| |
|
|
|
| • |
Effective
Teaching Strategies |
|
|
|
|
|
|
|
|
CLOSING
GAPS IN STUDENT ACHIEVEMENT & INCREASING PERFORMANCE & MOTIVATION
THROUGH ASSESSMENT STRATEGIES |
| |
|
| |
Too often
unnecessary gaps exist in student achievement. In these times of
rapid expansion of needs for a well educated population, it is essential
to use instructional approaches that increase performance within
the groups who are often left behind educationally. This is a critical
topic for maximising student achievement for all learners. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of this workshop, participants will: |
|
| • |
Increase
performance quality, motivation and standards-based assessment
results |
| • |
Explore
practical, research-supported classroom assessment practices |
| • |
Investigate
powerful ways to use assessment and instruction for significantly
increased achievement across all levels |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Learn
processes to maximise learning and reduce achievement gaps |
| • |
Examine
the issues surrounding achievement gaps and explore research-supported
principles, strategies, and techniques for closing them |
| • |
Make
teaching easier and more fulfilling |
| • |
Investigate
ways to effectively and seamlessly integrate classroom assessment
and instruction |
| • |
Improve
both classroom and system assessment results |
|
| |
|
| |
|
|
|
|
|
|
|
| |
DEVELOPING
ACHIEVEMENT AND MOTIVATION FOR DIFFERENT TYPES OF STUDENTS |
| |
|
| |
At this workshop,
you will learn the different ways to motivate learners to complete
school tasks through internal and external motivating sources. You
will also be exposed to the concepts of psychological types preferences
and discover how different types of learners address the states
of problem-solving and external motivators in their schoolwork.
The session will also address the formation of an individual’s self-esteem
and how this changes for different personality types. There are
at least 5 activities to help students develop a positive self-image
and creativity. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
By the end
of the course, participants will learn to : |
|
| • |
Discuss
4 ways to motivate learners to complete tasks: need, reward,
consequences, goal-setting |
| • |
Discuss
“failure-avoider” language |
| • |
Review
brain research regarding differences |
| • |
Review
how different types approach particular tasks |
| • |
Explore
self-esteem and how this changes for different types |
| • |
Review
how multiple intelligences impact subject achievement levels |
| • |
Review
the difference between concrete and abstract learning |
| • |
Identify
actions a teacher might take to motivate students |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Describe
motivated learners vs unmotivated learners |
| • |
“Failure-Avoiders” |
| • |
Reviewing
the gifts of different types |
| • |
Different
types completing the same task |
| • |
Visualization
strategies for memory |
| • |
Facilitative
questioning |
| • |
Multiple
intelligences |
| • |
Concrete
vs abstract learning |
| • |
Elements
of self-esteem |
| • |
Solving
motivation problems |
| • |
Teams
develop strategies for motivation based on need; rewards/consequences;
goal-setting; honoring differences |
| • |
Action
Plan for Development |
|
| |
|
| |
|
|
|
|
|
|
|
| |
EFFECTIVE
TEACHING STRATEGIES & CLASSROOM MANAGEMENT SKILLS |
| |
|
| |
“Learners
can be helped to assess their preferred learning styles and strengths,
and then taught ways to adapt the learning situation so that they
use their strengths and work to improve their weaker areas”
Colin Rose |
| |
|
| |
“The
single most important thing in education is for each person to find
at least one thing he or she connects to, gets excited by, feels
motivated to spend more time with.” Howard
Gardner |
| |
|
| |
OUR
GOALS: |
| |
To improve
teaching effectiveness so as to enhance the educational experiences
and achievement of the students we serve |
| |
|
| |
OUR
OBJECTIVES: |
| |
We will assist
teachers to : |
|
| • |
Design
instructional programmes to cater to students of different
abilities |
| • |
Employ
teaching and learning strategies which ensure that students
are active and independent learners, able to work individually
and in groups |
| • |
Ensure
that assessments provide useful and timely feedback to students
to help them monitor and improve their own learning |
|
| |
|
| |
OUR
APPROACH: |
| |
Our approach
is integrated to meet both school standards and the unique needs
and styles of students. It is informed by an understanding of how
students learn and by research based approaches that both accommodate
and challenge students’ styles of learning. |
| |
|
| |
Effective
teaching occurs when the instructional framework acknowledge and
provide the following: |
|
| • |
That
children are natural learners |
| • |
Start
where they are |
| • |
Connect
to what they already know |
| • |
Enrich
their sensory experiences |
| • |
Involve
feelings as well as intellect |
| • |
Stimulate
creativity, self reliance and independence |
| • |
Encourage
self evaluation |
| • |
A
safe & positive classroom environment |
|
| |
|
| |
Our subject
experts and skilled practitioners will help teachers to improve
their effectiveness by designing and delivering training that includes
all of the above based on up to date research and theory. This includes
brain research applications, learning styles, assessment strategies
and motivational theories. Very often, implementation of these teaching
techniques and strategies do not require any change in curriculum
goals or increase paperwork.
This approach provides educators with the tools needed to improve
curriculum instruction, assessment and most importantly, student
achievement. |
| |
|
|
|
|
|
|
|
| |
HOW
TO STRUCTURE TEACHING & LEARNING TO MOTIVATE AND CATER TO DIFFERENT
LEARNING STYLES & ABILITIES IN THE CLASSROOM |
| |
|
| |
Understanding
different personality types and their learning styles is a skill
that can be acquired and implemented easily. It requires no change
in curriculum goals and content, does not increase paperwork, does
not replace the good teaching strategies that teachers already practise,
and equips teachers with additional knowledge on how to present
lessons, design assessment tools and develop classroom rules that
appeal and challenge students of different learning styles. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the workshop, participants will learn to : |
|
| • |
Identify
different personality types and their learning styles
|
| • |
Adopt
their teaching methods to meet students’ needs |
| • |
Adjust
instructional presentation to accommodate different learning
styles and to motivate them |
| • |
Design
assessment tools to appeal to students’ different thinking
and decision making modes |
| • |
Rephrase
questions & comments to promote better responses |
| • |
Use
whole classroom strategies to promote better work habits and
more effective use of time for students’ learning |
| • |
Redesign
published assessment questions to promote better responses
by reflecting type preferences |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Understanding
learning styles through Myers-Briggs Type Indicator (MBTI)
|
| • |
Administration
of MBTI |
| • |
Where
do you focus your attention & energy - Extraversion/ Introversion |
| • |
How
do you acquire information - Sensing/ Intuition |
| • |
How
do you make decisions - Thinking/ Feeling |
| • |
How
do you relate to the outer world - Judging/ Perceiving |
| • |
Identification
of team type in school by construction and utilization of
type tables |
| • |
Jung’s
theory of the unconscious: Dominant/ Auxiliary/ Tertiary |
| • |
Facilitating
synergy amidst different people types |
| • |
Establishing
rapport with different types of students for stronger teacher-student
relationship |
| • |
Review
Of Strategies & Action Plan For Development |
|
| |
|
| |
|
|
|
|
|
|
|
| |
HOW
TEACHERS CAN SUPPORT AND INCREASE THEIR STUDENTS' ACHIEVEMENT IN
SCHOOLS |
| |
-
The Developmental Assets Approach to Give Students’ What They Need
To Succeed |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the workshop, participants will: |
|
| • |
learn
definitions and models of self-esteem and investigate how
these relate to school achievement |
|
|
| • |
learn
strategies to increase learning effectiveness |
|
|
| • |
review
strategies for developing self-esteem and strategies for success
in school |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
| |
Characteristics
of high and low self-esteem in students |
|
| • |
How
to identify high and low self esteem in students |
|
|
| • |
Strategies
to build self-esteem |
|
| |
|
| |
Models,
theories, and definitions of self-esteem |
| |
|
| |
Ways
to destroy and build a person’s self-image |
|
| • |
Know
why negative motivation is often ineffective |
|
| |
|
| |
How
to protect youths from high-risk behaviour |
| |
|
| |
Strategies
to promote positive attitudes and behaviour and develop self-esteem |
|
| • |
Identify
the importance of positive consequences to self-image and
basic needs that motivate people |
| • |
Understand
the limitations of fear, incentives and attitude
|
|
| |
|
| |
An
understanding of developmental progression and how it promotes achievement
in students |
| |
|
| |
Introduction
to the 40 Developmental Assets and understand how to equip students
with what they need to succeed: |
|
| • |
Support
|
| • |
Empowerment
|
| • |
Boundaries
and expectations
|
| • |
Constructive
use of time |
| • |
Commitment
to learning
|
| • |
Positive
values
|
| • |
Social
competencies
|
| • |
Positive
identity
|
|
| |
|
| |
How
school environment fosters or discourages the development of the
40 Developmental Assets
Integration of symptoms, strategies, assets and goals to enhance
achievement in school
Review, Summary and Conclusion |
| |
|
| |
|
|
|
|
|
|
|
| |
IMPROVING
FACILITATING SKILLS IN THE CLASSROOM |
| |
|
| |
Moving from
the “chalk and talk” style of teaching to one which facilitates
students’ learning and actively engages their imagination, is indeed
a challenge for many educators in most schools. In this training
session, educators will learn practical methods for engaging all
their students in meaningful communication and idea exchange. The
facilitation methods featured are particularly appropriate for conducting
large group discussions and if desired, building group consensus
and developing solutions to subject-based problems. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the workshop, participants will : |
|
| • |
Experience
first-hand the benefits of facilitation-based teaching and
learning. |
| • |
Learn
the three-step method for facilitating stimulating class discussions
in which all students participate. |
| • |
Learn
the five-step method for facilitating integrated thinking
around course topics which are complex and require students
to think critically and creatively. |
| • |
Practice
both methods in preparation for immediate integration into
the classroom environment. |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Framing
Active Learning |
| • |
Philosophy
of Participation |
| • |
From
chalk and talk to active participation |
| • |
Applications
of discussion method--uses in your classroom |
| • |
Small
group practice |
| • |
Experiential
activity--putting the methods together |
| • |
Individual
facilitation practice with both methods |
| • |
Questions--tweaking
your facilitation style |
| • |
Action
Plan for Development |
|
| |
|
| |
|
|
|
|
|
|
|
| |
INCREASING
PERFORMANCE THROUGH EFFECTIVE ASSESSMENT STRATEGIES |
| |
|
| |
Explore practical,
research-supported classroom assessment practices that increase
performance quality, motivation, and standards-based assessment
results. We will investigate ways to effectively and seamlessly
integrate classroom assessment, instruction, and learning processes
to maximise learning and reduce achievement gaps. These approaches
actually make teaching easier and more fulfilling while improving
both classroom and system assessment results. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the course, participants will learn : |
|
| • |
How
and when to assess based on how students learn |
| • |
How
to use effective assessment strategies for measuring and increasing
student achievement |
| • |
How
to enhance student motivation with assessment |
| • |
Ways
to use rubrics to reduce work loads and boost performance |
| • |
Ways
to use grades with assessments more effectively |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| Assessment
and Evaluation Fundamentals |
| • |
Critical
working definitions and principles |
| • |
Connections
for going beyond measurement to standards of excellence |
|
|
| Assessment
Dilemmas |
| • |
Speed
and proficiency dilemma |
| • |
Quality
of performance and quality of timeliness dilemma |
| • |
Coverage
time and learning time dilemma |
|
|
| Assessment
Strategies |
| • |
Knowledge
walls |
| • |
Assessment
for mastery – accountability for standards |
| • |
Assessment
by objective |
| • |
Assessment
with distributed practice |
| • |
Assessment
and scoring |
| • |
Mastery
levels, locks, and content limits |
| • |
Student
and teacher developed rubrics |
| • |
Coaching
and scoring rubrics |
|
|
| Assessment
Planning |
| • |
Individual
and group reflections |
| • |
Sharing
of commitments |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
INCREASING
STUDENT ACHIEVEMENT THROUGH EFFECTIVE GRADING PRACTICES |
| |
|
| |
Learn practical,
research-supported strategies for grading that lead to improved
student motivation, engagement and achievement. Explore approaches
for more effective grading on a daily, unit, and term basis. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the course, participants will learn : |
|
| • |
Incorporate
research on effective grading and marking practices
|
| • |
Balance
grading traditions and grading strategies that work |
| • |
Use
the positive and negative impacts of grades and marks and
ways to leverage them |
| • |
Weight
grades and marks for maximum performance and motivation |
| • |
Strategise
for converting from rubrics to grades and marks |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| Grading
and Marking Fundamentals |
| • |
Purposes
and impacts |
| • |
Challenging
beliefs and creating options to improve motivation and achievement |
| • |
The
power curve |
| • |
Homework,
effort, demonstrations, and final results |
| • |
Holistic
vs. analytic |
|
|
| Reflections
and Planning |
| • |
Individual
and group reflections |
| • |
Sharing
of commitments |
|
|
|
| |
|
| |
|
| |
|
| |
| |
|
| |
INTEGRATING
BRAIN-BASED LEARNING IN YOUR CLASSROOM |
| |
|
| |
The explosion
in brain research has only heightened our awareness of the importance
of using this information to develop more effective teaching methods.
Designing our instruction around the ways in which the brain best
learns can only serve to enhance the acquisition of knowledge and
make learning enjoyable. This program includes a compilation of
the latest brain research by Eric Jensen and its application to
learning and the educational environment. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the workshop, the participants will demonstrate an understanding
of the principles of brain-based learning. The information presented
in the program includes information based on the most recent brain
research and applications for the classroom and educational settings.
You will learn how to: |
|
| • |
Create
learning environments in your class |
| • |
Improve
mental performance in your students |
| • |
Make
learning meaningful and easy for your students |
| • |
Motivate
and increase achievement for different types of learners |
|
|
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Introduction
and Overview |
| • |
The
New Brain Research |
| • |
Brain
Based Environments |
| • |
Getting
Attention and Keeping It |
| • |
Unlocking
the Code: Learning Styles-latest brain-research with type |
| • |
Enrichment,
Activation and Movement strategies |
| • |
Better
Thinking Strategies |
| • |
Motivation
and the Brain |
| • |
Rethinking
Assessment |
| • |
From
Course Planning to Learning Planning |
| • |
Interdisciplinary
Brain-Based Frameworks |
| • |
Building
a Learning Organisation |
| • |
Action
Plan for Development |
|
|
|
| |
|
|
|
|
|
|
|
|
|
| |
LEARNING
STYLES IMPACTING, INNOVATIVE THINKING, PROBLEM SOLVING AND STUDYING |
| |
|
| |
Individual
differences and preferences in learning and teaching styles influence
students’ and teachers’ comfort with innovative thinking, problem
solving, and study skills. Being aware of preferences and developing
acceptance of each other’s preferences fosters effective interaction
in the teaching and learning process. This workshop will give participants
hands-on experiential strategies to take to their classrooms to
facilitate their student’s innovative thinking, problem solving,
and using effective study skills’. |
| |
|
| |
GOALS
AND OBJECTIVES: |
| |
At the end
of the workshop, participants will learn to: |
|
| • |
Explain
their own learning style preferences based upon experiences
in the workshop |
| • |
Explain
ways to introduce learning style preferences to their students |
| • |
Use
varied teaching strategies to foster innovative thinking and
problem solving in a variety of subject areas |
| • |
Introduce
their students to study skills strategies developed around
various learning preferences |
|
|
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Learning
Styles emerging from Brain Research with Integration of Teaching
Strategies |
| • |
Multiple
Intelligence |
| • |
Innovative
Thinking |
| • |
Problem
Solving Through Innovative Thinking |
| • |
Study
Skills Strategies |
| • |
Action
Plan for Development |
|
|
|
| |
|
|
|
|
|
| |
ENHANCING
YOUR STUDENTS’ SOCIAL, EMOTIVE AND AFFECTIVE SKILLS: - ANGER CONTROL |
| |
|
| |
GOALS
& OBJECTIVES |
|
| At
the end of the course, participants will : |
| • |
Be
able to identify and describe the steps in an anger control
sequence
|
| • |
Be
able to model and teach the steps in an anger control sequence
to students
|
| • |
Learn
strategies to work with students with challenging behaviors
|
| • |
Be
equipped with skills to handle students with disciplinary
issues
|
| • |
Learn
new tools (Hassle Log, 4 Anger Reducers, and ‘If-Then’ Thinking)
for dealing with angry behavior |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Introduction
and overview of the training for students |
| • |
Research
on self-instructional training for impulsive and aggressive
youth |
| • |
The
ABC’s of Anger |
| • |
Delays
in moral reasoning as persistent & pronounced cognitive
distortions |
| • |
Discovering
Your Triggers |
| • |
Cues
and Anger Reducers |
| • |
Reminders
(self instructional statements designed to decrease anger) |
| • |
Self-Evaluation |
| • |
Thinking
Ahead |
| • |
Angry
Behavior Cycle |
| • |
Rehearsal
of Full Sequence |
| • |
Recap
and Review |
| • |
Facilitating
Student Groups – Do’s and Don’ts |
| • |
Review,
Summary and Conclusion |
|
| |
|
| |
|
|
|
|
|
|
|
| |
ENHANCING
YOUR STUDENTS’ SOCIAL, EMOTIVE AND AFFECTIVE SKILLS: - MORAL REASONING
& COOPERATION TRAINING |
| |
|
| |
GOALS
& OBJECTIVES: |
|
| At
the end of the course, participants will : |
| • |
Identify
and describe the stages of moral reasoning and the types of
delays in moral reasoning
|
| • |
Model
and teach the steps in social decision making meeting
|
| • |
Lead
a lesson/exercise regarding values and moral decision-making
|
| • |
Identify
and describe types of cooperative learning
|
| • |
Identify
and describe principals of cooperative gaming |
| • |
Lead
a lesson utilizing cooperative learning and a lesson utilizing
cooperative gaming |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Sociomoral
development - Piaget and Kohlberg’s theory/ Jungian type theory |
| • |
Delays
in moral reasoning as prolonged immaturity |
| • |
Identifying
the stages of moral reasoning |
| • |
Delays
in moral reasoning as persistent & pronounced cognitive
distortions |
| • |
Identifying
the most common thinking errors |
| • |
Social
Decision Making Meeting |
| • |
Additional
exercises to relate moral judgments to instruction |
| • |
Cooperation
training overview |
| • |
Description
and applications of types of cooperative learning |
| • |
Introduction
of cooperative gaming |
| • |
Whole
group discussion regarding classroom applications |
| • |
Summary
and Conclusion |
|
| |
|
| |
|
|
|
|
|
|
|
| |
HOW
TO EFFECTIVELY DISCIPLINE CHILDREN |
| |
|
| |
A “how to” workshop for
teachers to learn how they can select the most effective strategy
to help the child learn to change inappropriate behaviour |
| |
|
| |
GOALS
& OBJECTIVES: |
|
| At
the end of the course, participants will : |
| • |
Identify
the basic social skills needed by students and how the lack
of them increases discipline problems
|
| • |
Teach
the basic social skills to students
|
| • |
Increase
the likelihood the student will take ownership of the problem
|
| • |
Learn
the top ten phrases to stop problems before they start
|
| • |
Apply
knowledge of personality type to the expected effectiveness
of a discipline consequence |
| • |
Learn
a collaborative behaviour contract to improve behaviour |
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Strategies
to use with students who have acceptable behavioral skills
but may not be using them consistently |
| • |
Strategies
to use with students who do not have acceptable behavioral
skills |
| • |
Why
teach social skills and other “non-academic” interventions
in the school |
| • |
Theory
and research behind Skillstreaming |
| • |
Skillstreaming
procedures |
| • |
Action
Plan for Development |
|
| |
|
| |
|
|
|
|
|
|
|
| |
PEER
MEDIATION AND CONFLICT RESOLUTION |
| |
|
| |
Moving from the “adult
authority” style of disciplining to one which facilitates students’
problem-solving, communication and collaboration, is indeed a challenge
for many teachers and educators in most schools. However, the benefits
reaped from adopting such approach is multi-fold. In a nut-shell,
the self-empowering aspect of the process fosters self-esteem, self-discipline
and self-control. |
| |
|
| |
GOALS
& OBJECTIVES: |
|
| At
the end of the course, participants will : |
| • |
Demonstrate
an understanding of how peer mediation programmes can benefit
a school in the areas of school climate, leadership, and resolution
of student conflicts |
| • |
Identify
origin of conflict and the responses to conflict and outcomes
of those responses
|
| • |
Understand
and apply the four basic principles of conflict resolution
|
| • |
Develop
an understanding of the impact of cultural differences in
the mediation process
|
| • |
Understand
and be able to implement the 6 phases in developing and establishing
a peer mediation programme in a school |
| • |
Understand
and describe different implementation strategies for students
|
|
| |
|
| |
COURSE
HIGHLIGHTS: |
|
| • |
Introduction
to peer mediation |
| • |
Understanding
conflict |
| • |
Four
basic principles of conflict resolution |
| • |
Active
Listening |
| • |
Impact
of cultural differences in the mediation process |
| • |
Overview
of the 6 steps in the peer mediation process |
| • |
Six
phases in developing and establishing a peer mediation programme
in the school |
| • |
Implementation
strategies for students |
| • |
Summary
and Conclusion |
|
| |
|
| |
|
|
|
©
Integrative Educorp Pte. Ltd. All Rights Reserved.