Participants will learn how to set-up and maintain low cost Sensory Corners within the current school setting. They will be engaged in a dialogue about the importance of sensory ‘breaks’ for all learners. They will also be able to appreciate the resources at hand in establishing a nurturing learning environment. The participants will have an opportunity to reflect on their current learning spaces and gain ideas for adding sensory elements to their learning environments upon returning to their schools.
Inna Polianska and Jennifer LeVarge are passionate educators and leaders who ground their practice in the PYP, Reggio Emilia and Montessori approach to learning. Inna works as the Student Support Services Coordinator at her current school, where she supports students, parents and teachers to ensure that every child is challenged in a safe and exciting way. Inna is a mom to a curious toddler and a passionate traveler and tweeter (@polianska). Jennifer acts as the Elementary School Principal and PYPC at an international school in Beijing, where she is inspired by the pedagogy of listening, learning environments and photography. She enjoys a strong coffee, tweeting (@VargeLe), pondering life and chasing after her four-year-old daughter.
Teachers are doing amazing work with their students everyday, yet we don’t always see it. By bring these powerful learning experiences to light, teachers can engage in meaningful collaborative dialogue to promote professional growth. Learn the process of curating and celebrating through the use of Discovery Cards in a digital format and explore the possibilities for your organization.
“Gain an understanding of a professional development process using Discovery Cards as catalysts for professional conversations
Reflect on opportunities for the use of the Discovery Card Coaching cycle for your organization.
Gain inspiration from the powerful learning experiences at Shanghai American School” “Examine sample Discovery Cards to unpack how to curate and celebrate work.
Participants will unpack a Discovery Card coaching cycle. Engage in dialogue with like-minded educators on professional development best practices.”
Scott Williams is an Instructional Coach at Shanghai American School. He had extensive experience teaching in international schools in Japan, India and China. He is passionate about technology, team building, and curriculum development. He is an expert in the work of Cognitive Coaching and Adaptive schools and how to empower educators to grow professionally.
Participants will learn metacognitive strategies that inspire student confidence and cultivate authentic voice. They will understand how technology can be integrated to make thinking visible.
Through a workshop based model, participants will experience sketchnoting, vlogging and gain an understanding of how visible thinking practices empower student voice and achievement. “Andrea Khambalia has been an International Educator for 14 years, having taught middle school language arts, social studies and humanities in Spain, Brazil and Bulgaria. She has also been involved in the performing arts, directing theatre productions and choreographing high school musicals.
Currently, Andrea is teaching 7th and 8th grade social studies at Saigon South International School. Inspired by students’ creativity, she designs learning experiences that incorporate design thinking, visual literacy and visible thinking routines. Andrea challenges her students to imagine, explore, problem-solve, discern and seek innovative solutions to issues of local and global significance providing an authentic audience.”
Project Based Learning can engage all students, but might seem a bit overwhelming to implement. Participants will learn how to get started with Project Based Learning ways that are manageable for both students and teachers new to PBL. Participants will examine sample project designs to learning essential components for design and brainstorm possible project ideas for classroom implementation.
Participants will engage in video analysis of sample projects, evaluate project “cards” using a checklist, and share questions at the beginning through a driving question to solicit participant questions or “need to knows.” While there may be direct instruction, participants will also engage in short pair or team discussions along the way. Participants will also create a project design idea.
Andrew Miller is an Instructional Coach at the Shanghai American School in China, coaching with an emphasis on Assessment, Project Based Learning, and Teacher Leadership. He also serves on the National Faculty for the Buck Institute for Education and ASCD.. He has worked with educators in the United States, Canada, Australia, Singapore, Japan, China, India, Mexico, Kuwait and the Dominican Republic. Andrew is an avid blogger and writer for a variety of organizations including ASCD and Edutopia.