For Preschool Teachers
2004 - 2005
Venue: I.C. Ras Beirut Campus
The purpose of this program is to provide an opportunity for preschool teachers at Lebanese schools to enhance their knowledge and skills in the field of early childhood education. Guided by the belief that professional development is a continuous and interactive process, preschool administrators and expert teachers from International College will share their knowledge and experience with colleagues from other schools within an atmosphere of exchange and mutual professional growth.
PROGRAM OVERVIEW
MODULE A: THEORY INTO APPLICATION
The Brain and Learning
October 30, 2004– 8:00 – 11:00
What effect do emotions, repetition, challenge and rest, have on the brain development of young children? What environmental conditions foster optimal brain development? How should you enrich the environment to serve young children and foster optimal brain development? This workshop will seek to answer these questions about brain development and learning.
Theories Are Useful
October 30, 2004– 11:30 – 14:30
Ideas of great theorists like Piaget, Mazlow, Bruner, and Vygotsky form a solid base to be used in our planning and teaching. Child development theories are the corner stone for managing the students and ensuring that learning takes place in an age appropriate way. During this workshop, participants will connect all theories to reflect on and improve their practices.
Discipline with Dignity
November 13, 2004- 8:00 – 11:00
Respecting the students while working collaboratively on setting the rules and regulations has a direct impact on the class climate. Discipline is the base for a yearlong positive relationship among all members of a class.
This workshop will identify steps that teachers could follow to set their class rules and guide their students' behavior.
It All Goes Down to Thinking Skills
November 13, 2004– 11:30 – 14:30
Developing and improving thinking skills enables students to look at a variety of ideas, search to greater depth, practice more critical decision-making and approach tasks in decisive ways. During this workshop, participants will be exposed the thinking processes and experience how to nurture them in their classes.
Planning (part I)
December 11, 2004- 8:00 – 11:00
When a teacher plans, he/she will have in mind the goals and objectives upon which he/she will prepare his/her teaching. During this workshop participants will tackle the concepts of long and short range planning. They will work and reflect on a yearly, monthly and daily plan.
Planning (Part II)
December 11, 2004- 11:30 – 14:30
Planning takes many shapes. Teachers can plan units, themes, projects or even using a simple story or rhyme. During this workshop, participants will be exposed to a variety of planning strategies.
MODULE B: HANDS-ON TEACHING (1)
Classroom Setting and Learning Centers
January 15, 2005- 8:00 – 11:00
When the classroom is organized, learning and teaching become more efficient. In this workshop, participants will explore and examine different ways of organizing the physical setting and procedures for establishing a structured classroom that promotes cooperation and independence.
Record, Report and Review
January 15, 2005- 11:30 – 14:30
By using a range of assessment strategies teachers will be better informed about their teaching while simultaneously allowing children to take a more active role in their learning. Assessing, recording and reporting are integral parts of teaching and learning.
This workshop will provide the participants with a clear understanding of the reasons for assessment, what is being assessed, the criteria for success and the method by which the assessment is made.
Literacy All Around: Play, Print and Purpose
February 19, 2005- 8:00 – 11:00
Print has a meaning. Print has a purpose. Print is everywhere. Play in literacy-enriched settings provides a context for children to have meaningful, enjoyable interactions with written language. Through play, students will internalize the meaning and purpose of print. This workshop will explore different means of using literacy and environmental print to teach most if not all Language Arts concepts.
More Than Counting
February 19, 2005- 11:30 – 14:30
Children's construction of mathematical knowledge goes beyond counting and recognizing numerals. While enjoying math, students are active thinkers and problem solvers.
During the workshop, teachers will manipulate games and activities prepared to trigger critical thinking in the students.
We Can “Write”
March 12, 2005- 8:00 – 11:00
The workshop will equip the participants with a variety of techniques and ideas that help students develop their fine motor skills and prepare them for writing. It will provide a theoretical background in addition to classroom activities, scoped and sequenced for the three levels of the Preschool.
Play, Play and Play
March 12, 2005- 11:30 – 14:30
Play is THE vehicle for children’s social, emotional, physical and cognitive development. Play is a reflection of the child’s development. During this workshop, participants will recognize that play gives children opportunities to understand the world, interact with others, and develop their symbolic capabilities.
MODULE C: HANDS-ON TEACHING (2)
It Is Circle Time
April 9, 2005- 8:00 – 11:00
Young children need opportunities to interact and communicate with others. Circle time provides a framework in which language, cognitive, and social skills can develop naturally.
This workshop will offer a rich variety of activities: sponge activities, time and calendar. They will build on children’s prior knowledge and encourage thinking, investigating and problem solving.
Appreciating Music
April 9, 2005- 11:30 – 14:3
Music is a vital interest to young children and important in developing their full potential. In fact, music enters into all facets of children's development: physical, affective and cognitive. The participants will be provided with a fund of activities designed to foster children's capacity to be creative.
Science Surprises
May 14, 2005- 8:00 – 11:00
A curious mind is an active mind. Teachers have to ensure an environment that leads to questioning, wondering, and experimenting. Students are inquisitive by nature, and their need to discover should be satisfied. This workshop provides activities and experiments for the little scientists to satisfy their thirst of discovery.
Every Child is Special
May 14, 2005- 11:30 – 14:30
Every child is unique and has different needs. Some require more attention than others. Teachers calibrate the complexity and challenge of activities to suit the children's level of skill and knowledge, increasing the challenge as children gain competence and understanding.
This workshop will stress the importance of the teacher's observations and modifications done on activities to meet each child's individual needs.
Discovering Art
May 21, 2005- 8:00 – 11:00
Art products surround students, and they should be stimulated to appreciate them. Also, they should manipulate different materials and tools. This workshop will equip the participants with a bank of activities they can apply in their classes to help their students discover, enjoy and appreciate art.
Jumping, Hopping, and Running
May 21, 2005- 11:30 – 14:300
The physical development of young students is considered throughout the learning environment and across the curriculum. Teachers should plan for physical activities throughout the young child's day. The student's need to be active and mobile should be respected. This workshop will enrich the participants with activities targeting competence, confidence and, of course, movement.
MODULE E: L’EVALUATION A LA MATERNELLE
Evaluer : Comment et pourquoi?
12 mars 2005 – 8:00 – 11:00
Pourquoi évalue-t-on ? Quand et comment ? Est-ce pour rectifier ? mesurer ? remédier ?
L’objet de ce stage est de définir l’évaluation, ses principes fondamentaux, ses stratégies et ses outils afin de faire un diagnostic précis des acquis et des lacunes, des forces et des faiblesses de chacun de nos élèves.
Portfolio (dossiers de travail) et grilles d’évaluation
12 mars 2005 – 11 :30 – 14 :30
Comment mettre en place ces deux outils afin de refléter l’évolution, la réussite, la réflexion, et l’implication de l’élève dans son propre apprentissage ?
Quel rôle l’élève joue-t-il dans ce processus et comment perçoit-il son travail, ses progrès, et ses propres capacités ?
L’objectif de ce stage est de mettre en valeur l’apprentissage et la progression de l’élève à travers des outils d’évaluation qui lui permettent d’être auteur de sa propre évaluation.
Production d’une « PT » ou tâche à accomplir
9 avril 2005 – 8 :00 – 11 :00
Ce stage introduit les étapes de l’écriture d’une tâche à accomplir afin de permettre aux participants d’en produire une. Cet outil d’évaluation a l’avantage de relier notre enseignement à la vie réelle et de permettre une exploitation intéressante des connaissances et des savoirs faire acquis.
MODULE D: مشاغل باللغة العربية
التّطور العقلي والتعلّم
11 كانون الاول 2004 : 8:00 – 11:00
سوف تتناول هذه الورشة الأسئلة التّالية:
-كيف تؤثّر كل من العوامل التالية على التّطور العقلي لدى لأطفال:
العواطف، التكرار، التّحدي، والرّاحة؟
-ما هي الشّروط البيئيّة التّي تعزّز التّطور العقلي الأمثل؟
-كيف يجدر بك إغناء المحيط لخدمة الأطفال وتعزيز التّطور العقلي الأمثل؟
يمكن تطبيق النّظريات!
11 كانون الاول 2004 : 11:30 – 14:30
أفادنا العلماء الكبار كبياجيه، برونر، مازلو، وفايكوتسكي بنظريات يمكن استخدامها كأساس للتّخطيط والتّعليم. تشكل نظريّات التّطور هذه حجر الزّاوية الذّي يتمّ من خلاله توجيه التّلاميذ والتّأكد من أنّ التّعليم يأخذ مجراه بما يتوافق مع سن المتعلّمين. سوف يقوم المشاركون في هذه الورشة بربط هذه النّظريات وتحليلها من أجل تحسين ممارساتهم التّعليمية.
إحترام النظام
15 كانون الثاني 2005 : 8:00 – 11:00
إن إحترام التلاميذ خلال قيامهم بالعمـل التعاونـي للقوانين والأنظمة لـه تـأثيـر مباشر على أجواء الصـف .يعتبـر النظـام كـأساس لعلاقة إيجابية مستمرة طوال العام بين أعضاء مجموعة الصف. سوف تحدد هذه الورشة خطوات يمكن للمعلمين إتباعها من أجل سنّ قوانين لصفوفهم وتوجيه سلوك تلاميذهم بما يضمن لهؤلاء الأمان والكرامة.
مهارات التّفكير: هي الأساس!
15 كانون الثاني 2005 : 11:30 – 14:30
إنّ تطوير مهارات التّفكير و تحسينها يمكن التّلاميذ من النّظر إلى أفكار متنوعة، والبحث بتعمّق، وممارسة النّقد في اتّخاذ القرار، ومقاربة المهمات الأدائيّة بقرار حاسم. سوف يتعرّف المشاركون في هذه الورشة إلى أنظمة التّفكير ويختبرون كيفيّة تغذيتها في صفوفهم.
منهج اللّغة العربيّة في الروضات: تهجئة أم قراءة كلّية؟
19 شباط 2005: 8:00 – 11:00
تستعرض هذه الورشة أحدث الأساليب في تعليم اللّغة العربيّة انطلاقاً من النّظريّات المعاصرة حول مراحل تعلم القراءة والكتابة. تتضمّن الورشة أيضا أنشطة وألعاباً متنوّعة.
أدب الأطفال في مرحلة الرّوضات
19 شباط 2005 : 11:30 – 14:30
الهدف من هذه الورشة هو تحبيب الأطفال باللّغة العربيّة من خلال القراءة. نسلّط الضّوء على أهمية استخدام القصّة كوسيلة لذلك بالإضافة إلى الأشعار والأغاني وكافة فنون التعبير. تتضمّن الورشة عرض أنشطة عمليّة تطبيقيّة والعمل ضمن فرق صغيرة لتأليف قصّة.
Registration
Participants may register by submitting a completed application form and payment of fees at the Educational Resources Center at I.C. A maximum of 25 participants will be accepted for each session. The E.R.C. reserves the right to cancel or postpone workshops in case of low attendance.
Registration deadlines:
Module A: October 25, 2004
Module B: January 12, 2005
Module C: April 4, 2005
Module D: December 6, 2004
Module E: March 7, 2005
Participants who attend a whole module consisting of six sessions will receive a certificate of attendance upon completion of the module.
Fees
L.L. 180,000 per participant for each module consisting of six sessions and two days of observation at the IC Preschool. The fee for module E will be LL 90,000.
Note: If places are available, registration may be considered for individual sessions at L.L.40,000 each.
For more information, please contact:
Mrs. Zeina Dayya
Educational Resources Center
International College
Tel: (01) 364016
(01) 350000 ext. 7824
Fax: (01) 361448
Email: zdayya@ic.edu.lb