets and Docs New Add-ons to speed up your productivity and Jazz up your Docs
Google recently launched the Add-ons feature, which brings really useful Apps based extensions to Docs & Sheets. Add-ons are really easy to discover and install, and become available across all Docs & Sheets when they are installed. We will look at things like EasyBib AutoBiography Creator, Thesaurus, Lucidcharts, Add data to maps, Mail Merge and many more

Requirements
All attendees need a laptop or Chromebook

Workshop Fee
Early Bird (Register by September 7, 2014)
Course fee: USD 470 per participant

Regular (Register by September 26, 2014)
Course fee: USD 524 per participant

To Register
Step 1: Fill out the Workshop Reservation Form (below).
Step 2: Our office will send you/your coordinating staff the invoice upon receipt of the form.
Step 3: You/your coordinating staff will submit the Payment Completion Form after making the payment

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: ksithailand@gmail.com
Phone (Thailand): 081 701 6843; 081 846 5770
(replace ‘0’ with ’66’ for international calls)

REGISTRATION FORM

Google Apps for Education

Evidence-Based Planning to Improve English Learners’ Language Proficiency and Academic Achievement, November 13th-14th 2014, Chiang Mai

Evidence-Based Planning to Improve English Learners’
Language Proficiency and Academic Achievement
By Dr. Virginia Rojas

Target Audience
Teachers with English Language Learners in their class

Date/Time
Nov 13 – 14, 2014
8.30 – 15.30
Location: Chiangmai, Thailand
(Exact venue: to be confirmed)

Background
Traditional ESL programs grew from a deficit model where English learners were perceived as ‘problems’ needing to be fixed by specialists in order to function in mainstream classrooms.

Rethinking and redefining this orientation is leading schools to figure out ways to design high-challenge, high support learning environments in which English learners gain a sense of their own competence through academic literacy and achievement.

Workshop Aim
In the course of this workshop participants will interactively answer these questions:
• What are best practices for simultaneously increasing the English language proficiency and academic achievement of English learners?
• How can ESL and mainstream teachers work together to make this happen?
• How can grade-level academic standards (expectations) be used to get this work done?

Workshop Objectives
Specific workshop outcomes include:
• The development of a professional knowledge base on linguistic and cultural issues related to teaching English learners in K-12 settings.
• An understanding of programs options and curricula models.
• How to use specific instructional strategies to build background knowledge, scaffold meaning, extend language development, and affirm cultural identity as suggested by IBO for ELL in international schools.
• How to use literacy strategies (i.e. vocabulary, reading and writing) to increase academic language literacy skills in all curricula subjects.
• How to use instructional frameworks (i.e. assessment, differentiation, cooperative learning and co-teaching) to provide access to grade-level content to ELL in all subject areas.
• Using standards-based and assessment-driven instruction to support English Learners to CAN DO what teachers want them to know and do.
• An understanding of how classroom and ESL specialists can seamlessly work together to differentiate instruction and assessment equitably

Workshop Facilitator

Virginia Rojas, Ed.D. conducts professional training on effective programs and strategies forEnglish learners from pre-school through grade 12 for ESL and classroom teachers alike. As an ASCD faculty member, Dr. Rojas uses the backwards design curriculum model to work help teachers design high-challenge, high-support learning experiences forstrengthening English learners’ second language proficiency and academic achievement.

She provides professional development trainings, job-embedded coaching and demonstration lessons, and conducts linguistic audits of EAL (English as an Additional Language) program. She has worked in over 200 international schools throughout the world as well as with school districts in the US and Canada.

Dr. Rojas is the author of Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers published by ASCD (2007) and of Educating English Language Learners: Connecting Language, Literacy, and Culture (2010), ASCD DVD Series.

Implementable Skills
This workshop was held in Bangkok , Thailand in January 2014. The response of the participants to the question:
“What are the theory/skills acquired from this workshop that you can use immediately?” (Look online for the link)

Course Fee
Regular (Register by September 26, 2014)
Course fee: USD 690 per participant
Reduced Fee: USD 620 for 2 or more participants registering together

Early Bird (Register by August 25, 2014)
Course fee: USD 650 per participant
Reduced Fee: USD 580 for 2 or more participants registering together

Contact Information
Workshop Coordinator: Mr. Navin Pawa
E-mail: ksithailand@gmail.com
Phone (Thailand): 081 701 6843; 081 846 5770
(replace ‘0’ with ’66’ for international calls)

This course is also due to be held :
Nov 18 – 19, 2014
8.30 – 15.30
Kuala Lumpur, Malaysia
(Exact venue: to be confirmed)

Flier:
Evidence – V Rojas