EARCOS Teachers' Conference 2008

Workshop Presenters

Ackerman, Mary Ellen
AP English, Language and Literature (combined) Atkins, Jason
TCK Boushey, Gail/Moser, Joan
Literacy

Cook, Marcy
Math Costa, Art
Habits of Mind/Cognitive Coaching Downing, Kevin
Nature and Nurture in Learning and Teaching

Dyke, Kerry
Environmental
Furth, Sandy
Learning Disabilities Gillies, Warna
Research

Greeley, Monica
Character Education Hanley, Darla
Music Hogan, Michael
AP and Pre-AP Strategies for Critical Thinking, Working with Symbols and Images

Haynes, Ryan
Counseling Mayrhofer, Antony
Biology McCann, Michael
Chemistry

McElroy, Shaun
Counseling McLoughlin, Dennis
Leadership and Motivation McTighe, Daisy
Art

McTighe, Jay
Assessment Neihart, Maureen
Social and Emotional Development Of Gifted Children Nicoll, William
Brief Counseling Strategies in School Counseling

Peavy, Kenny
Environment Piech, Gary
Physics Ray, Blaine
Foreign Language

Ruurs, Margriet
Author Sale, Dennis
Thinking Curriculum
Skillicorn, Anthony/Edwards, Susan
Global Curriculum

Sparks, Dennis
Leadership Utecht, Jeff
Technology Vickroy, Pat
Physical Education

White, Paul
Technology Wolff, Fred
Six Trait Writing Zola, John
Social Studies and Language Arts/Humanities

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	Mary Ellen Ackerman Workshop 1 Title: Strategies for Effective Classroom Discussion Instruction ++ Download Handout Description: This interactive workshop will explore discussion techniques that build class community, involve critical thinking, and transfer appropriate skills to student writing. Effective discussion techniques support insightful reading and writing. The activities transform class discussions where few students speak to those which are inclusive and all voices are both heard and respected. Teachers will learn strategies that promote student reflection resulting in purposeful, focused individual growth. A close reading of a passage will be the basis for one of the activities. Workshop 2 Title: Strategies for Effective Poetry Instruction ++ Download Handout Description: This interactive workshop will explore the fundamental premises of effective instruction in the teaching of poetry. These basic premises will be the basis of activities which address the various components of understanding poetry, from diction to syntax, sound to sight, and literal to metaphorical. Techniques will be explored that encourage students to read as writers, to understand the choices poets make to create a desired impact. Using these skills students will learn strategies that will make them more comfortable in reading poetry and teachers more comfortable in teaching poetry. Workshop 3 Title: Strategies for Analytical Essay Assessment Using Rubrics ++ Download Handout Description: This interactive workshop will introduce the basic premises of using rubrics in the assessment of essays. Why rubrics are integral in instruction will be explored. How to create rubrics and use them will be the basis of the activities of this session. The connection between good instruction and good assessment will be recognized. Participants will analyze sample rubrics for the implementation of essential criteria. Workshop 4 Title: Strategies in Assessment that Transfer Responsibility to the Student ++ Download Handout Description: This interactive workshop will explore a range of activities that help students not only to accept, but also to seek responsibility for their learning. The burden of assessment will be shared by teacher and student. This practice gives back time to the teacher and promotes greater growth in students’ skills and knowledge. The effects of self-assessment on learning will be explored. Metacognitive practices and rubrics will be two of the topics addressed. Some of the strategies will be modeled by the participants in this session. Biography: Mary Ellen Ackerman—has recently retired from public school teaching at the high school level where she was English Department Chair at Dennis-Yarmouth Regional High School on Cape Cod for 23 years and a member of the department for 24. Before that she taught high school in Colorado and Minnesota and college in Virginia. While in Minnesota, she started an alternative high school. For 16 years for numerous school districts she has been a private educational consultant in authentic assessment, media literacy, and teaching in the “Block.” She was a teacher trainer in portfolio assessment for the Massachusetts Department of Education and continues to be a consultant for the College Board. She currently serves as a National Leader for the College Board and works with other consultants in cognitive coaching. She also served as a member of various College Board Committees which developed the Leaders’ Notes for their AP Workshops, the rubrics for the Consultant’s observations, and the descriptive score report for writing for the PSAT. For the past three years she has been a member of the Steering Committee for the Advance Placement Annual Conference. Ms. Ackerman has facilitated AP English Literature summer institutes in Massachusetts, Maine, Vermont, California and Hawaii.
	Jason Atkins Workshop 1 Title: Serving the Expatriate Community by Understanding Third Culture Kids ++ Download Handout Description: We have all heard the term Third Culture Kid, but do we really understand what it means? What are the four experiences common to families living abroad? What are the two major challenges for children growing up overseas? How do these and other realities change the way we serve our students? Biography: Jason Atkins works at Brent International School, Manila where he is currently the Assistant Upper School Principal. He has also served as an English Teacher, Department Head and the Director for Academic Affairs. He holds two bachelors degrees, credentials to teach both elementary and high school, as well as a Cross-cultural Language Acquisition and Development certificate. He completed his MA in International Education at Oxford Brookes University in England and wrote his thesis on third culture issues. Mr. Atkins grew up in California and has also lived in London. For the past ten years he and his wife have lived in the Philippines where both of their TCK children, ages 8 and 6, were born. In his spare time he enjoys travel and mountain climbing. He has visited over 25 countries and climbed over 150 peaks.
	Gail Boushey / Joan Moser Workshop 1 Title: Accelerate Learning: Engaging the Rest of the Class During Small Group and Individualized Instruction (Part 1) Description: Join "The Sisters" in this lively and informative session as they introduce you to the components of "The Daily 5", an elegantly simple structure designed to develop, support, accelerate, and motivate students to be engaged for long periods of time in the act of reading. Lesson plans will be shared to start your children on the road to independence and high achievement while allowing your teaching and assessing to be more focused and productive. Handouts found at: http://www.the2sisters.com/event_thedaily5_WORD.htm Workshop 2 Title: You've Given Your Assessments, Now What?…Focused Instruction! (Part 1) Description: The sisters welcome you to join them as they share their practical approach used by thousands of teachers for analyzing student assessment data, organizing the results, along with designing and managing instructional plans for each child. Their system allows for focused instruction based on student's greatest areas of needs allowing for high academic achievement for all. Handouts found at: http://www.the2sisters.com/event_assesment_AAIE.htm Workshop 3 Title: Accelerate Learning: Engaging the Rest of the Class During Small Group and Individualized Instruction (Part 2 of Workshop 1) Description: Join "The Sisters" in this lively and informative session as they introduce you to the components of "The Daily 5", an elegantly simple structure designed to develop, support, accelerate, and motivate students to be engaged for long periods of time in the act of reading. Lesson plans will be shared to start your children on the road to independence and high achievement while allowing your teaching and assessing to be more focused and productive. Handouts found at: http://www.the2sisters.com/event_thedaily5_WORD.htm Workshop 4 Title: You've Given Your Assessments, Now What?…Focused Instruction! (Part 2 of Workshop 2) Description: The sisters welcome you to join them as they share their practical approach used by thousands of teachers for analyzing student assessment data, organizing the results, along with designing and managing instructional plans for each child. Their system allows for focused instruction based on student's greatest areas of needs allowing for high academic achievement for all. Handouts found at: http://www.the2sisters.com/event_assesment_AAIE.htm Biography: Gail Boushey and Joan Moser are known simply as "The Sisters" to the teachers they have worked with in WashingtonThe Daily 5: Fostering Literacy Independence in the Elementary Grades, as well as the DVDs Daily 5 Alive, Café' in the Classroom, Simply Beautiful and Good Fit Books. They are also nationally known consultants specializing in literacy, assessment, and creating beautiful spaces for learning in classrooms in state and throughout the world. They are sisters and elementary teachers with over fifty years of teaching experience in grades K-6, special ed and reading resource specialist between them. Gail is currently a literacy coach and Joan is a grades K-2 multiage teacher. In addition to full-time teaching, they are newly published authors of the book.
	Marcy Cook Workshop 1 Title: Create A Live Math Classroom: Focus On Problem Solving Description: Provide a rich mathematical environment by incorporating problem solving into your daily plans. Engage all students in meaningful starting activities; provide challenge problems which elicit numerous solutions or ways to attack the problem. Focus on higher level thinking by teaching problem solving strategies, providing good problems, and encouraging justification of thinking. Workshop 2 Title: Mathematical Communication: Talk It Over & Justify Your Thinking (90 minutes) Description: Provide a firm mathematical foundation by utilizing starters which focus on the language of math. Incorporate vocabulary into place value and problem solving experiences. Provide activities for individual accountability as well as cooperative endeavors. Engage students in building numbers and rectangles using arithmetic and geometric vocabulary. Assess math understanding and concepts. Workshop 3 Title: Logical Thinking Activities for Upper Elementary Math Students (90 minutes) Description: Practical ideas to ensure that mathematical reasoning is a regular occurrence. Focus on logical thinking encounters to start the math class and independent task time to differentiate expectations. Participate in individual and cooperative activities utilizing colors, geometric shapes, money, and placement props. Use “if…. then…….” reasoning to accomplish math thinking tasks. Workshop 4 Title: Algebraic Thinking for All Students, Grades 4 - 8 (90 minutes) Description: Engage students in higher level thinking activities to prepare them for algebra success. Experience using symbols to represent numbers, finding X (the unknown) and T Tables. Participate in mental math & independent task activities with tiles. Practical ideas to help differentiate math instruction and boost algebraic thought processing. Workshop 5 Title: Engage Young Children In Logical Thinking Experiences Description: Create a mathematical environment which invites students to respond to if….then….statements. Engage them in weight logic activities combining reasoning and basic addition/subtraction facts. Practical ideas for starters and independent task time to involve ALL students in logical thinking in our wonderful world of mathematics. Biography: Marcy Cook, master educator, author, and math specialist, has presented workshops and seminars for teachers throughout the United States as well as in three dozen foreign countries. Having taught two years in the International School in Thessaloniki, Greece, she has provided math inservice for International Schools in South America, Central America, Mexico, Asia, Africa, and Europe. With a Bachelor of Arts from the University of California, Santa Barbara, and a Masters Degree from Stanford University, she has taught all elementary grades, junior high, senior high, and university. Her experiences with classroom teaching, GATE (gifted and talented education) and student teaching supervision have provided her with ideas galore to share with others. As an independent math consultant, Marcy goes all over doing presentations for staff development in the area of mathematics. Author of over 200 mini math centers/books, Marcy continually motivates teachers to make math a meaningful and exciting experience.
	Art Costa Workshop 1 Title: Designing and Posing Powerful Questions (75 minutes) ++ Download Handout Description: Participants will become aware of the questions they are asking, and the attributes and structure of powerful questions. The will practice designing and posing questions deliberately intended to engage and transform the thinking, self-esteem and perceptions of others. Workshop 2 Title: Learning to Listen with Skill and Empathy (75 minutes) ++ Download Handout Description: Skillful listeners are aware of, employ and monitor their own use of certain non-judgmental response behaviors. Their intent is to enhance the quality of communications, to model listening and empathizing and to establish and rapport. Workshop 3 Title: Mediating the Metacognitive: Thinking about your Thinking (75 minutes) ++ Download Handout Description: What goes on in your head when you think? Such a question invites others to Talk Aloud about their Problem Solving—a characteristic of quality thinkers. In this session participants will learn how to engage others’ minds and to conduct dialogues intended to increase awareness and skill in thinking and talking about thinking. Workshop 4 Title: Assessment strategies for Self-Directed Learning (75 minutes) ++Download Handout Description: We may need to change our beliefs about students’ capacity to become self-directed and our perceptions of assessment from being "outer-directed" to being "Inner directed". In this presentation, the case for assessment as a student-centered activity will be made, a framework and the need for self-directed learning will be explored, and the attributes of self-directed learners will be described. Biography: He is an Emeritus Professor of Education at California State University, Sacramento and Co-founder of the Institute for Intelligent Behavior in El Dorado Hills, California. He has served as a classroom teacher, a curriculum consultant, an assistant superintendent for instruction and as the Director of Educational Programs for the National Aeronautics and Space Administration. He has made presentations and conducted workshops in all fifty states as well as Mexico, Central and South America, Canada, Australia, New Zealand, Africa, Europe, Asia and the Islands of the South Pacific. Author of numerous journal articles, he edited the book, "Developing Minds": A Resource Book for Teaching Thinking; is the author of "The Enabling Behaviors", "Teaching for Intelligent Behaviors", and "The School as a Home for the Mind." He is co-author (with Larry Lowery) of "Techniques for Teaching Thinking","Cognitive Coaching: A Foundation for Renaissance Schools", (with Bob Garmston) and co-editor of "Assessment in the Learning Organization", "The Habits of Mind Series" (with Bena Kallick) and the trilogy, "Process as Content" (with Rosemarie Liebmann,). Active in many professional organizations, Dr. Costa served as President of the California Association for Supervision and Curriculum Development and was the National President of A.S.C.D. from 1988 to 1989.
	Kevin Downing Workshop 1 Title: The Impact of Nature and Nurture on Learning and Teaching Description: This presentation will consider the evidence for and against the reported ‘effects’ of nature and nurture on learning and teaching. For example, are Asian students different from their so-called western counterparts and what lies at the heart of any perceived differences? Workshop 2 Title: Developing Metacognition using the Learning and Study Strategies Inventory (90 minutes) Description: When young children are asked if they understand something, they often simply nod in agreement or fail to ask questions (Brown, 1973) but by adulthood most of us have a better understanding of the complex processes involved in knowing what we do and do not know (Piaget, 1972), This workshop explores the importance of metacognitive development as preparation for higher education. Workshop 3 Title: Designing Teaching and Learning Activities for Online Learning (90 minutes) Description: This presentation will describe and demonstrate the innovative development of a course for blended learning using the principles of outcomes based teaching and learning and constructive alignment to develop teaching and learning activities (TLA'S) in online and classroom learning environments. Workshop 4 Title: Problem-based Learning and the Development of Metacognition (90 minutes) Description: Using research conducted by the presenter, this workshop considers the question of whether finding solutions to a problem posed by the teacher as part of a problem-based curriculum or a new social environment, leads to more effective development of generic, as well as subject specific skills than more ‘traditional’ learning and teaching approaches. Biography: Dr. Downing is Acting Senior Academic Co-ordinator for City University of Hong Kong. He has experience of teaching in the UK, Hong Kong, China, Singapore, Malaysia, Romania, Latvia and France and is a Chartered Psychologist and Chartered Scientist with a current Licence to Practice and Associate Fellow of the British Psychological Society. He has substantial published work in the field of psychology, education, social work and criminology. He is current editor of International Health, and a member of the editorial boards of the British Journal of Community Justice, and International Journal of Fashion Design, Technology and Education. Dr. Downing was awarded the City University of Hong Kong Teaching Excellence Award in 2004/2005 for his contribution to the development of “blended learning” with the innovative use of technology. He successfully developed teaching materials and learning environments that promote active student engagement. He is also the recipient of the prestigious International Award for Innovative use of Technology in Teaching and Learning conferred in the USA in April 2004.
	Kerry Dyke Workshop 1 Title: How To Become A Green School (75 minutes) Description: We will look at all the steps we have taken to make ISB a greener school. This goes beyond the typical recycling of cans and into much more action. You will see how we started our environmental committee, the Green Panthers, and what changes they have made, such as non-tree paper, reduced waste, improved recycling, organic food, etc. We have organized special events such as Earth Week, Earth Fair, and Earth Award and worked with WWF, Wildaid, PATT, and much more. Now we have made environmental coordinator an official position and have green goals built into our school plan. This includes curriculum adjustments and even a new green building. Biography: Kerry Dyke and he is passionate about helping the environment through education. He has done environmental projects for many years and have been an environmental coordinator in Germany and Thailand. He also teach an environmental stewardship class which has been the catalyst for many student eco changes at International School Bangkok. He always believed in putting words into action, thus go beyond eco awareness and move into eco action.
	Sandy Furth Workshop 1 Title: Transitioning Students to College with Learning Disabilities Description: We, as educators, take extreme care in transitioning students with learning issues (Learning Disabilities, ADHD, Aspergers Syndrome) throughout their scholastic career. We arrange detailed meetings with parents, teachers and students to facilitate each student’s best possible educational path. So how do students with learning disabilities transition to college? What is it that they need to know before they embark upon this next educational path? After conducting research at various universities around the United States, I have complied information about what support a student can expect in a post secondary institution. This presentation will give an overview of what students with disabilities need to know in order to ease into a university setting with the smoothest transition possible. Biography: Sandy Furth has a MS degree from the University of Utah with course work and a teaching certificate in Educationally Handicapped from the University of Colorado. She has taught for over 20 years in Colorado, Japan, Malaysia and England with experience as a regular education as well as a Learning Disabilities specialist. She currently resides in Golden, Colorado where conducts her consulting business, World Student Support (www.worldstudentsupport.com).
	Warna Gillies Workshop 1 Title: Action Research: a Framework for Teacher Researchers Description: This workshop will provide practical skills and ideas for teachers to conduct Action Research in their own classrooms. Techniques for data collection and analysis will be presented. Examples of Action Research projects from international schools will be used to illustrate the procedures in conducting Action Research. Workshop 2 Title: Connecting Action Research and School Improvement (90 minutes) Description: This program will describe the process for conducting Action Research and the connection to school improvement. Examples of Action Research projects from international schools will be used to illustrate the procedures in conducting Action Research. Workshop 3 Title: Student Diversity and the Implications for Instruction (90 minutes) Description: Students are distinctive in their preferences for learning and the ways in which they process information. This workshop will explore aspects of diversity and suggest strategies for managing diversity in the classroom. Workshop 4 Title: Revisiting Adolescence (90 minutes) Description: The workshop is designed for teachers in middle and secondary schools who would like to keep current with respect to understanding trends and issues in adolescent development and the connections to teaching and learning. Workshop 5 Title: Teacher Expectations: a Cornerstone for Effective Teaching (90 minutes) Description: Teacher expectations are a critical factor in the classroom. This workshop will define teacher expectations and identify how teachers can promote student achievement through appropriate expectations. Biography: Warna Gillies was formerly a principal and 8th grade teacher in an overseas school. In 1995 she completed her doctoral degree at George Mason University in the area of staff development for American/Overseas schools. Dr. Gillies is a certified evaluator for the Southern Association of Colleges and Schools, Latin American Committee. Since 1998 she has served as a member of SACS/CASI accrediting teams for 13 overseas schools. The twelve publications she has written include articles such as “American / international schools: poised for the 21st century” and “Children on the move: Third culture kids”. She has worked with pre-service teachers at three universities. She is currently teaching 8th grade in Fairfax County, Virginia and adjunct faculty in teacher education. She has been married to Randy Gillies for 29 years and is the mother of Neal, a sophomore attending Virginia Tech, and Bryce, a freshman student at Northern Arizona University.
	Monica Greeley Workshop 1 Title: Values and School Culture (90 minute) ++ Download Handout Description: How do schools identify and share their values? Whose values are they? Are they inclusive or exclusive? How explicit are they? How do we share them with our families? Where do they lurk in the hidden curriculum? We will share observations and experiences, considering whether and how we might enhance the place of values within our individual school cultures. Workshop 2 Title: Values and Curriculum (90 minutes) ++ Download Handout Description: How are values incorporated into curriculum? We will consider Peace Education, sustainability, and service learning as models which promote values. In addition, values are constantly conveyed in all curricular settings, and can be emphasized through focused essential questions. Participants will generate practical ways in which values can be shared – and even assessed within their own schools. Workshop 3 Title: Values and their Global Potential (90 minutes) ++ Download Handout Description: How can and should values which international schools espouse serve the world around us? How can we ensure that our students internalize the need to “be caring citizens who exercise their rights and responsibilities locally, nationally, and globally”? Third Culture Kid (TCK) research and consideration of the concept of global citizenship will also inform this conversation. Workshop 4 Title: Values: Walking the Talk (90 minutes) Description: Our schools convey values through every decision we make. Are these values explicit and what do the look like? How do we ensure that they are embedded in our work? Please bring at least one school document to share – a Mission Statement, some policies, a unit lesson - and we’ll share how values are/can be conveyed and assessed. Biography: Monica Greeley is in her fourth year as Superintendent of Cairo American College (CAC). She taught in Nigeria as a Peace Corps Volunteer, as well as in Washington, D.C., Uganda, Kenya, and Indonesia. She has been a Principal at the International School of Kenya, Jakarta International School, and International School Yangon (Burma), and has served as Director of International School Yangon and Superintendent of the International School of Kenya. Monica is actively involved in the international school community. She has been on the NESA Board since 2005, and has served as President of EARCOS, vice-chair of AISA (the Association of International Schools in Africa) and a member of the Middle States Association’s International Schools Advisory Committee. She was a member of the Executive Board of the Academy of International School Heads (AISH) from 2000 to 2007. Awards include AAIE Superintendent of the Year for 2001-02 and AAIE Distinguished Overseas Lecturer, and she has keynoted at NESA and AISA conferences.
	Darla Hanley Workshop 1 Title: Music Makes Me Move! (K-5) (90 minutes) ++ Download Handout Description: Movement is a natural response to music. This session is designed to illustrate innovative teaching strategies to engage children with creative movement experiences while reinforcing steady beat, form, style, and improvisation. Movement ideas for large/small groups, partners, and individuals will be presented. Come and move to the music! Workshop 2 Title: Music Makes Me Perform! (K-5) (90 minutes) ++ Download Handout \| Handout2 Description: Effective classroom music instruction includes both solo and group music making opportunities. This session focuses on how to actively involve students in the process of creating, rehearsing, and performing music. Strategies address singing and playing classroom instruments in a safe educational environment. Assessment ideas provided (authentic and embedded). Workshop 3 Title: Music Makes Me Think! (K-6) (90 minutes) ++ Download Handout \| Handout2 Description: What (and how) do they think? This session focuses on ways to engage students in critical thinking experiences such as decision making, identifying patterns, and applying prior knowledge while developing music skills and knowledge. Original and traditional repertoire will be shared. Come prepared to participate! Workshop 4 Title: Music Makes Me Listen! (3-6) (90 minutes) ++ Download Handout \| Handout2 Description: Music is an aural art form. This session includes a variety of teaching strategies to engage students with non-traditional listening examples that reinforce beat, style, form, interpretation, and instrumentation. Discography provided. Original journal templates and graphic organizers will also be shared to record student reflections, opinions, analyses, and preferences. Biography: Darla S. Hanley is the Dean of the Professional Education Division at Berklee College of Music in Boston, Massachusetts. She received a PhD and MM in Music Education Research from Temple University in Philadelphia, Pennsylvania; and a BM in Music Education and Vocal Performance from the University of Massachusetts at Lowell. Darla is an active clinician, author, and adjudicator. Her teaching and administrative experience includes preschool through doctoral levels in Virginia, Pennsylvania, New Jersey, and Massachusetts. Darla has presented sessions at numerous national, regional, and state music conferences within the United States. She is an author of Music Expressions the K-8 component of the Expressions Music Curriculum™ (K-8) by Alfred Publishing Co., Inc. (formerly Warner Bros. Publications). Darla is a member of the National Association for Music Education: MENC, the International Association of Jazz Education (IAJE), the American Association of College and Universities, and Pi Kappa Lambda (Honor Society).
	Michael Hogan Workshop 1 Title: AP and Pre-AP Strategies for Critical Thinking, Working with Symbols and Images Description: AP and Pre-AP Strategies for Critical Thinking, Working with Symbols and Images. Since images, DBQs (data-based questions) and symbols occur in most critical thinking assessments (analysis of media, chemistry, biology, mathematics, social studies, calculus and physics among others), this workshop will focus on the elements of critical thinking as they occur in practice when students confront images, political cartoons, advertising and DBQs, and how we can prepare our students for effective utilization of them. Biography: Michael Hogan is the author of sixteen books, including a collection of short stories, six books of poetry, collected essays on teaching in Latin America, a novel, and a history of the Irish battalion in Mexico which formed the basis for an MGM movie starring Tom Berenger. His work has appeared in many journals such as the Paris Review, the Harvard Review, Z-Magazine, Political Affairs and the Monthly Review. He is currently director of the AP University Recognition Initiative for the College Board in Latin America. Dr. Hogan has given workshops and presentations at over sixty conferences in the United States, Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Colombia, Venezuela, Uruguay, Paraguay, Brazil and Argentina. In addition to his work in Latin America for the past sixteen years, Dr. Hogan is a former consultant on institutional programs for the National Endowment for the Arts, a consultant for the Irish Embassy in Mexico, and on the land mine removal initiative in Nicaragua. His many awards include the Ben Franklin Award 2000, an NEA Creative Writing Fellowship, the Grace Stoddard Literary Fellowship, the gold medal of the Sociedad de Geografía y Estadísticas, and a citation for meritorious service from the Office of Overseas Schools, U.S. Department of State. Home page: http://www.geocities.com/drmichaelhogan
	Ryan Haynes Workshop 1 Title: Exploring the GAP Year as a Post-Secondary Option ++ Download Handout Description: The purpose of this workshop is to assist high school counselors and persons in high school advisory positions, when discussing post secondary options with students and families regarding the benefits and process of taking a gap year. Information presented will include: Exploring the idea of a gap year as an alternative to immediate college/university matriculation, ideas for a successful gap year, and resources for assisting one in planning a gap year. Biography: During Ryan’s ten years as a high school counselor, he has worked in his home state of Virginia, Thailand, and currently Taiwan. He became interested in the gap year concept since working overseas.
	Antony Mayrhofer Workshop 1 Title: Teaching Ethics in Science/Biology Description: This session will be of interest to IB teachers as Theory of Knowledge has become integrated into the curriculum more explicitly in the new IB Diploma Sciences guides. It will also be useful for non-IB teachers who have an interest in teaching ethics in Science. Workshop 2 Title: ICT in Sciences Description: This session will be of interest to IB teachers as ICT has become integrated into the curriculum more explicitly in the new guide. It will also be useful for non-IB teachers who have an interest in incorporating ICT into Science lessons. Workshop 3 Title: Academic Honesty Description: This session focuses on strategies that may be employed to prevent academic misconduct in student work and its detection. The website www.turnitin.com will be demonstrated as part of this presentation. Workshop 4 Title: Teaching Plant Biology Using Carolina Fast Plants Description: This session focuses on strategies that may be employed to teach plant Biology effectively including the use of Carolina fast plants as a resource for teaching. Biography: Antony Mayrhofer graduated from the University of Sydney with a Bachelor of Degree Science majoring in Biochemistry and post-graduate Diploma of Education. He has been teaching International Baccalaureate Diploma Programme Biology since 1990. He has been an assistant examiner of Scripts since 1996 and has been a Senior Moderator of Biology Internal Assessment since 2000. He was a member of the curriculum review committee that produced the last two Biology Programmes as well as the new Biology Guide for exams from 2009 onwards. He has been a Deputy Chief Examiner of Biology since 2002 and as such is involved in the development of IB Biology curriculum and assessment materials. Antony is the Director of International Baccalaureate and IB Diploma Programme Co-ordinator at St Paul’s Grammar School, Sydney, Australia, one of the largest IB schools in the Asia Pacific Region. He had previously held the position of Head of Science at the School. Antony has also had substantial involvement in the development of the NSW State Board of Studies Biology Syllabus for senior students in that system. He is Chair of the Association of Australasian IB School’s (AAIBS) standing committee.
	Michael McCann Workshop 1 Title: Ethanol As An Alternate Fuel Description: The pros and cons of using biomass as a means of supplementing dwindling oil stocks. Who gains? Who loses? Workshop 2 Title: Alternate Energy Sources Description: The pros and cons of alternate energy sources, for example, solar, wind power and geothermal. Workshop 3 Title: The Use of Recycled Sewage Water Description: Why people are hesitant to use this. Who does use it? Will it become essential, especially in countries like Australia? Workshop 4 Title: Alternate Methods of Obtaining Fresh Water Description: The use of reverse osmosis and distillation in particular. What, if any, are the drawbacks to these methods? Biography: Michael McCann teaches Chemistry at Pembroke School in Adelaide, South Australia. This is his 11th Year teaching IB Chemistry. He has written a number of textbooks that are used locally in South Australia. He is an assistant examiner for IB Internal Assessment as well as marking HL/SL Paper 3. Michael has been involved in all aspects of examinations in South Australia. This is his sixth opportunity to lead an IB workshop.
	Shaun McElroy Workshop 1 Title: Counseling in a 2.0 World-- "How can Counselors use Technology in Building a Comprehensive Program?" ++ Visit Website Description: How can counselors use web 2.0 tools to have a more powerful impact on their clients? We will explore how we use blogs, podcasts, wikis and other emerging technologies in our counseling practice with specific attention to differing implementation in ES, MS and HS. Learn about some of our favorite internet based tools for counseling such as careers, colleges, study and parenting skills. In addition we will examine how our kids use of technologies creates new issue for schools and counselors. Specific examples we will tackle include cyber-bullying, internet addiction and college admission, etc. Biography: Shaun McElroy of the InternationalCounselor.org Blog is a veteran counselor, workshop leader and connoisseur of chocolate. He is especially interested in ethical issues and privacy for college admissions.
	Dennis McLoughlin Workshop 1 Title: The ARFF Factor....EN-"LIGHTEN UP"-MENT: Grow Your Brain, Double Your Happiness....and Be "The Great Gift!" Description: You can only give what you have! Teachers that are stressed out only scare students about the future, are angry or hurt all the time, and erase themselves from being a person who students can model after. REJOICE,...JUMP UP AND DOWN,...GET REALLY HAPPY! Here is an opportunity to open up, turn the "judgmental self" OFF ...laugh, grow, rejoice and stay in that "creative zone" in your personal life and in the classroom. Students want you to be like this! Workshop 2 Title: Jump Your Teaching Effectiveness 39% ....stay out of the 6 Valleys & 2 Canyons of Death! Description: Wake UP! Students are brilliant...their "gene pool" got through the Black Plague,....so handling you is easy. Do you have any idea how many teachers/parents walk right into a situation with students, or their own children only to end to be completely ambushed? Here's how to have fun in the 'most difficult" moments of teaching and parenting! Workshop 3 Title:"Vitamin B12" for You and Your Classroom!...90 Minute of Unique-Practical...High Trust/High IQ Skills that Accelerate Student Learning! Description: Here is a tsunami of skills....that grow student respect, responsibility and developing in students that "need to excel!" These are skills that you can use to show students how much you care and how dedicated you are to them. Workshop 4 Title: THE HIGH TRUST EDUCATOR: Influence and Inspire Students With Your Integrity, Your Uniqueness and Your Commitment to Quality! Description: So many of us, teachers, have this love for students and really want to influence them to make "positive decisions' in their academic and personal lives. But how do we consistently do it? How do we really know what we're doing? Here it is....the High Trust Model...the natural sequence in human relationships...that develops TRUST, the ability to influence others without resistance. The stories are incredible,....and you're going to laugh until your eyes water!
	Daisy McTighe Workshop 1 Title: Using UbD to Plan Units in the Arts (two 90 minutes bak-to-back) ++ Download Handout Description: Participants will use the tools and templates of Understanding by Design to create or refine an arts unit of study. More specifically, we will: • review a "backward design" model for the development of curriculum, assessment and instruction • apply criteria for selecting curriculum priorities and determining content worthy of deep understanding; • use essential questions to frame curriculum and focus on "big ideas"; • examine a continuum of assessment methods to use in assessing the degree of student understanding • participate in a structured peer review process for giving and receiving feedback based on Design Standards Note: Since this workshop involves curriculum design, participants should bring materials (e.g., content standards, textbooks, resource materials, assessments, scoring rubrics, etc.) to support their design work. Workshop 2 Title: Strategies for Nurturing Critical and Creative Thinking in the Visual Arts (90 minutes) ++ Download Handout Description: Participants will explore a variety of instructional strategies that will help students expand their creative thinking skills. We will: • discuss conditions that hinder or enable creative thinking from thriving • identify characteristics of teachers and teaching approaches that support creative thinking • review and participate in short exercises that illustrate instructional strategies that support creative thinking Note: Bring the following materials to apply creative thinking to solve a “visual problem:” - 2 sheets (8x10 approx) black cover stock paper or black tagboard - 4-5 wide tip colored markers - pair of scissors - tape and gluestick Workshop 3 Title: Journals and Sketchbooks: Artistic Thinking Made Visible (90 minutes) ++ Download Handout Description: Participants will explore ways sketchbooks/journals can serve as a record for thinking and planning works of art, for practicing technical skills, recording ideas and reflecting on the artistic process. We will discuss purposes of journals, look at sample journals and journal entries, discuss the purposeful design of journals as works of art, and create sample prompts for student journal entries. Note: Bring a sketchbook or journal to work in. Biography: Daisy McTighe currently works as a consultant, adjunct lecturer and supervisor of intern teachers at two Maryland universities. She is a former resource teacher and coordinator of art. As resource teacher, she facilitated the review and assessment of entrance portfolios for a Gifted/Talented Art program, conducted portfolio preparation workshops, coordinated field trips, and directed a Summer Art Enrichment Program. As coordinator, she organized professional development activities and oversaw curriculum development for PreK-12 art and secondary specialty curricula for magnet, digital arts, and photography programs. She also worked with principals in hiring, observing, supervising and evaluating visual arts teachers. Daisy serves on Maryland’s Fine Arts Advisory Panel and consults with the Maryland State Department of Education on visual arts assessment planning. She has a BFA in General Fine Arts and an MFA in Fine Arts/Education from the Maryland Institute College of Art. She favors drawing and painting portraits, figures, and caricatures.
	Jay McTighe Workshop 1 Title: Understanding by Design and Curriculum Mapping: Building a Coherent School Curriculum ++ Download Handout Description: This workshop will explore the mutually beneficial connection between Understanding by Design and curriculum mapping. We will explore the underlying principles of these mutually supportive approaches, and learn practical strategies for constructing more coherent and results-oriented curricula. Participants will be actively engaged in examining several key questions: • How can we build a more coherent curriculum? • Why are the best curriculum designs planned "backward?" • In what ways does Understanding by Design inform curriculum mapping, and vice-versa? • How do we create “results-oriented” curriculum maps? • How might we use technology to work smarter and more effectively in curriculum planning? Workshop 2 Title: Essential Questions: Doorways to Understanding ++ Download Handout Description: A good essential question serves as a doorway for engaging student inquiry in “uncovering” the curriculum. In this workshop, we will explore the characteristics of such questions and examine ideas for generating them. Specific topics: • characteristics of truly essential questions • overarching and topical essential questions • ideas for designing essential questions • strategies for using essential questions in teaching and assessment • websites containing essential questions Workshop 3 Title: Evidence of Understanding: Developing Cornerstone Assessment Tasks and Rubrics ++ Download Handout Description: In this workshop, we will work with a set of practical and proven design tools and templates to assist educators in designing performance assessment tasks and accompanying scoring rubrics. A variety of excellent print, video and Internet resources will be available to support the design work. Workshop 4 Title: Using Assessment Results for School Improvement ++ Download Handout Description: Assessments provide information to guide improvement and the most effective schools use this information in a systematic way. In this workshop, we will examine a set of practical and proven processes to assist administrators and teachers in examining assessment results to enhance learning and student achievement. We will consider approaches to analyzing external test data as well as the results from locally developed assessment tasks and student work samples. Biography: Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as Director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at The Maryland State Department of Education. Jay is well known for his work with "thinking skills," having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. He also directed the development of the Instructional Framework, a multi-media database on teaching. In addition to his work at the state level, Jay has experience at the district level in Prince George's County, Maryland as a classroom teacher, resource specialist, and program coordinator. He also served as director of the Maryland Summer Center for Gifted and Talented Students, a statewide residential enrichment program held at St. Mary's College. Jay has published articles in a number of leading journals and books, including Educational Leadership (Association for Supervision and Curriculum Development [ASCD]), Developing Minds (ASCD), Thinking Skills: Concepts and Techniques (National Education Association), and The Developer (National Staff Development Council). He co-authored three books on assessment - Assessing Learning in the Classroom (NEA), Assessing Outcomes: Performance Assessment Using the Dimensions of Learning Model (ASCD), and Evaluation Tools to Improve as Well as Evaluate Student Performance (Corwin Press). He is co-author, with Grant Wiggins, of the best-selling Understanding by Design series, Understanding by Design (1998), The Understanding by Design Handbook (1999), The Understanding by Design Study Guide (2000), and the newly-released, The Understanding by Design Professional Development Workbook (2004). Jay has an extensive background in staff development and is a regular speaker at national, state, and district conferences and workshops. He is also a featured presenter in four videotape programs, Performance Assessment in the Classroom (Video Journal of Education), Developing Performance Assessments, and Understanding Understanding (ASCD), Using Backward Design (ASCD). Jay received his undergraduate degree from The College of William and Mary, earned a Masters degree from The University of Maryland and has completed post-graduate studies at The Johns Hopkins University. He was selected to participate in The Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, DC. He served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state and local assessment policies and practices. Jay also completed a three-year term on the ASCD Publications Committee, serving as Committee chair during 1994-95.
	Maureen Neihart Workshop 1 Title: Good to Great: Nurturing Psychological Readiness (150 minutes) ++ Download Handout Description: What do coaches, athletes and trainers know about developing talent that we ignore? They know that talent and hard work are not enough. Making the transition from ability to achievement requires psychological readiness - mental and emotional competencies that drive performance. They know that these skills are not innate, but can be cultivated and shaped. This hands-on workshop emphasizes practical strategies that develop the mental skills that mediate motivation, effort, and perseverance. Workshop 2 Title: The Social and Emotional Lives of Gifted Children: What Do We Know? (90 minutes) ++ Download Handout Description: This session reviews the major highlights from recent research on the social and emotional characteristics and needs of gifted students. Topics include peer relations, gender differences, depression, differences between moderately and highly gifted children, affiliation/achievement conflicts and family dynamics. The focus of the workshop is on implications for supportive interventions at home and at school. Workshop 3 Title: Helping Twice Exceptional Students Succeed: What Does It Take? (90 minutes) ++ Download Handout1 \| Handout2 Description: This workshop provides an overview of the recent research regarding effective supports and interventions for students who demonstrate very high potential and have learning problems such as specific learning disabilities, attention deficit disorder, Asperger's Syndrome, etc. Emphasis is on practical application of the research in the classroom setting. The workshop is designed for the experienced teachers, counselors and school administrators who are seeking to update their skills and improve programming for twice exceptional students in their communities. Other Handouts: 1. Maureen Neihart Reference 2. Maureen Neihart Approximate Protein Content of Sample Foods 3. Maureen Neihart caffeine content Biography: Maureen Neihart, Psy.D. is a licensed clinical child psychologist with more than twenty five years’ experience counseling high ability children and their families. She is co-editor of the text, The Social and Emotional Development of Gifted Children: What do we Know? and a former member of the board of directors of the National Association for Gifted Children. Dr. Neihart serves on the editorial boards of Gifted Child Quarterly, Roeper Review, Gifted Education Communicator, and Journal of Secondary Gifted Education. She has given nearly three hundred lectures and workshops worldwide. Dr. Neihart and her husband, Doug, were licensed as therapeutic treatment foster parents for ten years and worked with seriously emotionally disturbed adolescents in their home. In 2006, they relocated to Singapore where Maureen is associate professor of psychological studies at the National Institute of Education and Doug serves as the high school deputy principal of the Singapore American School. Dr. Neihart’s special interests include children at risk, resilience, and high performance coaching. Her one act comedy, The Court Martial of George Armstrong Custer, was produced and filmed for local television in 2000.
	William Nicoll Workshop 1 Title: Home/School Collaboration: Working with TCK’s and TCF’s ++ Download Handout Description: Working with Third Culture Kids and Third Culture Families presents a unique challenge in the international schools. Lacking other supportive networks, TCF’s rely increasingly upon teachers and school staff for support and assistance in raising responsible, capable kids. Participants will become more aware of the unique needs of TCK’s and their parents and learn practical parent conferencing skills and parent involvement/collaboration strategies to maximize child/adolescent development, both social and academic. A live parent conferencing demonstration will be conducted to illustrate the skills and strategies. Workshop 2 Title: Bullying and Abusive Relationships: Identification and Intervention in Schools ++ Download Handout Description: Emotionally and psychologically abusive interpersonal relationships impact a large number of children and adolescents. Bullying, cyber-bullying and abuse in teen relationships will be discussed with particular attention paid to covert, ambient abuse and bullying tactics. Specific preventive and early intervention strategies will be introduced for implementation in our schools and classrooms. Workshop 3 Title: Transformative Teachers: Interventions for Reaching Problematic Students, What works, What doesn’t? ++ Download Handout Description: Working with students experiencing motivational, academic or behavioral problems in the classroom is the greatest challenge facing the classroom teacher. Participants will learn to assess the dynamics of student’s school adjustment and academic achievement problems and to implement the strategies of “transformative teachers” who successfully reach problem students and turn them around from “at risk” to success. Specific attention will be addressed to the ineffective, counter-productive, interventions commonly employed in our classrooms and special education programs. A live teacher consultation demonstration will be conducted to illustrate the application of transformative teaching practices Workshop 4 Title: Implementing the School-wide Intervention Assistance Team: Building a Transformative School Culture ++ Download Handout Description: Research indicates that effective schools are characterized by a shared vision, positive school ethos and a collaborative atmosphere among staff, parents and students. The school-wide Intervention Assistance Team is an effective method to build such a positive, collaborative school culture while providing practical assistance to teachers regarding specific student problems (learning and behavior). The IAT can provide support and assistance with classroom instructional, behavior management problems as well as build a positive, supportive school climate characteristic of the most effective schools. Biography: Dr. William Nicoll is a Professor in the Department of Counselor Educator, College of Education, Florida Atlantic University. Dr Nicoll formerly served as the Department Chair on the main campus in Boca Raton and is now developing the graduate counseling program for the north campus service area on the Treasure Coast. He received his Ph.D. degree from the University of Arizona, M.Ed. from Boston University and B.A. from the University of New Hampshire. Dr. Nicoll’s extensive professional experience includes working as a therapist specializing in individual and family therapy in community agency and correctional settings as well as in private practice. He also served for many years as the national trainer in Brief Counseling and Therapy for the American Counseling Association’s national professional development program. Dr. Nicoll’s professional background in education includes experience as a classroom teacher, special education teacher (EH and LD) and school counselor. He has worked in both U.S. public schools and international schools. Dr. Nicoll currently serves also as the director of the Adlerian Training Institute, Inc. which provides professional development programs for mental health professionals and educators around the world. Dr. Nicoll is internationally known for his work in the areas of brief counseling and therapy, family counseling, and home and school factors in student achievement and social adjustment. He has trained counselors and educators throughout the world in the skills of brief counseling and therapy, positive classroom behavior management, strategies for improving home/school collaboration, fostering resilience/social competence in youth, and creating effective and supportive home, classroom and school environments. He has served in a variety of leadership positions in the counseling and educational fields at the local, state, national and international levels. Dr Nicoll is the author of numerous articles and book chapters in professional journals and texts. Dr. Bill Nicoll is a well known speaker and consultant to educators, parents and mental health professionals around the world having presented well over 400 lectures and workshops throughout North America and in numerous countries throughout Africa, S. America, Asia and Europe. He has been involved with several international projects including the establishment of the first training program in school & family counseling services in Russia, educational exchange programs with foreign universities, and coordinating professional development programs for educators and counselors in several international locations. Dr. Nicoll has received several professional honors including those for Outstanding Graduate Teaching, Distinguished Professional Service, and was awarded the title of Honored Professor by St. Petersburg State University of Pedagogical Arts, Russia.
	Kenny Peavy Workshop 1 Title: Teaching as if the Earth Matters Description: Do they care? What should schools and teachers be doing to motivate students to care about the environment? Kenny will present data collected during his Action Research project that demonstrates the most effective strategies for implementing environmental education at your school. Biography: Kenny Peavy is originally from Georgia, USA. He holds a Masters of Science in Science Education from Montana State University. He is also a certified Science and Math teacher with a Bachelor’s degree in Biology from the University of Georgia. Kenny has worked extensively in ecological field studies ranging from water quality, aquatic entomology and icthyological surveys while employed at the University of Georgia’s Institute of Ecology, as well as insect herbivory and plant chemical defenses through Emory University and Oak Ridge National Laboratories. Peavy has taught thousands of students about the wonders of Nature as a naturalist in the mountains of the San Bernardino National Forest, the piedmont of Athens, Georgia, and the rainforests of Malaysia and Thailand. As a public school teacher Kenny has taught high school Biology and middle school Earth Science. Kenny has written and published several natural history and travel articles published online and in print in both the United States and Malaysia. His hobbies include hiking, fishing, camping, and exploring the outdoors. Kenny is also a singer, song writer and guitarist for the rock band The Benchmarx in Malaysia. The Benchmarx are recording and releasing their first CD in June of 2007. Currently Kenny lives and teaches in Kuala Lumpur, Malaysia.
	Gary Piech Workshop 1 Title: Standing Waves, the Basis of Musical Instruments and Baseball Bats Description: A short introduction to wave interference followed by numerous demonstrations of waves in strings, tubes, plates, musical instruments and baseball bats. Workshop 2 Title: UV Radiation and Schools in the Topics Description: Examines the current research and recommendations from health agencies with regard to protecting our students and staff from the harmful effects of the sun. Workshop 3 Title: The IB Extended Essay Description: Provides an overview of the extended essay with an emphasis on the structure of a good essay, the grading rubric and the responsibilities of the advisor. Workshop 4 Title: Experiments in Physics using Data Logging Probes and Software Description: Numerous examples of data collection experiments using a variety of probes and sensors for physical sciences. The examples will include the finding the speed sound in aluminum via singing rods and the finding the speed of a magnet falling in a copper tube via electromagnetic induction. Biography: Gary Piech graduated from Las Salle University with a Bachelor of Arts degree in Chemistry and he has a Masters degree in Educational Administration from the College of New Jersey. Gary has taught physics in the United States, Jordan, Kenya and Malaysia. He began teaching IB Physics in1986 and he has served as a Diploma Coordinator since 1996. Gary was a member of the IB Science Curricular Review which developed the current model that all IB sciences follow. He has also worked on three Five Year Review Committees and has been a member of numerous IB Authorization teams. Gary has been acknowledged by MIT, Harvard University and the White House Commission on Presidential Scholars for his work and influence on Physics students. He has presented workshops in physics and science teaching in Amman Jordan, Athens Greece, Colombo Sri Lanka, New Delhi India, Nairobi, Kenya, and Melbourne Australia. Gary would especially appreciate participants e-mailing him to raise areas that they would especially like to see addressed in the workshop as the agenda could be modified with feedback from participants given sufficient time. His e-mail address is gary_piech@iskl.edu.my
	Ray Blaine Workshop 1 Title: An Introduction to TPRS® (150 minutes) Description: Learn about this powerful new method of teaching foreign languages from the inventor of TPRS®. Learn the steps of TPRS®, the theory behind it, and hear about the success of those who have tried it. There will also be a demonstration. Workshop 2 Title: TPRS® Practice Session (150 minutes) Description: Circling is repetitive questioning. We will also practice making lesson plans based on TPRS® books. We will show you how to go back in the story and ask previously established details. We will also practice the procedures of TPRS®. Workshop 3 Title: TPRS® Practice Session Description: This session will work on circling, adding details to the story and lesson planning. Learn how to prepare for asking a story and for reading a story. Biography: Blaine has developed a method of teaching foreign languages called TPR Storytelling®. Presently he has given workshops in over 40 states. He has personally trained thousands of foreign language teachers all over the world. He have had workshops in most of the United States, Canada, Mexico, Costa Rica, Bahamas, Argentina, Spain, Austria, Germany, Japan and Singapore. He taught the high school Spanish for 25 years. He have authored or co-authored the following: Look, I Can Talk (Sky Oaks, 1990), Look, I Can Talk More (Sky Oaks 1992), Look, I'm Still Talking (Command Performance Center, 1995), Teacher's Guide for Look, I Can Talk (Sky Oaks, 1990), Fluency Through TPR Storytelling (Command Performance Center, 1996), Mini-stories for Look, I Can Talk, Mini-stories for Look, I Can Talk More, Mini-stories for Look, I'm Still Talking, Mini-stories for Look, I Can Talk Video, Casi Se Muere, Pobre Ana, Patricia Va a California, El Viaje de su Vida, Viva el Toro, El Viaje Perdido, Mi Propio Auto, and Dónde Está Eduardo.
	Margriet Ruurs Workshop 1 Title: The Power of Poems (90 minutes) Description: Whether you love poetry or are intimidated by it, this workshop will give you practical ideas on promoting the reading and writing of poetry..Discover activities that encourage and motivate! Ideas for classroom-publishing of students’ writing and how to make a…poet tree! Learn about Kidwrite, an online magazine to share students’ writing. Workshop 2 Title: Write Away!, how books are made. (90 minutes) Description: From first idea to published pages, this workshop will give you a better understanding of how books are written, rewritten, illustrated and published. Lots of ideas to implement with your own students’ writing and for using (picture) books in the classroom! Workshop 3 Title: From Azerbaijan to Zimbabwe: Bringing Children and Books Together (90 minutes) Description: Based on the book MY LIBRARIAN IS A CAMEL How Books Are Brought To Children Around the World, Margriet will take you on an exciting journey. Learn how the book was researched and how it has lead to many exciting, global projects in which you and your students can participate. Workshop 4 Title: From Azerbaijan to Zimbabwe: Bringing Children and Books Together (Repeat of Workshop 4) (90 minutes) Description: Based on the book MY LIBRARIAN IS A CAMEL How Books Are Brought To Children Around the World, Margriet will take you on an exciting journey. Learn how the book was researched and how it has lead to many exciting, global projects in which you and your students can participate. Biography: Margriet Ruurs is the author of 26 books. With a Master of Education degree she teaches writing workshops at schools around the world. She was recipient of the 2005 Region West Presidential Award for Reading & Technology of the International Reading Association, has conducted workshops in Pakistan and author visits to International Schools in Indonesia and Malaysia. She writes a regular column as well as articles for Reading Today, the magazine of the International Reading Council. Margriet speaks at State Reading Conferences, National Service Learning Conference, IRA National and Regional Conferences, and more. She conducts school visits sharing her love of reading and writing with students and teachers. Her books have won awards, including the Storytellers World Award Honor Title for Emma’s Eggs and short listings for the Mr. Christie Award of Excellence, Utah Information Book Award and National Crown Awards. My Librarian is a Camel was awarded Teacher’s Choice Award and IRA’s Notable Book for Global Awareness.
	Dennis Sale http://dennissaleearcos07.blogspot.com/ Workshop 1 Title: The ‘Thinking Curriculum’: A Practical Framework for Promoting Good Thinking (Part I & 2) ++ Download Handout Description: This workshop demonstrates the key design steps in developing a practical whole curriculum approach for promoting critical and creative thinking in any curriculum area. The framework has been developed over many years of applied research in systematically infusing thinking throughout the curriculum development cycle (e.g., learning outcomes, instructional methods, assessment, etc). Workshop 2 Title: Creative Teaching: What It Is and How To Do IT (90 minutes) ++ Download Handout Description: This workshop demonstrates a unique and practical approach for developing creative teaching competence, derived from extensive research with teaching professionals in a wide range of subject areas and contexts. The approach is fully calibrated to established research in human learning and offers diverse ways for teaching professionals to design creative strategies best suited to their personal teaching styles. Workshop 3 Title: Effective ‘E-Pedagogy’ (90 minutes) ++ Download Handout Description: This workshop demonstrates an effective and resource efficient E-learning design approach. It highlights the importance of the creative application of pedagogical principles with a clear identification of what specific ICT’s can offer in terms of enhancing learning opportunities in given situated contexts (e.g., learning outcomes, content areas, student cohorts, etc.) Workshop 4 Title: Building Rapport in Cross Cultural Facilitation Using Neurolinguistic Programming (NLP) (90 minutes) ++ Download Handout Description: This workshop draws upon extensive experience in conducting facilitation in many cultural, ethnic and learning contexts. It demonstrates that despite the often documented differences in working with diverse learning groups, there are certain fundamental universal principles of communication and human conduct that typically result in good rapport building and productive learning outcomes. Biography: Dennis Sale is presently Section Head of Educational Development at Singapore Polytechnic. He has worked across all sectors of the British educational system and provided a wide range of consultancies in both public and private sector organizations in the UK and several Asian countries. Over the past 17 years Dennis has been extensively involved in training, coaching and assessing teaching professionals in a variety of vocational and cultural contexts. His specialist areas of research include ‘creative teaching’ and ‘curriculum development’. He has invented highly effective and practical models in these areas, conducted numerous workshops in all educational contexts and many countries, presented papers at international conferences and published in a variety of journals and books. Dennis is widely noted to be a charismatic presenter and facilitator.
	Anthony Skillicorn and Susan Edwards