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
Will Present: English
Target Audience(s): K-12 Educators
Short Session Description (one line): Learn how you can empower all learners to reach their full potential through the transformational implementation of tablet ted
Full Session Description (as long as you would like):
The iPad and other tablets provide not only built-in accessibility options for people with a wide range of special needs, but also support for a growing collection of apps that complement those accessibility features. Other factors such as the portability of the devices and their social acceptability have made tablets a popular choice (some have called them a “game changer”) for students with special needs. Of course, the downside to having so much choice with apps is that it can be at times overwhelming to educators looking to choose the appropriate technology for their students. What are needed then are frameworks to guide educators in the selection of appropriate apps that will not only meet the basic needs of their students but also help them thrive in all areas of their lives. In this session I will focus on one such framework that I have developed to promote more transformative uses of tablet technology with students who have special needs. I call it the nABLE framework, and it builds on two existing frameworks: Universal Design for Learning (UDL) and the SAMR model.
The session will begin with a quick review of the Universal for Learning framework and its three key principles for developing a more flexible curriculum that addresses learner variability in a systematic way. Next, I will provide an overview of the SAMR model developed by Dr. Ruben Puentedura. This is a model that emphasizes the transformative use of new technologies such as the iPad and the apps it supports. In the context of students who have special needs, a transformative use of technology would move us beyond “assistive” technology and into truly “empowering” technology. When technology is used in a transformative way, it provides an outlet for creative expression and allows students to find their own voice in order to disrupt preconceived ideas about ability and disability. This is the goal behind the nABLE framework: to encourage more creative uses of technology by people with disabilities. During the session, I will share my videos and photography as an example of how someone with a disability (I am legally blind) can use new technologies for personal expression and advocacy.
After I introduce the nABLE framework and the philosophy behind it, I will spend the rest of the session focusing on how to implement it through the built-in accessibility features of tablets (iPad and Android devices) along with a number of free apps that facilitate collaboration and content creation. For each level of the model, I will do a brief demonstration of at least one feature or app that is appropriate for that level.…
Added by Luis Perez at 7:01pm on September 11, 2013