SEK Workshops 2018 - 2019 - SEK International School Qatar · Day 1 Session Two 10:30 – 12:00 Drawing and photography exercises to enrich vocab Lunch Day 1 Session Three 1:00 –

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Workshop date Workshop title Workshop leader Deadline for registration Fees

16th - 17th November 2018

Teaching and learning through

inquiry Kath Murdoch

18th October 2018

650 usd

The mindful Educator Elissa Ballard

550 usd

Drama and visual arts to improve

writing skills (Arabic)

Rola Souheil

18th - 19th January 2019

Reggio Emilia Educational Project Kirsten Liljegren

6th December 2018

Service learning Tara Barton

Differentiation of instruction Tania Lattanzio

11st - 12nd October 2019

Teaching with ATL in Mind Lance King

5th September 2019

650 usd

Formative assessment Andrea Muller

550 usdCreative Woodwork

in Early Years Pete Moorhouse

Please send workshop and registration inquiries to Anakarina Troconis

Email: [email protected]

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

SEK Workshops 2018 - 2019

P r o f e s s i o n a l D e v e l o p m e n t W o r k s h o p

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Teaching and Learning Through Inquiry


16th-17th November 2018SEK International School QatarBy Kath Murdoch

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 ever-evolving 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 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

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have the opportunity to frame up plans to use back in their classroom.

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 asinquirers.

• 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 asinquirers

• 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

• Introductionandoverviewoftheprogram• Bringingthelearnervoiceintoinquiry• Establishingpriorknowledgeand‘earlythinking’

Break

Day 1 Session Two 11:00 – 1:00

• Creatingacultureofinquirythroughtheuseofmaterialsandeffectiveprocedures• Identifyingthekeyfeaturesoftheinquiringclassroomandstrategiesthatsupportthese

Lunch



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Day 1 Session Three 2:00 – 4:00

• Theartofquestioningintheinquiryclassroom–questionsandquestioningtechniquethatwork!• Buildingstudents’capacityforquestioning• Teachingthetransdisciplinaryskillsessentialtoinquiry• Reviewandreflection

Day 2 Session Four 8:30 – 10:30

• Introducingaframework/cycleforplanningforinquiry• Exploringwaysthisframeworkcanandshouldbeadaptedaccordingtothecontextsandneedsofthestudents• Examiningdifferent‘types’ofinquiryunits–planned,spontaneous,shortandlongterm,wholeclassandindividual• Usingbigquestionsandunderstandinggoals

Break

Day 2 Session Five 11:00 – 1:00

• Practicalstrategiestoaccompanythebroadphasesofinquiry–fromteacherguidedtomoreindependentlearning

Lunch

Day 2 Session Six 2:00 – 4:00

• Arangeofoptionsavailabletoparticipants-accordingtoneedandinterest–timeforplanning,feedbackonplans,explorationofresources,furtherexaminationofstrategiesandclassroommaterials

• Reflectionandcourseevaluation.

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The Mindful Educator


17-18 November 2018SEK International School QatarBy Elissa Ballard

Workshop Leader

Elissa Ballard is a classroom teacher with 10 years of experience, spanning ages, countries; esteemed Yoga teacher, wife, and mother. As an inaugural student of the Insight Yoga Institute, studying with world-renowned teachers of yoga, mindfulness, and transpersonal psychology, she speaks from a place of personal depth and practice. Elissa seeks to integrate awareness practices and mindfulness into every facet of daily life in order to live and teach

with creativity, reflectiveness, meaning, and purpose. She is passionate about connecting her two worlds; education and awareness practices, as she believes it is what teachers, students, and school communities around the globe need to fulfill their untapped human potential.



“An education without educating the heart, is no education at all” (Aristotle).

This experiential-based workshop is an introductory inquiry into the practice of mindfulness. Participants will be equipped with an understanding and skill set to develop a personal practice; with an ultimate goal of sharing a heightened capacity for presence, openness and alertness with students in classrooms and school communities at large. Practicing mindfulness, teaching mindfully, and teaching it to our students is a segue to educating the heart.

Audience: K-12 Teachers and Administrators.

Language: English.

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AGENDA


Being Mindful• Theimportanceofmindfulnessinschools

Break


Being Mindful• Mindfulnessasself-careforteachers

Lunch


Being Mindful• Mindfulnessasself-careforteachers

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Teaching Mindfulness • Connectingmindfulnesspracticewithclassroompracticality

Break


Teaching Mindfulness• Bestpracticeforclassroomsandschools• Methods,tipsandtechniques

Lunch


Teaching Mindfulness• Reflection• Practicalapplication

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Improving writing skills through art and drama exercises


17-18 November 2018SEK International School QatarBy Rola Souheil

Workshop Leader

Rola Souheil is a psychosocial, education, and non-formal education specialist. Rola has a degree in fine arts and theatre and has conducted a number of Art and Drama therapy workshops in the form of psychosocial support for women, men and children. Rola has worked for several International organizations including Amel International Association, Blue Mission organization, and the international organization for migration. Rola worked as

a drama and art teacher and coordinator for 8 years and another 8years as an National active methods education Trainer.Rola Souheil is also and documentary film maker and an international winner of 2 international prizes as best film for her film “a letter of a refugee”. Last but not least Rola is also a writer, she has a novel published and works on children books.


In this workshop, teachers will discover how to enrich their vocabulary and improve their writing tech-niques through drama and art integration. Participants will explore ways to make language and arts lesson more active. Student-centered explorations of story elements, word choice, fluency, comprehension, writ-ing, and characterization through art and drama strategies such as drawing, painting, expressive move-ment, improvisation, drama games and character development.

Audience: All language teachers.

Language: Arabic.

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Improving writing skills through art and drama exercises


AGENDA


Icebreakingactivities:gettingtoknoweachotherthroughdramagamesDramagamestoenrichvocabulary

Break


Drawingandphotographyexercisestoenrichvocab

Lunch


Modernartpaintingsandwriting

Day 2 Session Four 8:30 – 10:0O

Usingnewspapers,improvisationandmusicasactivemethodsforwriting

Break


The“Listenthanwrite”exercise

Lunch


Writing“Thechair”playClosure

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The provocation of the Reggio Emilia Educational Project


18-19 January 2019SEK International School QatarBy Kirsten Liljegren

Workshop Leader

Kirsty has had extensive experience as a practitioner and leader in a variety of contexts in early childhood, with the most recent as Director of Cornish College Early Learning Centre, in Victoria, Australia. Many educators from around the world have visited this early learning centre as a place of provocation, innovation and inspiring practice. Kirsty was awarded a national excellence in teaching award for innovative practice together with an award for

Victoria for her contribution to the early childhood sector. Kirsty is an elected committee member of the Reggio Emilia Australia Information Exchange (REAIE). This philosophy has had a profound influence on Kirsty both professionally and personally, continuing to fuel a hope for children, all children to be respected, understood and to encounter places that honour the potential in all children. Kirsty now consults and lectures widely both nationally and internationally, supporting and collaborating with educational teams to further develop their pedagogy and practice.


The philosophy of education from Northern Italy has captured the hearts and minds of numerous educators from around the world, in a vast array of contexts. The ideas from Reggio Emilia are innovative, complex, intriguing and highly inspiring, yet not always easy to grasp and translate into every day practice.This workshop is an opportunity to explore some of the many layers of this approach, dipping into the guiding principles that underpin the philosophy together with the practical side of how to integrate the ideas as part of your cultural context.Participants will have an opportunity to think, share, question, research and wonder, building knowledge and understanding as a community of learners, with a renewed lens on teaching and learning. “The ‘Reggio Approach’ in other parts of the world, outside Reggio Emilia only makes sense if we are capable of re-inventing it, if we are capable of understanding the context we work in, the values in which each culture believes, and then compare these with what Reggio has been capable of creating in its own specific context, and with its own resources.” Howard Gardner 2012.

Audience: Educators, Curriculum Managers and Administrators working in the Early Years (Children aged 0-6).

Language: English.

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The provocation of the Reggio Emilia Educational Project


AGENDA


An interpretation of the principles of Reggio Emilia

• AninsightintothehistoricalandculturalcontextoftheEducationalProjectandwhatitmeansforteachingandlearningtoday

• Sharingandunpackingtheguidingprinciples

Break


How we can work authentically with the competent child

• Anexplorationofhowweconstructour‘imageofchild’andwhatthismeansforeverydaypracticetogetherwithprofessionalidentity

• Responsiveenvironmentstoreflectbeliefsandvalues

lunch


Relational environments

• Buildingrelationshipswithpeople,environmentsandmaterials;exploringtheprincipleofthehundredlanguages

• Beautifulenvironmentsthatinviteinquiryandexploration• Aninteractivesessionwhereparticipantswillbeabletoplaywithideas,andgainaninsightintothe‘in-

telligenceofmaterials’

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Teaching Arabic for Non Native speakers



Educational documentation

• Makingvisibletheprocessesofchildren’slearningtogetherwiththeeducatorsthinking• Identifyingthesignificanceoflearningmomentstocriticallyreflectandinformaresponsivecurriculum

Break


Linking documentation and assessment

• Listeningasapedagogicaltool• Linkingtheprinciplesofhighqualityearlychildhoodeducationwitheducationaldocumentationtoensure

thatchildrenhavetheskills,attitudesanddispositionstoembraceallofthenextstagesintheirlearning,developmentandwell-being.

lunch


Looking Back to go Forward

• Reflection,provocationandpracticalimplications-settinganintentforshiftingpracticeinfluencedfromtheideasexploredtogetherthroughouttheworkshop

Participants are asked to bring:

• A photograph of their classroom environment

• A digital device for accessing shared resources

• An example of documentation (visible learning) – either hard or digital copy

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Service learning


18-19 January 2019SEK International School QatarBy Tara Barton

Workshop Leader

Tara is the Director of Servelearn.co and provides educational consulting, professional development workshops, professional learning institutes, coaching, leadership strategic planning, and resources for curriculum integration for meaningful service learning.In her role as Service Learning Coordinator at AISJ in South Africa, she supports teachers in the development of sustainable service learning projects and curricular integration as a

coach. Tara also leads the Pre-K-12 Service Learning Program at both campuses across 5 divisions.Tara has also been the Association of International Schools of Africa (AISA) Service Learning Programme Coordinator for the region.Beyond her Bachelor of Education, Tara has a Master of Educational Leadership from Lehigh University (USA) and her Principals Training Certificate (PTC). She is an Understanding by Design (UbD) Trainer and enjoys practicing Cognitive Coaching.Tara’s home is Australia, she has worked internationally for over 15 years in the Middle East, Asia, and is currently based in Africa.


This workshop is designed to support the implementation of authentic Service Learning within schools FOR the development of responsible Global Citizens. Curriculum development using the 5 Service Learning Standards: Investigation, Planning and Preparation, Action, Reflection and Demonstration/Communication (adopted by IBDP CAS) will be shared with engaging collaboration on service learning; models, resources, integrated service learning units, and instructional teaching strategies to help you successfully embed service learning at your school. Work Shop Description: Service learning In this engaging two-day workshop participants will understand;• why students need access to opportunities where they can make meaningful connections and have an

impact in the lives of others.• How students can apply what they learn in school and transfer their knowledge, skills and

understandings, to meet the needs of the community “in the real world”.

Audience: Teachers and Leaders in all schools.

Language: English.

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Concept Based Mathematics: Teaching for Deep Understanding


AGENDA


WhatisServiceLearning?Whydoit?(survey-needadevicetocomplete)Unpackingthe5stagesandservicelearning/globalcitizenconcepts(part1)

Break


Unpackingthe5servicelearningstages(part2)andstandardsandbenchmarksforassessment.Typesofcurriculum,andexamplesofservicelearningwillbeshared.

lunch


UnitsandAssessmentofServiceLearningandGlobalCitizens.Whatdoesitlooklike?Howdowegetstarted?


ServiceLearningintegrationintoacurrentunitofinquiry(bringoneunitwithyou)formeaningfulintegration

Break


PlanningandPreparation-SelectingtherightPartnersandCollaborativesforsustainabilitythroughsystemsandreciprocity

lunch


Reflectionandgoalsetting-Developingaservicelearningframeworkforsustainabilityoftheprogram

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Differentiation: Meeting the needs of Diverse Learners


18-19 January 2019SEK International School QatarBy Tania Lattanzio

Workshop Leader

Tania LATTANZIO Tania LATTANZIO is an experienced international educator. Previously a teacher, coordinator, and manager with the International Baccalaureate, she is now Regional Director of Innovative Global Education. In this role she works as a consultant extensively in Asia Pacific and other parts of the world. This role involves developing and conducting professional development for teachers and leadership, modelling pedagogy in classrooms,

developing and designing curriculum for schools and working intensively with teaching teams, through mentoring and coaching, to improve planning, teaching and assessment. A passionate educator Tania works closely with educational institutions to specifically meet their needs in supporting school reform, making significant shifts in pedagogy and curriculum in both local and international settings. Tania has co-written a book “Taking the Complexity Out of Concepts,’ available through Hawker Brownlow Publishing in Australia. M Ed (Curriculum and Administration), Grad Dip (Librarianship), Dip Ed


This workshop will explore the principles of differentiation. It will examine what differentiation is and provide strategies for implementing differentiation in the classroom. Many examples of differentiation will be explored and participants will have the opportunity to develop differentiation tasks as a part of the workshop.

Audience: K-Middle School Teachers wanting to understand what differentiation is and how they can implement it in their classroom.

Language: English.

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AGENDA


ExaminingwhatdifferentiationisUnderstandingthatdifferentiationinvolvesdifferentiatingaccordingto• learningprofile• studentinterest• readiness

Break


Examininghowwecandifferentiatethrough:• Process• Product• Content• Affect• Learningenvironment

lunch


UnderstandinghowourownbeliefsimpactthewayweteachExploringthe7beliefsthatinvolveteachers‘teachingup’inadifferentiatedclassroomInvestigatingtheroleofKUDsindifferentiation(know,understand,do)andhowtoidentifytheseinourunitsExamininghowwecandifferentiateunderstandingusingaRubricofUnderstandingExploringrespectfultasksthatdifferentiate

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DevelopingarespectfultaskthatinvolvesteiringDevelopingarespectfultaskthatinvolvesstudentchoiceUnderstandingtheroleofcompactinginadifferentiatedclassroomandhowwecandothis

Break


DevelopingarespectfultaskthatinvolvesstudentchoiceUnderstandingtheroleofcompactinginadifferentiatedclassroomandhowwecandothisExaminingtheroleofformativeassessmentasawaytodifferentiate

lunch


PlanningprovocationsandpriorknowledgeforanupcomingunitasawaytodifferentiateExploringtheroleofteacherquestionsasadifferentiationtoolUnderstandinganddevelopinglearningintentionsandcriteriaasawaytodifferentiateInvestigatingthepoweroffeedbackasawaytodifferentiateExaminingwheretofromhere

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Teaching with ATL in Mind


11-12 October 2019SEK International School QatarBy Lance King

Workshop Leader

Lance G. King, B. Tech, Dip. Gifted Ed.(dist), M. Ed.(hons) – has 33 years teaching experience in both the secondary and tertiary sectors, is an internationally respected author, teacher and workshop facilitator and is the creator of the Art of Learning programme presently delivered in thirty-two countries. Within the International Baccalaureate Organisation he has worked on the development of the IBCC the MYP (Next Chapter) and the DP

programmes and was the principal architect of the reformulated Approaches To Learning (ATL) curriculum. He is married with four children, lives in Raglan, New Zealand and divides his time between teaching and presenting workshops for teachers, parents and students around the world and writing.


This workshop outlines the ATL framework and gives practical suggestions on how to incorporate a focus on developing these skills into regular classroom practice. Ideas discussed will include the structure of the skills framework, vertical and horizontal articulation, cognitive, metacognitive and affective skills, teaching and assessing ATL skills, designing inquiry based learning around ATL skills and developing self-regulated learners through helping students to take responsibility for their own skills assessment and development.The workshop will be delivered in a “hands-on” style full of activities for participants and are all designed to give schools clear practical strategies.

Audience: all teachers and coordinators all grade level.

Language: English.

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AGENDA


Introduction

-21stCenturyskills–purposeandneed-WhatarethelinksbetweentheIBATLframeworkand21stCenturyskills?-Skillsbasedprogrammesinplacearoundtheworld-Thinkingandlearningskillsselectiontomatchstudentneeds-Whatistheoverallaim,rationaleandstructureofanATLprogramme?-IdentifyingtheCognitive,AffectiveandMetacognitiveATLskills

Break


ATL skills for High Stakes Exams

-GenericandQualificationspecificExamskills-Teachingtimeandtaskmanagement,goalsettingandmotivationskills-Whatproportionoffinalassessmentquestionsfocusondemonstrationofknowledge,skillacquisition,under-standingandtransfer?

-Whatskillsandteachingstrategiesgivestudentsadvantagesinspecificqualificationexaminations?

lunch


ATL Skills – Programme Design and Implementation-WhatarethestructuralfeaturesofanATLskillsprogramme?-DifferentiatingbetweenCoreGenericandSubjectSpecificCognitiveATLskills-SelectingtheCognitiveATLskillsappropriateforyourstudentsandyourschool-WhatarethestepsofdevelopmentoftheCognitiveATLskillsacrossastudent’sschoollife?-HowcanyoumapoutCognitiveATLskillsbothhorizontallyandvertically?-WhatarestrategiesforteachingthekeyCognitiveATLskills?

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Metacognitive ATL skills and Reflective Assessment

-Whatisthedifferencebetweenmeta-cognitiveknowledgeandmeta-cognitiveperformance?-Howcanteachersraisemeta-cognitiveawarenessinstudents?-WhatarevalidformsofATLassessment?-Howcanstudentsimprovetheirownperformancethroughmeta-cognitivereflectiononsubjectmatter,ATLskillsandteaching/learningstrategies?

-Developingself-assessmentpractices

Break


Affective ATL Skills – Teaching Resilience, Courage and Failing Well

-Whatisthesignificanceoffailureandastudent’sreactiontoit?-Howcanstudents(andteachers)learnhowto“failwell”?-Whatistheroleofattributionandcausalityinsuccess,failureandself-motivation?-Howcanstudentslearntobemoreresilientandmoreself-motivated?-Howcanaschooldeveloparesiliencefocusedculture?-ThematicandexperientialstrategiesforteachingAffectiveATLskills?

lunch


Metacognitive ATL skills and Reflective Assessment

-Whatisthedifferencebetweenmeta-cognitiveknowledgeandmeta-cognitiveperformance?-Howcanteachersraisemeta-cognitiveawarenessinstudents?-IsitpossibletoassessATLskillsinisolation?-Howcanstudentsimprovetheirownperformancethroughmeta-cognitivereflectiononsubjectmatter,ATLskillsandteaching/learningstrategies?

-Developingself-assessmentpractices



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Formative assessment


11-12 October 2019SEK International School QatarBy Andrea Muller

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’ http://www.hbe.com.au/


This workshop will address the relationship between authentic assessment and student learning. It will provide participants with different tools to use in the classroom for effective formative and summative assessment. It will look at why formative assessment is integral to the planning, teaching and assessing process and how this impacts positively on student learning. It will address the design of authentic summative assessment which addresses all elements of the curriculum model.

Audience: Educators, curriculum managers, administrators K-10.

Language: English.

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AGENDA


Defining formative and summative assessment

DefinewhatwemeanbyformativeandsummativeassessmentUnderstandingthedifferencebetweenformativeandsummativeassessmentExaminethesignificanceofformativeassessmentforstudentlearningbasedonkeyresearch

Break


Different assessment strategies

Examineanddevelopassessmenttoolsthatassessvariouselementsofthelearninge.g.skills,concepts,knowledge,actionExploreanddevelopassessmentsthatassesslevelsofunderstanding(conceptualunderstanding)Understandtheroleofstudentvoice(self&peerassessmentandreflection)asformativeassessment

lunch


Role of formative assessment

Understandtheroleofformativeassessmentinprocess,contentandunderstandingExaminetheimportanceofdocumentinglearningasevidenceoflearningExploretheformativeassessmentcycleasawaytoimproveteacherplanningandstudentlearning

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Differentiation and Assessment

Therelationshipbetweenassessment,teachingandlearningUnderstandingthesignificanceofformativeassessmentaswaytodifferentiateWeavingformativeassessmentindailyclassroompractice

Break


Recording and Reporting of Learning

Examiningwhat‘we’valueaslearninginhowwereportonstudentlearningTheroleofstudent-ledconferencesasawayofreportinglearningExplorewaystoreflectiononlearningusingavarietyofstrategiesLunch

lunch


Reflection and action plan



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Introducing Creative Woodwork in Early Childhood Education


11-12 October 2019SEK International School QatarBy Pete Moorhouse

Workshop Leader

Pete Moorhouse is an artist educator, researcher and early years creative consultant. Pete is an associate trainer for Early Education, the largest organization supporting early childhood education in the UK and deliverers training both nationally and overseas.

Pete is an honorary research fellow at the Graduate School of Education, University of Bristol currently researching creative and critical thinking in early years education. Pete is also a

Churchill Fellow – currently researching ‘making’ in global education.

His work in is centred around developing children’s creativity and his practice is inspired by Froebellian principles and the practice in Reggio Emilia.

Pete is the leading authority on woodwork in early years education and has written several books and journal articles. His latest book was published in Feb 2018 by Routledge – Learning Through Woodwork: Introducing Creative Woodwork in the Early Years


There is currently a worldwide surge of interest in woodwork with young children. Woodwork is hugely popular with children – embracing hands, hearts and minds. It provides a rich source of enjoyment as well as learning. The impact is profound and long term. Deep levels of engagement and intense concentration are common and the children often remain involved in their explorations for extended periods. Woodworking allows children many opportunities including; expressing their imagination, problem solving and sustained perseverance with challenging tasks. The learning outcomes have been remarkable and encompass all areas of curriculum. Woodwork has a long tradition in early childhood education dating right back to Froebel over 180 years ago! In this course you will learn all you need to know to get started.

Audience: Teachers, Leaders, Advisors, Policy makers. 3-6 Years (also of interest to 6-11 years).

Language: English.

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Introducing Creative Woodwork in Early Childhood Education


AGENDA


Historicalcontexts,Lookingatexamplesofcurrentbestpractice.Linkstothemakermovementineducation.Anintroductorypracticalsessiontogetsomehandsonexperience.

Break


Thetheoryofwoodwork–learninganddevelopmentassociatedwithwoodwork.Linkstoallareasofcurriculum.Howwoodworksupportchildren’screativeandcriticalthinking.

lunch


Introductiontoallthemostappropriatetools,woodsandtechniques.Howtointroducealltools/workingwithwoodtochildren.-CreatingawoodworkareaRoleoftheadult.Healthandsafetyandriskassessment.


Practicalsessionworkingwithwoodandtools.Opportunitytoexperienceandgainconfidenceworkingwithalltools.

Break


Open-endedexplorations,tinkering,constructionandlongtermprojects.

lunch


Nextsteps.Reflectionanddiscussionaboutimplementation.Professionalgoalplanning.Informationonresourcesandsuppliersandcontinuingsupport.

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Payment Information

Payments are made cash, credit card or by submitting bank transfer using details below.

Account Name: EDUCATION MANAGEMENT CORPORATION LIMITED

Bank Name: COMMERCIAL BANK OF QATAR

Account Number: 4670-320546-001

IBAN No.: QA09CBQA000000004670320546001

Swift Code: CBQAQAQA

Documents

SEK Workshops 2018 - 2019 - SEK International School Qatar · Day 1 Session Two 10:30 – 12:00 Drawing and photography exercises to enrich vocab Lunch Day 1 Session Three 1:00 –