PHYLLIS ALDRICH
Biography: Phyllis Aldrich earned her undergraduate degree in History and Literature from Harvard University (Phi Beta Kappa), a M.A. Degree in American Civilization with study both at Brown University and NYU, and her school superintendent certification from The College of St. Rose. She began her teaching career as a Master Teacher at St. Ann’s School for Gifted Children in Brooklyn NY, then moved to upstate NY where she served four years as Special Asst. to the Pres. of Skidmore College. From 1977 until retirement in 2005, she was an administrator for gifted programs where she set up a model regional Resource Center on Gifted Education and began a range of programming for gifted learners. Her after-school enrichment mini course program now serves 2200 students per year. She designed and ran an intensive school day program for students who reasoned at least four grades above grade level called Young Scholars. The curriculum was based on classical humanities and hands-on science. The program is now in its 24th year and serves 750 students from grades 4-8 in 41 satellite classes. Ms. Aldrich has managed a national grant to create rigorous Language Arts curricula for highly gifted students in collaboration with the College of William and Mary Center for Gifted Education. From 1997-2001, she supervised a state-wide Goals 2000 grant “Design for Differentiation: aimed at raising student achievement of both highly able learners and struggling students at the middle school level. Since retirement form BOCES in 2005, she has worked as an adjunct professor at Skidmore College teaching and supervising student teachers. Since 1986, she has served on the US Dept. of State Office for Overseas Schools Advisory Committee for Children with Special Needs and led annual teacher workshops in international schools in Africa, South America, Central Eastern Europe and Malaysia. She is such a fan of international schools and that she sent her daughter to spend her 9th grade year at ISK in Nairobi.
WORKSHOP 1
Title: Who are gifted children?
Description: What teacher hasn’t had a student who seemed more advanced than the rest of the class in some subject? Could this be a sign of giftedness? How can teachers tell? What about conflicting definitions of giftedness? Could a child be considered both ‘Learning Disabled’ and ‘Highly Gifted’ at the same time? What about uneven social and emotional development? What about a child whose language development is problematic, but otherwise appears to have some superior skills? How is a teacher to decide the ‘optimal’ curriculum match for that student? We will discuss these issues in the context of international schools.
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WORKSHOP 2
Title: Enriched Differentiation that goes Beyond Window Dressing: Making Optimal Matches
Description: Once we recognize highly able learners, how do teachers nurture that academic talent in the regular classroom? We will focus on a framework for modifying curriculum, grouping, pacing, assessments that are meaningful and integrated.
In this session we will look at some best practice Research-Based Models for planning curriculum adaptable for highly capable K-8 learners.
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WORKSHOP 3
Title: Socrates comes to your classroom. Kids Talk, Teacher Listens: Socratic Shared Inquiry discussion in the K-8 classroom.
Description: In this hour, we will experience the Socratic Inquiry model through a brief reading and shared discussion, followed by debriefing about specific applications in different disciplines. This model offers a powerful way to engage students of varying ability levels in developing their critical thinking and language skills. Current research on effectiveness of shared inquiry will be discussed.
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MA. ELEANOR BARLONGAY
Biography: Ma. Eleanor Mabaquiao-Barlongay, or simply “Yek” to her students is a dancer, choreographer and educator. Her formal training in various dances such as Classical Ballet, Modern Jazz and Tap Dance started at the age of four (4). She is an alumnae of Siena College, QC. She earned her degree of Bachelor of Science in Business Administration from the University of the East (UE). In 2000, she took and finished additional units in UE for the degree of Bachelor of Science in Secondary Education. To be sure, her love of dance and the passion to share it with others made her pursue a career in the field of arts and education.
She was a member of the Royal Academy of Dance based in London. Likewise, she was a member of the premier jazz dance company Douglas Nierras’ Powerdance. As a member of the dance company, she has performed and participated in various local and international dance concerts and expositions.
Presently, she is a faculty member of the International School Manila where she has been teaching Beginning Dance, Advanced Dance and ISM Dance Company. In 2008, she pursued further studies and attended a Dance and Movement Workshop in Sacramento, USA. She is concurrently the Creative Director and Choreographer of the ADB (Asian Development Bank) Dance Guild.
WORKSHOP 1
Title: Just Dance
Description: A unique dance class that will cover Artistry, Technique and Style.
Lyrical and Dynamic, you will learn some choreography, coordination, unleash your creativity all whilst redefining and toning your shape.
Let's Dance and have some FUN!
Please wear comfortable clothing which allows you to move freely.
WORKSHOP 2
Title: Just Dance
Description: A unique dance class that will cover Artistry, Technique and Style.
Lyrical and Dynamic, you will learn some choreography, coordination, unleash your creativity all whilst redefining and toning your shape.
Let's Dance and have some FUN!
Please wear comfortable clothing which allows you to move freely.
WORKSHOP 3
Title: Just Dance
Description: A unique dance class that will cover Artistry, Technique and Style.
Lyrical and Dynamic, you will learn some choreography, coordination, unleash your creativity all whilst redefining and toning your shape.
Let's Dance and have some FUN!
Please wear comfortable clothing which allows you to move freely.
WORKSHOP 4
Title: Just Dance
Description: A unique dance class that will cover Artistry, Technique and Style.
Lyrical and Dynamic, you will learn some choreography, coordination, unleash your creativity all whilst redefining and toning your shape.
Let's Dance and have some FUN!
Please wear comfortable clothing which allows you to move freely.
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MEGAN CAMPISI
Biography: Megan Campisi received her B.A. from Yale in theater and graduate training from L'Ecole Jacques Lecoq in France. From 2001 to 2006 Megan lived in Paris where she divided her time between creating and performing her own work (including Les Musiciens de Brême, a found object puppet show and winner of the ALFA and Adami awards at the Avignon Festival 2006) and teaching theater in French public schools.
She studied commedia dell'arte with Antonio Fava, puppetry with Philippe Genty and Shakespeare at RADA. Her most recent creation is Floating Brothel, based on historical accounts of female convicts transported from London to the penal colony in what would become Australia in the 1780’s. Floating Brothel will be part of the Shanghai international Contemporary Theatre Festival in November 2009.
For the past four years Megan has taught annual theater workshops in Chinese International Schools. She guest teaches for the Yale University and at Lincoln Center in New York. www.megancampisi.com
WORKSHOP 1
Title: Logistics and Lesson Plans: The nuts and bolts of theatrical adaptation
Description: Design your own lesson plan for creating short pieces of theater from English or history curriculum. We cover:
+How to choose a novel or historical event to adapt
+How to introduce theater skills to students without experience
+How to be an “outside eye” and guide students to give constructive feedback
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WORKSHOP 2
Title: Drama Exercises to Support Adapting Curriculum: Gestural Language/Mime 101
Description: Starting with some simple mime, Megan introduces the concrete skills to create clear images onstage. We then go a step further to create an inventive and imaginative gestural language that can be used in any theatrical production.
WORKSHOP 3
Title: Drama Exercises to Support Adapting Curriculum: Object Theater
Description: How can an umbrella, a flashlight and a tablecloth become the lead actors in a moving piece of theater? Jumpstart your imagination and learn how to transmit skills to students that will take them in new directions and enhance their skills of creating theater, ensemble work and physical precision onstage.
WORKSHOP 4
Title: Devising in the Theater: How to devise a full-length piece of theater from a stimulus
Description: Looking at two devised professional productions, one adapted from historical accounts of female convicts in the 1780’s transported to Australia and one adapted from William Faulkner’s novel, As I Lay Dying, participants walk through the process of devising a professional production from a given stimulus.
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KIM COFINO
Biography: Kim Cofino is currently in her third year at the International School Bangkok in Thailand. Previously, she spent five years as MS Academic IT Coordinator at Munich International School, and two years as MS Technology Facilitator at Mont’Kiara International School.
Kim’s recent work has focused on helping core subject teachers utilize web 2.0 technologies in the classroom, creating a global and collaborative approach to learning. Kim helps design authentic and engaging international projects incorporating social networking, blogs, wikis, and podcasts, and whatever comes next!
Kim reflects on her experiences with teaching and learning on her blog: Always Learning: http://mscofino.edublogs.org
WORKSHOP 1
Title: The 21st Century Learner
Description: Looking to engage your students through the use of new technologies? Wondering about the key skills and attributes they will need for their future? Ready to start adapting your classroom to the needs of the 21st century learner? In this presentation we will focus on strategies for helping students learn with technology the way they live with technology. Bring the engagement and excitement students have about connected learning into your classroom by embracing the new technologies and skills students are experiencing outside of school. All resources and materials used in this presentation can be found on the presentation wiki.
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WORKSHOP 2
Title: The 21st Century Educator
Description: What exactly do RSS, blogs, wikis, podcasts, social networking and VOIP have to do with your professional practice? How can web 2.0 technologies change the way you learn, communicate, collaborate and teach? This session will focus on practical ways to utilize free web 2.0 tools to develop a personal learning network that will transform your professional practice and open your eyes to new possibilities in the classroom! All resources and materials used in this presentation can be found on the presentation wiki.
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WORKSHOP 3
Title: The 21st Century Classroom
Description: Using the backwards design process, learn how to embed authentic use of technology into a project-based learning experiences for your students. With a focus on pedagogy, explore the use of several web 2.0 tools like blogs, wikis, podcasts and collaborative multimedia in various classroom examples from around the world. Ease of use, accessibility, and authentic audience make these simple tools an engaging and motivating facet to any classroom. From project design to classroom management, enhance your students’ learning through a redesigned look at the 21st century classroom. All resources and materials used in this presentation can be found on the presentation wiki.
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LYNNE COLEMAN
Biography: Lynne Coleman, who most recently, served as curriculum and professional development coordinator at Shanghai American School, has been a teacher and administrator for 33 years, 20 of them in international schools.
"Leaving the classroom was hard at first; I had spent so many years working with students in IB and AP English classes. But after working closely with teachers in my role as professional development coordinator and strategic planning facilitator, I was hooked on educational leadership. Three years as curriculum coordinator at SAS offered me rewarding opportunities to work with teachers in professional dialogue about student learning – those experiences have been particularly enriched through our work with Critical Friends approaches.”
Before accepting the position at SAS, Coleman taught IB English at the International School of Beijing, where she also worked as professional development coordinator and strategic planning facilitator for six years.
Coleman moved to Beijing from Kuala Lumpur, Malaysia, where she taught IB and AP English and publication classes at the International School of Kuala Lumpur for four years. Prior to that assignment she taught AP English and the Abitur track at the John F. Kennedy Schule in Berlin, Germany. After nine years teaching in Lewiston Idaho, she began her work in international settings at Zweibrucken, Germany in a DoDDS school.
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WORKSHOP 1
Title: For the Kids: Strategies for finding common language to undertake challenging work
Description: As teachers we know that the deepest, most long-lived learning often happens in community. With our students, the first step to building that community is helping them to find a common language so that that they can get the most out of their learning and their time together. The same holds true of teachers as we work in teams and departments to help support the work of our students. We can help our students and peers by positively shaping the ways in which we work together. In the process, we enrich the nature of the team-effort required to make the learning come alive. In this session, we will discuss norm-setting strategies and explore text as common ground.
WORKSHOP 2
Title: Looking at Student Work
Description: Come learn how to use protocols that engage and invite all participants to look deeply into student work. As teachers, we struggle daily to find ways to best serve each one of our students – but all too often, we carry on our search without benefit of the combined experience and thinking of our peers. In this session, we will look collaboratively – from the students’ perspective -- at a piece of student work offered by one of the participants. Our aim will be to increase the effectiveness and efficiency of the learning and to broaden the thinking about how to help all students, but this student in particular, best reach the next set of desired outcomes. Participants will experience the strategies and discuss how to best apply them in their own settings.
WORKSHOP 3
Title: Protocols for Adult Collaboration – working together on assessments, units, assignments for kids
Description: NOTE: This is Part 2 of a session that began in pre-conference. Nevertheless, participants who did not attend the Teachers as Critical Friends Facilitators pre-conference are most welcome. We will be using different protocols.
Come learn how use the language of protocol to tap group wisdom for the purpose of making your assessments, units, and assignments even better. Protocols, which make a space for all voices to be heard, require participants to trust in the ability of the group to find better answers than an individual can. These collaborative processes make it safe to go public with the work of helping students to learn. They have proven their worth time and again in studies of effective organizations from both the business and the educational world. Those who wish to volunteer real in-progress work will have an opportunity to expand their thinking through the efforts of the group.
WORKSHOP 4
Title: Growing a Team: Operations in the Team Structure
Description: Knowing how individuals – and relationships – function effectively in a group setting helps all members of the group support and guide the work at hand. Research shows this to be as true for students as for adults . . . from extra-curricular student groups, to classrooms, from teacher departments and teams to parent groups. When individuals themselves understand the nuances of group dynamics and how colleagues work within them, productivity increases and change becomes more manageable. In this active session, participants will experience a variety of team-building activities that offer insights to help each team member know more about how individuals add to – or detract from -- the group’s ability to succeed.
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RICK CROSSLIN
Biography: Rick Crosslin - School Liaison for Science Learning at The Children’s Museum of Indianapolis and Science Lead Teacher at MSD Wayne Township. Awards include a 2009 Emmy for Indiana Expeditions a children’s television science program, 2005 Emmy Technical Achievement PBS WFYI, 2004 Indiana University School of Education Distinguished Alumni, 2001 Christa McAuliffe Fellow, the 1999 Hoosier Association of Science Teachers Inc. Distinguished Service Award, 1998 Milken National Educator Award, 1990 Presidential Award for Excellence in Science, and the Interstate Mining Compact Commission 2008 National Mineral Educator award. He has 30 years experience teaching and directing summer science camps. He is the director for the Diabetes Youth Foundation of Indiana summer camp. He has taught grades 3, 4, 6 in Indiana and Cairo, Egypt. He has taught pre-school, adolescent teens, and graduate classes. He is the host and executive director of Indiana Expeditions a WFYI PBS science television program where he shares his expertise and motto: Science is for Everyone!
WORKSHOP 1
Title: Science is for Everyone – Try it Yourself!
Description: This is a lively demonstration of fun and informative science activities to engage students in science. See how everyday objects can be used to explain science concepts. Explore sound, air, and discrepant events. Rick will share The Children’s Museum of Indianapolis online resources and lessons from his award winning children's television show - Indiana Expeditions. In this presentation teachers will learn a variety of science lessons, activities, and strategies to make science come alive in their classroom. Participants will join “Observation Circle” a great way to teach observation and inference – two essential science skills for students. Learn how informal and formal science can be used together to create outstanding science. Several summer science programs will be featured.
WORKSHOP 2
Title: Physical Science – Sound, Air Pressure, Bernoulli’s Effect
Description: In this workshop participants will learn ways to teach elementary students physical science concepts of air, air pressure, and the science of sound. We will explore ways for students to apply science concepts to everyday objects. Participants will learn how to show that solids, liquids, and gases (air) vibrate and produce sound. Teachers will use a variety of everyday objects to help students understand sound. Participants will build a science apparatus to test an idea – straw oboe and palm pipes. In the second part of the presentation teachers will learn how the Bernoulli Effect can be used to excite children to learn science. The audience will be invited to participate in a series of demonstrations and discrepant events on air pressure. The activities are designed to make teachers science experts in their classrooms.
WORKSHOP 3
Title: Investigating Fossils – Micro to Dino
Description: In this workshop participants will learn ways to teach elementary students earth science concepts of geology, fossils, and paleontology. Participants will learn how fossils are used to study past life. Teachers will create a model of a fossil using authentic casts from the Children’s Museum’s summer dinosaur dig conducted in South Dakota, USA. Teachers will learn how they can participate in future teacher digs. They will also learn how science names newly discovered dinosaurs. In the second part of the presentation teachers will investigate Indiana microfossils. They will receive a classroom set of fossil soil. Teachers will learn how to prepare the soil, identify the fossils, and learn about ancient sea life. Teachers will learn how to make “Paper Microscope Slides” –a must see for any teacher.
WORKSHOP 4
Title: Investigating Matter – From Flying Paper Clips to Floating Cans
Description: In this workshop participants will learn ways to teach elementary students properties of matter. We will explore ways for students to apply science concepts to everyday objects. Participants will learn how a “discrepant event” can be used in science instruction to help students understand science concepts. Participants will build a science apparatus to test an idea – magnetism. In the second part of the presentation teachers will learn how density of a liquid can be used to create a science investigation. Teams of two participants will use “science methods” to ask questions, create a hypothesis, test ideas, and make a conclusion. Teachers will be shown how the two lessons presented (The Flying Paper Clip and Sink or Float) can be used as science fair projects. Rick will share The Children’s Museum of Indianapolis online resources and lessons from his award winning show – Indiana Expeditions.
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JENNIFER DELOS REYES
Biography: Jen Delos Reyes is an artist originally from Winnipeg, MB, Canada. Her research interests include the history of socially engaged art, group work, and artists' social roles. She has exhibited works across North America and Europe, and has contributed writing to various catalogues and institutional publications. In 2008 she contributed writing to Decentre: Concerning Artist-Run Culture published by YYZBOOKS. In 2006 she completed an intensive workshop, Come Together: Art and Social Engagement, at The Kitchen in New York. She has received numerous grants and awards including a Social Sciences and Humanities Research Council of Canada Grant. She is the founder and organizer of Open Engagement, a conference on socially engaged art practices. She is currently an Assistant Professor and teaches in the Art and Social Practice MFA concentration at Portland State University.
WORKSHOP 1
Title: Outside of Art: Non-Art Contexts and Audiences in Art and Social Practice
Description: In this workshop, participants will examine how art and social practice strategies have been used to engage non-art audiences and utilize non-art contexts. We will explore various options for how to integrate these approaches into curriculum.
WORKSHOP 2
Title: Art and Social Practice: Community Collaboration
Description: In this workshop, participants will look at the ways in which art and social practice can foster community collaborations. Community partnerships will be stressed over community projects, and we will discuss strategies for how to sustain these community relationships once they are formed.
WORKSHOP 3
Title: Art and Social Practice: Public Pedagogy
Description: In this workshop, we will explore multiple strategies for how to create public scholarship and promote civic engagement through art and social practice.
WORKSHOP 4
Title: Art and Social Practice: Field Work
Description: Field work is often a major component of art and social practice. This is art that happens out in the world, not only in studios and class rooms. This workshop will look at ideas of how to put students out in their communities and neighborhoods to engage in art making practices in the field.
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PAULINE GIBBONS
Biography: Professor Pauline Gibbons has taught postgraduate and undergraduate TESOL courses at the University of Technology Sydney, Australia for many years. She has also worked in Sweden, Hong Kong, Laos, Singapore, South Africa, Marshall Islands, Iran, Germany, UK, and USA, among other locations. Her research interests are in content-based ESL pedagogy, and classroom discourse, and she has recently completed a research project focusing on ‘intellectual quality’ and ESL learners in the middle years. She has published extensively in the area of ESL education, including Bridging Discourses in the ESL Classroom: students, teachers and researchers (Continuum, 2006), and three books published by Heinemann for teachers: Learning to Learn in a Second Language (1993); Scaffolding Language, Scaffolding Learning: teaching ESL students in the mainstream classroom (2002); and her most recent book English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone (2009).
WORKSHOP 1
Title: Building Bridges into Text: From Talking to Reading
Description: Using a ‘before-reading’ activity, the workshop will illustrate how a scaffolded approach through spoken language enables even low-level learners to read at an appropriate cognitive level. The task creates a context for learners to predict meaning, and for teachers to model the language, vocabulary and structure of the text students will later read.
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WORKSHOP 2
Title: Making Reading Explicit: Extending Reading Strategies
Description: Based on what effective readers do when they read, this workshop focuses on the strategy of “margin questions”. These questions are designed to make explicit to learners the reading strategies used by competent readers, and encourage learners to reflect on and extend their own reading strategies.
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WORKSHOP 3
Title: Exploring Academic Language: How is it different from “everyday” language?
Description: This workshop gives participants insights into the nature of academic language used in content areas, and shows how it differs in specific ways from “everyday” informal spoken language. It will also help participants to recognise the ways academic language is related to literacy development and to higher order thinking. Please note: Classroom implications and specific strategies for developing academic language are illustrated in the Workshop Developing Academic Language in Content Areas (Gibbons).
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WORKSHOP 4
Title: Developing Academic Language in Content Areas
Description: This workshop offers some practical ideas for spoken and written activities that support learners in their development of academic language in content areas.
Please note: Although this session stands alone, it builds on the theoretical understandings about academic language presented in Exploring Academic Language.
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FRED GROSS
Biography: Fred Gross is a Managing Project Director at Education Development Center. He directed the PBS TeacherLine project, the Columbus Online Math Lessons and the Electronic K-12 Math Curriculum Guide for the U.S. Department of Defense Schools. He is the Co-Principal Investigator for the Addressing Accessibility in Mathematics and the Principal Investigator for the Building District Capacity to Improve Mathematics Learning by Students with Special Needs. Fred serves as the Math Specialist for the New England Comprehensive Center and the Project Director for the development of various online courses for teacher professional development in mathematics. Before joining EDC, Fred was the Mathematics and Equity Specialist for the Eisenhower Regional Alliance at TERC, a mathematics curriculum coordinator and staff developer for a K-8 school district, a teacher of middle and high school mathematics and science in regular and special education classrooms and a consultant to the International School in Bangkok and other domestic and international projects.
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WORKSHOP 1
Title: What Comes Before Differentiated Instruction in Mathematics?
Description: In this workshop, participants will engage in a guided tour of factors that influence instructional decisions. They will examine and discuss 6 areas that impact the learning of mathematics and use a framework for aligning math content and learners in order to make effective decisions about differentiated instruction.
WORKSHOP 2
Title: Formative Assessment in Mathematics
Description: In this workshop, participants will learn more about critical aspects of formative assessment and the impact of formative assessment on teaching and learning. Participants will discuss ways to think about the application of the critical aspects of formative assessment in the mathematics’ classroom.
WORKSHOP 3
Title: Addressing Math Language in Mathematics Classroom
Description: In this workshop, participants will learn more about areas of difficulty with language in mathematics. Participants will discuss barriers, engage in a variety of language strategies and discuss ways to apply them in their math classes.
WORKSHOP 4
Title: Addressing Math Language in Mathematics Classroom (Repeat of Workshop 3)
Description: In this workshop, participants will learn more about areas of difficulty with language in mathematics. Participants will discuss barriers, engage in a variety of language strategies and discuss ways to apply them in their math classes.
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CLAY HENSLEY
Biography: Clay Hensley is the Associate Director for International Services at the College Board. His primary responsibility is to support schools outside the U.S. that use College Board programs, such as AP and PSAT/NMSQT. He also actively promotes the recognition of AP at universities worldwide. Prior to joining the College Board five years ago, Clay taught English literature and studio art at Serramonte del Rey High School in Daly City, CA. He has also taught at the university-level. He holds a bachelor's degree in English literature from Vanderbilt University in Nashville, TN, and a Masters of Fine Art in painting from the University of Tennessee, Knoxville. In his spare time, Clay is an exhibiting artist based in New York City.
WORKSHOP 1
Title: International University Admissions in the 21st Century: Perspectives from the College Board
Description: International admissions processes and practices are changing, both for students and their families, as well as for the secondary and higher education communities. The College Board has been convening leaders of the admissions, financial aid, enrollment management and school counseling communities to examine the current state of the profession and to develop ideas on how to improve the secondary-to-university transition, especially in North America. In this session, we will explore changes in international university admissions; we will review trends in transnational student mobility, with special focus on East Asia. We will discuss the role of global credentials, such as the SAT and AP, in the admissions and enrollment process at U.S. and international campuses. Any questions you have about the College Board’s programs and services will also be addressed. This interactive session will provide a forum for international educators to advise the College Board on how to better support the work of EARCOS and its member schools.
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JOHN JOHNSTON
Biography: John is an exposure scientist and manager with the US Environmental Protection Agency's Office of Research and Development. With degrees in Chemistry and Ecology he pursues interdisciplinary research and applied systems ecology to advance the Agency mission "to protect human health
and the environment." John has been involved in projects ranging from watershed management and stream restoration for fisheries improvement to the evaluation of atmospheric mercury emissions reductions on human and ecosystem consumers of fish contaminated with methyl mercury. He is a guest lecturer for grades K-12, a science fair judge, and participates
in outreach with the community Nature Center. In his previous life he was a zoo keeper. His most recent expedition was to the island of Komodo for dragon hunting.
WORKSHOP 1
Title: Global climate change - How do we affect the earth everyday?
Description: Understanding climate change as interconnected to human
activities including landscape alteration (palm oil plantations),
urbanization and energy production (biomass burning and vehicle
emissions). Systems thinking is emphasized with examples of cause and
effect relationships related to climate as well as unintended
consequences of human actions.
Key Questions:
What are the global climate consequences related to human activity?
What can we do to reverse this trend or lessen the impact?
How can I make a difference?
Workshop Topics/Exercises:
Biosphere and systems thinking -- how not to solve environmental
problems
CO2 and our Carbon Footprint, Energy and Economics, Greenhouse gases, The Bathtub -- a simple model of CO2
WORKSHOP 2
Title: Sustainability - How many people can the planet support?
Description: Understanding and appreciation of our life support
systems, the distribution of resources and the competing demands for
food, timber, energy and water. Proactive decisionmaking and action is
emphasized at various levels, from individual decisions to national
policy development.
Key Questions:
What is sustainability and how do we measure it?
How can we ensure a sustainable future using more ecologically sound
practices in development and business?
How do we describe systems and how they work?
What is stewardship?
Workshop Topics/Exercises:
Carrying capacity -- the bucket of water analogy and deer population
dynamics
Water footprint -- the various uses of water and competing demands
The power of conceptual models -- linking human beings and ecosystems
WORKSHOP 3
Title: Ecosystem services - what does mother nature provide for free?
Description: Understanding of the numerous services our ecosystems
provide and the way humans value them. Markets exist for services that
are traded (energy, commodities), while other services are not purchased
directly and traded (water purification, pollination of food crops).
Cultural, religious and recreational services provided by systems are
often valued highly but don't easily fit a market worldview and pose
challenges to their protection. The costs of protecting systems compared
with repairing and engineering damaged systems will be demonstrated.
Key Questions:
What is an ecosystem?
What is a service?
How does water move form place to place?
What impact have humans had on movement of water?
What are the economic impacts of environmental degradation?
Workshop Topics/Exercises:
Ecosystem services examples (i.e. water purification, pollination, seed
dispersal, energy, pharmaceuticals, recreation etc.)
Hydrologic cycle and a full accounting of costs/benefits
Wetlands services, floods and natural disasters.
WORKSHOP 4
Title: Biodiversity - What is it and why does it matter?
Description: An understanding of biodiversity and the web of life,
whether we are in national parks or in our own backyards. The theme of
empowerment, the power of individual choice and actions is throughout.
Government role as a regulator has a place in environmental protection,
but laws are often slow, expensive and difficult to enforce. The costs
and effectiveness of grassroots actions will be discussed in comparison.
The use of the Internet as a tool for making more information available
to the greatest number possible is addressed in specific.
Key Questions:
What impact has human activity had on biodiversity?
What are endangered species?
How can I make a difference?
Workshop Topics/Exercises:
Habitat and niche -- pieces of the pie
Urban ecology -- what is in our backyards
The cumulative affect of small decisions: "death of 1000 cuts"
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JOHN JOSEPH
Biography: John Joseph M Ed (Mathematics and Science Education) taught across all school year levels before working in teacher education at the University of South Australia. In 1999, he formed his own company, Focus Education Australia and has enjoyed phenomenal success as a presenter, writer and coach. In ten years John has worked with over 300,000 delegates and 140,000 students across 21 countries. He has published 6 books, 3 CDRoms and over 100 articles. His websites attracts over one million visitors annually.
Today, John is affectionately known as the Brain Man. He speaks at national and international conferences for educators, parents, the health industry and the corporate world. John has featured in hundreds of newspaper articles for his work. He is a world leader in teaching students about learning, memory, brain care and emotions.
WORKSHOP 1
Title: What’s Your Style? – Learning Styles with the Brain in Mind
Description: This workshop examines how the brain processes information and explains how to construct learning episodes that utilise the talents and styles of every student. John will explain the assessment tool he developed which characterises individuals in light of the latest findings into learning. The result is a plot of the user’s profile, which can be saved and exported. Teachers use the tool to build a comprehensive view of students’ strengths and weaknesses, and to plan lesson methodologies to reach every student.
WORKSHOP 2
Title: Part 1, Emotional Rooms – How to create classrooms that are uplifting for the spirit.
Description: There is little doubt that emotional smartness and creative thinking are critical skills for successful living. The Emotional Rooms Model provides a conceptual framework to assist teachers and their students in establishing common ground for productive working relationships. In Part 1, this presentation focuses on learner attitude, building motivation and confidence, creative thinking and classroom methodologies.
WORKSHOP 3
Title: : Part 2, Emotional Rooms – How to create classrooms that are uplifting for the spirit.
Description: There is little doubt that emotional smartness and creative thinking are critical skills for successful living. The Emotional Rooms Model provides a conceptual framework to assist teachers and their students in establishing common ground for productive working relationships. In Part 2, this presentation focuses on student behaviour, behaviour rubrics, Red Room strategies and consequences.
WORKSHOP 4
Title: Assessment with the Brain in Mind
Description: The brain is biologically geared for feedback and so assessment is a critical aspect of the learning process. This workshop provides a comprehensive view of what an approach to assessment congruent with brain compatible learning would look like in action.
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JOSEPHINE KIM
Biography: Dr. Josephine Kim is a Lecturer on Education at Harvard Graduate School of Education who earned a Ph.D. in counselor education from the University of Virginia. She is a Licensed Mental Health Counselor and a National Certified Counselor. Her clinical skills and experiences span many contexts including residential facilities, community agencies, and schools. She has worked with varying multicultural populations through individual, group, and family counseling/therapy. Her special interest and focus includes providing education on mental health related issues to Asian and Asian American populations. She provides professional consultation and expertise on multicultural, mental health, and educational issues to various internet, newspaper, magazine, and television sources in Asia and in the U.S. She has been the keynote speaker at numerous parent, counselor, teacher, and youth conferences in Asia and in the U.S, and in 2007 alone, she presented 23 educational symposiums in Korea and 35 in the U.S.
++ Download Handouts
WORKSHOP 1
Title: Distinct culture, unique people: Viewing Korean students and their parents through a cultural lens (PART 1)
Description: he influx of Korean students in overseas schools forces school administrators to understand their distinct culture and its implications on everyday behaviors and attitudes of Korean students and their parents. Increasing awareness of cultural and familial norms and expectations can assist administrators in effectively servicing Korean students and their families. Special attention will be given to understanding the vast differences that exist between Eastern and Western cultures.
WORKSHOP 2
Title: Distinct culture, unique people: Viewing Korean students and their parents through a cultural lens (PART 2)
Description: The influx of Korean students in overseas schools forces school administrators to understand their distinct culture and its implications on everyday behaviors and attitudes of Korean students and their parents. Increasing awareness of cultural and familial norms and expectations can assist administrators in effectively servicing Korean students and their families. Special attention will be given to understanding the vast differences that exist between Eastern and Western cultures.
WORKSHOP 3
Title: Understanding Children’s Drawings
Description: When children find it difficult to use words to express themselves, art can be an effective tool that can be utilized in counseling to explore the inner world of children. This session will examine sample drawings to examine the use of art in counseling.
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WORKSHOP 4
Title: Unpacking privilege and oppression: Coming face to face with 'isms' of prejudice and bias
Description: This session is designed to increase awareness of one's life experiences and culture, while examining how privilege and oppression impact the way in which one approaches interactions with individuals who are culturally "different." This session is focused on unpacking one's prejudices and biases that manifest as "isms." Attendees will participate in group activities that will promote self-reflection and introspection, with the goal of increasing self-awareness and cultural sensitivity.
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JANE KURTZ
Biography: Eight years ago, children’s author Jane Kurtz was one of fourteen authors and illustrators invited to Washington D.C. for Laura Bush Celebrates America’s Authors day, part of the inaugural ceremonies. Her recent speaking has also taken her to all but eleven of the U.S. states, Europe, the Persian Gulf, Indonesia, Cambodia, India, Romania, and East and West Africa.
School Library Journal called Jane Kurtz a “superb storyteller.” Her books have gathered accolades, starred reviews, and awards. Since 1994, she has published twenty-seven books: nonfiction books, professional books for teachers, picture books, and novels for young readers that draw on her own childhood memories of growing up in Ethiopia, on living through the Red River flood of 1997, on her great grandmother’s adventures traveling the Oregon Trail, and on the minor crises of her children’s lives—from a friendship gone sour from the grouchiness of a rainy day.
Jane has also taught writing at the elementary, secondary, and university levels and is currently on the faculty of the MFA in children’s and young adult literature out of Vermont College. She lives in Lawrence, Kansas. Her passion for books and reading and her love of Ethiopia came together in Ethiopia Reads, an organization that is establishing the free libraries for children in Addis Ababa, Ethiopia, with Yohannes Gebregeorgis, one of CNN’s Top Ten Heroes (www.ethiopiareads.org).
WORKSHOP 1
Title: Books Change Lives Around the World
Description: Author Jane Kurtz has represented reading at a presidential inauguration, presented on four continents, and been part of the CNN Top Ten Hero awards. She has published picture books, nonfiction, ready-to-reads, YA novels, and resources for teachers. She will talk about the power of creating books short and long, in English and bilingual.
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WORKSHOP 2
Title: Ideas and Details with Heart and Power
Description: Excellent writing often starts with ideas. How can students find ideas that are fresh and focused? Excellent writing often starts with details, the life blood of fiction (and much nonfiction). Author Jane Kurtz will use handouts, student writing and mentor texts to illustrate ways young writers can select just-right ideas and vivid details.
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WORKSHOP 3
Title: Strong Readers/Strong Writers: Making Deep Connections
Description: Writers learn to show and not tell. Readers learn to infer. What's the connection? Jane Kurtz will use handouts, student work, and tips generated by her own fiction to show how a deep understanding of reading comprehension strategies combined with a deep understanding of writing traits and process = real literacy.
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WORKSHOP 4
Title: Words with Dazzle, Power, and Sharp Edges
Description: A rich vocabulary has long been correlated with academic success. Author Jane Kurtz will share strategies for helping students create word banks and fill them with strong nouns, vivid verbs, and surprising adjectives. She will also share common pedagogical mistakes teachers make in helping their students find the words of power and persuasion.
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ARIES LAGAT
Biography: Aries is one of today’s most successful Filipino fashion designers. After completing pattern making and haute couture, his surprising design ideas took him to Indonesia where he became a finalist in the Asian Skills Competition. He was one of the semi-finalists in the Philippine Young Designers' Competition and is regularly one of the sought after featured designers in Philippine Fashion Week. In 2006 he won Grand Champion in the Mega Magazine Young Designers' Competition and in 2008 became the winner of the first season of Philippines Fashion Project Runway. Aries will show his work and talk about his reality TV experience.
WORKSHOP 1
Title: The ‘Reality’ of Fashion Design and TV
Description: tba
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KAREN PALKO AND LYNNE SMITH
Biography: Karen Palko and Lynne Smith have been teaching Middle School Physical Education together for the past 5 years. Both have also taught Elementary and Karen has taught High School in the past. They both enjoy these dance units and have worked out the ‘kinks’ well enough to share their ideas with the broader PE community in our overseas schools.
WORKSHOP 1
Title: Why Didn’t They Have This When I Was In School? A Dance unit masked as a Physical Education unit!
Description: Kids will never know what hit them! Forget the old routines of square dance and folk dance. Let them learn something they think is COOL, while secretly embedding your PE standards into the mix. Come take a peek at our ‘secret recipe’ for a highly successful, popular, awesomely COOL dance unit in PE.
A DVD copy of information/music/videos presented will be distributed at the end of the workshop. No downloads necessary.
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TAYLOR MALI
Biography: Taylor Mali studied drama with members of The Royal Shakespeare Company and has put those stage skills to use performing poetry all over the world and serving as the official voiceover voice on all Burger King commercials in 1998., he is one of the most well known slam poets, having won the national championship four times. A former teacher and lifelong educator, he is the author of several CDs, books, and DVDs of spoken word. He lives in New York City. For more information, visit www.taylormali.com
WORKSHOP 1
Title: Poetry Workshop for Educators
Description: Educators rarely get a chance to flex their literary muscles, unless you count grading essays and writing reports cards. This is your chance! Come to class with a pen and paper and a willingness to respond to a few prompts in writing that is merely honest, original, economical, and artful.
WORKSHOP 2
Title: How to Teach Poetry
Description: Former U.S. Poet Laureate Billy Collins says that "high school is where poetry goes to die." If that is true, it is partly because teachers are scared of teaching poetry. Learn several great writing prompts to get students thinking differently about poetry.
WORKSHOP 3
Title: Evaluating Spoken-Word Poetry
Description: Spoken-word (poetry written to be HEARD first) can be a great entrée into a more comprehensive appreciation of poetry, but the criteria used to discuss and analyze such performances is different. Come replace "What do you think the poet was trying to say?" with new tools for examining a poem.
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KRISTI MALLY
Biography: Kristi earned her PhD in Developmental Kinesiology from the University of Minnesota. She is the director of the Physical Education Teacher Education program at the University of Wisconsin-La Crosse. Her areas of expertise include best practices in early childhood movement and elementary physical education, teacher preparation, and motor development and learning. Kristi is actively involved with numerous national programs related to early childhood and elementary physical education, including master trainer for Head Start Body Start, author of monthly physical activity calendars for early childhood, writer and host of physical activity training materials for Nike and National Head Start Association, presenter of Lets Get Moving workshops for the National Association for Sport and Physical Education, and consultant for various school districts. Kristi is passionate about helping teachers understand how to plan with a purpose, how to design developmentally appropriate learning opportunities, and how to infuse movement throughout a child’s day.
++ Download the ff. handouts
1. Imagination in Motion Activity Handout
2. What’s on my Feet Shoe Journey Story
3. Got Purpose? Activity Handout
4. Alignment Grid
5. Playful-purposeful Movement Activity Handout
6. Moving Across the Curriculum Activity Handout
7. Revised equipment list
WORKSHOP 1
Title: Got Purpose? [designed for all physical educators at all levels]
Description: Everything we do in the gymnasium must be grounded in a clear, observable, measurable purpose. Everything we do must have value for our students, and must take them all to a new level of learning! This activity based session will ask participants to play and then analyze a variety of high-quality, versatile activities. Participants will not only take away ideas, but more importantly will gain a renewed commitment to purposeful planning. There will be a continuation of this workshop during the main conference.
WORKSHOP 2
Title: Playful-Purposeful Learning for Young Children [designed for anyone working with pre-school children – physical educators and classroom teachers]
Description: Be prepared to let out your inner child! This session focuses on developmentally appropriate activities and instructional strategies for young children. Gain insight into current best practices for physical activity and our youngest learners.
WORKSHOP 3
Title: Imagination in Motion – Exploring the Creative Power of Movement [designed for elementary physical education and classroom teachers – may even be interesting to music and art teachers]
Description: Experience how movement becomes a tool for exploration, creation, imagination, and communication. This activity based session will open up your minds to the wonderful possibilities of movement … transform into a super hero, create a ‘home dance,’ and explore the four seasons.
WORKSHOP 4
Title: Moving across the Curriculum [designed for all elementary teachers]
Description: In this activity based session you will learn a variety of strategies and activity ideas to make movement a part of every lesson; whether it is science, reading or math - movement can be used as a tool to foster deeper, more integrated learning. Participants will leave motivated by the power of movement.
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MAGGIE MOON
Biography: Maggie Moon was a Staff Developer for The Reading and Writing Project, at Teachers College, Columbia University, before moving to the Philippines in 2007. Prior to working as a consultant across the US with the R&W Project, she was a 3rd and
4th grade teacher in the NYC Public School System. She has worked closely with hundreds schools within NYC and across the US, as well as presented at the R&W Summer Institutes for many years. She also worked to implement the position of Literacy Coach in NYC, as well as train hundreds of Coaches across the NYC public school system.
Since moving abroad, she has had the privilege of working with International Schools within South East Asia, as well as local schools in Manila, Philippines. She and her husband relocated to Guangzhou, China in 2009.
She is co-authoring a professional series on Literacy Coaching with Lucy Calkins, to be published by Heinemann.
She is currently running an Institute for Literacy Coaches at HKIS, sponsored by EARCOS. The first cohort began in May '09 and will continue this Fall.
Eliza Lewis has lived and worked in Hong Kong for the last thirteen years. Eliza has taught pre-K – grade 2 and provided support services as a reading specialist. She is currently job sharing a grade 1 classroom and literacy coaching during her release time at Hong Kong International School. Eliza also chairs the Lower Primary Literacy Committee and is Literacy Coordinator for pre-K to grade 2. She is a recent graduate of the NESA Literacy Coaching Training Program.
Jill Kaufman is a grade 2 teacher at Hong Kong International School. She has been teaching first and second grade for 12 years. Her career has led her from teaching in Texas to international schools in Brazil, the Czech Republic, and Hong Kong. She has been the Elementary Language Arts Coordinator at the International School of Curitiba and the International School of Prague. She will begin a half-time Literacy Coach position in Hong Kong next year. She is currently participating in the Literacy Coach cohort sponsored by NESA and is a member of the "Literacy Coaching Asia" group sponsored by EARCOS.
WORKSHOP 1
Title: The Teaching Share – How to Help Students Reflect on their Work and Wrap up a Day’s Reading and Writing Workshops
Co-presenter: Eliza Lewis
Description: Giving students an opportunity to discuss, celebrate and ask questions about their writing work on a regular basis is important. It is difficult to always manage this time. This workshop will describe in detail for teachers how to wrap up a day’s Writing Workshop and will offer options for how to best find and use this opportunity.
WORKSHOP 2
Title: Reading and Writing Partnerships – Ways to Support Students Working with Each Other During Workshops
Co-presenter: Eliza Lewis
Description: Partnerships in both a Reading and a Writing Workshop can enhance student learning and help to engage all learners in meaningful ways. Teachers are often searching for strategic ways to form partnerships and this workshop will show how to establish partnerships, how to teach into them and how to ensure that all students benefit from them.
++ Download Handout
WORKSHOP 3
Title: Helping Students Who Love to Talk about Books – Linking the Interactive Read Aloud and Student-Led Book Clubs In Order to Support Independence in a Reading Workshop in Grades 2-6
Description: Social interactions around books foster a life-long love of reading. We all know that this is essential in pushing elementary students forward in their ability to read and comprehend well. Supporting talk structures in classrooms ensures that students not only read more, but read with deeper understanding and engagement. Maggie will outline how to help students talk well, inside of two components of Balanced Literacy –Interactive Read Aloud and Reading Workshop.
++ Download Handout
WORKSHOP 4
Title: Conferring with Young Writers – Pushing Students to do their Best Work!
Description: Conferring is at the heart of a rigorous and effective Writing Workshop. Teachers will often say it is also one of the hardest parts of being a writing teacher. This workshop will aim to give teachers the tools they need to confer successfully, and will offer many suggestions for conferring with the range of learners found in any classroom.
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ALAN NOVEMBER
Biography: Alan November is an international leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. He has been director of an alternative high school, computer coordinator, technology consultant, and university lecturer. He has helped schools, governments and industry leaders improve the quality of education through technology.
Audiences enjoy Alan's humor and wit as he pushes the boundaries of how to improve teaching and learning. His areas of expertise include planning across curriculum, staff development, new school design, community building and leadership development. He has delivered keynotes and workshops in all fifty states, across Canada, and throughout the UK, Europe, Asia and Central America.
Alan was named one of the nation’s fifteen most influential thinkers of the decade by Technology and Learning Magazine. In 2001, he was listed one of eight educators to provide leadership into the future by the Eisenhower National Clearinghouse. In 2007 he was selected to speak at the Cisco Public Services Summit during the Nobel Prize Festivities in Stockholm, Sweden. His writing includes numerous articles and best-selling book, Empowering Students with Technology. Alan was co-founder of the Stanford Institute for Educational Leadership Through Technology and is most proud of being selected as one of the original five national Christa McAuliffe Educators.
Each summer Alan leads the Building Learning Communities summer conference with world-class presenters and international participants. Visit novemberlearning.com/blc for more details
WORKSHOP 1
Title: Teaching Zack to Think
Description: Too many students are not sure how to separate fact from fiction on the Internet. The Internet can provide any version of the truth to support almost any belief. We can teach students how to read the “grammar” of the Internet and to apply strategies to validate information on the website. This popular workshop provides step-by-step teaching tips that help students and teachers think critically about Internet information.
WORKSHOP 2
Title: Building Learning Communities
Description: We can design more rigorous and relevant assignments for students by tapping their natural behavior of social engagement. There is an emerging set of easy to use community tools such as Google’s new toll for collaboratively building a search engine and online word processor and powerful multimedia authoring tools such as screencasting. Along with free global communication services such as Skype, educators can design assignments that expand the boundaries of learning and challenge every student to make a contribution to their learning community.
++ Session notes
WORKSHOP 3
Title: Digital Learning Farm
Description: Before tractors and combines, 80% of the population was involved in farming and children made a vital contribution to the family with real chores. While technology eventually eroded the meaningful work of children work of children, we have enough technology today to restore the dignity of real work in school. All of our students can use collaborative online tolls and research and global communications skills to add value to the learning community.
These contributions include:
• Curriculum Review Team
• Tutorial Creation/Organizing/Design Team
• Global Communication Team
• Official Scribes
• Resource Finders
• Technical Editors
WORKSHOP 4
Title: Leadership: Managing the Transition
Description: his workshop outlines essential skills for leadership, and offers practical guidelines and creative solutions for building accountability into the planning process. Articulating vision and mission, managing change, and aligning technology to primary goals are emphasized. A shift in planning from technology to the quality and application of information and communication is a critical next step.
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BILL KENTTA AND JOSH RECKORD
Biography: Dr. William Kentta has been a Curriculum and Staff Development Administrator in the Eugene, Oregon public school system for twenty years. Before that, he taught high school English, speech, and journalism. He has a Ph.D in English and has taught at Oregon State University, the University of Oregon, and the University of Maryland--Far East Division, Vietnam. Bill has been an Organizational Development consultant in public schools since 1977 and has consulted nationally and internationally. He has made presentations at National Staff Development Conferences, presented at workshops and conferences for EARCOS and has published several articles in the Journal of Staff Development. Formerly the Director of the Eugene Cadre, the oldest volunteer group of organizational specialists in the United States. He is currently semi-retired and continues to consult on organizational development topics.
Josh Reckord is a retired educator with 38 years of school experience. After working in Eugene, Oregon as a teacher and Head Teacher/Team Leader he worked at the American School in Japan for 10 years. While there, he was involved with and facilitated a number of projects dealing with divisional staffs, board governance and leadership and school wide initiatives. He remains interested in working with a variety of non- profit organizations including schools, community groups, and churches helping them improve their abilities to work collaboratively. In retirement, he is a volunteer member of the Eugene Cadre, a group of school employees who support organizational development in the Eugene School District. He also enjoys travel, continued work with overseas schools, and working in his garden.
++ Download all Handouts (in ZIP format)
WORKSHOP 1
Title: Communication Styles in the Workplace (Part 1)
Description: Double session: Know Thyself: Understand your personal communication style in working with others. This session will include a survey tool, evaluation, and practical tips and tools for working with different styles in the workplace. We will discuss strategies for dealing with difficult others, as well as difficulties others might have with you. The session is limited to 50 people; please do not plan to attend the second session without attending the first session.
WORKSHOP 2
Title: Communication Styles in the Workplace (Part 2)
Description: Double session: Know Thyself: Understand your personal communication style in working with others. This session will include a survey tool, evaluation, and practical tips and tools for working with different styles in the workplace. We will discuss strategies for dealing with difficult others, as well as difficulties others might have with you. The session is limited to 50 people; please do not plan to attend the second session without attending the first session.
WORKSHOP 3
Title: Teachers and School Decisions
Description: Teachers are involved in the school decision-making process as members of teams, committees, work groups and faculties. This workshop builds understanding as it explores roles, provides tools, and explains processes for productive school decision making.
WORKSHOP 4
Title: Making Meetings Matter
Description: Teachers’ lives include a variety of meetings. Many teachers are asked to lead and support meetings in a variety of roles. This workshop is full of meeting tools and demonstrated tips and techniques for making meetings a value-added part of the work experience.
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RUSSELL ROBINSON
Biography: Dr. Russell L. Robinson has been on the faculty at the University of Florida since 1984, where he teaches undergraduate and graduate courses in choral and music education and is Professor of Music and Chair of the Music Education department. Highly in demand, Dr. Robinson has made over 300 appearances as a conductor, speaker and presenter at festivals, workshops, honor choirs, all-state choirs and state, regional, national and international conferences in the US, Europe, Asia, Africa, Central America, and Australia as well as conducting venues, which include: Carnegie Hall, the Kennedy Center, Boston’s Symphony Hall, the White House, Washington’s National Cathedral and the Wiesbaden, Germany Kurhaus. He is a past President of the Florida Music Educators Association, Interim Associate Dean of the UF College of Fine Arts, National Collegiate Chair for the Music Educators National Conference (MENC) and MENC Choral Adviser. Dr. Robinson is a published author, composer and arranger with over 200 publications in print, including choral compositions, arrangements, articles, books, and instructional DVD’s.
WORKSHOP 1
Title: Creative Rehearsal Techniques for Today's Music Classroom: Maintaining Student Interest and Maximizing Their Musicianship
Description: All music teachers (and any teachers interested in motivating their students to excellence) are encouraged to attend this session. Dr. Robinson will demonstrate his proven techniques for teaching today's students. How are students different in the 21st century? How are they the same? What are the appropriate uses of positive reinforcement? What is reinforcement error? Is what students see and hear from you what you'll get? How do we know students have learned? How do we achieve a quality ensemble sound. All of these questions and more will be explored by Dr. Robinson in an exciting and interactive setting with the participants.
Complimentary music and materials will be provided.
WORKSHOP 2
Title: Songwriting in the Classroom! (Part 1)
Description: This session is for all teachers, not just music teachers! No music knowledge is required. (Just desire!) We remember what we sing, and we remember songs more than we remember words or facts. (How do you remember the alphabet?) Music brings the concepts to life. In this workshop, all teachers will learn how to write a song AND teach your students how to write songs. More importantly, teaching students to write songs can reinforce any learning concepts that are being taught in your classroom. The workshops will be based on Dr. Robinson's book, Songwriting Made Easy! Yes, anyone can write a song. Just like your students, you will have fun writing and performing your own songs!
WORKSHOP 3
Title: Songwriting in the Classroom! (Part 2)
Description: This session is for all teachers, not just music teachers! No music knowledge is required. (Just desire!) We remember what we sing, and we remember songs more than we remember words or facts. (How do you remember the alphabet?) Music brings the concepts to life. In this workshop, all teachers will learn how to write a song AND teach your students how to write songs. More importantly, teaching students to write songs can reinforce any learning concepts that are being taught in your classroom. The workshops will be based on Dr. Robinson's book, Songwriting Made Easy! Yes, anyone can write a song. Just like your students, you will have fun writing and performing your own songs!
WORKSHOP 4
Title: Choral Music Reading Session
Description: All teachers who teach choirs and singing are encouraged to attend this session. The participants will “read” (sing) approximately 20 new choral publications, including music appropriate for elementary, middle school and high school. Ability to “read music” (sight-sing) is desirable, but not required. Music of all styles will be presented and complimentary music will be provided to all participants courtesy of Dr. Robinson’s publishers.
WORKSHOP 5
Title: Teaching Improvisation in Music Classes
Description: Improvisation an integral part of music instruction, choral, instrumental and general music. Many teachers do not teach it because they are not comfortable with improvisation themselves. This fun and participatory workshop will offer a step-by-step approach to teaching improvisation in all music classes. Your students will enjoy learning it, and it will add an exciting component to your classes, rehearsals and concerts. Complimentary materials will be provided.
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DON SALUBAYBA
Biography: A graduate in Fine Arts at the University of the Philippines, Don’s work has been exhibited widely in the Philippines and Internationally including Singapore, Greece, Japan and USA. His exciting and varied portfolio explores themes of light and shadow with Filipino symbolism and includes mixed media paintings, digital animation and puppetry. He was an Artist in Resident at the Fukuoka Asian Art Museum in Fukuoka, Japan in 2008 and currently teaches at the Philippine High School for the Arts. He is also a key participant and teacher of Anino Shadowplay Collective (www.anino.sining.net). His work can be seen on his website http://www.geocities.com/roster15
WORKSHOP 1
Title: - "Penumbra Pilipinas" A View of the Philippines through Lights and Shadow.
Description:
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RENCIE SANTOS
Biography: Rencie is a young Filipino jewellery designer who is building up an international reputation for unique, high quality, imaginative work: unique sculptural pieces which you can wear. He works with a wide variety of materials and unusual (some would say outrageous) designs. Rencie sells his work in hotels, shopping malls and through magazines and fashion shows. He has run workshops for International School Manila, American and Canadian Embassy personnel and currently runs the fashion accessories courses at The Fashion Institute of the Philippines. His work can be seen on his website www.renciesantos.com and his European agent can be found at www.alahasuk.com
WORKSHOP 1
Title: Pearls of Wisdom
Description:
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STANFORD PROGRAM ON INTERNATIONAL AND CROSS-CULTURAL EDUCATION - SPICE
Biography: Gary Mukai is the director of SPICE. Before joining SPICE in 1988, he was a teacher in Japan and in California for ten years. He is a graduate of the University of California, Berkeley, and Stanford University.
Risa Morimoto is a director and producer for film, television, and the internet. Her award-winning documentary about surviving Kamikaze pilots, Wings of Defeat, aired nationally on PBS's Independent Lens and in over 13 countries worldwide in 2008-09. She produced the independent feature film, The LaMastas, and directed, produced, shot and edited several short films and documentaries including 9066 with the late Pat Morita. President of Edgewood Pictures, Risa received her Master’s degree in film and education from New York University in 1999.
Naomi Funahashi is SPICE’s Reischauer Scholars Program coordinator and instructor, and also coordinates teacher seminars at SPICE. She is a graduate of Brown University and a credentialed high school social studies teacher. The Reischauer Scholars Program is a national distance-learning course on Japan that is offered to high school students. As a curriculum writer, she recently completed a curriculum unit for elementary schools on immigration, with case studies of Mexican, Chinese, Irish, Vietnamese, and Yoruban immigration to the United States.
Rylan Sekiguchi is a curriculum specialist at SPICE and his recent publications include Uncovering North Korea, U.S.–South Korean Relations, 10,000 Shovels: China’s Urbanization and Economic Development, and An Examination of War Crimes Tribunals. Rylan is a graduate of Stanford University and is a member of San Jose Taiko.
Johanna Wee is SPICE’s sales and marketing associate and webmaster. She is a graduate of Santa Clara University and a former English teacher in Japan. Johanna coordinates SPICE’s national and international dissemination efforts—most recently with international conferences in Kuala Lumpur, Malaysia, and Nice, France. She is from the Philippines and takes an active role in the Filipino-American community.
WORKSHOP 1
Title: Along the Silk Road
Description: This session will introduce middle and high school teachers to lessons and activities in the curriculum unit, “Along the Silk Road.” Teachers will engage in interactive activities that introduce the geography, language, and music of the Silk Road region, and learn about new online teacher resources from SPICE.
WORKSHOP 2
Title: Wings of Defeat: Kamikaze Pilots During World War II (co-presenter: Risa Morimoto)
Description: In Wings of Defeat, Kamikaze pilots in their eighties tell us about their training, their mindsets, and what it means to survive when thousands of their fellow pilots died. It also helps us consider what responsibilities a government at war has to its soldiers and its people. The film will be introduced as a teaching resource.
WORKSHOP 3
Title: Teaching about the Korean Peninsula
Description: This session will introduce secondary school teachers to lessons and activities in the following SPICE curriculum units: “U.S.–South Korean Relations,” “Uncovering North Korea,” and “Divided Memories: Comparing Textbooks in China, Japan, South Korea, Taiwan, and the United States.” Clips from A State of Mind, a film about North Korea, will also be shown.
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BARBARA-ANN SUNDAY
Biography: Barbara has taught AP Studio Art at Sentinel Secondary School in West Vancouver, Canada, for 20 years. An experienced elementary/high school art teacher she has served in a variety of positions for Art Educators’ Associations, as a District Art Coordinator, as an art education lecturer, and as a presenter for numerous workshops. Barb has been an Advanced Placement Program Studio Art Reader for ten years, has been appointed Table Leader and is currently serving on the Steering Committee for the AP Annual Conference. She has been the recipient of the NAEA Pacific Region Award Art Educator of the Year Award and the BCATA Art Teacher of The Year Award.
WORKSHOP 1
Title: Planning for Three Directions - Ideation strategies for all 3 portfolios using a common thematic approach
Description: This session will provide a range of practical examples to demonstrate that planning for instruction using carefully selected themes can help teachers streamline program delivery while offering students challenge, choice, and clear avenues for success. In examining a thematic approach, the core differences in direction of ideation possibilities amongst the 3 portfolio exams can be clarified. In these times of course and scheduling limitations, it is obvious we are faced with a range of student needs in each instructional block. A thematic approach helps reduce teacher’s preparation time, while increasing ways in which students can interact in image development possibilities.
WORKSHOP 2
Title: Planning for Three Directions - Ideation strategies for all 3 portfolios using a common thematic approach
Description: This session will provide a range of practical examples to demonstrate that planning for instruction using carefully selected themes can help teachers streamline program delivery while offering students challenge, choice, and clear avenues for success. In examining a thematic approach, the core differences in direction of ideation possibilities amongst the 3 portfolio exams can be clarified. In these times of course and scheduling limitations, it is obvious we are faced with a range of student needs in each instructional block. A thematic approach helps reduce teacher’s preparation time, while increasing ways in which students can interact in image development possibilities.
WORKSHOP 3
Title: Planning for Three Directions - Ideation strategies for all 3 portfolios using a common thematic approach
Description: This session will provide a range of practical examples to demonstrate that planning for instruction using carefully selected themes can help teachers streamline program delivery while offering students challenge, choice, and clear avenues for success. In examining a thematic approach, the core differences in direction of ideation possibilities amongst the 3 portfolio exams can be clarified. In these times of course and scheduling limitations, it is obvious we are faced with a range of student needs in each instructional block. A thematic approach helps reduce teacher’s preparation time, while increasing ways in which students can interact in image development possibilities.
WORKSHOP 4
Title: Planning for Three Directions - Ideation strategies for all 3 portfolios using a common thematic approach
Description: This session will provide a range of practical examples to demonstrate that planning for instruction using carefully selected themes can help teachers streamline program delivery while offering students challenge, choice, and clear avenues for success. In examining a thematic approach, the core differences in direction of ideation possibilities amongst the 3 portfolio exams can be clarified. In these times of course and scheduling limitations, it is obvious we are faced with a range of student needs in each instructional block. A thematic approach helps reduce teacher’s preparation time, while increasing ways in which students can interact in image development possibilities.
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TED AND CAROLYN TEMERTZOGLOU
Biography: Ted Temertzoglou has twenty years experience as a Health and Physical Education Teacher for the Toronto District School Board. He is the co-author for Exercise Science, which is a high school university prep course in Ontario.
He is the lead author for:
• Healthy Active Living: Keep Fit Stay Healthy Have Fun used in Ontario and New Brunswick
• Active for Life: Physical Education in Newfoundland and Labrador
• Active Healthy Living: Physical Education in Nova Scotia
• And the Canadian Active Living Fitness Circuit Charts used all over Canada and all published by Thompson Educational Publishing.
He is a certified personal trainer with The Canadian Society for Exercise Physiologist (CSEP) and sits on the Board of Directors For Physical and Health Education Canada. He serves as an Ophea Master Trainer and was the recipient of CAHPERD’s Young Professional award and in 2008, Ophea’s Outstanding Contribution Award.
Carolyn Temertzoglou is a Health and Physical Education teacher for the Ontario Institute For Studies in Education at the University of Toronto (OISEUT). At OISEUT, she teaches in the Initial Teacher Education Program both at the Elementary and Secondary levels. Carolyn serves on several provincial committees that advocate for quality daily health and physical education programs. She is an Ontario Physical Health Education Association (OPHEA) Master Trainer conducting workshops across Canada. Carolyn received the Ontario Supervision of Physical and Health Education Teacher Advocacy award in 2007. She is the co-author of the Exercise Science Workbook/ Lab Manual (Thompson Educational Publishing 2003). Carolyn and her husband, Ted have presented in the past at the NEESA, CEESA and ECIS conferences.
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WORKSHOP 1
Title: FUNctional Fitness Blasts
Presenters: Ted & Carolyn Temertzoglou
Description: This active session takes participants through FUNctional Fitness Circuits. Here you will learn new functional exercises to help increase both health and performance related fitness. An excellent workshop for all Physical Education teachers looking to enhance their instructional strategies for inclusive fitness ideas. Discover how circuits can be used to assess a student’s fitness level. See how various types of equipment help students of all abilities stay active and motivated.
WORKSHOP 2
Title: Healthy Active Living: A Foundation for a Healthy School
Presenters: Ted & Carolyn Temertzoglou
Description: In this active session, you will learn more about Healthy Active Living and the Active Living Fitness Charts, developed by Thompson Educational Publishing. Participate in fitness blasts and cardiorespiratory assessments using these comprehensive health and physical education resources. Infused with physical literacy strategies, assessment and evaluation practices, core health issues, and more, these resources will help more secondary (Grades 7 & 10) students succeed in H&PE. Come and see how we as H&PE educators can get everyone– young and old – active.
WORKSHOP 3
Title: Getting Online with Exercise Science
Presenter: Ted Temertzoglou
Description: Exercise Science, developed by Thompson Educational Publishing, is a comprehensive resource that includes textbook, student workbook, and extensive teacher support materials. Explore all the interactive online materials that are available to you and your students, including online quizzes, PowerPoint slides, bell ringers, curriculum guidelines, and much more. Come and see how you can get this course running for your senior and IB (Grades 11 & 12) students.
WORKSHOP 4
Title: Teaching Games For Understanding
Presenter: Carolyn Temertzoglou
Description: This workshop employs differentiated instruction as the main framework for teachers to implement “Teaching Games for Understanding (TGfU)” with their Physical Education classes. Participants will be introduced to TGfU through a variety of strategic games selected from each of the four game categories – Target, Striking/Fielding,
Net/Wall and Invasion/Territory to focus on fundamental movement skills and game strategies for all grades.
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JEFF UTECHT
Biography: Jeff Utecht is an international educator and educational technology consultant. Currently Jeff is working as the Elementary Technology and Learning Coordinator for the International School Bangkok. Jeff is a main coordinator for the Learning 2.0 Educational Technology Conference in Asia. He has consulted with international schools in and around the Asia region. Jeff have recently been mentioned in the books Reinventing Project-Based Learning as an avenue for “free online professional development” and Web 2.0, New Tools, New Schools. To learn more about Jeff, visit www.jeffutecht.com
WORKSHOP 1
Title: Blogs, a vehicle for E-Portfolios
Description: Blogs when set up properly can make great open reflective personal e-portfolios for students. We'll look at the student blogs that International School Bangkok has set up for students from grades 5-12 and talk about how you can get started with blogs in your school and how best to use them in the classroom. BYOL (Bring Your Own Laptop)
WORKSHOP 2
Title: Digital Tools for Digital Teachers
Description: 90 Minutes of the best digital tools on the Internet to use with students. Whether you have an idea for a project and want to know the best tool to use, or just wanting to know what's out there. Bring Your Own Laptop (BYOL) and we'll go through some of the latest web tools to use with students in your classroom as well as tools to make your life as a teacher easier.
WORKSHOP 3
Title: From Consumers to Producers of Knowledge
Description: Content is free, production of knowledge is at an all time high. How do schools take advantage of the productive power of the web? How can schools engage students in meaningful projects that focus on creativity and apply the content students are learning? This session will be a discussion on how to move schools, classrooms, and students from consumers to producers of knowledge.
WORKSHOP 4
Title: Blended Classrooms are the Future
Description: It is predicted that by 2019 50% of high school courses will be online.
A study released in November found that blended classrooms (those utilizing both traditional and online learning formats) lead to greater achievement.
This session will focus on the changed pedagogy needed to teach in a blended classroom format. Teaching in a blended classroom means more than uploading handouts on the web, it is a whole new way of engaging learners in the learning process. Bring Your Own Laptop (BYOL) and we'll go hands on into a blended session.
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CIRECIE WEST-OLATUNJI
Biography: Cirecie A. West-Olatunji, Ph.D. holds the position of Associate Professor of Counseling at the University of Florida. Dr. West-Olatunji is a nationally recognized presenter (over 100 presentations), trainer, and author in the areas of multicultural education and counseling. Internationally, Dr. West-Olatunji has provided consultation and training in Osaka, Hiroshima, Tottori, and Fukuoka cities in Japan in the area of culturally relevant anti-bias education for young children. Cirecie West-Olatunji has provided educational consultation to a PBS children's television show on diversity through KCET-TV in Los Angeles, CA ("Puzzle Place"). Her most recent research endeavors have included the development of a culture-centered disaster mental health counseling model based upon her coordinated outreach experiences nationally as well as internationally. Dr. West-Olatunji is a graduate of Dartmouth College and attended Teachers College of Columbia University where she pursued graduate studies in the area of Multicultural Counseling Psychology. Dr. West-Olatunji holds a doctorate degree in Counselor Education from the University of New Orleans. She is also a state-approved domestic and family mediator.
++ Download all Handouts (in ZIP format)
WORKSHOP 1
Title: “Culturally Responsive Disaster Counseling: Meeting the Needs of Children”
Description: The goal of this session is to help counselors to become better able to effectively and expediently intervene with children following a natural or human-made disaster. Specific training objectives include increasing participants’ knowledge about disaster counseling techniques with children. The presenter will review the etiology of child trauma and highlight intervention models shown to successfully reduce trauma symptoms among affected youth. This workshop incorporates the use of experimental exercises to facilitate knowledge acquisition for participants.
WORKSHOP 2
Title: “Partnering With Parents: Five Steps to Home-School Collaboration”
Description: This workshop will inform participants about the theoretical and pedagogical foundations of pediatric counseling. Using a lecture format, the presenter will share examples of pediatric counseling applications and interventions. Training objectives center on knowledge acquisition about the counseling needs of and interventions for young children.
WORKSHOP 3
Title: “Culture-centered Community Counseling in School Settings”
Description: This session is designed to raise awareness about the usefulness of an eco-systemic perspective when conceptualizing and intervening with diverse populations. Ecological views of systemic context provide a richer, multilayered view of individuals’ presenting problems. Moreover, use of an eco-systemic lens moves practitioners from an individual, deficit-oriented approach to one that is more strength-based. Participants can expect to learn about: (a) socio-cultural influences on behavior and dispositions, (b) effective models for reaching out to families and communities, and (c) specific culturally responsive approaches to community outreach.
WORKSHOP 4
Title: “Pediatric Counseling Techniques: Working with Young Children”
Description: The aim of the workshop is to provide participants with a new skill set for partnering with parents. Participants can expect to acquire new knowledge about home-school collaborations. The presenter will share outcomes from on-going research in this area and use case illustrations from actual parent-teacher and parent-counselor interactions.
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REGINALD YUSON
Biography: An internationally acclaimed contemporary sculptor, Reggie’s large scale permanent public art sculpture can be seen at High Street, Serendra and in many of Manila's 'park' malls. "The public art here is not installed on pedestals, as we are so used to seeing it presented," he explains. "Here you relate to it according to your proportions; according to your scale." He studied Fine Arts at the University of the Philippines, Diliman. At first he majored in painting, but soon gravitated to sculpture. It has taken him more than a decade to achieve his current success where his clients provide the space and the budget and let him do pretty much as he pleases.
WORKSHOP 1
Title: The Shape of Things to Come
Description:
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East Asia Regional Council of
Overseas Schools (EARCOS)
Brentville Subdivision, Barangay Mamplasan, Biñan, Laguna,
4024 Philippines
Phone: +63 (49) 511-5993/5994 | Fax: +63 (49) 511-4694
