stitute spans 5 days and includes afternoon networking and reflection sessions.
Edu1st provides highly effective practical training by combining theory sessions with daily access to see the theory in action at our schools.
Participants can expect a high level of professionalism and should be prepared to work deeply and collaboratively with their colleagues who come from schools around the world.
Dates, Times, and Locations:
• May 10 - 14, 2010, 9:00am to 5:00pm, - NEW Spanish sessionWith special visits to Education First Schools
Weston Florida, USA
• October 25 - 29, 2010, 9:00am to 5:00pm,
With special visits to Education First Schools
Weston FL USA
• Monday, 18:30-20:30
• Workshops, plenary and group sessions
Tuesday through Thursday
• Morning observations at Edu1st.preschools
• Afternoon sessions, plenary and group reflection time
• Closing group sessions and plenary
Special dinner and closing
• Thursday, 18:30 – 21:30
This Five-day institute includes daily presentations, interactive workshops, small group sessions and visits to classrooms featuring students and teachers engaged with thinking routines and other strategies to encourage thinking in the classroom.
Participants will hear from colleagues and researchers as to the Power of Making Thinking Visible through documentation, Thinking routines, concept maps and the use of the language of thinking in early childhood settings.
The Power of Making Thinking Visible Institute is an opportunity for teachers and school administrators to engage with the ideas associated with Visible Thinking, Culture of Thinking, Artful Thinking and TfU.
Although the institute is focused on early childhood ages, the theory, routines and strategies used during the presentations and at the schools, are all used in elementary, middle schools and high schools around the world too.
• Learn about Visible Thinking approach and practice thinking routines designed to make students’ thinking visible.
• Hear from experienced colleagues that have been working with the Visible Thinking approach from Harvard University in early childhood settings
• Visit classrooms to see thinking in action
• Explore the cultural forces as leverage points for creating a culture of thinking
• View students’ thinking through gallery walks
• Develop skills in collaborating with colleagues
• Build lasting relationships with colleagues across the world
• Leave with an action plan to implement back home
All registrants will receive pre-read materials before arriving at the institutes. These reading can typically be completed in a few hours.
Handouts will be assigned by the instructors.
This conference is intended for early childhood professionals outside Florida, elementary teachers, and school administrators with a genuine interest in enhancing early childhood education. We highly encourage teams of four or more participants.
In order to receive a certificate of completion, participants must complete the full 5-day institute.
$350 per participant. Includes conference, materials, and meals
Early birds $300 before February 26, 2010
10% discount for groups of 3 participants and over.
Adriana Madrinan - firstname.lastname@example.org
o with the process(e) of communication that are happening while the group is sharing around the theme.
Wondered: how do others experience the interaction during one of those talks? Do you participate, or mostly listen? Do you keep up with the stream of conversation--try to--or let it go, focusing in every now and then but mostly listening to the speaker and host?
More questions: Is back-channel really back channel, or is it front-channel? How is an Elluiminate discussion like and unlike using Twitter--or a network--or... you name it.
Do you end up going away from the discussion with something new? Do you pick up a new direction or resource you want to explore, or maybe a few new colleagues to discuss things with in some other format? Do you end up going away exhausted (hyper-mediafied) or uplifted, both, or neither?
Even more questions: what do you consider to be proper etiquette during conversations like that? Say, Steve is interviewing a speaker, the speaker is answering Steve's questions, putting on a presentation, and answering participants' questions--what is the proper job of participants participating in the conversation stream? Should the audience itself monitor pacing? Should the audience (participants) try to keep hooked into the speaker or chase down a lot of side-trails, spin-offs? Is everything ok? Do you have to sense it out as you go?
How many conversation threads can you have going on at once, high-speed, with @so and so and @so and so?
I know, I'm thinking way too much about it all. Just get on and do it--that's the important thing, it seems. Get used to the new technologies and the communications they afford by trying them! But hey--it's all so curious and new, what we're doing. If you have any insights or thoughts about being part of these talks, please share!…
nd Workforce Development,
Holyoke (MA) Community College will host the Institute for 21st Century Teaching and Learning.
The Institute’s purpose is not only to enhance awareness of the skills and ways of thinking students will need in order to meet and successfully address the multiple challenges of the 21st century, but also – and most importantly – to provide strategies and share examples of how to apply this awareness to actual teaching and learning.
In order to provide opportunity for in-depth interaction and long-term impact, the Institute is limited to 100 participants, so register soon. Registration deadline is June 11. The Institute will involve participants in activities that incorporate the processes being addressed and include planning for back home application.
Please check out the link below, share it with your colleagues, and consider participating. It will take you to the web site where you will find more detail and registration information.