Tag archives for KSI

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

Play Therapy Skills, 31st March – 1st April 2015, Bangkok

Play Therapy Skills
31st March – 1st April 2015,
9 am – 3pm

Venue
Exact Venue to be confirmed
Bangkok, Thailand

Target Audience
Preschool and Elementary School:
– Teachers
– Assistants
– Counselors

Course Leader
Dr. Suzi Kagan
Founder and Director of the Israeli Association for Play Therapy

Dr.Suzi Kagan, is the Founder and Director of the Israeli Association for Play Therapy. She is a Licensed Professional Counselor (LPC), a National Certified Counselor (NCC), Child’s Life Specialist (CLS) and a Registered Play Therapist Supervisor (RPT -S). In addition to the above she is currently an instructor and coordinator of Play Therapy at Bar-Ilan University, Israel.

Background
Play is universal and natural activity of childhood. Between the ages 2-11 most children use play in a symbolic way to deal with their direct and indirect experiences. By using play children may be able to organize their lives and practice some control over their everyday issues.

In the USA and Europe, play therapy has been applied as part of responsive services within comprehensive, developmental elementary and school counseling programs to facilitate self-esteem, increase self-efficacy, and decrease maladaptive behaviors to remove barriers for
success in social and emotional spheres.

Workshop Aim
This 2 days course will offer training to preschool and elementary school teachers, to elementary school counselors, to classroom assistants, and others working with children in expanding their knowledge and skill in non-directive play therapy.

Methodology
Participants’ learning will be facilitated through a didactic presentation,interactive discussions, and some role playing.

Play Therapy Skills

WEBLINK

Building Authentic Communication in the Classroom, 3rd – 4th April 2015, Bangkok

Building Authentic Communication in the Classroom

Target Audience
Educators
Counselors

Course Leader
Dr. Katherine Grace Hendrix
Professor, The University of Memphis

Date
9.00 – 15.30
April 3 – 4, 2015

Venue
Exact venue to be confirmed
Bangkok, Thailand

Workshop Overview
Educator Parker Palmer speaks of the difficulties we face as teachers in the classroom and he notes that failing to reveal ourselves as authentic persons, instead of only as information disseminators, is at the root of the problem. Increasing professional responsibilities, student needs, and student discipline issues leave little time for reflection about our teaching or the inner-self and, even when some time exists, fear of revealing who we are may keep us from being “authentic” in the classroom.

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Workshop Goals
This workshop will offer educators an opportunity to reflect on the following:
Their classroom practices
Interactions with students, colleagues, and administrators
Needs for peace of mind in order to be more effective in the school environment.
In addition, educators will explore how finding their own peace and centeredness can flow outward to assist in the psychological, emotional, and social development of their students.

The facilitator envisions a collaborative, safe environment for exploring these topics and identifying implementation stages that will allow immediate, practical application.

Methodology
The two-day session will consist of lecture, audio-visual material, small group, and open group discussion.

Workshop Facilitator

Dr. Hendrix is a university professor with over 30 years experience as a teacher in conjunction with administrative experience. She is an instructional communication scholar with a broad teaching range including argumentation, interpersonal and intercultural communication, and qualitative research methods.

Dr. Hendrix is internationally known for her research on professor credibility and has published numerous articles in Communication, Education, and Research Methodology journals. She is the recipient of several awards – at the university, regional, and national level – recognizing excellence in teaching and research. (http://www.memphis.edu/communication/hendrix.php)

Dr. Hendrix is excited about her first visit to Thailand and hopes you will enjoy and benefit from her interactive presentation style.

LINK

FLIER:
Building Authentic Communication in the Classroom

Modern Language Workshops, 26th-28th February 2015, Bangkok

Modern Language Workshops
A Series of Workshops for Language Teachers

Facilitated by:John Connor

Dates:(February 2015)
Workshop 1 – Feb 26
Workshop 2 – Feb 27
Workshop 3 – Feb 28

Venue:Exact venue to be confirmed: Bangkok, Thailand

Overview
This series of workshops is designed to address three major issues surrounding teaching and learning in modern languages, namely:
how to deliver lessons that stimulate, engage and motivate pupils, instilling a curiosity about and love for language learning.
how to develop the skills, competences, attitudes and attributes of successful language learning from an early age, and
how to create “meanings that matter” in a language curriculum that has historically been driven by a range of fairly sterile topics
There will be a mixture of input, group discussion and activities, and delegates will be able to take from the workshop not only ready-to-use resources, but also the knowledge to enable them to plan and devise a curriculum which will establish a secure foundation for future language learning.

Workshop Facilitator
A double graduate in Spanish and Latin American Studies, John Connor taught languages in inner city comprehensive schools in the North East of England and the Midlands, holding Head of Faculty posts before serving for 3 years as Adviser for Languages to a local authority.

He has worked as a commissioning editor for a publishing house, and was a Team Inspector with OFSTED and an Assessor on the Advanced Skills Teacher programme for the Department for Education. He has also worked as a senior examiner with two major awarding bodies.

Since 1997 he has worked freelance, writing teaching materials in French and Spanish at all levels, running training seminars for language teachers, directing in-house staff development and conducting teaching and learning quality audits for modern language departments and schools across the UK, the Channel Islands, Europe, the Middle East and the Far East.

As a consultant he helped several local authorities develop their Primary Languages programmes, conducting methodology training and language up-skilling sessions for non-specialist primary teachers.

Workshop 1 – Outstanding MFL Lessons

This workshop will:
Consider the characteristics of outstanding MFL lessons in terms of planning, expectations, teacher expertise and assessment.
Examine how to develop higher order thinking skills in language lessons and consider the role of Assessment for Learning in improving pupil outcomes.
Explore how the use of new technologies can enhance language learning.

Workshop 2 – Teaching Languages to Younger Learners

This workshop is concerned with laying the foundations of good habits of language learning which will stand pupils in good stead as they advance through their years of schooling. It is based on the concepts of the Framework for Languages produced in the UK for 7-11 year old pupils, and will examine the 5 strands of the Framework, namely:
Oracy (O)
Literacy (L)
Intercultural Understanding (IU)
Knowledge About Language (KAL)
Language Learning Strategies (LLS)
It will also consider practical approaches to key issues such as developing the phoneme/ grapheme relationship, active learning, integrating languages into the wider curriculum, assessing pupils’ progress and the transition to the next phase of education.

Workshop 3 – Content and Language Integrated Learning (CLIL)

CLIL is an approach or method which integrates the teaching of content from a curriculum subject with the teaching of a non-native language.

It’s considered increasingly important in our global society because knowledge of another language helps learners to develop skills in their first language and also help them to develop skills to communicate ideas about science, arts and technologies to people around the world.

In a CLIL classroom, the curricular subject and new language skills are taught together; and thinking and learning skills are integrated too. CLIL teachers can be subject teachers, language teachers or classroom assistants. Different teachers have different goals that can be achieved through a high degree of cooperation, among them: language teachers need to learn more about subject content and subject teachers need to learn about the language needed for their subjects.

The workshop will start by exploring the core features of CLIL methodology, and then go to examine lesson planning, a framework for CLIL lessons, how to exploit texts, deal with vocabulary, check understanding, correct errors and develop presentation skills in a climate of constructive critique.

Delegates will take from the workshop not only examples of ready-to-use resources, but also the skills and knowledge to begin framing a CLIL-based approach to their own lessons.

Workshop Fee
Regular
Workshop 1 – Outstanding MFL Lessons (Feb.26, 2015) – Baht 8,500/USD 270
Workshop 2 – Teaching Languages to Young Learners (Feb.27, 2015) – Baht 8,500/USD 270
Workshop 3 – Content and Language Integrated Learning (Feb.28, 2015) – Baht 8,500/USD 270

Reduced Fee
Register for all three workshops = Baht 21,200/USD 673

To Register
Step 1: Fill out the Workshop Reservation Form (LINK).
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
Modern Language Workshops

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

Flow Learning™: An Outdoor Teaching Strategy, 30-31 January 2015, Bangkok

Flow Learning™: An Outdoor Teaching Strategy
Target Audience: Teachers
Course Leader: Greg Traymar
Date: January 30 – 31, 2015
Time: 8.30 – 16.00
Venue: Aetas Lumpini, Bangkok, Thailand

About Flow Learning™
Created by Joseph Cornell, educator and author of the Sharing Nature®series of books, Flow Learning™ has been praised by educators and facilitators worldwide for its ease of use, effectiveness, and power to uplift and inspire. Flow Learning™ gives teachers and youth leaders a simple, structured way to guide students into their own, direct experiences of nature.

Flow LearningTM, was featured by the U.S. National Park Service as one of five recommended learning theories, along with the work of Maria Montessori, Howard Gardner, John Dewey, and Jean Piaget.

Through playful games that awaken the students’ curiosity and enthusiasm, learning becomes fun, immediate, and dynamic, instead of static and secondhand. The students emerge with a living, fresh understanding and reverence for the natural world. Flow Learning is based on universal principles of how people learn. It provides a simple, natural framework that sequence nature activities for maximum effect.

Course Leader
Greg Traymar has been personally trained by Joseph Cornell to head Sharing Nature U.S.A. and to share these principles. So far he has led the Sharing Nature workshops in many parts of the United States, as well as Portugal, Italy, Ireland, Australia, Thailand, Canada and Hong Kong.

Greg has a B.A. in Environmental Education and Outdoor Leadership and in 2007 received the Environmental Education award from Warren Wilson College, U.S.A. He is also the recipient of the prestigious Algernon Sydney Sullivan Award, a national award given out since 1890 to recognize individuals whose service to others and the community sets them apart as examples to all.

Workshop Objectives
At the completion of the workshop you will learn:
-Flow Learning™— an outdoor teaching strategy—that gently guides others to uplifting nature experiences
-Award-winning nature activities that make ecological concepts and attitudes come alive
-How to make learning fun, experiential, and memorable
-Teaching skills that touch the heart as well as the mind
-Methods that encourage deeper learning and make existing programs more effective and life changing

Workshop Agenda
Day One Training Highlights
Lecture on Sharing Nature principles and Flow Learning
Experiencing Flow Learning in action
Discovering many new nature activities
Effective strategies that engage students and minimize discipline problems.
Journey to the Heart of Nature exercises and stewardship program
Stories that uplift and inspire

Day Two Training Highlights:
How to Be an Inspiring Teacher
Experiential forest activities that foster both scientific and intuitive understanding of trees
Listening to Nature activities that deepen your experience of nature
Reflective activities for group introspection and sharing

Implementable Skills
This workshop was held in Chiangmai , Thailand in March 2013. 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 – Flow Learning

Workshop Fee
Early Bird (Register by October 15, 2014)
Course fee: Baht 16,800/ USD 545 per participant
Reduced fee for a group of 3 or more participants from a school: Baht 15,200/ USD 490 per participant

Regular (Register by November 21, 2014)
Course fee: Baht 17,900/ USD 575 per participant
Reduced fee for a group of 3 or more participants from a school: Baht 15,900/ USD 513 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

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)

Click here to reserve a seat
Workshop Reservation Form

FLIER
Flow Learning Jan 2015

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