The Role of Concepts in Student Centered Learning by Anne-Marie Evans, Muscat

$550.00


Location: TBC, Muscat, Oman
Price: 495 USD if registration and payment before January 1st, 2019. 550 USD if registration and payment after January1st, 2019. Booking for every 5 delegates will receive 1 FREE seat.
SKU: CO-002-1. Category: . Tag: .
Description

We can’t solve problems by using the same kind of thinking we used when we created them.” Einstein

‘Conceptual learning involves designing learning around ideas of significance that have relevance in life within and beyond the classroom. These ideas provide the why and purpose to student learning ensuring that learning is meaningful and transferable in different contexts and lead to deep understanding.
The teacher’s questions and provocations are what initially drive investigation, and it is the result of this process that we see students’ own critical wonderings emerge’ © IGE
This workshop will focus on how to effectively plan and teach for conceptual learning. It will provide an opportunity to plan and assess a unit of work conceptually.
As a way of understanding the role of concepts in student centered learning, the workshop will also examine the pedagogy of inquiry. It will provide educators with strategies to capture and maximize student’s curiosities, to develop practices for recognizing authentic conceptual inquiry using concepts as well as ideas for designing learning environments that optimize conceptual thinking

Anne-Marie Evans has more than 40 years career in education that has taken her all over the world, starting in Iran where she worked at Iran Girls College, a university for women, and later to California where she founded the Cascade Canyon School.

As a consultant, she has worked with schools in Hong Kong, Ghana, the Middle East, Europe, Indonesia and throughout the United States and Canada. She became a School Management Advisor in Qatar at the start of the school reform project in 2003. In Dubai, she is a school inspector for the Dubai School Inspection Bureau. In Sri Lanka, she was the Professional Development Manager for the IB. In this capacity, she developed and implemented a two-year pilot project, training a core group of teacher trainers to pass on their skills to a network of village preschools. In 2012, the IB commissioned her to be an editor of the book, Journeys in Learning Across Frontiers.

English, all educators, curriculum managers, administrators K-10

Please note although content for sessions are indicated, this may be adjusted in terms of timing and participant needs as the workshop progresses.

Day 1

08:30 – 09:00 Participants arrival
09:00 – 11:00 Session One

• Understand the importance of conceptual teaching.
• Define what a concept is
• Examining the idea of teaching content or teaching thought

11:00 – 11:30 Break

11:30 – 01:00 Session Two
  • Explore a Model for the development of Understanding Goals and Conceptual Understandings.
  • Using a framework, develop a ‘rubric of understanding’ to guide the formative assessment of concepts in learning
01:00 – 02:00 Lunch

02:00 – 03:30 Session Three

• Explore how might we gather evidence of conceptual thinking
• Processes for developing authentic summative assessment tasks that assess the Understanding Goals
and, therefore, the Conceptual Understanding.

Day 2

09:00 – 11:00 Session Four

• Understand the importance of connecting students to concepts
• Ways to identify the role of concepts in learning and thinking

11:00 – 11:30 Break

11:30 – 01:00 Session Five

• Practical strategies for provoking and connecting student curiosity
• The significance of primary and secondary resources in conceptual learning
• The connection between conceptual learning and critical thinking

01:00 – 02:00 Lunch

02:00 – 03:30 Session three

• Develop a unit of work/or series of lessons that has/have a conceptual focus
• Or – Practical session defined by participants

Certificates of Attendance will be issued to participants who have taken part in all sessions. Please make sure your personal information is correct in the registration form.

Terms and Conditions

Terms and Conditions

Certificates of Attendance

Certificates of Attendance will be issued to participants who have taken part in all sessions. Please make sure your personal information is correct in the registration form.

Fees

Fees include all materials necessary for the workshops, lunches and coffee breaks during workshop days. Workshop fees do not cover transportation or accommodation.

Visas

Participants are responsible for any visas.

Payment

Payment will be made via bank transfer.
Bank detailed information will be given via confirmation email.
Please indicate participant name and workshop in the transfer reference.
Please also note that all charges are the responsibility of the remitter.
Full payment is due within 4 working days after confirmation of registration.
Spaces are limited. If payment has not been received within the deadline, spaces will be released to other interested persons.

Cancellation

  • If you are unable to attend this event, you may send a substitute delegate in your place at no additional cost. Please advise us of any substitutions as soon as possible. The participation fee will not be reimbursed upon cancellation if done then less than one month of the workshop date.

  • 4 Generations 4 Education will not be responsible for any loss or damage arising from any changes to or cancellation or rescheduling of the workshop. If the workshop is cancelled or rescheduled, 4 Generations 4 Education will make every effort to contact every registered delegate. In case of cancellation or reschedule of a workshop, 4 Generations 4 Education will reimburse the participation fee, keeping 10% as service charge.

  • 4 Generations 4 Education reserves the right to cancel the programme due to unforeseen circumstances.

Notes

  • All workshops will only be confirmed if there is sufficient number of participants.

  • You are advised to make your travel plans on confirmation of the workshop from us