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PRELIMINARY LIST OF PRESENTERS AND WORKSHOPS
(TO BE UPDATED AS NEW INFORMATION IS RECEIVED)

Clarence Bakken	David Lightbody
Gene Batiste	Maria Lesser
Maenette Benham	Ellen London
John Price Bennett	Valerie Maxwell
Judy Bowers	Dennis McLoughlin
Marcy Cook	Juliette Mendelovits and Margaret McGregor
Thomas Egerton and Debbie Cook	Gary Mukai
Fred Daly	Jorge Nelson/Andrew Kerr
Alison Davis	Jean Marc Olivé
Stuart Fleischer	Diane Paynter
Patricia Fox	Barrie Jo Price/Anna McFadden
Greg Francis	Ochan and William Powell
Mike Freborg	Blaine Ray
Roger Greenaway	Lynne Tobin
Miraca U. M. Gross	Ross Todd
Thom Henley	Richard van de Lagemaat
Carolyn Jones	Barbara Wilkinson
Lilian Katz	Kris Werner
Joellen Killion	Jim Winter
Jane Larsson	David Wong
Marc Levitt

Download the ETC2006 Presenters List (MSWORD Format)

 

WORKSHOP SESSIONS

Clarence Bakken (1 of 3)
Bring Amusement Parks into your Science Classroom

How does an amusement park ride work? What forces do riders feel on the rides? Why? Bring these topics and more into your classroom to enrich the study of concepts such as Newton's Laws, Momentum and Energy. Learn successful ways to apply amusement park science in your teaching.

Clarence Bakken (2 of 3)
Making Sense out of Amusement Park Data

Help students make sense out of the wiggles and squiggles that electronic instruments gather on amusement park rides. Learn how to analyze this data and then practice decoding data from actual amusement park rides. Techniques to improve data collection will also be discussed. See

Clarence Bakken (3 of 3)
Basics of Electronic Data Collection

Learn the basics of collecting data with electronic instruments (probeware). Carry out an experiment and analyze the results. The emphasis in this session will be Hands-On Science and Math.

Biography
Clarence retired in 2002 after 35 years of high school physics teaching in Palo Alto, California. Over that time he taught thousands of high school students, conducted close to 200 workshops for science and math teachers, developed several products for PASCO Scientific and worked as a consultant and trainer for Vernier Software. Clarence served as a Technology Mentor and Technology Learning Coordinator in his schools, and started the computer network. He has also written materials for the American Association of Physics Teachers, including a working draft of a Handbook on Amusement Park Physics, and was recognized by AAPT with two national awards for his teaching. Since retiring, Clarence stays busy managing five web sites, conducting workshops for Vernier, and working with the Teacher Steering Committee for Physics/Science/Math Days at Paramount's Great America in Santa Clara, California.
cbakken2001@yahoo.com,
www.cbakken.net,
http://homepage.mac.com/cbakken/pga/graphs/
,http://www.physicsday.org

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Gene Batiste (1 of 3)
Making the Case for Diversity in International and Independent Schools - Part I

Very few issues in an independent school cause as much passion and emotion as issues related diversity. Is this realization viewed as providing opportunities, causing threat, or something in between? How does the successful international and U.S. independent school fulfill its mission statement regarding diversity while addressing the various and sometimes conflicting needs of a more diverse school community. This two-part presentation will explore the diversity issues and trends impacting international and U.S. independent schools as well as offer concrete and creative next step initiatives. Part I will include a discussion of the process of building and sustaining an inclusive school community and an explanation of cultural identifiers.

Gene Batiste (2 of 3)
Cultural Diversity Making the Case for Diversity in International and Independent Schools - Part II

Very few issues in an independent school cause as much passion and emotion as issues related diversity. Is this realization viewed as providing opportunities, causing threat, or something in between? How does the successful international and U.S. independent school fulfill its mission statement regarding diversity while addressing the various and sometimes conflicting needs of a more diverse school community. This two-part presentation will explore the diversity issues and trends impacting international and U.S. independent schools as well as offer concrete and creative next step initiatives. Part II will include the introduction of the National Association of Independent Schools' (NAIS) Principles of Good Practice for Equity and Justice, current diversity statistics, trends, and issues (including the growing concern of socio-economic/class diversity).

Gene Batiste (3 of 3)
Assessment and Planning for Diversity

U.S. independent schools interested in assessing progress and planning strategically for building and sustaining inclusive school communities have a variety of tools from which to choose. This presentation includes a summary of the effectiveness of these tools, focusing specifically on the National Association of Independent Schools' (NAIS) new assessment tool, AIM (Assessment of Inclusivity and Multiculturalism).

Biography
As Vice President, Equity and Justice Initiatives, Gene Batiste serves on the leadership team of NAIS. He is responsible for providing leadership in the creation and implementation of products and services that support and expand NAIS's commitment to developing and sustaining inclusive independent school communities. Gene produces the annual People of Color Conference, Student Diversity Leadership Conference, and Summer Diversity Institute. New initiatives he has developed include the Assessment for Inclusivity and Multiculturalism (AIM), a Career Expo for PoCC and NAIS's first foray into global diversity understanding with Delegation for Diversity. The 2002 DFD program involved 60 independent school heads, administrators, teachers, and independent educational consultants in an education exchange in South Africa while the 2004 DFD focused on Brazil with 20 delegates. Gene is also responsible for providing customized training and presentations on diversity to heads of school, board, faculty/staff, and parent groups.
http://www.nais.org

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Maenette Benham (1 of 1)
Collective Leadership for Transformation: Learning, Teaching, and Building Relationships

This session will engage teacher-leaders and school leaders in a living network of collaborative dialogue that will bring the ideas and recommendations around the topic of “working to create effective leadership teams” into focus. Each participant will take-away a sound understanding of leadership teams and specific, practical strategies for developing leadership teams in their learning communities.

Biography
Dr. Maenette Benham, Professor of Educational Administration, has taught grades preK through 12 and has held administrative positions at the building and district levels. Her teaching focuses on building leadership capacity, linking schools-families-communities, and diversity and equity in learning contexts. Please contact Dr. Sandy Bryson at mailto:sbryson@msu.edu
email: mbenham@msu.edu

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John Price Bennett (1 of 3)
“You, Change, and Leadership!”

Focus on where you are currently in your “wellness walk”. It will move to discuss the change process and where you fit into the process. Finally, it will examine leadership and qualities of “skillful” leaders. Hopefully, each participant will leave equipped to experience higher levels of wellness, change, and leadership!

John Price Bennett (2 of 3)
“Social Dance 101!”

Come one and come all to “hone” your social dance skills and success in life! This session will focus on social dance basics, dance for society/dance for everyone. After all, it is the social dances around the world that help to preserve the intangible cultural heritage of any society. Let's dance!

John Price Bennett (3 of 3)
Health, Physical Education, Recreation, and Dance

The focus of this session will be on developmentally appropriate preK-5 dance education. Every effort will be made to promote inclusion and preservation of the intangible cultural heritage. In addition, connections will be made for interdisciplinary education, critical thinking skills, and the role of sport skills in dance education.

John Price Bennett (3 of 4)
PreK-5 Developmentally Appropriate Dance! (90 minutes)

The focus of this session will be on developmentally appropriate preK-5 dance education. Every effort will be made to promote inclusion and preservation of the intangible cultural heritage. In addition, connections will be made for interdisciplinary education, critical thinking skills, and the role of sport skills in dance education.

John Price Bennett (4 of 4)
Grades 6-12 Developmentally Appropriate Dance!" (90 minutes)

The focus of this session will be on developmentally appropriate sixth to twelfth grade dance education. Every effort will be made to promote inclusion and preservation of the intangible cultural heritage. Connections will be made for interdisciplinary education, critical thinking skills, and the role of sport skills in dance education.

Biography
John is in his fourth decade of teaching health, physical education, and dance and has taught virtually all ages from preschool to older adults. John currently teaches dance at the University of North Carolina Wilmington in four different departments (Health and Applied Human Sciences, Fine Arts, Honors, and Master of Arts in Liberal Studies). His teaching on many levels, personal travel and research, and work as an administrator at the public school and state levels have provided him with the opportunity to view hundreds of HPER programs. Currently, his primary dance teaching areas are Children's Creative Dance, International Folk, American Folk and Square Dance, and Ballroom and Latin Dance. His major focus in his teaching and research is on cultural awareness, inclusion, and bringing people together through the medium of dance. John is totally committed to the preservation of the intangible cultural heritage!
http://people.uncw.edu/bennettj

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Judy Bowers (1 of 3)
School Counselors Using Data to Increase Student Achievement and Attendance

Counselors use data to change systems, challenge the status quo, support accountability and influenced student achievement for all students. Attendees will learn about the different kinds of data available to school counselors and how school counselors can collect and analyze data to create actions plans and results reports.

Judy Bowers (2 of 3)
ASCA Web and Print Resources to Support School Counselors

Discover the resources from ASCA. Learn about ASCA's web site with online resources to support school counseling programs. Resources include position statements, counselor role statements, links, and research regarding school counselor effectiveness. A review of the ASCA website will expose counselors to many time saving lessons, tips, and materials.

Judy Bowers (3 of 3)
Counselor and Parent Partnership

How are parents engaged in their children's education? Master specific strategies to use in implementing a research-based parent-engagement plan. Learn how eight elementary schools implemented the Epstein's Framework for parent Engagement along with the ACA National model. Take home strategies, approaches and specific activities you can put into place immediately.
http://www.bio.fsu.edu/staff.php

Biography
Dr. Judy Bowers supervises the 170 school counselors K-12 who serve 61,000 students in the Tucson Unified School District (TUSD), in Tucson, Arizona. Judy was a teacher for six years, a high school counselor for 16 years and has been the counselor supervisor for eleven years. She has worked with the state of Arizona and TUSD since 1990 to restructure school counseling programs. This work led to the TUSD Governing Board adopting the developmental counseling program called Comprehensive Competency-Based Guidance (CCBG) in 1993. Under her leadership since 1994, the TUSD school-counseling department has been awarded four Federal Elementary Demonstration Grants and the number of school counselors has increased from 95 counselors in 1994 to 170 counselors in 2004. Leadership activities include president of the Arizona School Counselor Association; Supervisor/Post Secondary and Western Region Vice-President for the American School Counselor Association (ASCA), and she is the 2004-2005 President for ASCA. She is a national and international consultant to school districts, state departments, and university counseling departments who are developing comprehensive school counseling programs. Judy is the co-author of the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003) and co-author of the ASCA National Model Workbook (ASCA, 2004). Judy received her doctorate degree in Educational Leadership from the University of Arizona in May 2004.
http://www.schoolcounselor.org/content.asp?pl=328&contentid=328
http://www2.edtrust.org/NR/rdonlyres/12993AB0-359C-4047-8DF0-EC5A5BEED900/0/

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Thomas Egerton and Debbie Cook (1 of 1)
Service Learning: Lessons from the Field

This year Brent International School Manila initiated two long-term service-learning projects at the Elementary and Middle School levels. Presenters Tom Egerton and Debbie Cook will describe the challenges and the learning that come from transforming a theoretical framework of social action into a reality. Using lessons learned from their respective schools Tom and Debbie will guide participants through the development of a service learning plan that engages students in social action linked to the curriculum. Participants will leave the 90-minute, interactive session with a framework for service learning that can be applied at both the individual class as well as whole school level.

Biography
Thomas Egerton have worked in England, Singapore, Australia and the Philippines and this is his 13th year in International Education, 6th as a principal. Currently he serves as the Middle School Principal at Brent International School Manila. His hope this year is that Australia performs better in rugby than it did last year.

 

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Fred Daly (1 of 3)
Festivid: An Online Video Festival for International Students

Festivid-Online (http://www.festivid.org) globally showcases student success and creativity in video. Festivid has been very successful in stimulating student interest in video production, and defining and raising production standards in Israel and the Czech Republic. You will learn about festivid, and you will be invited to participate in this exciting initiative.

Fred Daly (2 of 3)
Digital Video Editing: An Introduction With Adobe Premiere Elements

Adobe Premiere Elements provides an inexpensive, user friendly, platform for capturing footage from cameras, editing multiple video and audio tracks, and exporting the finished video to DVD. The goal of this workshop is to give beginners the confidence to take the plunge into video making.

Fred Daly/Stuart Fleischer (3 of 3)
Online Learning: Challenges for Teachers in A Connected World

How will teachers provide appropriate and stimulating online learning experiences for their students? You will be presented with a framework for thinking about online education. You will be presented with some examples of effective programs, and you will be invited to share your experiences and discuss the issues. Webpage Development.

Biography
Fred is a graduate of London University, teaching science in British schools for eight years before moving to teach overseas in 1982. He has taught at Cairo American College, and he is currently teaching at the Walworth Barbour American School in Israel in1982. His teaching interests over the years have shifted from science and ESOL to learning through the creative uses of technology. He currently teaches courses in computer science, digital arts, video production and film studies. Fred is a veteran presenter of such subjects as learning logic through robotics, bird migration, and assessment in art history. He is currently involved in an initiative to establish festivid, an online video festival for international school students.
fdaly@wbais.org

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Alison Davis (1 of 3)
Fine Tuning Guided Reading Instruction

Research shows that guided reading is a highly effective teaching approach for both teaching students to read, and thereafter assisting them to unpack increasingly difficult text. This workshop will explore how guided reading can be implemented most effectively to maximize learning opportunities for our students. The workshop will be supported by examples and video footage that illustrate effective guided reading in a range of class contexts. "Alison Davis"

Alison Davis (2 of 3)
Reading Comprehension - What Do Our Teachers and Students Have To Know in Order To Raise Reading Achievement?

This workshop explores what it is that effective comprehenders actually do, and most importantly, the implications of this for classroom reading instruction. It draws on international research about comprehension strategy instruction, the national reading panel recommendations about effective comprehension instruction. This workshop will be supported by a slide show presentation, video footage, and transcripts from teacher conversations about learning. "Alison Davis"

Alison Davis (3 of 3)
Writing - Developing Comprehensive Teaching Approaches in Writing Instruction

This presentation explores planning and organization of writing programmes that build on the needs of students while at the same time provide instruction on writing for a wide range of purposes and audiences. The session will look at ways of involving students in the process of writing, assisting students to be more aware of what quality writing looks like, and their own achievement, needs and next step goals for learning. In addition, the session will look at ways of organizing a class for writing instruction, balancing both guided, shared and independent approaches to writing instruction.

Biography
Alison is a literacy consultant who is involved in leading professional development projects in a number of countries. She is an experienced speaker at international conferences and is currently writing a series of teacher resources on reading comprehension. Alison completed her doctorate studies in 2005 looking at characteristics of teacher expertise associated with raising achievement of underachieving students aged between 9 and 13. She is experienced in working with ESOL students, and teachers of ESOL students. She also has expertise and experience in writing, oral language and assessment - in particular the use of formative assessment techniques to raise achievement in literacy.
davis.vision@xtra.co.nz

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Stuart Fleischer (1 of 3)
Science Labs, Book Reports and More Come Alive: Using Microsoft Photo Story 3

This workshop will focus on easy-to-create multimedia video-like stories using your digital pictures with FREE software from Microsoft. The software is easy to use by teachers and students alike. With in thirty minutes, you will have command of the program and have built your first video-like story.

Stuart Fleischer (2 of 3)
Paradigm Shift in Science Fairs: The Development of the
E-Learning Science Fair

The ability to implement a science fair that encompasses hundreds of students, mentors, judges and teachers from schools crossing geographic and geopolitical zones within EARCOS once considered impossible can be implemented with today's e-learning tools. This workshop will illustrate the development and implementation of the EARCOS Virtual Science Fair. Webpage Development .

Stuart Fleischer/Fred Daly (3 of 3)
Online Learning: Challenges for Teachers in A Connected World

How will teachers provide appropriate and stimulating online learning experiences for their students? You will be presented with a framework for thinking about online education. You will be presented with some examples of effective programs, and you will be invited to share your experiences and discuss the issues.

Biography
Dr. Stuart Fleischer is presently teaching science at the American International School in Israel and is an adjunct lecturer at Tel Aviv University teaching ecology to overseas students. Stuart graduated with his undergraduate degree from The University of Tennessee in microbiology and received his masters, specialist and doctorate in science education from Florida State University. Stuart began teaching high school in Jupiter, Florida. He became interested in embedding e-learning technology into his curriculum about 10 years ago when he was the educational consultant for an internet based peace project called "Migrating Birds Know No Boundaries" which was chaired by Nobel Peace Prize winner Shimon Peres and former Vice President Al Gore. Since then he has created various projects in which his students not only use e-learning technologies, but learn how to construct them. Presently Stuart is the project manager for the NESA Virtual Science Fair.
sfleischer@wbais.org

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Patricia Fox (1 of 3)
Reading and Writing about Teaching and Learning: The National Writing Project Model of Professional Development

Called “the longest running, most effective and cost-effective professional development model in the history of education*,” the National Writing Project (NWP), begun in 1974 as the Bay Area Writing Project, has grown to over 190 sites in 50 states. Each local site shares the NWP mission to improve student literacy and professional development model of reflective practice for teachers. This hands-on workshop will share successful NWP strategies, resources and program models of successful school-based professional development and engage participants in a variety of reading and writing activities designed to invite reflection on teaching and learning.

Mark St. John, President, Inverness Research Associates

Patricia Fox/Lynne Tobin (2 of 3)
Music, Motion, and Memoir: Writing Across the Curriculum and Writing to Learn in the Arts (150 minutes)

In his groundbreaking work, Write to Learn, Donald Murray urged teachers to move beyond seeing writing simply as a product to be assigned and evaluated to rethinking writing as a "process of discovery," a means of "using language to learn about our world, to evaluate what we learn about our world, and to communicate what we learn about our world." In this hands-on workshop, incorporating student work and video performance, participants will engage in a sequence of writing in the arts activities--developed at the Pathfinder School of the internationally recognized Interlochen Center for the Arts--designed to extend our notions of how and why writing matters and what purposes it may serve.

Patricia Fox (3 of 3)
The Composition Classroom Revisited: Reading, Writing, and Meaning Making (90 Minutes)

Too often the work of our classrooms focuses on exchanges of meanings made (the teacher's) rather than acts of meaning making (our students'). In this hands-on workshop, we'll consider the impact on teaching and learning of constructing the classroom as a dynamic space where reading, writing, and conversation are ongoing acts of composition. Together we'll engage as readers with a variety of provocative short texts and as active meaning-makers as we model successful strategies for integrating literacies.

Biography
Patricia Shelley (Pat) Fox has been engaged in kindergarten through college and post graduate education for over 25 years. She taught middle school language arts for twelve years in Savannah, Georgia before moving to the Armstrong Atlantic State University where she taught undergraduate courses in literature and composition and graduate courses in composition theory and research. She is a member of the editorial review board of the Journal of Teaching Writing and a frequent presenter at regional, national, and international conferences.
The founding director of the Coastal Georgia Writing Project and national coordinator of the National Writing Project's (NWP) Teacher Exchange Program and New Site Leadership Initiative, Pat is now a full time Field Director for the National Writing Project. Her NWP work takes her as a professional development mentor to local sites around the United States where she works with teacher pre-kindergarten through college across the academic disciplines to improve student literacy. She has also worked, since 2003, as the National Writing Project's advisor and mentor to the Malta Writing Program. In addition, Pat is a member of the NWP Task Force, Annual Review Board, and Technical Assistance Team.

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Greg Francis (1 of 1 )
Strategies for Teaching about Contemporary International Conflict (150 Minutes)

This interactive workshop will introduce lessons that provide students the background and tools to define and analyze deadly conflict (including terrorism) and to examine efforts to establish and maintain peace. Case studies from around the world, including Asia, will be examined.

Biography
Greg Francis has worked at SPICE for more than seven years. He was the primary author of the Security, Civil Liberties, and Terrorism; International Environmental Politics; and Preventing Deadly Conflict curriculum units, was the co-author of three other units, and has contributed to eight others. He has presented at teacher's workshops in the United States, Japan and Ecuador. Before joining SPICE, Greg taught English in China and Japan. He holds a master's degree in Latin American Studies from the Universidad Andina Simón Bolívar in Quito, where he studied on a Rotary Ambassadorial Scholarship, and a bachelor's in International Relations from Stanford University.

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Mike Freborg (1 of 3)
Classroom Strategies for Using the Six + 1 Traits of Writing in Grades 3-12
(150 minutes, pre-conference or previous basic traits training a prerequisite) Strongly recommended as a companion session to introductory writing traits training.

This follow up to the pre-conference session focuses on application of the writing traits model in classrooms. Participants learn specific strategies for introducing the writing traits to students, how to make important connections to their classroom writing activities, merging the writing process with the writing traits, revision strategies and the writing traits, the role of reading in a writing classroom, how to use picture books to teach the writing traits, and more.

Mike Freborg (2 of 3)
Seeing with New Eyes-the Traits in Primary Classrooms (90 minutes, previous traits training helpful but not required)

This session is designed to help primary teachers reinforce the strengths in beginning student writing and teach K-2 students how to recognize and celebrate growth and change. Developmentally appropriate scoring guides using the 6+1 Traits of writing model will be shared along with useful teaching tips for working with the youngest writers.

Mike Freborg (3 of 3)
Tools of the Traits: A Workshop for Experienced Users of the 6+1 Traits of Writing Model (90 minutes, prerequisite: previous traits training)

Participants build upon their knowledge of the 6+1 Traits of Writing and extend the bridge between assessment and instruction. This workshop reviews lessons and strategies that help students identify quality in writing, manage the writing process, master revision techniques, practice important editing skills, and become confident writers.

Biography
Michael Freborg, from the Lake Wobegon region of Minnesota, has 25 years’ experience teaching middle and high school English. Trained by Ruth Culham and Vicki Spandel, he has presented K-12 workshops on the Six+1 Writing Traits to teachers, administrators, and curriculum specialists throughout the United States and the Middle East since 1994. He continues to relish living two concurrent professional lives: one as a classroom teacher currently extolling the virtues of writing with his 130 middle school students, and the other as a writing traits trainer who loves hanging out with educators.

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Roger Greenaway (1 of 3)
Three Exercises for Developing Students’ Questioning Skills

Developing students’ questioning skills arouses curiosity, sustains motivation and develops key learning skills; and the questions students ask indicate their progress. With your help, I will demonstrate three ways of generating and managing student questions: Visitor Technique, Press Conference and Simultaneous Surveys. Discussion will assist application to your subject area.

Roger Greenaway (2 of 3)
Three Exercises for Generating Participation in Discussions

How can you change the normal pattern of participation once habits have formed? Learn how to create new social geometries to facilitate participation. In ‘Turntable’ students change places to explore different viewpoints; in ‘Horseshoe’ the starting point is a silent statement; in ‘Talking Knot’ the normal pecking order is changed. <http://reviewing.co.uk>

Roger Greenaway (3 of 3)
How To Ask Questions That Help Students Learn From Experience

When you want to draw on students’ own experiences, this active learning cycle will help you to ask well sequenced and productive questions. The cycle will be applied to Guided Reflection, Success-Focused Learning, Action Replay, Sentence Completion and Metaphor Making as well as to the art of asking good questions.

Biography
Roger Greenaway provides facilitation training programs in the UK and around the world. He has been a regular visitor to the Far East since 1996, providing training in reviewing skills and active learning methods. Roger worked in the UK as a teacher of English for five years before joining a project at Brathay Hall Trust (England) for working with disadvantaged young people. Roger’s involvement in development training branched out into management development and trainer training. He then worked as a training adviser for Save the Children in Scotland and gained a PhD in Management Learning before setting up ‘Reviewing Skills Training’ ten years ago. He is the author of books on reviewing and of the Active Reviewing Guide at http://reviewing.co.uk, which includes many resources about active learning.

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Miraca U. M. Gross (1 of 2)
Social and Emotional Development in Academically Gifted Children and Adolescents

Intellectually gifted students differ from age-peers not only in their cognitive abilities but also in many aspects of their social and emotional development. This session will discuss recent research findings on gifted students' perceptions of their social relationships, their relationships with teachers, their conceptions of friendship and their attitudes towards their own abilities.

Miraca U. M. Gross (2 of 2)
Academic Acceleration of Gifted Students: Taking Our Foot Off The Brake

David Elkind, author of “The Hurried Child” writes that accelerating academically gifted students is not 'hurrying' them; rather it is represents an appropriate response to their accelerated levels of development. This session will present six commonly used types of acceleration, discuss why each works and give practical suggestions for implementation.

Biography
Professor Miraca U.M. Gross is Director of the Gifted Education Research, Resource and Information Centre (GERRIC), at the University of New South Wales in Sydney, Australia.
Miraca is a leading international authority on the education of gifted and talented children, particularly in the areas of ability grouping, acceleration, socio-affective development and underachievement. She has won five international research awards, becoming, in 1987, the first non-American to win the Hollingworth Award for Excellence in Research in Gifted Education. She is a regular keynote and invited presenter at international educational conferences. She served on the Executive of the World Council for Gifted Education from 1995-1999. Recently, for the John Templeton Foundation of Pennsylvania, she co-authored a major international report on acceleration: “A Nation Deceived: How Schools Hold Back America's Brightest Students.” The report can be downloaded cost free from its website nationdeceived.org. In 2003 she was awarded the Sir Harold Wyndham Medal for service to Australian Education.

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Thom Henley (1 of 2)
Cross-Cultural Awareness

International Schools deal with the great diversity of the human race every day in the classroom, but not all administrators and educators are skilled to cope with cultural differences. This workshop will focus on many of those differences - greetings, teachings, values, gestures and social organization -- through experiential exercises developed by the facilitator. Thom Henley will draw from his extensive travel experience to more than 90 countries, and his immersion into tribal cultures, to offer a fun-filled and engaging lesson that should help all to acknowledge, respect, and celebrate human diversity.

Thom Henley (2 of 2)
As If the Earth Mattered - Rededication to Environmental Education

Has environmental education flat lined? Are we really any closer today to achieving a "green consciousness" and sustainable lifestyle than we were decades ago at the launch of the first Earth Day, or are most schools still stuck in the rut of picking up litter and recycling paper and pop cans? Through a beautiful slide presentation and engaging group discussion, Thom Henley will address the three stages he sees as necessary to move students from overwhelming, -- and often disempowering -- awareness of the Earth's problems, to a sense of heartfelt belonging and stewardship. With a world urbanizing at a rate unprecedented in human history, a rededication to environmental education will be one of the great challenges of our time.
http://www.rediscovery.org/bookFORM.html

Biography
Thom Henley is the recipient of numerous national and international human rights and conservation awards. He is perhaps best known for initiating the 13-year campaign to save the southern third of the Queen Charlotte Archipelago on the west coast of Canada from the ravages of clear cut logging. He also founded the Rediscovery program in 1978, a wilderness adventure program that brings together aboriginal and non-aboriginal youth to discover the world within themselves, the cultural differences between them, and the natural world around them. Today there are nearly 50 Rediscovery camps in Canada and countries throughout the world.

Thom Henley is the author and co-author of 8-books: "Islands at the Edge - Preserving the Queen Charlotte Archipelago", "Rediscovery - Ancient Pathways, New Directions", "Penan - Voice for the Borneo Rainforest", " Waterfalls & Gibbon Calls - Exploring Khao Sok National Park, "Living Legend of the Mentawai", "Reefs to Rainforests - Mangrove to Mountains", "A Seed of Hope", and a new book about to be released, "River of Mist, Journey of Dreams". Thom is currently completing a ninth book: "As If The Earth Mattered - Re-dedication to Environmental Education".

Thom initiated the "Reefs to Rainforests" study program in Southeast Asia that allows international school students and teachers to learn about 7 ecosystems in an 8-day study program that combines fun and soft adventure with learning. In the past year he has been extensively involved in tsunami relief work with the Moken on Koh Surin and Burmese street kids, some of whom lost their parents to the tsunami.

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Carolyn Jones (1 of 3)
100 People: A World Portrait Project - A Pathway Into Your Local Community (90 Minutes)

This workshop aims to outline a project that asks students to step out into their communities to meet, photograph, and celebrate people who represent the best of who we are as citizens. We will discuss the project's history and goals, what it's looking to achieve, how teachers may involve their schools and classes (art, English, social studies, etc). Examples of student submissions and various project interpretations will also be highlighted. We are aiming to provide teachers with specific content for projects they may already have in place, as a way for students to connect to their community through artistic expression. It is a means that allows student work to go beyond the classroom and to be part of a global whole.

Carolyn Jones (2 of 3)
100 People: A World Portrait Project - Implementing Social Issues Content Into Art Curriculum and Creative Writing Classes (90 Minutes)

This workshop will be a discussion tool for art and creative writing teachers on how to implement social issues content (literacy, access to clean water, religious and cultural differences, etc) into an art and creative writing curriculum. The project will offer positive and productive avenues for students to become aware of what and who exists outside the spectrum of their daily lives. How can we meet the people we share our communities with when we speak different languages, have different belief systems, and come from different cultures? This process and these questions will be addressed around the framework of the 100 People World Portrait project.

Carolyn Jones (3 of 3)
100 People: A World Portrait Project - Critiquing Photographs and Adjoining Text, From Concept to Publication (90 Minutes)

Our final workshop will describe the process of critiquing photographs for the purpose of publication. It will outline how to help students to express themselves through photography, how teachers can effectively critique student work, and why certain images are perceived as more successful than others. In the context of the World Portrait project, a discussion of the foundation's gallery images and their accompanying essays will be addressed, and how this process will be finalized in a book presentation.

Please visit the 100 People Foundation's website at: www.100people.org
For information on Carolyn Jones, please visit: www.carolynjonesphoto.com

Biography
Through her diverse career and life experiences, Carolyn Jones has found a home using her ability to work with people to help raise awareness for social issues that she feels strongly about. Whether for television, a book, or a documentary film, Carolyn hopes to bring to each a passion for inspiring people to understand and find their own way to help.

To better understand AIDS, motherhood and teenagers she gathered up her camera and tape recorder and traveled to meet people to find answers. Known internationally for her socially pro-active medium-format photographic portraiture, Jones has worked in a wide variety of film and video formats, primarily in documentary production. She produced Women’s hands, a series of documentary films of women artisans from around the world. Additionally, she produced and directed Women...On Family. Avon selected her to direct four short documentary films called Women of Enterprise, celebrating the lives of remarkable American businesswomen.

Jones' most widely acclaimed work is, Living Proof: Courage in the Face of AIDS, a documentary film inspired by the book screened as a part of MTV World AIDS Day broadcast. She also earned much praise for her portraits of American mothers and daughters, published in the book A Family of Women: Voices across Generations..

Most recently she has collaborated with The Girl Scouts of the USA to create Every Girl Tells a Story: A Celebration of girls speaking their minds, a book of portraits and interviews of 85 American Girls. In 2001 she was named one of New York State's Women of Excellence. She lives in Paris and New York with her husband and 11 year old daughter.

Michael Christman Biography
Over the last 20 years, Michael has been an entrepreneur at the helm of a series of businesses beginning with a restaurant, and including a gallery, catering company and event planning firm, all of which contributed to what is now the marketing and events agency, Opts. Michael was at the epicenter of San Francisco's digital economy from its inception in the 1980's, as his restaurant and gallery served the burgeoning design and marketing community of the city's SoMa district. Michael and Opts began to occupy a niche among the marketing services firms that helped to transform Silicon Valley's product-driven firms from start-up status into global market makers. Opts was well positioned to ride the Dot.Com wave, offering well rounded strategic consulting services, and serving new clients with the speed and agility required to support these emerging companies in every aspect of their meteoric growth.

Michael has brought this full range of experiences to bear in a nimble company that works primarily with Fortune 100 companies and start ups, offering strategic marketing services with an emphasis on live events. Michael is most engaged by learning about the challenges that Opts' clients face in their industries, and helping to provide targeted solutions that meet their business objectives.

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Lilian Katz (1 of 3)
Engaging Children's Minds: The Project Approach

This presentation will outline the distinction between academic and intellectual goals in the education of young children. The implications of this distinction are that young children’s minds can be engaged intellectually when they spend a part of their time in school engaged in in-depth investigations which are referred to here as projects. The essential components of good projects will be outlined. In addition, the important considerations when selecting topics for project investigations will be discussed, and other elements of conducting project investigations will be outlined. A good example of a project undertaken by a group of four-year-olds will be shown and discussion and questions will be invited.

Lilian Katz (2 of 3)
Current Perspectives on Young Children's Learning

This presentation will address three basic questions faced by all educators at every level 1) What should be learned? The answers to this question include knowledge, skills, dispositions, and feelings. Detailed discussion of the answers to this question will also include discussion of recent research on neurological development, the importance of the development of communicative competence and its curriculum implications. 2) When are these things best learned? The answers to this question take up a developmental view of curriculum and its implementation. Discussion of the current research on the long term effects of various curriculum models in early childhood education will be discussed. 3) How would it best be learned? In the process of addressing these questions five principles of practice will be propose.

Lilian Katz (3 of 3)
The Teacher's Role in the Development of Social Competence

This presentation will consist of five major parts. First, a general introduction to the overall issues concerning the early development of social competence and its long range consequences. The second part will take up and discuss the general principles of practice related to supporting children’s social and emotional development. Part three is a discussion of seven general teaching techniques known to be useful in fostering social competence in young children. The fourth section of the presentation will offer a discussion of eight specific teaching strategies and their implications for dealing with the typical social predicaments presented in a class of preschoolers. The fifth and final section takes up methods of assessing children’s social competence. Questions and discussion will follow as time permits.

Note that Lilian Katz’s expertise is preschool up through about first grade. It would be best for those who teach the young children to attend her sessions. There will be handouts for everyone. More specific session descriptions will follow shortly.

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Joellen Killion (1 of 3)
Looking at Student Work to Improve Instruction

This workshop will explore how a careful analysis of student work can inform instructional decisions. Using mathematics, example, participants will learn how student work can inform instructional decisions especially regarding differentiation.

Joellen Killion (2 of 3)
Innovation Configurations For Professional Development

This workshop will engage participants in using NSDC's Innovation Configurations for the NSDC Standards as a tool to assess the quality of their professional development program. Participants will focus on learning communities data-driven, design, and collaboration standards.

Joellen Killion (3 of 3)
School-Based Team Learning

This workshop will focus on job-embedded, school-based team learning. Using case examples, participants will examine the attributes of school-based team learning and examine the necessary support structures to implement this authentic form of professional learning.

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Jane Larsson (1 of 1)
VIF Transforms Lives through Cultural Exchange

Educators from around the world are sought to teach U.S. students through the Visiting International Faculty Program, the United States' largest cultural-exchange program for teachers and K-12 schools. Recognized by the U.S. Department of State as an official Exchange Visitor Program Sponsor, VIF hosts 1,800 teachers in 11 states with exchange visas valid for up to three years. Through VIF, teachers have access to valuable professional development including instructional workshops, educational certification in their host state, and Master's degree programs at reduced tuition rates. VIF teachers are highly qualified to ensure student success. They serve as true cultural ambassadors, sharing the heritage of their home nations with U.S. students, educators and members of host communities, opening their eyes to the world beyond their borders. Upon their return home, VIF teachers share their experiences in the United States and in the U.S. education system, as they continue to provide students a world-class education, grooming them for success in a global community.

Biography
Jane Larsson is Director of Recruitment and International Partnerships for the Visiting International Faculty Program (VIF) based in Chapel Hill, North Carolina. VIF is designated by the U.S. Department of State as an official Exchange Visitor Program Sponsor. As the United States' largest cultural exchange program for teachers and schools, VIF establishes partnerships with Ministries of Education, higher education institutions and the international education community to provide highly qualified educators from around the world the chance to teach in the U.S. schools. 
Prior to joining VIF this year, Jane was the Director of Educational Staffing and Publications for International Schools Services (ISS), a position she held since 1997, serving as the recruiting liaison for international school administrators. At ISS, Jane led the candidate selection process, managed international recruiting conferences, conducted principal searches and was responsible for ISS marketing and publications. She has presented on the topics of recruitment and selection at educational conferences in the states and abroad including NAESP, SACS, AAIE, NACAC, NCTM, NSTA, AASSA, EARCOS and NESA.

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Marc Levitt (1 of 3)
Writing from the Roots (150 Minutes)

In this workshop participants will cover the various chapters in Marc Levitt’s book by the same name. There will also be an emphasis on helping Third Culture Students articulate and to write about their experiences. (This workshop is primarily for Elementary and Middle School students, although many of the ideas would be appropriate for high school as well.) The following topics will be covered.

1. Beginnings: We will look at story beginnings and discuss their similarity to other devices used to get audiences to ‘pay attention’.
2. Sequential Thinking: Teaching students to think logically and to include the story’s details so that it ‘makes sense’.
3. Observation and Description: Encouraging student’s sensitivity to detail while enhancing their descriptive ability
4. Finding and Using Characters: Describing a character’s physical attributes, internal monologues, relationship to inanimate objects and their styles of conversation.
5. Finding and Using Place: Discussing the role of ‘place’ in writing,
6. Conventions: Teaching a basic understanding of some of the principals of grammar, including paragraphs, sentences and commas.
7. Genres: Looking at how mystery, horror, fantasy and historical fiction derives from stories found in everyday life.
8. Encouraging a Culture of Writing in the Classroom: Encouraging a writer’s culture in your classroom, one where curiosity and critical thinking is encouraged and a supportive and cooperative atmosphere exists.
9. Writing for a Purpose and not as a Chore : Ideas for ‘real world’ writing in various genre
10. Endings: Participants will come out of this workshop with specific exercises and ideas to use when teaching the above elements of the writer’s craft.

Marc Levitt (2 of 3)
Finding, Using and Telling Your Story; Storytelling in the Classroom and Beyond: (90 Minutes)

In this session teachers will learn techniques for telling stories as well as times when the use of storytelling can be valuable in the classroom. Mr. Levitt will demonstrate techniques of storytelling with his own memoirs and original autobiographic stories. Time: 90 minutes (This workshop is good for teachers of all grades). We will concentrate on the following areas:

1. Types of Stories
    a. Personal Memoirs
    b. Folktales
    c. ‘Ghost’ Stories
2. Elements of the Storytelling Craft
    a. Pacing
    b. Characters
    c. Movement
    d. Props
3. Finding opportunities for storytelling in the classroom
    a. Choosing the appropriate story for the specific moment (Are you encouraging language arts skills, character         education, diversity appreciation, community building?)
    b. Teaching students to tell stories
    c. Storytelling across the curriculum
4. Collecting ‘Real Life’ Stories
    a. Interviewing techniques
    b. Forms of presentation

Marc Levitt (3 of 3)
Site Specific Education and the Charles Fortes Museum Project (90 Minutes)

In this workshop we will look at finding ways to create grade level or school wide projects that are multi-disciplinary, inquiry driven, community based and that have ‘real world’ Time 90 minutes (This workshop is appropriate for all grades of teachers and is especially valuable for Social Study and History teachers) presentational possibilities and models. The Charles Fortes Museum Project will be used as an example. The following areas will be covered:

1. What is site Specific Education? We will discuss and demonstrate various aspects of Mr. Levitt’s philosophy, including:
    a. Learning from place: Understanding how any site provides an opportunity for studying multiple layers of         history and culture
    b. Showing how Site Specific Education Projects can help provide opportunities for multiple learning styles
    c. Finding a project: How to create consensus about the nature of the project by assessing a school’s needs,         interests and surroundings
    d. Creating Curiosity Building Opportunities: How to encourage curiosity through trips, readings, discussions,         visitors
    e. Developing a Research Strategy: Finding a way to prioritize questions and to plan a strategy for finding         answers
    f. Presentation: Finding models for presentation
    g. Integrating technology: Looking at how web sites can mirror and encourage deep investigation the type of         thinking available in Site Specific Education projects

Celebrating Diversity and Discouraging Violence Time: 90 minutes (Teachers of grades 3 and up) In this workshop we will look at ways to encourage not only tolerance of diversity, but its celebration. The workshop will include:
    a. Stories about various kinds of diversity including ‘ethnic’, learning style and gender
    b. Investigating why encouraging diversity celebration is important in the classroom and beyond
    c. Looking at ways teachers can create a ‘diversity friendly’ classroom
    d. Techniques for preventing classroom violence in the form of bullying, teasing and gossiping

Biography
Marc Levitt is a writer/storyteller/educational consultant and public radio host/producer. Mr. Levitt has worked throughout the United States and in over twenty countries at schools and at conferences. He is currently the Director of the Charles Fortes School’s Museum Project, a National Endowment for the Humanities and Disney funded project integrating inquiry, local culture, research and ‘real world’ presentation into the curriculum of an inner city Providence, Rhode Island elementary school. A graduate of Cornell University, Mr. Levitt is a Rhode Island Committee for the Humanities lecturer on; Sprawl and How to Prevent It, Democracy in Education and Stone Walls of New England. He is currently finishing a documentary film about Narragansett Native American stonewall makers. Marc Levitt has been commissioned to write musical narratives about tenements, watersheds, rivers and farms and has recently completed a book on teaching writing, Teaching Writing from the Roots.

For further information about, or, to communicate with Marc Levitt, please look at his web site:
http://www.MarcLevitt.org

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Maria Lesser (1 of 2)
Update on SAT and PSAT/NMSQT

This session will provide the latest updates regarding the SAT and PSAT/NMSQT programs. The session is particularly relevant for guidance counselors, PSAT/NMSQT coordinators and teachers who want to prepare students for these exams or use PSAT/NMSQT tools and reports to inform instruction.

Maria Lesser (2 of 2)
What’s New in AP?

This year marks the 50th anniversary of the Advanced Placement Program (AP) and there are many new and exciting developments. This session will provide a review of key dates for AP coordinators, tools for establishing and expanding an AP program, the latest news on the AP Course Audit and the revised requirements of the AP International Diploma, and information regarding AP professional development opportunities for teachers and coordinators.

Biography
Maria Lesser is the Associate Director for K-12 International Services at the College Board based in New York City. She has worked at the College Board for six years, previously in the College-Level Examination Program and the International Education Office in Washington DC. Prior to arriving at the College Board, Maria was an educational adviser and coordinator of advising centers in Latin America for the Institute of International Education and the U.S. Department of State. In this role she advised international students about higher education in the United States. Maria was born and raised in Mexico City where she attended a German international school. She has a BA in German Studies from Wellesley College and is currently working towards her master’s degree in public administration at New York University.
mlesser@collegeboard.org,
http://www.collegeboard.com/student/testing/ap/about.html

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David Lightbody (1 of 3)
‘To Thine Own Self Be True’ – Personal Shakespeare

William Shakespeare is amongst the most widely known and widely interpreted writers in the world. We study his plays, act out his lines and try to work out what it was he was really trying to say. By fusing together Shakespeare, his words and you – a unique and dynamic approach is created that will make you rethink the way you teach Shakespeare to your students.

David Lightbody (2 of 3)
Leadership and Followership

Two such important concepts in international education will be explored practically through the use of ensemble technique in the classroom. How can students begin to understand the responsibilities of these vital life skills in the safe and supportive environment that exists within a working classroom ensemble? Activities explored will be applicable to all ages and all subjects.

David Lightbody (3 of 3)
Theatre in Business Education

This workshop will focus on the use of theatre techniques to teach the skills necessary for effective strategic leadership. Relevant for teachers teaching subjects such as Business or Economics as well as those teachers with administrative/leadership roles/responsibilities within the school environment.
Please contact Sally Robertson at mailto:sallyr@ista.co.uk

Biography
David Lightbody is an independent theatre producer and director and also a consultant in management strategy, innovation and leadership. He ran his own theatre company in Scotland for seven years, producing Shakespeare and the modern classics both in site-specific productions and on tour throughout the UK and Ireland. David has been an ISTA staff member since 1997. He has led workshops and ensembles with students at ISTA festivals internationally and has also been the Artistic Director of numerous festivals. He was appointed as a Trustee for ISTA in 2004, and began his role as ISTA President in June 2005. In addition David works as one of ISTA’s consultants, leading tailor made workshops for drama departments and wider teaching faculties at international schools world -wide. David’s most recent work outside of ISTA has been as a lecturer and instructor at London Business School where his work has focused on developing programs for utilizing theatrical techniques in management and leadership training. David has a BA Hon. in Drama and Theatre studies from Royal Holloway College, University of London and an MBA from London Business School.
Please email enquiries@ista.co.uk

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Ellen London (1 of 1)
Electronic Library in the Elementary School

This workshop will discuss the changing role of libraries and the importance of electronic information for elementary school children in the age of information, and the "electronic" librarian rather than the "real one".

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Valerie Maxwell, (1 of 3)
Optimal Learning: Cutting-Edge Diagnosis And Treatment; “Fitness For The Mind”

Simultaneous to the increasing demands on our educational system, we are advancing in our understanding and training of the brain and how we learn. There is an urgent and clear need for teachers to know and to teach this new strategies and technologies. Brain imaging is now able to demonstrate which areas of the brain are involved in certain learning disorders. Cognitive training of these disorders is just getting underway. If a child is currently lucky enough to receive prescriptive cognitive training, it is usually piecemeal and/or insufficient. Dr. Maxwell will demonstrate a comprehensive approach to:
1). Develop the highest level of application of learning strategies.
2). Identify the most effective learning strategy for each child.

We really do know how to make your child the best learner he/she can be—no matter what the diagnosis is. You can optimize your child’s mental fitness. You can even train your child’s ability to pay attention and train intelligence! Fitness for the mind (The Learning Gym) is much more than tutoring. We can increase school and sports attention and performance, and decrease stress with easy interventions. Auditory and Visual Processing training strategies will be demonstrated. Sensori-Integration strategies will be illustrated. We will demonstrate cutting-edge technology that can tune up the listening and visual centers of the brain. You can load these on your computer for your child to read faster and get smarter as they play. She will demonstrate 3 simple exercises proven to help with tantrums, overreactions, hypersensitivity, bi-polar and AD/HD children behaviors, and listening/attention problems. There is wisdom about diet and vitamins that Dr. Maxwell will share to improve grades, math scores and behavior. THIS IS A HANDS-ON WORKSHOP

Biography:

Dr. Maxwell is a psychologist, licensed by the state of California for over 19 years.  She is the Director of the ADD and SOI Counseling and Testing Center. She is President of the Learning Gym, an innovative program for training intelligence and learning abilities in children. Dr. Maxwell has emerged as one of the leading psychologists in the study of cutting-edge approaches to comprehensive treatment of attentional disorders. She is a specialist in testing and training auditory, visual and sensory integration  abilities.

Dr. Maxwell graduated from Stanford University, with a Ph.D. in Education Psychology from the University of Southern California. She is married and has 2 children. She is the daughter of the internationally-recognized on intelligence, Dr. Mary Meeker, founder of the Structure of Intellect (SOI) Institute.

http://www.ADDSOI.com
ADDSOI@aol.com

Valerie Maxwell, (2 of 3)
Understanding Learning Styles for More Effective Learning

As Bill Gates said: We all learn best in our own ways SOI (The Structure of Intellect) theory of testing and training learning abilities, is a theory of intelligence we can use to understand learning styles. Guilford is theory of 120 factors of intelligence has been applied world-wide to help teachers understand how children learn. Dr. Mary Meeker, a student of Guilford, developed the SOI-LA Test of (26) learning abilities in order to identify how a child best learns and how to remediate any deficiencies. Dr. Meeker showed how “all children have intelligence; we don’t ask how much, but rather, what kind?” She also believed that a learning disability is simply a lack of a learning ability’s. Learning abilities can be trained so that students can be made into more effective learners. Testing enables us to know if a person works best with people, words and ideas (verbal ability), with mechanical information (spatial ability), or with data, numbers, science, or computer logic (symbolic ability). Using a theory of intelligence allows us a jumping off point, a scientific one, not just an observational approach to begin to discuss learning differences and similarities within the students in a classroom. Often students do not fully recognize their own intellectual strengths. Bringing these patterns to light helps people achieve exceptional lives, and fulfill learning goals. SOI customizes, according to each individual learner, an approach that focuses on the development of unique and individual skills and natural talents of each person. We elaborate a MULTI-MODAL COMMUNICATION (MMC) system based on learning styles to help effective learning in the classroom. This workshop will familiarize the teacher with the soi theory, testing, and training materials. The participants will get concrete strategies for making their classroom more effective learning environments.

Valerie Maxwell, (3 of 3)
Optimal Learning For the AD/HD Child Fitness For The Mind

Alternative treatment for the AD/HD child is getting more attention each year. First, we need accurate diagnosis and assessment. Traditional assessment tools are generally inadequate, and more often than not, miss the bright or gifted child with attentional problems. New training methods and technology have made a difference now in how inattentive students succeed. We are beginning to take the puzzle apart and reconstruct attention, learning, intelligence and THERE REALLY IS NO ADD. There is a surplus of attention and a deficit of dopamine. It is generally understood that AD/HD reflects the deficiency of blood flow activity (e.g., dopamine and nor epinephrine deficits) in the pre-frontal cortex, the executive functioning area of the brain. There are nutritional and processing deficits that get misdiagnosed as ADD. And, yet there is probably more ADD than currently gets diagnosed. Dr. Amenís SPECT scans were the first to identify 6 different types of ADD. Dr. Russell Barkley argues the only ADD is a dis-inhibition disorder, which excludes attention and learning. What is it really? If we know that ADD is a self-regulation disorder, than what are the ways we can help children regulate their attention and behavior? Dr. Maxwell will clarify the differences in types. She will provide a theory of proper assessment and treatment using state of the art technology, medications, and diet/supplements. She will demonstrate how to help physicians titrate medication to get it down to the smallest dose. How much affects behavior vs. a proper dose for increasing attention? Do you know how Omega 3 or iron added to the diet improves grades, attention, math scores and behavior?

Soisystems.Com, Addsoi.Com, Learninggymusa.Com

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Dennis McLoughlin (1 of 3)
Get Totally Alive...Positive...Being the Great Gift to Students and Colleagues! The "ARFF Factor"

After all the tests are taken, corrected, and grades posted...the real, and most lasting effect on students and colleagues will be trust relationship they experienced in the culture of school: the incredible feelings of belonging,... of respect ... the confidence that comes with laughter,...the self-belief in struggle....the achievement,...those feelings of being totally alive and safe. “The ARFF Factor”... making the “magic happen by caring design”! Be the GREAT CURRICULUM...be the GREAT GIFT!

Dennis McLoughlin (2 of 3)
Trust Psychology/High Trust Leadership: Influencing for HOPE, COLLABERATION & PERMANENT CHANGE!

Trust relationships are: fun, safe, you feel alive, there’s hope, someone cares, you belong, you want more,...life on earth is good! High Trust Leadership is “the GIFT” that turns teacher, administrator, and student energy…via trust,...into achievement, joy, belonging and creativity. Trust is the "critical variable"...the “chemistry” in human relationships (and teaching is a multitude of complex relationships) that predicts success in a friendship, marriage, family, classroom, school, or district. As educators, our big challenge is: how do we work with people in ways that inspire them to choose what is best, and maximize their potential? HT Leadership puts it all together. It’s fun, you laugh, you joy, and you feel alive!

Dennis McLoughlin (3 of 3)
Positive Teaching Attitude: How to Gallop...Smell the Flowers, and put Jorge Luis Borges [Noble Prize-Literature] in your life!

“If I had my life to live over again, I'd try to make more mistakes next time. I wouldn't be so perfect. I would relax more. I'd limber up. I'd be sillier than I've been on this trip. In fact, I know very few things that I would take so seriously. I'd be crazier. I'd be less hygienic. I'd take more chances, I'd take more trips, I'd climb more mountains, I'd swim more rivers, I'd watch more sunsets, I'd go more places I've never been to. I'd eat more ice cream and fewer beans.
If I had to do it all over again, I'd have more of these moments. In fact, I'd try to have nothing but beautiful moments ---moment by moment by moment." Jorge Luis Borges, Noble Prize Literature, 85 years old, discovering he had cancer

Biography
Dennis M. McLoughlin is a teacher’s teacher: affable, engaging, kind, generous, real. He is a person who loves being with young people and part of the greatest profession on earth: teaching,..a science based, performing art.

Born in the USA but raised in the Orient, he combines a world of experiences (United States Marine Corps, Shakespearean actor, cowboy, traveler, entrepreneur and discipline problem) with teaching experience that includes everything from Watts to the Navajo Indian Reservation, from small town to East Los Angeles. As Creator of Trust Psychology and High Trust Thinking/Leadership/Teaching, Mr. McLougholin is interested in the research being conducted by High Trust: the relationship between trust and achievement, building in students “the need to achieve,” trust vs. control, and influencing others without resistance. Mr. McLoughlin is on the ASCD Institute Faculty [Improved Instruction], and adjunct professor at several universities across the country. For seven years, he was Director of Professional Development for Dr. William Glasser and is considered to be his protégé’. He has received extensive training in programs developed by Carl Rogers. As an internationally acclaimed educational consultant and charismatic speaker, Mr. McLoughlin has an important message to share that many educators consider to be “the answer in education.” He is often describled being “65% Shakespear/35% Robin Williams.” 92% of participants in Mr. McLoughlin’s Intensive High Trust Thinking Workshops rate the workshop, “the best ever!”
www.hightrust.net

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Juliette Mendelovits/Margaret McGregor (1 of 1)
Assessment through Scoring Guides

Purpose
* To provide teachers with insights into integrating standards-based scoring guides with developmental scoring guides.
* To assist teachers to use student language versions of scoring guides to assist student reflection and improvement.

ACER, in collaboration with the International School Bangkok and others, has developed a suite of scoring guides for several main Writing genres. The scoring guides have been designed to provide a link between standards-based Writing assessments and developmental rubrics, such as the guide used to score the International Schools’ Assessment Writing tasks.

The guides provide teachers with descriptions of developmental levels of achievement across five traits commonly described in many standards based scoring schema,and reflected in the three criteria scored in ISA. In addition, the scoring guides are translated into language that is appropriate for students at each of the grade levels from Grade 2 to Grade 9.

A double session workshop for teachers of elementary to middle years classes would

* introduce teachers to the characteristics of scoring guides expressed in teacher-appropriate language
* provide advice about translating teacher-language scoring guides into student language
* use samples of student narrative and persuasive writing from a range of grades to provide teachers with an opportunity to apply the teacher scoring guides, discuss characteristics of student achievement and develop common understanding of the qualities of the writing
* reflect on ways to use the student language guides to communicate developmental pathways to young writers and to provide a supported opportunity for students to reflect on their own writing and plan for personal improvement.

Biography
Juliette Mendelovits, BA(Hons), Dip Ed La Trobe, MA Melb. Senior Research Fellow, Australian Council for Educational Research. Juliette is currently project director of ACER’s International Schools’ Assessment program. She manages the Developmental Assessment (test development) team at ACER. After graduating with a Master of Arts degree in English literature Juliette taught at secondary and tertiary institutions before coming to ACER in 1991 to work in the area of test development. She has directed a number of projects for ACER including the Victorian General Achievement Test, the Western Australian Education Department’s Monitoring Standards in Education program (English). She has managed a consultancy to the Indonesian National Ministry of Education on curriculum and assessment reform. Juliette has played a leading role in the development of the reading literacy instrument for the OECD’s Programme for International Student Assessment (PISA) and is a co-author of Reading for Change: Performance and Engagement Across Countries (OECD, 2003).

Biography
Margaret McGregor, TPTC Frankston Teachers’ College, BEd, MEd Studies Monash Research Fellow, Australian Council for Educational Research. Margaret has contributed to several ACER test development projects in reading and writing and the arts. She has been responsible for the training and monitoring of markers in several large-scale marking projects for primary, secondary and tertiary candidates. She has undertaken research projects aimed at identifying effective practice in literacy education, quality professional development and the links between teacher professional development and improved student outcomes. Prior to joining ACER, Margaret worked in a range of different settings in the Department of Education, Victoria, independent schools and the Board of Studies, Victoria, as a teacher, an English and Literacy consultant and professional development provider.

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Gary Mukai (1 of 2)
Social Studies Curriculum for the High School Classroom

Participants will engage in an interactive overview of SPICE's newest high school curriculum units that focus on democracy-building in Afghanistan, China's Cultural Revolution, Soviet and Russian leaders, and other topics. Sample curriculum will be distributed.

Gary Mukai (2 of 2)
Social Studies Curriculum for the Middle School Classroom

Participants will engage in an interactive overview of SPICE's newest middle school curriculum units that focus on Japanese art, geography and the human experience, baseball and Japanese-American internment, and other topics. Sample curriculum will be distributed.
http://www.janm.org/projects/inrp/english/sc_mukai.htm

Biography
A specialist on social studies curriculum development, Gary Mukai is the director of the Stanford Program on International and Cross-cultural Education (SPICE), Stanford University. He has worked at Stanford for 15 years. Prior to this, he was a teacher in Japan and California. Gary's area of interest is curriculum development on Asia, U.S.-Asian relations, and the Asian-American experience. He is a graduate of U.C. Berkeley and Stanford University. He has published elementary and secondary school curriculum on areas such as history, environment, media, international security, economics, civil rights, and migration.Diane

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Jorge Nelson/Andrew Kerr (1 of 1)
Technology With A Purpose: High-Tech/Low-Cost Educational Technology Solutions for Integrating Technology Into the Classroom

A major problem for teachers using technology in the classroom is keeping current with the latest and greatest educational technologies available. This session will give practical examples on how to make the most of your educational technology budget by highlighting current (and expensive) technologies and providing practical and inexpensive alternatives. In addition, learn strategies for integrating technology across curriculum AND amdhering to technology standards. Use technology as an educational tool, rather than expensive drill-and-practice machines or electronic
recess.

Jorge Nelson Biography
Jorge began teaching overseas 21 years ago at ISB, Thailand and then onto ISI, Pakistan. He moved into educational leadership at the American School of Asunción, Paraguay as Assistant Director in 1990. In 1992, after receiving a doctoral fellowship sponsored by the Office of Overseas Schools, he enrolled as a doctoral student at Memphis State, was awarded the Outstanding Student Award for Educational Leadership in 1994 and graduated with an Ed.D. in Administration and Supervision in 1995. He was then employed as the Director of the American School of Durango, México and stayed there four years. In 1998 Jorge moved his family to Anaco, Venezuela as Superintendent of Anzoategui International School for three years.

Then Nelsons moved back to the EARCOS region in 2001, when he became the Director/Secondary School Principal at Bali International School. His legacy in Bali included taking the school community through the intense recovery process from the aftermath of the horrific Bali Bomb, creating the new IB Diploma program as well as founding Bali High! Since 2003, Dr. Nelson has been the Headmaster and MS/US Principal at St. John's School on Guam. SJS is now a Princeton Review SAT test preparation site and is leading the island in innovating with handheld computers, Linux-based PC's, open source software along with digital curriculum and field research projects. He is also very proud to have brought SJS into the EARCOS family as the 100th school in the region!

Andrew Kerr Biography
Andrew (Andy) Kerr, is an international education consultant whose clients include, St. John's International School, University of Guam, and Mabuhay Philippine Satellite Corporation. His background includes 12 years of education and education related activities at the K-12, higher education and adult education levels through out the US mainland, Pacific and Asia. Some of the work has included distance education (Internet, satellite, video conferencing and hybrid models), instructional design, technology training and integration. Andy is the former Associate Director of the U.S. Department of Education program, the Pacific Regional Technology Education Consortium (PRTEC), and a university instructional design and technology coordinator. He specializes in helping find technology solutions for underserved areas, especially in rural and remote areas He currently resides in the tropical paradise of Guam and can be reached at rakerr@mac.com.

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Dr Jean Marc Olivé
WHO Representative in the Philippines World Health Organization

Biography
Dr Jean Marc Olivé joined the World Health Organization in September 1980 as a Medical Epidemiologist. In August 2002 up to present, he was appointed as the WHO Representative in the Philippines. At present, he is also the Chair of the United Nations Theme Group on HIV/AIDS.

Dr Olivé earned his Doctor of Medicine degree at the University of Paris and his Master of Public Health at the Johns Hopkins University School of Hygiene and Public Health in Baltimore, Maryland, USA.

He has a very progressive and really impressive professional experience -- starting as a general practitioner and an occupational medicine physician in Paris, then as Resident Gynecologist and Obstetrician at the Ministry of Health in Zambia. He then went to become a resident in preventive medicine at the Maryland State Department, USA. Later, he was appointed as Medical Epidemiologist of the Expanded Program for Immunization (EPI) at WHO and was posted in Sudan, then in Pakistan, and later in Peru. At the Pan American Health Organization (PAHO) in Washington DC, he became the Regional Adviser of EPI. In December 1994, he moved to WHO, Geneva as Medical Officer for the Global Programme for Vaccines and Immunization, then as Coordinator of WHO/EPI, and eventually as Special Project Leader for the Vaccines and other Biological Department.

He has a long list of accomplishments as a seasoned public health professional of international caliber. He had published 65 scientific papers in various fields in medicine and had acted as Guest Lecturer and Course Facilitator in several scientific forums all over the world.

Dr Olivé is not a new face to everyone. He is the doctor often seen on national and sometimes international televisions, usually seated with the Secretary of Health, explaining some epidemiological trend of national public health problems like SARS, Dengue fever, Avian flu, Meningococcemia and other health related issues and emergencies.

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Diane Paynter (1 of 3)
Identifying similarities and differences

This instructional strategy was identified by the research as having the greatest effect on student achievement. This session will focus on the types of complex reasoning processes associated with this strategy and how to effectively use these complex reasoning processes in the classroom to deepen students understanding of content.

Diane Paynter (2 of 3)
Utilizing non-linguistic representations in the classroom

Nonlinguistic representations are images that can be created in various forms and formats to represent information. These formats include: graphic organizers, pictographs, mental pictures, physical representations, and kinesthetic representations. Many psychologists believe that we store knowledge in two ways: linguistically (words) and nonlinguistically (images). The more we use both systems of representationˆ the better we are able to think about and recall knowledge. This session will focus on how to more effectively use these formats in the classroom to improve student achievement.

Diane Paynter (3 of 3)
For the Love of Words: Vocabulary Instruction that Works

In this session, current research and theory on vocabulary development and how this research impacts the classroom will be presented. Participants will learn a process and strategies for direct instruction for vocabulary in the classroom.

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Barrie Jo Price/Anna McFadden (1 of 3)
Now, What is CAMTASIA?

This workshop will introduce CAMTASIA, a commercially available tutorial development tool for teachers. CAMTASIA will be demonstrated as an instructional tool that allows teachers to add their voice to Power Point presentations for uploading to the Internet. This is an especially important tool for online education and instructional support activities using the Internet. CAMTASIA STUDIO gives teachers the power to easily record your screen, Power Point presentation, voice and web-camera audio to create video tutorials and other materials for web and CDs. The focus of this session will be to introduce the tool, show examples made by teachers and help teachers understand how this tool could be used to enhance their students’ learning if online learning is part of the instructional pattern. This tool, costing about $150 USD, could be purchased by the school and shared by teachers. Outcomes will be knowledge of how the tool works, how it might be applied to teaching and learning and examples of how it is being used. There will be a ‘door prize’ at this session: a USB drive!

Barrie Jo Price/Anna McFadden (2 of 3)
MP3s and Pod Casts Go to School!

This will be a demonstration of MP3s and Pod Casts, showing some of the things other teachers and schools have made. These tools will be introduced, but the assumption is that most people are familiar with MP3s, so the emphasis will be on how to use them for instructional purposes. Pod casting will be demonstrated and issues considered such as copyright, equipment needed and instructional applications. The outcomes from this session will be knowledge of what these tools are and how they work, exposure to how these are being used by teachers and students for instruction and knowledge of the basic equipment needed. There will be a ‘door prize’ of an MP3 player and other instructional items!

Barrie Jo Price/Anna McFadden (3 of 3)
The Blogs Are Coming!

This workshop will begin with a basic introduction to the idea of blogs, including a showcasing of a wide range of types of blogs. Then instructional blogs and blogs from teachers will be shared. The issues associated with blogging as an instructional tool will be discussed and examples shared from classes and schools. The last part of the workshop participants will go to the computers and log into an instructional site that’s a companion piece to the workshop. From there, participants will review blogs and set up their own blog. Outcomes will include knowledge of how a blog works, a listing of the characteristics of an instructional blog, and experience in setting up a blog. The content can be generalized to how to help students set up blogs and use them in instruction. 150 MINUTE WORKSHOP.

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Ochan and William Powell (1 of 3)
Using Observation To Improve Student Learning

Administrators and teaching colleagues can use brief, walk-through observations and follow-up reflective questions to improve instruction and develop a professional learning community in their schools. Examples and protocols will be shared with participants.

Ochan and William Powell (2 of 3)
Differentiated Instruction and Understanding By Design: Making The Link Explicit

“How can you differentiate instruction AND be expected to meet curricular standards and benchmarks? Isn’t this a contradiction? These are questions often asked by teachers embarking on differentiation at the same time as schools are implementing a standards and benchmarks framework for curriculum. In this presentation, participants will explore how UbD and differentiated instruction complement each other and provide a vital link in meeting both goals.

Ochan and William Powell (3 of 3)
TBA on Differentiation

Ochan Kusuma-Powell Biography
Ochan Kusuma-Powell received her doctorate from Columbia University and has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania. Together with her husband, Bill, she co-authored an OSAC publication entitled Count Me In! Developing Inclusive International Schools. She is currently working on a project on differentiated instruction in international schools supported by the US Department of State.
mailto:Ochan_Powell@iskl.edu.my

William Powell Biography
William Powell has served as an international school educator for the past 30 years and has taught in the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, he served as the Chief Executive Officer of the International School of Tanganyika in Dar es Salaam, Tanzania. He is currently the Headmaster of the International School of Kuala Lumpur. He is the co-author, with his wife Ochan, of Count Me In! Developing Inclusive International Schools (2000) and co-author of a book on school board governance training (2001). Most recently, he has co-authored an article for Educational Leadership entitled: “A Protocol for the rounds: Administrative Support for Differentiated Instruction (February 2005).
mailto:bill_powell@iskl.edu.my

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Blaine Ray (1 of 4)
The Research Supports Teaching A Second Language With Comprehensible Input.

TPR Storytelling (Teaching Proficiency through Reading and Storytelling) This workshop will detail how language is taught for fluency. It will stress the importance of teaching with limited vocabulary. It will show why we teach fluency using basic structures. Interesting repetitions are the key. We will teach the three steps of TPRS. Target Audience: Any teacher of a second language (90 minutes)

Blaine Ray (2 of 4)
Learn Spanish with TPRS

TPR Storytelling (Teaching Proficiency through Reading and Storytelling) This will be a demonstration of TPRS. I will teach a Spanish class for people who don’t speak Spanish. Target Audience: Any teacher of a second language (90 minutes)

Blaine Ray (3 of 4)
Practice In The Skills Of TPRS

TPR Storytelling (Teaching Proficiency through Reading and Storytelling) In this workshop teachers will learn how to recycle the structures in the stories. The entire session will be practicing skills needed to teach with TPRS. 3 Target Audience: Any teacher of a second language (90 minutes)

Blaine Ray (4 of 4)
Learn Spanish With TPRS

TPR Storytelling (Teaching Proficiency through Reading and Storytelling) This will be a demonstration of TPRS. I will teach a Spanish class for people who don’t speak Spanish. Target Audience: Any teacher of a second language (90 minutes) (This is a repeat of session 2.)

Biography
Blaine has developed a method of teaching foreign languages called TPR Storytelling®. Presently he has given workshops in over 40 states. He has personally trained thousands of foreign language teachers all over the world. He have had workshops in most of the United States, Canada, Mexico, Costa Rica, Bahamas, Argentina, Spain, Austria, Germany, Japan and Singapore. He taught the high school Spanish for 25 years.

He have authored or co-authored the following: Look, I Can Talk (Sky Oaks, 1990), Look, I Can Talk More (Sky Oaks 1992), Look, I'm Still Talking (Command Performance Center, 1995), Teacher's Guide for Look, I Can Talk (Sky Oaks, 1990), Fluency Through TPR Storytelling (Command Performance Center, 1996), Mini-stories for Look, I Can Talk, Mini-stories for Look, I Can Talk More, Mini-stories for Look, I'm Still Talking, Mini-stories for Look, I Can Talk Video, Casi Se Muere, Pobre Ana, Patricia Va a California, El Viaje de su Vida, Viva el Toro, El Viaje Perdido, Mi Propio Auto, and Dónde Está Eduardo?

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Lynne Tobin (1 of 3)
Exploring Arts Integration: Teaching Elementary Academics Through the Arts (90 Minutes)

Elementary classes come alive with brain-based learning! Teachers at Interlochen Pathfinder School bring music, art and movement into the daily classroom through multi-faceted lessons and activities. Music Specialist Lynne Tobin shares ideas and strategies that shape this dynamic curriculum.

Lynne Tobin/Patricia Fox (2 of 3)
Music, Motion, and Memoir: Writing Across the Curriculum and Writing to Learn in the Arts (150 minutes)

In his groundbreaking work, Write to Learn, Donald Murray urged teachers to move beyond seeing writing simply as a product to be assigned and evaluated to rethinking writing as a "process of discovery," a means of "using language to learn about our world, to evaluate what we learn about our world, and to communicate what we learn about our world." In this hands-on workshop, incorporating student work and video performance, participants will engage in a sequence of writing in the arts activities--developed at the Pathfinder School of the internationally recognized Interlochen Center for the Arts--designed to extend our notions of how and why writing matters and what purposes it may serve.

Lynne Tobin (3 of 3)
Exploring Arts Integration: Teaching Middle School Academics Through the Arts (90 Minutes)

Middle school students take ownership for learning when inspired by the arts. Teachers at Interlochen Pathfinder School create rich, arts infused lessons that address multiple intelligences and guide students to learn through active, hands-on experiences. Music Specialist Lynne Tobin shares ideas and strategies that shape this dynamic curriculum.

Biography
Lynne Tobin grew up in Plymouth, MI and graduated from Interlochen Arts Academy. An independent school educator for 28 years, Lynne currently teaches general music and strings at the Interlochen Pathfinder School, plays cello with the Traverse Symphony and conducts the Serenade String Orchestra and Bay Chamber Strings. Ms Tobin has presented lectures and clinics for the American Orff-Schulwerk Association, Georgia and Michigan Music Educators Associations, and the Michigan School Band and Orchestra Association. Lynne came to Traverse City from Ann Arbor, MI where she taught strings and photography at the Emerson School and was director of The Michigan Children of SCORE (String, Choral, Orff and Recorder Ensemble) and the Junior and Sterling String Orchestras through the School for the Performing Arts. Prior to Lynne's work in Ann Arbor, she taught at the Savannah Country Day School in Georgia for 15 years and was principal cellist of the Savannah Symphony. To thank her for many years of work with children in the community, the Mayor proclaimed April 18, 1994 as "Lynne Tobin Day' in the city of Savannah. B.M. (cello performance) University of Michigan M.M. (cello performance) Northern Illinois University

http://www.interlochen.org/pathfinder/

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Ross Todd (1 of 3)
The Leading of Learning Through the School Library

This workshop will address the key dimensions of school libraries as dynamic agents of learning. At the heart of this is the transformation role of school librarians, enabling students to transform information from diverse sources into deep knowledge and deep understanding. Current research related to information literacy, guided inquiry and reading to learn will be explored. It will also present evidence-based practice strategies for documenting learning outcomes.
http://www.scils.rutgers.edu/~rtodd

Ross Todd (2 of 3)
Information Technology and Learning in the Information Age School

This workshop will identify some of the barriers and anablers to student learning through information technology. It will particularly draw on current research being undertaken by Dr. Todd and colleagues at Rutgers University USA. It will incorporate the voice of the students, and will present a range of strategies for enabling meaningful learning through information technology.

Ross Todd (3 of 3)
Ban Those Dinosaur units: Implementing Independent Research Through Guided Inquiry

“Those Dinosaur Units” refers to many meaningless forms of library research assignments or projects: the result of which is copying or outright plagiarism. How do you move from low-level learning activities and replace them with exciting learning experiences that enable students to build new knowledge and real understanding? This workshop focuses on the dynamics of Guided inquiry as an approach to meaningful learning though independent research. It will provide strategies, examples, and case studies of some effective approaches.

Biography
Dr. Ross J. Todd is associate professor in the School of Communication, Information and Library Studies at Rutgers, the State University of New Jersey. He is Director of Research in the Center for International scholarship in School Libraries, at Rutgers University. His primary teaching and research interests focus on adolescent information seeking and use, and how students learn through using information. The research is multi-faceted, and includes: understanding how children learn and build new knowledge from information; how school libraries and librarians more effectively empower student learning; and information and critical literacies with emphasis on digital environments; and building schools as effective information sharing communities . He has published more than 120 papers and book chapters and has been an invited speaker at many international conferences, most recently in Hong Kong, Netherlands, Australia, Croatia and UK. He is a member of the editorial board of the International Association of School Librarianship journal School Libraries Worldwide.
http://www.scils.rutgers.edu/~rtodd

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Richard van de Lagemaat (1 of 3)
Critical Thinking, War & Terrorism (150 minutes)

One of the most effective ways of interesting students in critical thinking is to show how it can be used to analyse real world issues. Our job as teachers is not to tell students what to believe about such issues, but to give them the tools to come to their own conclusions. Taking a broad concept of critical thinking, this workshop will focus on the importance of thinking critically about language, reasoning, and evidence in trying to make sense of what is going on in the world. Particular emphasis will be put on the role played by judgment in helping students to steer between the extremes of dogmatism and relativism and develop a coherent picture of reality.

Richard van de Lagemaat (2 of 3)
Computers & Education

In this workshop I cast a sceptical eye on some of the alleged benefits of the computer revolution in education and argue that there are as many cons as pros of having computers in the classroom. When it comes to “computer literacy”, I suggest that for the average student this should be not so much a matter of technical training as of learning how to use computers with intelligence and responsibility.

Richard van de Lagemaat (3 of 3)
The Challenge of Internationalism

The aim of this workshop is to explore a concept of international mindedness that goes beyond the “food, festivals and flags” approach that used to be found in many international schools. I will argue that critical thinking skills play a key role in developing international mindedness, and I will briefly consider some strategies for developing a genuinely international ethos in schools.

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Barbara Wilkinson (1 of 3)
Reaching Depressed and Angry Students

Depression and anger can be two sides of the same coin. Nothing is more frustrating than trying to teach a furious acting-out student or a student who just does not respond. This presentation will look at current research in the field as well as helpful hints. You will come away more knowledgeable and better equipped to help these students in your classroom.

Barbara Wilkinson (2 of 3)
Mindfulness in the Classroom and in our Lives

Explore a different way of paying attention. Experience a simple way to real relaxation and authenticity. Help your students to tune in. And have fun doing it! Mindfulness Based Stress Reduction is presently being used in medical teaching hospitals for chronic pain, terminal illnesses and anxiety. Mindfulness Based Cognitive Therapy is revolutionizing the way we have looked at prevention of depression. The practice of mindfulness is now mainstream in psychotherapy. And it is amazing in the classroom!! Recharge your own batteries while learning something new and practical.

Barbara Wilkinson (3 of 3)
Dealing with Trauma in our and our Students‘ Lives

If it is not in your own backyard, it is in your living room with TV coverage in “real time”. Traumatic events can affect the way you think, feel and view the world. This presentation will look at some of the new thinking about trauma and how we can best help ourselves and our students to cope – perhaps to even thrive in a scary universe.
www.barbarawilkinson.com

Biography
Barbara Wilkinson is passionate about healing and empowering people. Her inspiration has come from such diversely amazing populations as: the physically and mentally challenged daughter she adopted some thirty years ago, the innumerable students she has seen overcome huge obstacles, to the clients she sees creating miracles everyday in her office.

Barbara comes to us with twenty two years of international school experience. She has worked as a teacher, counselor and school administrator in Canada, Europe and Asia.
Presently, working as a psychotherapist in private practice in Canada, she continues to educate through her groups, seminars, wellness articles, and newsletters.

Barbara holds two Masters degrees, alongside specialist certificates in Special Needs Education and Trauma Therapy. She is a certified Psychotherapist in Ontario, Canada. Unable to stay away from the classroom herself, she is now completing a diploma for Nutritional and Health Counseling.

Highlights of a long career include: pioneering a mainstreaming movement in Canada in the 70s for special needs students; working on a team in Wales to make the International Baccalaureate accessible to Special Needs students; inventing a project for IB students in Vienna to establish school libraries in Zanzibar; creating school projects to involve parents in their children’s education; inviting high school students to work with kindergarten classes and vice versa ( who learned more?), facilitating “peer” counseling programs that crossed grade levels, bringing History to life for middle school students.

And now in her role as Psychotherapist, she is passionate about the groups she is establishing. Some of these topics include Mindfulness, Mindful Eating, Parenting, Surviving Separation, Saving Your Marriage.

In her spare time, Barbara loves hanging out with family (she is the mother of four grown children) and her dogs (the mother of three) and enjoys a myriad of physical activities and creative art pursuits.

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Kris Werner (1 of 3)
ESL

ESL students are in the language acquisition process for several years but need to keep pace cognitively and academically that calls upon mainstream classroom teachers to consider adaptations for instructional materials and presentation. Strategies related to pacing, content and format, multi-leveling, assessment, and integration will be examined.

Kris Werner (2 of 3)
Differentiation for ESL Students in High School Classes

ESL students enter international schools and mainstream classes at various levels of proficiency. Awareness of strategies in the content subject areas can help high school teachers adapt instructional materials and methods of presentation to successfully reach ESL students and optimize their learning experience throughout the language acquisition process.

Kris Werner (3 of 3)
The TCK World of the ESL Student

Uprooted from former familiar environments to face changes in cultural, social, educational, and family milieu is commonplace for students of international schools. This process poses a challenge for each individual student each time and place it occurs. Attuned teachers can help assure a successful transition with supportive strategies to smooth the way for both fluent speakers and ESL students mastering a new language to negotiate the world of Third Culture Kids.

Biography
Kristine Werner is currently ESL Specialist and Academic Dean at the International School of Aruba. She has taught ESL in grades K-12 at international schools for over 20 years including Cameroon, the Netherlands, and Brazil. Additionally, she has served as director of international programs at universities in Wisconsin and Florida for 10 years. Her degrees in languages and education are from Wisconsin along with advanced degrees in multi-cultural counseling, international administration, and African literature from Wisconsin, Belgium, and Cameroon. She is the mother of 2 TCK college students. Kris has given ESL workshops at international schools and conferences around the world for over 20 years and taught several summers at OMNI Institute at Johns Hopkins University.

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Jim Winter (1 of 2)
Communication Skills That Work

Participants are encouraged to “leave their self-consciousness at the door” as they explore communication skills through non-threatening, imaginative, improvisational exercises. Explore verbal, non-verbal and conflict bridging skills that culminate in role-plays focused on resolving contentious situations all educators face.

Jim Winter (2 of 2)
Win As Much As You Can

Do you play to win? What is your preferred style when working with a group? Find out about yourself and your colleagues in this dynamic, highly charged structured experience. “Win As Much As You Can” is played in ten rounds, the stakes constantly escalating. After the winners are declared, a lively discussion of the merits of your working style ensues.

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David Wong (1 of 1)
Using Digital Videos and Digital Images to make Subject-matter Ideas Compelling for Students (90 Minutes)

In this session, you will learn how teachers like yourself have used digital video and digital image technology to engage students with important subject-matter ideas. These teachers have created what we call "i-Videos" and "i-Images": powerful representations of ideas designed to provoke students' thoughts, feels, and behavior with worthwhile ideas. Creating i-Videos and i-Images requires three elements: an ability to use the technology, a passion for the subject-matter, and an understanding of how to vividly craft a compelling experience. This session will include a teacher panel who will share i-Videos and i-Images created by themselves and other teachers from international schools while earning their master's degree from Michigan State University's Educational Technology program in Plymouth, England.

Biography
Dr. David Wong is a professor of Educational Psychology and Educational Technology at Michigan State University. He was a science teacher before earning his Ph.D. from Stanford University and joining the MSU faculty. He is the director of MSU's Masters Program in Educational Technology program in Plymouth, England. His expertise includes science education, aesthetics and education, and educational technology. For many years, he has enjoyed working in Asia, Europe, and on-line with international schools teachers. Please contact Dr. Sandy Bryson at mailto:sbryson@msu.edu

Trent Peabody is a middle school mathematics teacher at the International School Manila, Philippines. He has been a high school mathematics teacher in Colorado, USA and middle school mathematics, high school mathematics and IT teacher at the International School of Stavanger, Norway. He is a big advocate of incorporating technology in the classroom and believes that teachers must be able to show its practical uses through their own teaching. Last summer he graduated from MSU's Masters Program in Educational Technology program in Plymouth, England. He may be contacted at trentpeabody@yahoo.com

Jim Stratton has taught PS-Grade 10 Technology in the USA and internationally for the past nine years. He currently teaches Grade 2-6 Technology at SCIS in Shanghai and specializes in Technology integration projects for classroom subjects. Jim is also a recent graduate from MSU's Masters Program in Educational Technology program in Plymouth, England. He may be contacted at jstratton@scischina.org

Co-presenters of Dr. David Wong

Biography
Greg Edwards has been teaching Science and Math at the Hong Kong International School for the past 5 years. Having taught previously in Japan for 3 years, Greg enjoys engaging students with technology while learning the curriculum. Since graduating last summer from MSU's Masters Program in Educational Technology, Greg is excited about advocating the many uses of technology with others. He may be contacted at gedwards@hkis.edu.hk

Biography
Andrea Kroeker-Edwards has taught at the Canadian International School of Hong Kong over the past 8 years. Her first 4 years at CDNIS were as a grade 3 teacher. She has taught grade 5 homeroom and computer classes for the past 4 years. She loves technology and the ways it can enhance her students' learning. Andrea is also a recent graduate from MSU's Masters Program in Educational Technology program in Plymouth, England. She may be contacted at
andreaedwards@cdnis.edu.hk

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