Workshops

Workshops Available

Using Play Therapy Skills in Early Years

Honor Dargan

Workshop Description

In this workshop you will explore some limit setting strategies used in play therapy to create safe and consistent boundaries for children to play within. These teach children to take decisions and make choices in the knowledge that all choices come with consequences. Planning ahead and thinking about our decisions helps children to make decisions that result in the good consequences that promote confidence, independence and resilience. If there is time, there will also be some information shared on selective mutism and how to identify a child who is a selective mute.

What will participants do?

There will be the opportunity to role-play and practice limit setting strategies for use in the classroom. This will help participants become familiar with the language and conventions to use before using it with the children in their class.

Key take-aways

Develop a strategy to prevent potential undesirable behaviour

Develop a strategy to use when undesirable behaviour has already started

Receive a pathway to identify a child who is a selective mute

Workshop Leader Bio

Hello. My name is Honor. I currently work as the early years leader at Stonehill and am class teacher for a multi-age 3-5yr class of children. I have a Masters Degree from Sheffield University in the UK in Early Childhood Education and Care, and I have been teaching in the early years for 15 years. I believe early years education should be founded in play and that learning through play truly honours the PYP enhancements of voice, choice and agency.

Music is For Every Child

Heather Thomson

Workshop Description

Using inclusive and motivational practices within the PYP music classroom to maximize learner enthusiasm and success.

What will participants do?

My workshop will be a hands-on introduction to various learning programs I have designed and used with success in my own PYP classroom. Participants will explore the Rhythm Dojo Program, solfa vocal practice and Unicorn Glen, whole body rhythmic techniques and behaviour management techniques which engender collaborative learning.

Key take-aways

Tips on how to motivate reluctant musicians

Tips on how to accommodate a wide range of ability levels within a single music class

Suggested programs with built-in differentiation which motivate learners to set personal goals and maximize their musical success"

Workshop Leader Bio

A native of Canada, Ms Thomson has four decades of experience teaching music to students from infancy through to adulthood. Her current role as the PYP Music Teacher at Stonehill allows her to explore a wide range of vocal, movement and instrumental methodologies with an international body of students. Although her first instrument is the piano, she enjoys writing and arranging pieces for Orff ensemble, ukelele and choir.

Planning Co-teaching - How to Make it Work?

Ina Chakraborty & Jenny Bautista

Workshop Description

Co-teaching is one of the best teaching and learning practice that can be implemented in the 21st century inclusive classroom. Does it sound impossible or confusing??? Join us and find out how to make it possible.

What will participants do?

Participants will experience and explore how to plan to co-teach with their grade level teams. They will have a hands on experience of the co-teaching models that has been successful so far. A student centered classroom will be visible to you.

Key take-aways

Why do we need to co teach?

What successful co teaching looks like?

What groundwork is required for co teaching?

How to be a successful co teacher?

Workshop Leader Bio

I am one of the PYP EAL Specialist at Stonehill International School will be presenting the Co teaching workshop with Jenny Bautista from Philippines. Jenny is currently one of the PYP Learning Support Specialist at Stonehill International School. With our own experiences within the inclusive classroom and our successful co teaching models we would like to share some tips and strategies on how to plan and become successful co teachers at your own work spaces. Join us to find out more.

Catching Creativity

Allistair Quirke

Workshop Description

Creativity, that elusive beast that mystifies most of us and terrifies approximately ten of us (the number varies) and which is about as easy to approach as an angry dragon. This workshop will offer approaches - hopefully creative ones - to planning, teaching and even assessing creativity in your classroom, a few of which are completely original, having being thought up and hammered out by, well, me (with a little help from the unfortunate souls who wound up in my classrooms these past twelve years). The remaining strategies have been mercilessly plucked from all over the show and given a bit of a Quirkeover. Gods help us all.

What will participants do?

There will be no mindful visualising (although if you bring chocolate we could probably squeeze in some mindful gorging). Come prepared to move (a bit) and make (quite a bit), because while creativity may not be for everybody, it's definitely for anybody - see what I DID there?!

Oh, and you'll want to start practising your Suspicious Chicken, because there will be prizes for the best foul fowl. Confused? Me too. See you there!.

Key take-aways

An understanding of how to plan for and promote creativity in the classroom.

Using creatable (I JUST thought of that word!) moments to enhance learning.

Ideas for assessing creative outcomes.

Workshop Leader Bio

One-quarter hobbit, three-quarters elf, Allistair Quirke hails from New Zealand/Middle Earth and has been teaching internationally for almost seven years. A wonderful twist of fate saw him surrounded by deeply creative grandparents whilst simultaneously being raised as an Army brat/farm kid, resulting in an old-school Gen Xer who embraces chaos as a routine part of life, and is always down for a parade or painting a chookhouse. Three years at drama school didn't really make things any less chaotic, but they did provide a level of discipline - as well as a killer Russian accent - that got him through teacher's college and onto the coalface. Outside of the classroom, Allistair enjoys growing plants, annoying a tank full of fish, painting too much and reading even more.

Plan, Produce, Play- Exploring Lessons through Games

Padma Sekar

Workshop Description

In play a child always behaves beyond their actual age, above their daily behaviour. It is as though they were a head taller than themselves. - Lev Vygotsky.

Going along with this quote, a lesson can be effective when it is well planned with clear learning outcomes topped with great resources. So why not plan lessons through games that can have clear learning outcomes and engage learners and help them internalise their learning.

“You can discover more about a person in an hour of play than in an hour of conversation” says Pluto.

Let’s use this power of play with our students to let them discover that their minds were not built to sit and be taught but to explore, play and learn.

What will participants do?

Learn some games to be incorporated, share their experience and design a plan with games.

Key take-aways

Have a clear set of learning outcome, incorporate a game for scaffolding, incorporate a game to internalise their learning and practice their skill.

Workshop Leader Bio

I am an evolving educator with over 20 years of experience teaching in various curricula, with 5 years of administrative experience too. My love for learning and exploring brought me into Stonehill to explore the PYP programme that I have fallen in love with. I strongly believe that there is a child within each one of us that needs to be invoked and this happens when we are with children. I love reading, anchoring programmes and singing.

Planning for a dynamic learning environment

Anthony Hamblin

Workshop Description

A PYP classroom that is committed to inclusivity and diversity is a dynamic learning environment. Students move between individual work and group work, as well as among fluid and diverse groupings, in response to their needs and the needs of the inquiries — both transdisciplinary and subject-specific.

This workshop helps us to discover new and interesting ways to group and regroup students, and how we can organise our learning environment to support voice, choice and ownership.

What will participants do?

Participants will take part in hands-on activities, learn grouping strategies and play games.

Key take-aways

To develop understanding of the PYP stance on groupings

To review a variety ways to group students

To explore specific tools and strategies to use in any classroom

Workshop Leader Bio

Anthony Hamblin is the PYP Coordinator at Stonehill International School in Bangalore, India. In his 8 years of IB PYP teaching experience, he has also worked in Azerbaijan as an early years teacher and leader. He is passionate about student and teacher agency, collaboration and encouraging performing arts in all aspects of a student’s learning journey.

Strategies for a fun and engaging classroom

Meenu Sharma

Workshop Description

"‘Laughter is by definition healthy’ - Doris Lessing

Keeping students on task, focussed on learning and engaged during the entirety of a lesson or lessons can be a challenging task for both new and experienced teachers. When students experience a sense of joy and fun in the classroom they tend to feel safer and more relaxed. Healthy classroom environment promotes creativity and a culture of learning where students develop more critical thinking and problem solving.

What will participants do?

Hands-on activities, practical strategies.

Key take-aways

Explore relevance and use of fun- filled learning engagements to maximise learning in the classroom.

Effective strategies to engage students and their impact on learning.

Make connections between the use of fun classroom activities and their own teaching practices.

Workshop Leader Bio

I have over 11 years of experience working as an educator both in India and abroad. I am a happy and fun loving teacher who likes to keep the classroom environment relaxed and full of laughter. It helps me to establish lifelong connections with my learners. I truly believe that positive learning environments can exponentially increase students overall mental functioning resulting in increased alertness and memory.

Library Integration and Referencing Skills

Saleth Marian Premson

Workshop Description

"Information Literacy is a very important ATL that IB students need to master. This is a skill that can be taught through lessons and workshops conducted in the library, but it needs to be explicitly taught and reviewed right throughout the MYP with the curriculum integration. It will also set the students up for their Personal Project and later Extended Essay work.

Literacy or Library Integration is an idea to conduct at least one lesson of the unit in the library and:

1. Explore resources about the topic/unit

2. Finding connections between Fiction and Non-fiction - Read, Assess and Reflect

3. Debate or Book Talk or Book Critic or Quizzes, etc

4. Short Movies/documentaries

5. Guided Reading, Shared or Performance Reading, etc

6. Using a variety of texts including school subscribed databases.

7. Teaching Questioning skills, notetaking and Research and Graphic Organizers

Referencing Skills:

In academic writing, it is necessary that we acknowledge the sources of the information and interpretations, both in our text through in-text citations and in a bibliography or works cited list at the end of our work. This workshop will start with an introduction to library integration, the principle & practices of referencing (what it is, why we must do it and which style should be using) and the ethical issues of plagiarism. Examples are given using a variety of styles including the MLA.

"What will participants do?

The attendees will do practical and hands on activities

Key take-aways

TBC

Workshop Leader Bio

TBC

Student Voice in the Primary School

Anu Nigaleri & Adriaan Elias

Workshop Description

The student voice team in the Primary School takes responsibility for voicing the opinions and ideas of the general student body and they practice leadership and decision making skills as well as working hard for the benefit of the Primary School community.

What is the role of the Student Voice at SIS?

How do they organize themselves?

How do the students select the voice of students for students?

How do they problem solve?

How they use data and reflections from students to drive decisions?

How active are they in supporting students on the playground?

How active are they during Community Time?

What will participants do?

Icebreakers, Idea exchanges-the selection procedure, the roles and responsibilities of Student Voice and their achievements, challenges, goal setting, videos (reflection).

Key take-aways

This workshop will give the attendees an idea of how the Student Voice works in our school. This workshop will be an excellent opportunity to learn from Student Voice team members.

Workshop Leader Bio

Anuradha Nigaleri- I am part of the Student Support Services and teach in the Primary School. I believe in providing an inspiring, interactive and a stimulating learning environment in which students are encouraged to think, ask questions and reflect. For me teaching is an ongoing process and I am constantly learning along with the students.

Adriaan Elias - My Educational Philosophy- Learning is so natural. When learners understand what they what to learn, understand and be able to do, they channel their natural curiosity into learning by asking thought provoking questions. It's their questions that leads to debate, tension, and inquiry. This is the rewarding part of teaching and learning.

Big Picture Planning: Digging into the Big Ideas

Kristen Blum

Workshop Description

In this workshop, we'll look at planning in the enhanced PYP, looking at the big picture. At the beginning of any unit of study, teachers and/or students need to think through the big ideas or concepts and flush out what's important. It's important to get everyone's perspective so that learning can move forward on a deeper level. The workshop will be a chance to plan and see the benefits of planning with a team by looking at the big picture: concepts, ATLs, learning dispositions and action across all disciplines.

What will participants do?

We'll look at the PYP enhancements and a collection of PYP enhanced planner samples and then practice some big picture conceptual planning.

Key take-aways

How to plan conceptually with a team

Ideas on how to bring picture planning back to their own teaching and learning environment

Exposure to a variety of planners using the enhanced PYP

Workshop Leader Bio

I am a PYP coordinator in Mumbai, India, at Oberoi International School, JVLR campus, and helped open the new campus and bring the school through IBPYP authorization. I have been teaching and leading in the PYP for the last 13 years throughout Asia and am passionate about inquiry, collaboration and student agency. I love to cook, eat, do yoga and hike in the mountains.

Planning for a Purpose

Khushboo Kharat

Workshop Description

The workshop will focus on different aspects of PYP planning which includes:

• Planning the academic Year ( PYPC & teacher perspective)

• Learning community’s Voice, Choice and Ownership

• Process of planning/creating the scope and sequence

• Identifying different types of collaborative meetings

• Identifying the objectives of the collaborative meetings

• Collaborative planning and reflection - purpose, participants, duration, frequency

• Creating essential agreement for the collaborative planning

• Planning the process of self-study for Evaluation (sharing of experiences)

What will participants do?

Reflect on their current practice

• Share their success and failures in terms of planning with others

• Evaluate the current status of their school, keeping in mind success criteria

• The session will be transacted with the help of different methods that will not only make the attendees take interest but also to take new things away from it.

• The session will have interactive sessions that will engage the attendees.

• The attendees will be asked to share their experiences (grouping and regrouping)

• The attendees will explore the ideas presented in the workshop through various learning engagements.

• At the end of the session, attendees will reflect on their learning as well as the session, which will be helpful in evaluating the success of the session.

Key take-aways

• Explore multiple and diverse perspectives on the topic- Planning for a purpose

• Different types of collaborative meetings in PYP

• Planning, executing and evaluating the collaborative meetings

• Planning the process of PYP evaluation

Workshop Leader Bio

I am Khushboo Kharat, an educationist, working as a PYP Coordinator with Victorious Kidss Educares, an IB World School, Pune since last 12 years. I have a Master's degree in Human Development - Child Psychology and a Post Graduate Diploma in School Leadership and Management. I am enjoying my journey of teaching and learning since last 14 years. I have had several opportunities to participate in IB workshops and conferences, which have helped to enhance my understanding of IBPYP. This year, I have facilitated SAIBSA Job Alike Session along with my colleague on the topic 'PYP Curriculum', at Oberoi International School, Mumbai. With passionate interest in fields like education, social issues, parenting, book reviews and arts, I express myself best by actively blogging about my experiences. Being a voracious reader, I love thumbing through different genres of books. On weekends, I am working with a group of enthusiasts who work for the educational betterment of the kids from the underprivileged sections of the society. Actively contributing towards developing a library for such children has been one of my personal achievements.

Digital teaching and learning across the PYP

David Towse

Workshop Description

Full of passionate and practical ideas for enhancing your teaching with technology, in this session, we will discover and explore constructivist learning strategies with technology.

What will participants do?

Explore technology:

As a creative tool in your classroom.

As a tool to engage learners in innovative opportunities to discover and grow.

Discover how:

Technology can amplify learning.

Technology can connect us across the globe.

Key take-aways

Guiding Questions:

What tools do we have access to and how do they fit into our existing learning environments?

Who are our learners, and what do they need? How can technology help them address those needs?

What does it look like when we merge new technologies with our existing routines and practice?

Workshop Leader Bio

David is the Whole School Technology Coordinator at Stonehill International School. He oversees learning environments across Primary and Secondary, implementing a 1:1 iPad or BYOD program. David is a Google for Education Certified Innovator, Google for Education Certified Trainer and the founder of @PYPConnectEd; a free tool for teachers near and far to connect their classrooms and bring the outside, inside.

The PYP Planning Process

Monita Sen

Workshop Description

This session will explore the nature of collaborative planning using the PYP planning process, looking at ways schools can document planned and emerging learning both inside and outside the programme of inquiry. It will also explore different collaborative planning models and their effects on learning design.

What will participants do?

There will be a blend of theory and practice. Participants will have opportunities to share planning models, collaborative create new models and reflect on effectiveness of planning in their own contexts.

Key take-aways

identify how the PYP collaborative planning model connects to your own planning model in your context

Represent, analyse and reflect your own school's collaborative model.

reflect on/create a planning template to document planning (defined and emergent)

Workshop Leader Bio

Monita Sen has over 20 years’ experience in education in a variety of roles including both teaching and leadership positions. She currently works with the International Baccalaureate (IB) as the PYP Authorization Manager, providing support to schools implementing the Primary Years Programme as they work towards becoming an IB World School. She has also designed and led workshops and training sessions for teachers and school leaders, both within and outside IB frameworks. Monita holds a Master’s degree in Education and English Literature and is currently undertaking an Ed.D at The University of Bath. Her areas of interest and research include early childhood, creativity, transdisciplinary learning and collaboration.

Beyond the Book!

Indigrow

Workshop Description

Children learn best through stories and play. Every early childhood practitioner knows that. They form infinite connections using their imagination that allows them to make sense of the world around them. They develop their social, emotional, cognitive and motor skills through play. They are constantly connecting the dots, forming associations in their ever evolving and growing brain. Every time, they revisit the same book or they play the same game, there is a new connection or a new understanding formed. Yet, publishers and manufacturers rigidly do not connect industries. They think in silos. Unlike a child's mind. By doing so, they limit opportunities for a child to form new connections. By connecting different media, we can create opportunities for children to engage in both solitary play as well as social play. We can create opportunities for conversation and reflection. We can spark special moments where children can take their experiences of a book or a game and extend it across media thus engaging a peer or a teacher, using their base knowledge, memories, experiences and build on it further. We can create an environment that encourages holistic development on all fronts and connects the individual experience that a child has, allowing for a seamless transition between one learning and play experience to another.

What will participants do?

1. Understanding the developmental domains of early childhood and the brains ability to develop in response to content and experiences. This will be in a presentation format which covers the integral points of the way a child's mind develops and why the ability to form connections is so critical. Reference material and own expert content adapted in an engaging and simple manner.

2. Live interactive demonstration with proprietary content created by indigrow on the process followed to expand a theme, idea, content beyond the book. How we took an idea nugget and transformed it into a philosophy that matches interconnected content to the development of key skills in the early childhood years. Participants will be divided into groups of imaginary ages and will interact with the proprietary content. This will get them involved, put themselves in a child's shoes and more importantly get engaged and live the idea. Participants will also divided into groups to make sample lesson plans on potential usage of the content in a classroom setting.

3. We will then end with Q & A with the speakers to encapsulate the process & key learnings. It will be an interactive session with the audience.

Key take-aways

A unique opportunity for early childhood practitioners, this informative session explores using the ability of children to form connections across media to further develop their understanding of the world around them. An interactive workshop that takes you through the science behind how a child's brain forms associations and its practical usage in a classroom scenario using interconnected books and games.

1. A practical understanding of how a child's brain develops and forms connections and associations.

2. The application of interconnected books and games to further enhance a child's development in a classroom setting.

Workshop Leader Bio

At Indigrow, we create delightful, contemporary, Indian themed books and games for children aged 0 to 7 years. We believe in growing great kids. In creating a world of imagination, play, make believe and fun. Intertwined with feelings of empathy, tolerance and inclusivity. A world where differences are recognised and celebrated. Each of our products at Indigrow have been designed to spark creativity and imagination, to encourage conversations, to break mindsets and to visually stimulate while taking you on a journey through India. You can visit us at www.indigrowkids.com

Mindfulness- attention, awareness and acceptance

Hafsa Quadri

Workshop Description

There is abundant research on the benefits of mindfulness. Top organisation like Apple, Google, Nike have mindfulness training programmes for their employees.

These programmes have shown to relieve employee stress and encourage increased productivity.

This workshop will focus on what is mindfulness, effects of mindfulness on the brain, its benefits on teachers and students, and how we can incorporate these practices in our daily routine. The participants will practice simple mindfulness exercises and experience how it feels

What will participants do?

The participants will practice mindfulness exercises.

Key take-aways

Ways mindfulness effects the brain's functionality and structure.

Benefits of mindfulness practices

Learn simple mindfulness practicess that can be used daily.

Workshop Leader Bio

I am Hafsa Quadri. I have been a teacher educator for nine years. After reading about the benefits of mindfulness based practices, I started incorporating them in daily routine and in my classroom. Over a period of time, I realised that students were more calmer, focused and had better self-management skills. More importantly, students loved it. I have also attended different workshops and mindfulness programmes to learn more about the practices, and I continue to use it with members of the school community.

Planning for ATLs: co-constructing meaning to deepen understanding

Carla Swinehart

Workshop Description

In integral part of an IB education, the approaches to learning (ATLs) “support purposeful inquiry and set the foundations for lifelong learning” (PYP: From principles into practice). In this workshop, participants will explore the sample PYP ATL sub-skills in the PYP: From principles into practice. We will explore how to plan for ATL development through co-constructing ATL goals and understanding with learners and monitoring the development of ATL.

What will participants do?

Self-assess understanding of ATL and sample sub-skills (or your school’s sub-skills)

Explore strategies to co-construct ATL understanding and goals at different levels (early years, lower primary and upper primary)

Identify various ways in which to monitor the develop of ATL with learners

Play with SOLO taxonomy as a framework to help in ATL planning

Key take-aways

To develop a deeper understanding of planning for multiple aspects of ATLs with agentic learners

Workshop Leader Bio

A PYP Coordinator at Mahindra International School in Pune, Carla has 12 years of experience learning and teaching in the IBPYP. Spanning 18 years in four countries, she has worked in different roles as an ELA teacher, homeroom teacher, language coordinator and deputy head. She is passionate about inquiry, language and collaborative planning.

Thinking Conceptually

Jitendra Pandey and Karen Crooke

Workshop Description

Participants will build confidence when utilising the conceptual framework. They will be immersed in hands-on experiences on how to develop conceptual understanding. They will develop inductive and deductive teaching methods.

What will participants do?

Participants will be immersed in a conceptual classroom. They will create generalisations (central ideas) and develop synergistic thinking (the interrelationship between factual and conceptual knowledge).

Key take-aways

Understand the conceptual framework

Inductive and deductive thinking

Synergistic thinking

Workshop Leader Bio

Jitendra Pandey - Jitendra has extensive experience teaching MYP and DP. He is passionate about teaching and believes in connecting with his students as individuals. As an MYP Coordinator, he has led his teams successfully through programme verification and evaluation. Jitendra is an IBEN member and serves as a Workshop Leader and a School visiting team leader and consultant. He is also an MYP examiner for Language & Literature and Individuals & Societies. When he is not in his classrooms he enjoys an intimate conversation with the camera. His other passions include connected learning, writing, books and bookshelves, poetry, design, and asking difficult questions. He paints when emotions take over him. He is a theatre enthusiast and has written and directed plays for youth festivals and cultural events. Jitendra believes in the power of conversations and has a curation of TEDx events to his credit. He is certified by Lynn Erickson’s Institute as a Concept-Based Curriculum and Instruction (CBCI) trainer and consultant and is part of the CBCI specialist team in the Lynn Erickson and Lois Lanning CBCI Training Institute.

Karen Crooke - Currently the Primary Principal of Stonehill International School, Bangalore. Karen is a kid-watcher from way back. She is an experienced PYP practitioner, Coordinator and Principal. She has spent time specifically working with single subject teachers ensuring that all units connect conceptually to the programme of inquiry.

Extending Support into the classroom

Leela Kondath and Oksana Seredniak

Workshop Description

This session will aim at bridging the gap between ESOL and Inclusion programmes and the mainstream classroom through collaborative planning and co-teaching. This will be a hands on session,modelling strategies to ensure participants' engagement in various activities. Reference material will be shared and participants will be encouraged to share their ideas during the second half of the session.

As this is a work in progress, this would be a great opportunity to network with like schools.

What will participants do?

Hands on sessions to include different ways of co-teaching.

Key take-aways

Attendees will participate in co-planning and co-teaching sessions and get pointers on how to use these skills in their own schools, through their version of a Plan of Action.

Workshop Leader Bio

Oksana Seredniak - ESOL teacher with experience in teaching French in the elementary and middle school @ International School of Hyderabad

Leela Kondath - Inclusion teacher with experience in pull out and push in support for both SEN and ESOL needs @ International School of Hyderabad

Visible Thinking Routines

Sarita Ngarden, Lamiya Bharmal & Sheryl Ramsey

Workshop Description

‘good thinkers have the tendency towards "mindfulness"’ (Langer, 1989)

Visible thinking is a framework for making students’ thinking visible. Thinking routines help learners uncover, appreciate, and make visible the complexity of ideas.

What will participants do?

Participants will be introduced to a number of ways of making students' thinking visible.

Participants will experiment with various VT routines to foster different thinking dispositions.

Learn to incorporate a VT routine into their planning

Key take-aways

Ways to foster students' intellectual development/ Extend students’ thinking

How Thinking Dispositions and Visible Thinking routines are connected.

Workshop Leader Bio

Hello, I am Sarita. I am currently a P8(grade 5) homeroom teacher at Stonehill. My teaching experience extends to about 25 years in multicultural environments in North America and Asia. I am passionate about understanding the learning patterns of my students in order to meet their needs. Taking the Visible Thinking course recently has been very inspiring for me as it has provided a window into my students’ minds. This is an opportunity for me to share the learning, the stumbling blocks and successes with you.

Hello, I am Lamiya Bharmal PYP Librarian and Information Literacy teacher currently in Stonehill International School in Bangalore for 8 years. Passionate about teaching and learning I recently enrolled for a Making Thinking Visible course. Having enjoyed a variety of teaching methodologies in the field of education over the past 19 years I gained some fresh insight on how to develop students research skills.

Greetings. I am Sheryl P6 (grade 3) teacher at Stonehill. I have taught in the USA, Saudia Arabia, Jordan and Qatar. This is my first year at Stonehill. When I took the Visible Thinking course it opened my eyes to how students think and how we can extend their thought through connections, wonderings and so much more. I am amazed at the level of deeper thinking my students are capable of and it excites me to see this type of collaborative group work in the classroom. You will be amazed at the level of thinking your students can attain with the right tools.

AR / VR technology in the classroom

Blessina Cyril

Workshop Description

Participants will learn how to use AR and VR technology in classroom

What will participants do?

More details soon

Key take-aways

More details soon

Workshop Leader Bio

Blessina is the technology integration specialist at Stonehill International School. She has 17 years of teaching experience as a Technology Integration Specialist and Design Teacher. She has been with Stonehill International School for the past 9yrs. She is experienced in integrating technology, coaching and supporting students and teachers in their classroom lessons and managing the deployment of apps and iPads. Blessina has broad experience in ICT integration, especially movie making (including green-screen), Google apps, animation, coding and using ePortfolios to capture the authentic voice of student reflections.

Phonological approach to teaching English and reading

Overleaf

Workshop Description

The I Can Read System was created by educational psychologists Antony Earnshaw and Annabel Sergeant with qualifications: Ph.D., BA, MA, Hons, DipEd, Master of Letters, Literature, Linguistics and Psychology majors, with a thesis based on research into reading acquisition. It is structured, cumulative and hierarchical, and is the first system in the world to link clusters of letters to single sounds in a unique manner that enables children to become English literate through familiarization and not memorization of rules and word lists. The I CAN READ creators are also the authors of “Dealing with Dyslexia and Reading Difficulties” published by Pearson Education. It Is a proven programme trialled in Singapore MOE and overseas and backed by statistical data.

What will participants do?

The participants will get trained as well as interact with the resources and workshop leader.

Key take-aways

The Workshop outcome will be to approach English language teaching in a modern context.

Workshop Leader Bio

Overleaf - More Details Soon

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