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Category	Workshop Outlines
ACTIVE LEARNING & ASSESSMENT	Active Learning: Teaching and Learning in the 21^st Century SYNOPSIS Students do not learn much just by sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. Much research has shown that active learning is an exceptionally effective teaching technique. Regardless of the subject matter, when active learning is compared to traditional teaching methods (such as lecture or didactic teaching), students learn more material, retain the information longer, and enjoy the class more. Active learning allows students to learn in the classroom with the help of the instructor and other students as compared to learning by themselves. Active Learning is a highly interactive workshop designed to help teachers expand and refine their repertories of active learning strategies that: Provide opportunities for students to actively construct meaning Create a safe-nonthreatening yet challenging environment that respects and responds to learner needs Call for real-world examples and rigorous applications of learning Make formative assessment a learning experience for teachers and learners LEARNING OBJECTIVES At the end of the 2-day workshop, teachers will not only experience many of the strategies, they will be clear about the educational purposes of those strategies and leave with plans to use the strategies right away. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP / SEMINAR DATE 4 - 5 Jun 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Can You Handle the Truth? The Low-down on Kinesthetic Learning in the Classroom SYNOPSIS This workshop is designed to equip participants with learning strategies that can help all students in the class participate actively. When students are able to involve themselves in their learning through hands-on activities, they will display greater their interest in the lesson and perform assigned tasks more readily. The strategies that are shared in this workshop include a myriad of activities that students can perform individually, in small groups or as a class. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: To heighten students' attention and engagement in lessons. To review concepts being taught and check for students' understanding. To allow students to handle their learning. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 8 Mar 2012 (Registration closed) 24 Apr 2012 (Registration closed) 27 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Creating Dream Teams — Promoting Active Learning through Small Groups in Your Classroom SYNOPSIS Who has witnessed this happening in their classrooms? Teacher asks question Students who wish to respond raise their hands Teacher calls on student Student attempts question... and the entire process is repeated. When this strategy is used, the teacher is the only person who actively engaged with all the questioning and answering. For the rest of the students, learning may only be occurring at a superficial level. The good news is that this can be quite easily changed. There are repertoires of structured ways and strategies that you can have students work in groups so that they can experience and learn so much more from your instruction. Give your students the opportunity to become active learners in your class by organizing fun, yet structured group activities for them. Your students will learn more, have fun whilst doing so, and thank you for it! LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Use innovative and fun student grouping techniques to form effective small to larger groups. Structure fun, yet effective group work that will encourage active learning while ensuring individual accountability for all students. Engage more students during lessons such that they are allowed to learn more in a happier environment. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 20 Mar 2012 (Registration closed) 3 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Hits and Misses: Focusing Students' Efforts for Reading, Listening & Viewing in the Classroom SYNOPSIS It is easy for students to read, listen or view text yet miss its key understanding because they are not focusing or they do not know what to focus on. In this workshop participants will examine the importance of getting students to set a purpose for reading, listening and viewing. They will also explore various strategies that teachers can deploy to keep students active and focused when working with text. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies that will result in students reading, listening or viewing with purpose. Choose appropriate strategies to focus students' engagement with text according to the content and context of the lesson. TARGET AUDIENCE Teachers at All Levels/All Subjects WORKSHOP / SEMINAR DATE 13 Feb 2012 (Registration closed) 17 Apr 2012 (Registration closed) 26 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	It's a Wrap! — Creative Ways for Students to Summarise their Learning SYNOPSIS This workshop will provide teachers with a structure for student meaning making and how to get students to summarize the key points of every lesson- be it English, Mathematics, or Science. The strategies are designed to match the kind or level of thinking teachers want their students to do about the material being studied. Often, truly internalizing content means having students make personal connections with the concepts they have studied and it is the ability to do this that will raise curiosity and increase speculation about a particular subject. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: To emphasize key ideas of content material. To have student process their learning. To surface misconceptions and confusions and for a teacher to be able to rectify these quickly and ably. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 17 Jan 2012 (Registration closed) 22 Feb 2012 (Registration closed) 19 Apr 2012 (Registration closed) 3 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Joining the Dots — Accessing Students' Prior Knowledge & Making Real-world Connections SYNOPSIS Activating students' schema and connecting lesson topics to the real world are essential ingredients of an engaging lesson. Doing these not only allow students to build on what they already know, but pave the way for deeper understanding and meaning making as they connect what they learn in the classroom to their world experiences. Thus, for teachers to have a repertoire of strategies that can be used to effectively access students' prior knowledge and deepening students' learning by making real-world connections will make teaching and learning in the classroom more effective and engaging. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply strategies to access students' prior knowledge on a lesson topic(s). Use strategies to allow students to make real world connections with what is learnt in the classroom. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 16 Jan 2012 (Registration closed) 23 Mar 2012 (Registration closed) 11 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Mastery, Retention and Transfer: Boost Your Students' Word Power in Chemistry SYNOPSIS Whilst we may not all be language teachers, all teachers will need to teach reading and vocabulary — in particular, words that are peculiar or bear different meanings when used in their respective fields or subjects. It is crucial that students be able to master the use of the vocabulary of the subject that they are learning, retain the vocabulary over an extended period of time and transfer their learning by appropriately using the vocabulary in a different context. This workshop explores a variety of ways of developing students' vocabulary in Chemistry. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies to develop students' Chemistry vocabulary. Choose appropriate strategies when developing students' Chemistry vocabulary. TARGET AUDIENCE Chemistry Teachers WORKSHOP / SEMINAR DATE 2 Feb 2012 (Registration closed) 12 Apr 2012 (Registration closed) 19 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Mastery, Retention and Transfer: Boost Your Students' Word Power in Physics SYNOPSIS Whilst we may not all be language teachers, all teachers will need to teach reading and vocabulary — in particular, words that are peculiar or bear different meanings when used in their respective fields or subjects. It is crucial that students be able to master the use of the vocabulary of the subject that they are learning, retain the vocabulary over an extended period of time and transfer their learning by appropriately using the vocabulary in a different context. This workshop explores a variety of ways of developing students' vocabulary in Physics. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies to develop students' Physics vocabulary. Choose appropriate strategies when developing students' Physics vocabulary. TARGET AUDIENCE Physics Teachers WORKSHOP / SEMINAR DATE 6 Feb 2012 (Registration closed) 2 Apr 2012 (Registration closed) 27 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Mastery, Retention and Transfer: Boost Your Students' Word Power in Mathematics SYNOPSIS Whilst we may not all be language teachers, all teachers will need to teach reading and vocabulary — in particular, words that are peculiar or bear different meanings when used in their respective fields or subjects. It is crucial that students be able to master the use of the vocabulary of the subject that they are learning, retain the vocabulary over an extended period of time and transfer their learning by appropriately using the vocabulary in a different context. This workshop explores a variety of ways of developing students' vocabulary in Mathematics. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies to develop students' Mathematics vocabulary. Choose appropriate strategies when developing students' Mathematics vocabulary. TARGET AUDIENCE Mathematics Teachers WORKSHOP / SEMINAR DATE 26 Mar 2012 (Registration closed) 22 May 2012 23 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Mastery, Retention and Transfer: Boost Your Students' Word Power in Biology SYNOPSIS Whilst we may not all be language teachers, all teachers will need to teach reading and vocabulary — in particular, words that are peculiar or bear different meanings when used in their respective fields or subjects. It is crucial that students be able to master the use of the vocabulary of the subject that they are learning, retain the vocabulary over an extended period of time and transfer their learning by appropriately using the vocabulary in a different context. This workshop explores a variety of ways of developing students' vocabulary in Biology. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies to develop students' Biology vocabulary. Choose appropriate strategies when developing students' Biology vocabulary TARGET AUDIENCE Biology Teachers WORKSHOP / SEMINAR DATE 27 Mar 2012 (Registration closed) 18 May 2012 22 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Mastery, Retention and Transfer: Boost Your Students' Word Power in Geography SYNOPSIS Whilst we may not all be language teachers, all teachers will need to teach reading and vocabulary — in particular, words that are peculiar or bear different meanings when used in their respective fields or subjects. It is crucial that students be able to master the use of the vocabulary of the subject that they are learning, retain the vocabulary over an extended period of time and transfer their learning by appropriately using the vocabulary in a different context. This workshop explores a variety of ways of developing students' vocabulary in Geography. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply various strategies to develop students' Geography vocabulary. Choose appropriate strategies when developing students' Geography vocabulary. TARGET AUDIENCE Geography Teachers WORKSHOP / SEMINAR DATE 30 Mar 2012 (Registration closed) 3 May 2012 (Registration closed) 13 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Scratch Beneath the Surface — Unearthing Students' Misconceptions & Naïve Understandings SYNOPSIS Students sometimes come to class or come away from it thinking that they have understood concepts or ideas in a lesson. However, teachers know that this is not always the case. Moreover, research indicates that when students' concepts are flawed and left unchecked, they can become enduring misconceptions and 'naive understandings'. It is these that can get in the way of students attaining deep and correct understandings of concepts and ideas to their detriment. However, teachers can unearth such student misconceptions by employing a number of easy-to-use strategies to aid them so that these issues can be timely remedied. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Use strategies to surface students' misconceptions . Identify what these are and take remedial action. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 1 Feb 2012 (Registration closed) 10 Apr 2012 (Registration closed) 12 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	The Energised Classroom — How to Build in Movement in Your Classroom SYNOPSIS This workshop is designed to promote constructive movement in your classroom, and enhance learning outcomes for students. It is found that integrating structured movement in learning can stimulate the release of the body's natural motivators that helps maximize learners' energy levels and improve their memory. Including movement in your lessons can also help ensure that you address a variety of learning styles and encourage all students to participate actively. The strategies that are shared in this workshop will encourage movement with structure so as to keep students on task and at the same time, avoid chaos. LEARNING OBJECTIVES To understand the importance of incorporating movement strategies. How to maintain order when conducting activities that require movement. To incorporate movement strategies into lessons effectively. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 9 Mar 2012 (Registration closed) 11 May 2012 29 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Making Revision Fun SYNOPSIS Do you want your students to own their learning and set their own pace for acquiring content knowledge? Do you want to make revising for assessments fun and meaningful? This workshop invests all participants with step-by-step guides on strategies that engage students of all ages immediately, especially for revising for the exams and class tests. The strategies taught are effective, fun and practical ways to structure student-to-student interaction to secure greater learning and engagement. LEARNING OBJECTIVES In this half-day workshop, participants will be able to: List 5 reasons why students refuse to do as instructed by the teacher. Implement ready-to-use, proven pair work and team-work strategies that engage students in reinforcing content learnt and revising their lessons for tests and exams. Use structures to get immediate feedback and evaluation of their lessons. Craft at least 1 team work activity for revising their subject/topic. Apply 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE All Levels and Subjects WORKSHOP / SEMINAR DATE 28 Mar 2012 (Registration closed) 8 May 2012 (Registration closed) 28 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Teaching to Encourage Deep Approaches to Learning Chemistry SYNOPSIS Intuitively, we have experienced for ourselves and witnessed in others decidedly different approaches to learning. Sometimes, we are compelled to get to the bottom of things; other times we are glad to just get through. Teachers who are keen to improve students' learning experience will need to seriously consider how they can urge students to take a deep approach to learning. In this workshop, participants will examine the various factors that influence students' approaches to learning. Participants will also experiment with integrating these factors into the lesson activities. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Describe the characteristics that typifies deep and surfaces approaches to learning. Identify factors influencing students' approaches to learning. Design classroom activities that encourage deep approaches to learning Chemistry. TARGET AUDIENCE Secondary School Chemistry Teachers WORKSHOP / SEMINAR DATE 21 Feb 2012 (Registration closed) 24 May 2012 4 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Teaching to Encourage Deep Approaches to Learning Primary/Secondary Mathematics SYNOPSIS Intuitively, we have experienced for ourselves and witnessed in others decidedly different approaches to learning. Sometimes, we are compelled to get to the bottom of things; other times we are glad to just get through. Teachers who are keen to improve students' learning experience will need to seriously consider how they can urge students to take a deep approach to learning. In this workshop, participants will examine the various factors that influence students' approaches to learning. Participants will also experiment with integrating these factors into the lesson activities. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Describe the characteristics that typifies deep and surfaces approaches to learning. Identify factors influencing students' approaches to learning. Design classroom activities that encourage deep approaches to learning Primary/Secondary Mathematics. TARGET AUDIENCE Primary/Secondary School Mathematics Teachers WORKSHOP / SEMINAR DATE 17 Jan 2012 (Registration closed) 10 Jun 2012 27 Jun 2012 18 Sep 2012 26 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Teaching to Encourage Deep Approaches to Learning Physics SYNOPSIS Intuitively, we have experienced for ourselves and witnessed in others decidedly different approaches to learning. Sometimes, we are compelled to get to the bottom of things; other times we are glad to just get through. Teachers who are keen to improve students' learning experience will need to seriously consider how they can urge students to take a deep approach to learning. In this workshop, participants will examine the various factors that influence students' approaches to learning. Participants will also experiment with integrating these factors into the lesson activities. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Describe the characteristics that typifies deep and surfaces approaches to learning. Identify factors influencing students' approaches to learning. Design classroom activities that encourage deep approaches to learning Physics. TARGET AUDIENCE Secondary School Physics Teachers WORKSHOP / SEMINAR DATE 7 Feb 2012 (Registration closed) 23 May 2012 21 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Teaching to Encourage Deep Approaches to Learning Primary Science SYNOPSIS Intuitively, we have experienced for ourselves and witnessed in others decidedly different approaches to learning. Sometimes, we are compelled to get to the bottom of things; other times we are glad to just get through. Teachers who are keen to improve students' learning experience will need to seriously consider how they can urge students to take a deep approach to learning. In this workshop, participants will examine the various factors that influence students' approaches to learning. Participants will also experiment with integrating these factors into the lesson activities. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Describe the characteristics that typifies deep and surfaces approaches to learning. Identify factors influencing students' approaches to learning. Design classroom activities that encourage deep approaches to learning Primary Science. TARGET AUDIENCE Primary School Science Teachers WORKSHOP / SEMINAR DATE 3 Feb 2012 (Registration closed) 21 May 2012 19 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Facilitating Student Discussions That Deepen Learning SYNOPSIS For teachers who strive to have a classroom full of engaged and active learners, student discussion is an often prized strategy. This workshop aims to assist participants in planning for meaningful student discussions to take place during their lesson. Participants will also have the opportunity to practise the various strategies suggested during the workshop. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Scaffold students' discussion. Facilitate students to work effectively in groups. Ask questions that encourages students to probe deeper into their learning. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 16 Jan 2012 (Registration closed) 29 Mar 2012 (Registration closed) 4 Jun 2012 2 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Using Effective Student Feedback to Improve Your Teaching SYNOPSIS "Listen up!" is an oft-heard refrain in the classroom; usually the teacher is saying it and the pupils are expected to be silent and listen. This workshop attempts to convey to teachers the importance of listening to students because feedback from pupils can inform teachers' efforts at improvement. Inevitable questions that arise are "Do kids know how to evaluate a lesson and the teacher's practice? Would this evaluation be used as a witch hunt?" This workshop aims to address these issues and provide a platform for participants to construct a viable understanding of gathering pupil feedback. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Appreciate the viability of implementing pupil evaluation. Discuss the credibility of proclaimed benefits of feedback from pupil evaluations. Design feedback questions appropriate to the purpose. Apply strategies in obtaining and attending to pupil feedback. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 26 Apr 2012 (Registration closed) 5 Jul 2012 24 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	If They Have Not Caught It, You Have Not Taught It! — Formative Assessments to Check Students' Understanding SYNOPSIS This workshop is designed to look at how teachers can find out what their students know and have learnt, building on their prior experiences, dealing with misconceptions and re-framing their thinking where appropriate. The workshop strategies will focus on how the teacher can facilitate student processing (meaning making) of new information and processes- namely, asking the right questions, and doing the right activities and assignments so as to promote understanding, retention and transfer. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: To check for understanding. To review. To enhance depth and breadth of thinking. To provide time for teacher to make instructional decisions. To allow the teacher to intervene without an audience. TARGET AUDIENCE Teachers at All levels/All Subjects WORKSHOP / SEMINAR DATE 8 Feb 2012 (Registration closed) 7 Mar 2012 (Registration closed) 20 Apr 2012 (Registration closed) 14 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Where Are They — Strategies to Gather Pre-assessment Student Data to Enhance Learning SYNOPSIS Students no longer come to class as blank sheets of paper. Gone are the days where teachers are the only sources of information other than encyclopedias as they are now able to access huge amounts of information at just a click of a button. On top of that, these students come with diverse backgrounds and experiences. Such issues can potentially make teaching a more challenging task. This workshop equips teachers with the methods and strategies to gather information about learners before starting to tailor instruction and learning experiences in a lesson. Such information also enables teachers to identify student learning gaps and prior knowledge. With these purposeful strategies, teachers can thus maximize instructional time by only focusing on what students really need in terms of their learning. LEARNING OBJECTIVES At the end of the workshop, participants will be able to use: Various methods and strategies to gather pre-assessment data. The information gathered in the process of tailoring instruction, learning experiences, scaffolding and more to enhance learning for students. TARGET AUDIENCE Teachers at All Levels WORKSHOP / SEMINAR DATE 10 Jan 2012 (Registration closed) 20 Feb 2012 (Registration closed) 22 Mar 2012 (Registration closed) 10 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Assessment for Improving Student Learning SYNOPSIS Arguably the best known reason for assessment in schools is the certification of student achievement, a stamp of approval (or disapproval) of sorts, for subsequent advancement to the next higher level of study or employment. However, the impetus for moving away from this incomplete understanding of assessment gathers pace. The case for using assessment to improve learning has been convincingly made. In this workshop, participants will explore various formative assessment strategies. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Apply the principles of assessment to the designing of assessment tasks. Make informed decisions about the choice of assessment methods. Provide feedback to improve students' learning. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 10 May 2012 22 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Designing Effective Lessons for Your Students SYNOPSIS Helping pupils achieve understanding is through a deliberate design process rather than leaving it to good fortune. In order to effectively plan for the learning experiences and instructional methods, teachers need to first identify the intended learning outcomes and determine the valid evidence of successful achievement. This workshop will explore the application of the concept of Constructive Alignment in planning lessons and designing appropriate learning-teaching activities. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Interpret intended learning outcomes. Identify valid evidence of successful achievement. Design suitable learning-teaching activities which are aligned to the intended learning outcomes. Plan lessons and curriculum accordingly. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 14 May 2012 27 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Drawing Assessment Rubrics for Your Students' Performance Tasks SYNOPSIS Assessment criteria and standards are critical to authentic assessment methods. They have to be valid to the intended learning outcomes and students need to understand them. This workshop aims to assist participants in crafting checklists and assessment rubrics. Participants will also have the opportunity to pilot their drafts during the workshop and receive feedback from fellow practitioners. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Determine the criteria for assessing a performance task. Prepare checklists to guide students as they attempt the performance task. Craft standard descriptors to depict the level of proficiency of students' responses to a performance task. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 19 Jan 2012 (Registration closed) 15 May 2012 28 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Ensuring greater Inter-rater Reliability in the use of Analytic Rating Scales in Assessing Writing Competence at the Secondary Level SYNOPSIS Analytic rating scales are used extensively for assessing writing performance. However, even with detailed descriptors, it is not always possible to avoid a degree of rater subjectivity. This workshop examines possible reasons for any variation in rating such the non-specific nature of descriptors, variance/subjectivity in both interpreting the categories and assigning marks, numbers fatigue, etc. and considers ways of minimizing it. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Critically examine and use an analytic rating scale to check variance in assessment among raters. Consider the possibility of making analytic rating scales more text-type specific. Consider ways of making such scales can ensure greater uniformity in rating. TARGET AUDIENCE Secondary School Teachers WORKSHOP TOPICS The rationale for using analytical scales Advantages and limitations of using analytical scales Subjectivity and its effect on inter-rater reliability in the use of analytical scales Possible ways of enhancing inter-rater reliability Adapting rating scales to make them more text-type-specific Using analytic rating scales in combination with holistic rating scales APPROACH A hands-on approach involving discussion, critical examination of analytical ratings scales samples and development of text-type-specific analytical rating scales used. WORKSHOP / SEMINAR DATE 8 Feb 2012 (Registration closed) 4 Apr 2012 (Registration closed) 4 Jul 2012 12 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Designing Effective, Reliable and Context-specific Rating Scales and Rubrics SYNOPSIS This workshop familiarizes teachers with the design, development and use of checklists, rating scales and rubrics. Checklists, rating scales and rubrics all have specific criteria and allow teachers and students to gather information and to make judgements about what students know and can do in relation to the outcomes. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Identify the advantages and limitations of using checklists, rating scales and rubrics. Design samples of context-specific/needs specific and reliable checklists, rating scales and rubrics. Use these checklists, rating scales and rubrics appropriately and effectively with their classes. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP TOPICS Features and uses of checklists Features and uses of rating scales Features and uses of rubrics Designing good checklists Designing good rating scales Designing good rubrics Trialling and refining checklists, rating scales and rubrics APPROACH The workshop will be interactive and will use discussion, critiquing of samples and group work activities to ensure hands-on participation by participants. WORKSHOP / SEMINAR DATE 20 Feb 2012 (Registration closed) 18 Apr 2012 (Registration closed) 16 Jul 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Effective Development, Use and Evaluation of the Portfolio in Assessment for Learning SYNOPSIS This workshop introduces to participants key features of the Portfolio as a collaborative teaching and assessing tool with the learner as an active and autonomous participant. It also offers practical tips to teachers on exploiting the Portfolio in enhance the quality of both instruction and assessment in the classroom. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Identify the features and uses of the portfolio. Plan the use of the portfolio for more efficient learning and assessment purposes. Evaluate the effectiveness of a portfolio-based teaching/assessing experience. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP TOPICS What is a portfolio? How is it important in collaborative teaching/learning and assessment? How best can a portfolio be used in the classroom? What are the steps in planning portfolio-based instruction and assessment? What contents are included in a portfolio and how are they selected? What are the steps and stages in planning portfolio-based assessment? What are some Dos and Don' ts in using the portfolio? How does one evaluate the effectiveness of a portfolio? APPROACH The workshop will be interactive and will use discussion, critiquing and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 19 Jan 2012 (Registration closed) 25 May 2012 24 Aug 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Principles and Practices in Language Assessment SYNOPSIS Language assessment is a gauge of what a student knows and/or can do with a language and, more indirectly, of how well the language instruction is proceeding. This workshop introduces to teachers the purposes, principles, practices in language assessment in schools in Singapore. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Understand and apply the key principles in assessment such as Validity, Reliability, Practicality, etc. Use appropriate items to assess ability in the macro skills (Listening, Speaking, Reading and Writing), Grammar and Vocabulary. Distinguish between Assessment of Learning, Assessment of Learning and Assessment as Learning and know the key features and uses of each. TARGET AUDIENCE Primary School Teachers WORKSHOP TOPICS The purpose of assessment Paper-based assessment and Performance-based assessment Types of Validity Types of Reliability Practical Aspects of Language Assessment Assessing Listening, Speaking, Reading and Writing Assessing Grammar and Vocabulary Assessment of Learning (AoL),Assessment for Learning (AfL) and Assessment as Learning(AaL) and the uses of each APPROACH A hands-on approach involving workshop leader input, discussion and group work for a critical examination of samples of assessment items will be used. WORKSHOP / SEMINAR DATE 13 Feb 2012 (Registration closed) 11 Apr 2012 (Registration closed) 9 Jul 2012 17 Sep 2012 < Back ^TopRegistration & Workshop Information
ACTIVE LEARNING & ASSESSMENT	Techniques for Better Peer Assessment and Feedback SYNOPSIS Peer and self-assessment can help learners learn better by examining samples or oral presentations or pieces of written work by peers critically to both assess and to improve their performance. However, pupils need training in both self and peer assessment at both Primary and Secondary levels to do this fairly, objectively and well. This workshop considers some techniques in training learners to do self and peer assessment efficiently using appropriate instruments. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Identify the potential and the limitation of using peer and self-assessment in the classroom. Develop appropriate checklists and rating scales to help their pupils assess peer and self-performance objectively. Train pupils in the effective use of these instruments. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP TOPICS The purpose of peer and self-assessment Challenges in implementing peer and self-assessment in the classroom Developing rough and ready but fairly valid and reliable instruments for peer and self- assessment Training pupils in the use of these instruments Integrating peer and self-assessment with teacher assessment APPROACH A hands-on approach involving discussion, critical examination peer and self-assessment instruments samples and ways of training pupils in applying them will be used. WORKSHOP / SEMINAR DATE 10 Feb 2012 (Registration closed) 9 Apr 2012 (Registration closed) 6 Jul 2012 14 Sep 2012 < Back ^TopRegistration & Workshop Information
KAGAN COOPERATIVE LEARNING	Cooperative Learning: Effective Student Engagement SYNOPSIS Kagan's Cooperative Learning Workshops invest teachers with strategies and principles which integrate creativity and flexibility in classroom instruction. These strategies promote self-directed learning and the creation of a student-centred learning environment. Teachers learn to craft their lessons to build student-capacity in 21st Century skills by seamlessly incorporating cooperative learning structures in their lessons to create daily learning experiences in self-awareness, social awareness, self-management, relationship management and responsible decision-making. Kagan structures are teacher-friendly and easily applied in the classroom, thus allowing the teacher to structure student-to-student interaction after ten minutes of direct instruction. These workshops also introduce easy to apply classroom management strategies besides investing the teacher with tips to seamlessly infuse social skills. Theories and extensive research support the conclusion that cooperative learning promotes higher level thinking and enhances the quality of reasoning, the developmental level of thinking, metacognition, quality of problem solving, creativity and social perspective-taking in the classroom. LEARNING OBJECTIVES At the end of the 2-day workshop, participants will be able to: Describe and identify the changing roles of students as active learners in the teaching and learning process via pair or group work using interactive approaches in order to develop students who are resourceful, communicative and innovative. Demonstrate the ability to use at least 12 strategies which will engage learners across abilities. Handle heterogeneity within the classroom, using structures for differentiation — one of the greatest challenges for any teacher. Use teaching strategies that cultivate self-directed learning and social responsibility through peer or team sharing activities and role-play. Replace any element of the lesson with any of the 12 Cooperative Learning structures learnt to transform their existing lesson plans into Cooperative Learning ones. Use at least 5 classroom management strategies and 5 strategies to infuse social skills in their lessons. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP / SEMINAR DATE 28 - 29 May 2012 18 - 19 Jun 2012 Educare Co-operative Ltd is the only licensed Kagan franchisee in Singapore to provide Kagan Professional Development to schools and organisations. Our trainers are not only certified Kagan Cooperative Learning trainers, but are also highly experienced educators from the Singapore education system. < Back ^TopRegistration & Workshop Information
KAGAN COOPERATIVE LEARNING	Dream Teacher! Can I Be One? SYNOPSIS Do you want your students to be excited about coming to your class? Do you want to establish rapport with your students? Do you want your student to learn as much as it is possible from you? Do you want to be a role-model for your wards? Find out about your impact on your present students at this workshop. Pick up easy-to-implement, effective, fun and practical strategies to create a lasting impression of you on your students. LEARNING OBJECTIVES In this half-day workshop, participants will be able to: Ascertain their impact on their students after completing Questionnaire on Teacher Impact. Apply the findings from research on teacher expectations, motivation to excel and student performance. Use 5 fun, practical and innovative strategies to secure student engagement; and use management tips and celebratory cheers in their class. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 14 May 2012 11 Sep 2012 < Back ^TopRegistration & Workshop Information
KAGAN COOPERATIVE LEARNING	Engaging the Reluctant Learner with Pair Work SYNOPSIS This workshop invests all participants with pair work strategies that will engage the reluctant learner immediately. These strategies are easy-to-implement, effective, fun and practical. They do not require any additional props either. These structures harness student-attention swiftly and facilitate easy transfer of content delivered to students. Teachers will also find it easier to build on students' prior knowledge, review lessons as well as manage the class better. LEARNING OBJECTIVES In this half-day workshop, participants will be able to: List 5 reasons why students refuse to do as instructed by the teacher. Implement ready-to-use, proven pair work strategies to engage students in their lessons. Design at least 1 new innovative pair work strategy. Craft at least 1 pair work activity for their subject. Apply management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 27 Jun 2012 21 Aug 2012 < Back ^TopRegistration & Workshop Information
KAGAN COOPERATIVE LEARNING	Four Heads are Better than One with Group Work SYNOPSIS This workshop invests all participants with step-by-step guides on strategies that engage students of all ages immediately when they work in groups/teams. These easy-to-implement, fun and practical ways to structure student-to-student interaction effectively secure greater student engagement. These strategies do not require any additional work or props either. Teachers will also be able to infuse social skills as well as manage the class. LEARNING OBJECTIVES In this half-day workshop, participants will be able to: List 5 reasons why students refuse to do as instructed by the teacher. Implement ready-to-use, proven strategies to engage students in groups/teams. Design/craft at least 1 team activity for teaching their subject. Apply 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/Secondary School Teachers; All Levels and Subjects WORKSHOP / SEMINAR DATE 5 Mar 2012 (Registration closed) 30 Apr 2012 14 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Developing a Culture of Thinking to promote Critical Thinking in the Classroom SYNOPSIS One of the key elements of developing critical thinking in the classroom is the creation of a conducive environment. Like the importance of having a fertile soil to nurture and grow healthy garden, the culture of the classroom is key in the successful development of critical thinkers in the classroom. This workshop introduces the powerful concept of a culture of thinking which teachers can realize in their classrooms. LEARNING OBJECTIVES In this workshop, participants will learn about the: Concept of classroom culture; Concept of a culture of thinking and its importance; 8 cultural forces; that shape the culture of thinking; and How to shape the cultural forces to develop the culture of thinking in the classroom. TARGET AUDIENCE Secondary School Teachers WORKSHOP / SEMINAR DATE 5 Jun 2012 3 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Developing a Culture of Thinking to promote Critical Thinking in the Primary Classroom SYNOPSIS One of the key elements of developing critical thinking in the classroom is the creation of a conducive environment. Like the importance of having a fertile soil to nurture and grow healthy garden, the culture of the classroom is key in the successful development of critical thinkers in the classroom. This workshop introduces the powerful concept of a culture of thinking which teachers can realize in their classrooms. LEARNING OBJECTIVES In this workshop, participants will learn about the: Concept of classroom culture; Concept of a culture of thinking and its importance; 8 cultural forces; that shape the culture of thinking; and How to shape the cultural forces to develop the culture of thinking in the classroom. TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 6 Mar 2012 (Registration closed) 25 Jun 2012 10 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Developing Critical Thinking using Powerful Questioning in your Classroom SYNOPSIS As one of the most basic pedagogical tools in the classroom, questioning can be an indispensable means for developing and engaging students' critical thinking. However, not all questions are equal in terms of their impact in developing and encouraging students' thinking in the classroom. Closed questions, such as verification questions or those aimed merely at assessing students' content understanding, do little in terms of developing students' critical thinking. In contrast to closed questions are 'powerful questions' - those that 'evoke in students an awareness of and engagement in the mind'. However, 'powerful questions' have three features. They are invitational, engage specific cognitive operations at various level of complexity; and address external or internal content that is relevant to the learner. LEARNING OBJECTIVES In this workshop, participants will: Discover the different variety of questions and understand their different functions Learn to ask the type of questions that engage students' critical thinking and deepen their learning TARGET AUDIENCE Secondary School Teachers WORKSHOP / SEMINAR DATE 13 Jan 2012 (Registration closed) 2 May 2012 (Registration closed) 25 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Developing Critical Thinking using Powerful Questioning in your Primary Classroom SYNOPSIS As one of the most basic pedagogical tools in the classroom, questioning can be an indispensable means for developing and engaging students' critical thinking. However, not all questions are equal in terms of their impact in developing and encouraging students' thinking in the classroom. Closed questions, such as verification questions or those aimed merely at assessing students' content understanding, do little in terms of developing students' critical thinking. In contrast to closed questions are 'powerful questions' - those that 'evoke in students an awareness of and engagement in the mind'. However, 'powerful questions' have three features. They are invitational, engage specific cognitive operations at various level of complexity; and address external or internal content that is relevant to the learner. LEARNING OBJECTIVES In this workshop, participants will: Discover the different variety of questions and understand their different functions Learn to ask the type of questions that engage students' critical thinking and deepen their learning TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 17 Feb 2012 (Registration closed) 3 Apr 2012 (Registration closed) 25 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Improving Reasoning: Teaching GP & KI Using Socratic Questioning and the Elements of Reason Framework SYNOPSIS The ability to reason and question effectively is a skill that many a student of GP and KI seem to lack. Is this down to their intelligence or them lacking the intellectual tools? The workshop aims to address this by equipping teachers with an easy-to-use strategy that will help develop their students to be better reasoners and thinkers. Socratic questioning and Elements of Reasons framework provide a structured and systematic strategy to develop students' reasoning and probing skills that will foster deeper thinking and examination of an issue. It offers both teachers and students the means to methodologically take any form of thinking or reasoning apart and fix it, as it were. Thus, using it not only helps one in detecting flaws in reasoning, but it also functions as an effective means to enhance the quality and depth of one's thinking — not just as students of GP and KI, but as individuals. TARGET AUDIENCE GP & KI Teachers WORKSHOP / SEMINAR DATE 12 Jan 2012 (Registration closed) 19 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Reading and Writing Critically SYNOPSIS Reading and writing are key basic skills but often they are taught merely as functional skills with little sense of criticality. However, it is only with a sense of criticality that students can then be better able to engage and unravel texts as they read them, and write more coherently and thoughtfully. Reading and writing critically allows students to engage themselves more deeply, developing their critical thinking faculties. LEARNING OBJECTIVES In this workshop, participants will learn about: What it means to read and write critically. How to get students to read and write critically. TARGET AUDIENCE Secondary School/JC/CI Teachers WORKSHOP / SEMINAR DATE 4 Apr 2012 (Registration closed) 10 Jul 2012 20 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your English Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching English. TARGET AUDIENCE Primary/Secondary School English Teachers WORKSHOP / SEMINAR DATE 17 Jan 2012 (Registration closed) 12 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your Geography Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching Geography. TARGET AUDIENCE Secondary School Geography Teachers WORKSHOP / SEMINAR DATE 23 May 2012 7 Aug 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your History Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching History. TARGET AUDIENCE Secondary School History Teachers WORKSHOP / SEMINAR DATE 15 Feb 2012 (Registration closed) 31 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your Literature Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching Literature. TARGET AUDIENCE Secondary School Literature Teachers WORKSHOP / SEMINAR DATE 24 Feb 2012 (Registration closed) 5 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your Primary Science Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching Science. TARGET AUDIENCE Primary School Science Teachers WORKSHOP / SEMINAR DATE 16 Feb 2012 (Registration closed) 17 May 2012 27 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Remodelling Your Secondary Science Lessons for Critical Thinking SYNOPSIS Integrating critical thinking in lessons can be a challenge if critical thinking is not explicitly made a key instructional objective both as a starting point and end objective of the lessons taught. Once teachers learn to remodel their lessons to include critical thinking strategies in which their subject content revolves round, their lessons will be more easily recalibrated to develop critical thinking in students more effectively. LEARNING OBJECTIVES In this workshop, participants will learn about: What the various critical thinking instructional strategies are. How to use critical thinking instructional strategies to plan their lessons for teaching Science. TARGET AUDIENCE Secondary School Science Teachers WORKSHOP / SEMINAR DATE 20 Feb 2012 (Registration closed) 26 Apr 2012 (Registration closed) 26 Sep 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Using Intellectual Standards to Assess Critical Thinking SYNOPSIS The ability to think critically is undoubtedly a key skill in today's world and one which teachers attempt to equip their students with. While teachers may incorporate critical thinking through tasks and activities that engage student's higher order thinking skills in the class, what is often lacking is the means to assess the quality of thinking. What basis can teachers use and teach students to use to assess their thinking and that of others? This workshop addresses this question. LEARNING OBJECTIVES In this workshop, participants will learn about: The universal intellectual standards. How to use and apply the intellectual standards to assess critical thinking. TARGET AUDIENCE Secondary/JC/CI Teachers WORKSHOP / SEMINAR DATE 1 Mar 2012 (Registration closed) 11 May 2012 23 Aug 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Using Intellectual Standards to Assess Critical Thinking SYNOPSIS The ability to think critically is undoubtedly a key skill in today's world and one which teachers attempt to equip their students with. While teachers may incorporate critical thinking through tasks and activities that engage student's higher order thinking skills in the class, what is often lacking is the means to assess the quality of thinking. What basis can teachers use and teach students to use to assess their thinking and that of others? This workshop addresses this question. LEARNING OBJECTIVES In this workshop, participants will learn about: The universal intellectual standards. How to use and apply the intellectual standards to assess critical thinking. TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 21 Mar 2012 (Registration closed) 23 May 2012 23 Aug 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Realising the 21st Century Competencies in the Chemistry Classroom through Problem-Based Learning SYNOPSIS The Problem-Based Learning (PBL) process encompasses Self-Directed Learning and Collaborative Learning. Its design develops in pupils the 21st Century Competencies. This workshop discusses the intricacies in the designing and crafting of a PBL problem, as well as, the centrality of its role in PBL. It will emphasize the essential components that constitute a complete problem scenario. Teachers need to incorporate these elements to successfully introduce PBL in their classrooms. During the workshop, participants will get the opportunity to craft PBL problems that are aligned with the secondary school Chemistry syllabus. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Discuss the centrality of the problem scenario in a PBL curriculum. Identify the level of understanding stated in the intended learning outcomes (ILOs). Choose the appropriate type of problems that match the ILOs. Craft and resource PBL problems that are aligned with the syllabus' ILOs. TARGET AUDIENCE Secondary School Chemistry Teachers WORKSHOP / SEMINAR DATE 9 May 2012 (Registration closed) 31 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Realising the 21st Century Competencies in the Physics Classroom through Problem-Based Learning SYNOPSIS The Problem-Based Learning (PBL) process encompasses Self-Directed Learning and Collaborative Learning. Its design develops in pupils the 21st Century Competencies. This workshop discusses the intricacies in the designing and crafting of a PBL problem, as well as, the centrality of its role in PBL. It will emphasize the essential components that constitute a complete problem scenario. Teachers need to incorporate these elements to successfully introduce PBL in their classrooms. During the workshop, participants will get the opportunity to craft PBL problems that are aligned with the secondary school Physics syllabus. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Discuss the centrality of the problem scenario in a PBL curriculum. Identify the level of understanding stated in the intended learning outcomes (ILOs). Choose the appropriate type of problems that match the ILOs. Craft and resource PBL problems that are aligned with the syllabus' ILOs. TARGET AUDIENCE Secondary School Physics Teachers WORKSHOP / SEMINAR DATE 19 May 2012 29 May 2012 24 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Realising the 21st Century Competencies in the Primary Mathematics Classroom through Problem-Based Learning SYNOPSIS The Problem-Based Learning (PBL) process encompasses Self-Directed Learning and Collaborative Learning. Its design develops in pupils the 21st Century Competencies. This workshop discusses the intricacies in the designing and crafting of a PBL problem, as well as, the centrality of its role in PBL. It will emphasize the essential components that constitute a complete problem scenario. Teachers need to incorporate these elements to successfully introduce PBL in their classrooms. During the workshop, participants will get the opportunity to craft PBL problems that are aligned with the primary school Mathematics syllabus. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Discuss the centrality of the problem scenario in a PBL curriculum. Identify the level of understanding stated in the intended learning outcomes (ILOs). Choose the appropriate type of problems that match the ILOs. Craft and resource PBL problems that are aligned with the syllabus' ILOs. TARGET AUDIENCE Primary School Mathematics Teachers WORKSHOP / SEMINAR DATE 1 Mar 2012 (Registration closed) 31 May 2012 17 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Realising the 21st Century Competencies in the Secondary Mathematics Classroom through Problem-Based Learning SYNOPSIS The Problem-Based Learning (PBL) process encompasses Self-Directed Learning and Collaborative Learning. Its design develops in pupils the 21st Century Competencies. This workshop discusses the intricacies in the designing and crafting of a PBL problem, as well as, the centrality of its role in PBL. It will emphasize the essential components that constitute a complete problem scenario. Teachers need to incorporate these elements to successfully introduce PBL in their classrooms. During the workshop, participants will get the opportunity to craft PBL problems that are aligned with the secondary school Mathematics syllabus. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Discuss the centrality of the problem scenario in a PBL curriculum. Identify the level of understanding stated in the intended learning outcomes (ILOs). Choose the appropriate type of problems that match the ILOs. Craft and resource PBL problems that are aligned with the syllabus' ILOs. TARGET AUDIENCE Secondary School Mathematics Teachers WORKSHOP / SEMINAR DATE 6 Mar 2012 (Registration closed) 30 May 2012 18 Jul 2012 < Back ^TopRegistration & Workshop Information
CRITICAL THINKING & 21^st CENTURY COMPETENCIES	Realising the 21st Century Competencies in the Primary Science Classroom through Problem-Based Learning SYNOPSIS The Problem-Based Learning (PBL) process encompasses Self-Directed Learning and Collaborative Learning. Its design develops in pupils the 21st Century Competencies. This workshop discusses the intricacies in the designing and crafting of a PBL problem, as well as, the centrality of its role in PBL. It will emphasize the essential components that constitute a complete problem scenario. Teachers need to incorporate these elements to successfully introduce PBL in their classrooms. During the workshop, participants will get the opportunity to craft PBL problems that are aligned with the primary school Science syllabus. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Discuss the centrality of the problem scenario in a PBL curriculum. Identify the level of understanding stated in the intended learning outcomes (ILOs). Choose the appropriate type of problems that match the ILOs. Craft and resource PBL problems that are aligned with the syllabus' ILOs. TARGET AUDIENCE Primary School Mathematics Teachers WORKSHOP / SEMINAR DATE 5 Apr 2012 (Registration closed) 23 Jul 2012 17 Sep 2012 < Back ^TopRegistration & Workshop Information
VALUES-EMBEDDED INSTRUCTION	Galvanising Students with Class Building SYNOPSIS Do you want a classroom that each student is excited to enter every day and sad to leave at the end of the year? Do you want a class full of students who explore content and are active members of a learning community? Do you want a class which celebrates each other's diversity? Create a caring, cooperative classroom using energizing class building strategies! Get students out of their seats to interact with their classmates in a positive way! Pick up 4 easy-to-implement, effective, fun and practical class building strategies at this workshop. LEARNING OBJECTIVES In this 3-hour workshop, participants will learn the following: 7 Reasons to do class building. 4 ready-to-use, fun and practical class building strategies to build a cooperative classroom. 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/ Secondary School Teachers; All Subjects and Levels WORKSHOP / SEMINAR DATE 19 Jan 2012 (Registration closed) 7 Feb 2012 (Registration closed) 26 Mar 2012 (Registration closed) 17 Apr 2012 (Registration closed) 31 May 2012 9 Jul 2012 11 Jul 2012 24 Sep 2012 < Back ^TopRegistration & Workshop Information
VALUES-EMBEDDED INSTRUCTION	Teambuilding: Harnessing Student Power for Greater Engagement SYNOPSIS Do you want to build students' will to work together and consolidate their cooperative teamwork skills using empowering teambuilding strategies? Do you want to give students the opportunity to interact with their teammates in a positive way? Do you want to put an end to discipline problems in your class? This workshop invests all participants with 5 handy easy-to-implement step-by-step guides for teambuilding strategies that are effective, fun and practical. LEARNING OBJECTIVES In this 3-hour workshop, participants will be able to: List 5 reasons to do Teambuilding. Implement 4 ready-to-use, proven teambuilding strategies, designed to transform student groups into caring and cooperative teams. Apply 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/Secondary School Teachers; All Subjects and Levels WORKSHOP / SEMINAR DATE 11 Jan 2012 (Registration closed) 18 Jan 2012 (Registration closed) 5 Apr 2012 (Registration closed) 18 Apr 2012 (Registration closed) 16 Jul 2012 16 Aug 2012 28 Sep 2012 < Back ^TopRegistration & Workshop Information
VALUES-EMBEDDED INSTRUCTION	Developing Intellectual Traits SYNOPSIS Critical thinking is often perceived merely as a cognitive ability. While this perception is not wrong, it is certainly not sufficient if teachers aim to develop critical thinkers and not merely critical thinking abilities. Effective development of critical thinking goes beyond developing cognitive abilities; it entails developing the person as well — the individual's traits and dispositions as critical thinkers. This workshop presents the audience with the instructive notion of intellectual character which is key in developing critical thinkers. LEARNING OBJECTIVES In this workshop, participants will learn about: The notion of intellectual traits. How to cultivate and nurture these intellectual traits amongst students. TARGET AUDIENCE Secondary/JC/CI Teachers WORKSHOP / SEMINAR DATE 21 Mar 2012 (Registration closed) 2 Aug 2012 < Back ^TopRegistration & Workshop Information
VALUES-EMBEDDED INSTRUCTION	Developing Intellectual Traits in the Primary Classroom SYNOPSIS Critical thinking is often perceived merely as a cognitive ability. While this perception is not wrong, it is certainly not sufficient if teachers aim to develop critical thinkers and not merely critical thinking abilities. Effective development of critical thinking goes beyond developing cognitive abilities; it entails developing the person as well — the individual's traits and dispositions as critical thinkers. This workshop presents the audience with the instructive notion of intellectual character which is key in developing critical thinkers. LEARNING OBJECTIVES In this workshop, participants will learn about: The notion of intellectual traits. How to cultivate and nurture these intellectual traits amongst students. TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 29 Mar 2012 (Registration closed) 17 Aug 2012 < Back ^TopRegistration & Workshop Information
DIFFERENTIATED INSTRUCTIONS	Multiple Intelligences: Discovering How Am I Smart! SYNOPSIS This workshop helps teachers to discover the different ways their students learn and teaches them how to leverage on students' key strengths and intelligences to maximise their students' learning potential. Participants will also discover 'how are they smart' and learn to use various teaching strategies to develop all the 8 multiple intelligences in their students. LEARNING OBJECTIVES In this workshop, participants will: Discover their key intelligences in order to leverage on their strengths. Describe the 8 Multiple Intelligences in students that accounts for student diversity. Plan and develop innovative teaching strategies to help students leverage on their stronger MIs and work on their weaker MIs. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP / SEMINAR DATE 30 May 2012 31 Jul 2012 < Back ^TopRegistration & Workshop Information
DIFFERENTIATED INSTRUCTIONS	Differentiated Instruction Strategies for Teaching and Learning SYNOPSIS When we truly know our students, we are better able to meet their needs and direct our curriculum instruction towards ensuring their success. However, the curriculum we use in the classrooms, in the form of textbooks and other classroom learning materials, is often not enough to meet the myriad needs of learners and prepare them for the future. While retaining fidelity to a standards-based curriculum is essential, it is also important for classroom teachers to adapt and enhance this curriculum when needed to ensure students' success. This means infusing more rigour and conceptual knowledge into the curriculum, employing specific strategies to engage and motivate students, building students' self-regulation skills and learning autonomy and perhaps most importantly, to make certain that our students are not just learning but also thinking. LEARNING OBJECTIVES To clarify how differentiation can be taken to the next level in today's primary school classroom. To provide methods for defining key components of the curriculum: what students should know, be able to do, and understand. To offer ideas for creating effective essential questions. To help teachers create effective, engaging, exciting learning opportunities that guide all students- across achievement levels — to deeper levels of thinking. To supply useful strategies that can increase student achievement. TARGET AUDIENCE Primary/ Secondary School Teachers; All Subjects and Levels APPROACH The workshop will guide you in implementing thinking skills in the differentiated classroom — first defining the concept of thinking and then offering ways to integrate thinking skills into lessons — scaffolding and extending for the range of diverse learners in today’s classrooms. WORKSHOP / SEMINAR DATE 9 Feb 2012 (Registration closed) 12 Apr 2012 (Registration closed) 12 Jun 2012 11 Sep 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Integrating the Seven Other Intelligences into Language Teaching SYNOPSIS This interactive workshop introduces participants to the concept of Multiple Intelligences as developed by Howard Gardner and to applications of the concept that empower language teachers to vary their teaching in ways they may not commonly use. Two key principles of Multiple Intelligences theory are that everyone is smart but in different ways, and that everyone can become smarter. This optimistic theory encourages language teachers to go beyond what Gardner terms Verbal/Linguistic Intelligence by including in their teaching the seven other intelligences as designated by Gardner: Logical/ Mathematical, Visual/Spatial, Naturalistic, Bodily/Kinaesthetic, Musical/Rhythmic, Intrapersonal and Interpersonal. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Explain Multiple Intelligences theory. Appreciate that all their students are smart. Create lessons that activate a variety of intelligences. TARGET AUDIENCE Primary School Teachers; All language teachers, both Mother Tongue and English WORKSHOP TOPICS Multiple Intelligences theory The various intelligences Strategies for teaching via each intelligence How Multiples Intelligences fits with existing language teaching materials APPROACH The workshop will be interactive and will use discussion, lesson planning and group work activities to ensure a hands-on involvement by participants. WORKSHOP / SEMINAR DATE 27 Feb 2012 (Registration closed) 25 Jun 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Promoting Extensive Reading among Students SYNOPSIS This interactive workshop introduces participants to the why and how of encouraging students to read extensively. Extensive Reading involves reading in quantity, with the reading materials at a level such that students can understand what they are reading with little or no help from teachers or reference materials. This contrasts with Intensive Reading, Extensive Reading's partner, in which students read shorter texts with assistance from teachers who provide guidance as to comprehension and analysis of the reading materials. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Appreciate why we need to encourage students to read extensively. Find/create materials for Extensive Reading. Provide activities to accompany Extensive Reading. Motivate students to read independently. Counter objections to the use of school time for Extensive Reading. TARGET AUDIENCE Language Teachers, Mother Tongue and English WORKSHOP TOPICS The importance of Extensive Reading for language development and life-long learning Finding/Creating materials for Extensive Reading Activities to accompany Extensive Reading Teachers' roles in Extensive Reading Motivating students to become life-long independent reading APPROACH The workshop will be interactive and will use discussion, examples and group work activities to ensure a hands-on participation by participants. WORKSHOP / SEMINAR DATE 7 Feb 2012 (Registration closed) 19 Jun 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Enhancing Writing Ability in Primary School Pupils through Writing Portfolios and Cooperative Learning SYNOPSIS This workshop introduces to teachers key features of Cooperative Learning as well as ways of developing pupils' Writing Portfolios. It will demonstrate to them how they both could be used to considerably improve pupils' writing ability. These skills are important in helping pupils' develop better writing and editing skills through working with peers, critiquing each other's work and learning from one another, with the teacher acting as facilitator. LEARNING OBJECTIVES At the end of the workshop, teachers will be able to: Use appropriate strategies in Cooperative Learning such as Jigsaw, Think-Pair-Share, Round Robin, etc. for a writing activity. Develop their pupils Writing Portfolios. Use a combination of Cooperative Learning and Writing Portfolios to improve the individual writing ability of their pupils. TARGET AUDIENCE Primary School Teachers WORKSHOP TOPICS What is Cooperative Learning and what are its features and advantages? What are some key strategies in Cooperative Learning? How can these strategies be used to help improve pupils' writing ability? What are Writing Portfolios? How does a teacher build the Writing Portfolios of pupils? How do Writing Portfolios help pupils improve their writing ability? How can the use of Cooperative Learning strategies and Writing Portfolios help a teacher facilitate and monitor improvement in pupils' writing ability? APPROACH The workshop will be interactive and will use discussion, critiquing and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 19 Mar 2012 (Registration closed) 6 Aug 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Ask the Right Question: Questioning Techniques for Better Reading Comprehension and Writing in Upper Primary Classes LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Critically examine the types of questions on a text they normally ask in the classroom. Construct questions that can stimulate pupils' imagination and critical thinking. Use the pupils' response to these questions to help them ask more questions and generate new texts. TARGET AUDIENCE Upper Primary School Teachers WORKSHOP TOPICS Types of common classroom questions — their potential and their limitations Information Questions versus Confirmation Questions Questions to challenge and stimulate the mind Questions to understand information from the reading Questions to help analyse, critically examine, and appraise the information presented by recognizing what is missing or only implied Questions to judge the author's position/viewpoint or formulate an alternative - or even contrary — hypothesis Teacher-guided and student-generated questions APPROACH The workshop will be interactive and will use discussion, critiquing, group work activities to ensure hands-on participation by participants. WORKSHOP / SEMINAR DATE 6 Feb 2012 (Registration closed) 4 May 2012 (Registration closed) 24 Jul 2012 19 Sep 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Using Process Writing and Scaffolding for Better Writing Skills SYNOPSIS Writing is a challenging skill for many students at the Primary, Secondary and even tertiary levels. It is a complex combination of several sub-skills and involves conceptualizing a piece of writing on a given topic, planning the writing, writing the piece and editing it carefully for both CUEs — a Creative Use of English and a Correct Use of English. This workshop will demonstrate how teachers could use Process Writing and Scaffolding techniques to help their pupils become more autonomous writers. LEARNING OBJECTIVES At the end of the workshop, participants will be able to Carefully plan Process Writing sessions in their classes. Use appropriate strategies to plan scaffolding work to help less proficient learners in their writing. Apply features of process writing and scaffolding work to help improve the writing ability of pupils. TARGET AUDIENCE Primary School Teachers WORKSHOP TOPICS Purpose in Process Writing and Scaffolding Stages in Process Writing Pre-writing Activities Revising the first draft after teacher feedback Revising the second draft after peer feedback Editing and publishing Scaffolding Techniques Instruction, modeling and outlining Guided questioning, providing language support Group writing and peer editing Individual writing with teacher monitoring and support APPROACH The workshop will be interactive and will use discussion, and group work activities to ensure hands-on participation by workshop participants. WORKSHOP / SEMINAR DATE 16 Jan 2012 (Registration closed) 23 Mar 2012 (Registration closed) 9 May 2012 (Registration closed) 15 Aug 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Using the Cloze Procedure to Improve Pupils' Reading Writing Ability SYNOPSIS Originated by Taylor (1953), the cloze procedure was originally used to: (1) determine what students already know about a given topic; and (2) to assess the suitability of a new text for students. This workshop demonstrates how the cloze procedure can be used to improve pupils' reading and writing abilities as well as their vocabulary. LEARNING OBJECTIVES At the end of the workshop, participants will be able to use cloze passages effectively to: Improve pupils' reading comprehension skills. Enhance their recognition and recall vocabulary in context. Improve their pupils' writing ability. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP TOPICS A rationale for using the cloze procedure Types of cloze passages — standard cloze, modified/rational cloze, creative cloze Choosing appropriate passages for use as cloze passages Using cloze passage-based activities to improve reading skills Using cloze passage-based activities to improve writing skills Using cloze passages for enhancement of pupils' recognition and production vocabulary Using cloze passages for diagnostic purposes The cloze procedure and the C-Test in developing reading and writing skills APPROACH A hand-on approach involving discussion, critical examination of samples of cloze and development of cloze passages for use in the classroom will be used. WORKSHOP / SEMINAR DATE 2 Apr 2012 (Registration closed) 18 Jul 2012 10 Sep 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Using Appropriate Correction Techniques in Teaching Writing Skills SYNOPSIS While pupils need to be taught to write both creatively and correctly, traditional ways of correcting pupil errors or mistakes is both time-consuming and often not very effective. This workshop introduces to teachers some effective correction techniques that can help pupils become aware of the errors or mistakes they make in writing and explore ways of correcting themselves with help from the teacher. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Review traditional correction techniques and their effectiveness. Critically examine some new correction techniques. Adapt and use these techniques in their classrooms to gauge their effectiveness. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP TOPICS Error correction — what to correct: accuracy versus fluency; error versus mistake Traditional correction techniques — Largely teacher-based, teacher-initiated Advantages and limitations of traditional correction techniques Non-traditional correction techniques — Teacher-initiated and teacher & pupil-based Non-traditional correction techniques The step-by-step approach The selective correction approach The language experience approach Advantages and limitations of the non-traditional techniques APPROACH The workshop will be interactive and will use discussion, group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 3 Feb 2012 (Registration closed) 2 May 2012 (Registration closed) 29 Aug 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Enhancing Reading Comprehension Ability for PSLE Pupils through Critical Thinking SYNOPSIS This workshop introduces to teachers key features of Critical Thinking and key skills in Reading Comprehension and. provides them practical tips on: using critical thinking skills to improve their pupils' reading comprehension skills at different levels — literal comprehension, inference, evaluation, prediction, etc. as well as on strategies for better vocabulary acquisition. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Use appropriate strategies to help their pupils explore and understand a reading passage using their critical thinking skills. Use these and other strategies to read and interpret passages at different levels of comprehension/interpretation. Understand and acquire new vocabulary using critical thinking strategies. TARGET AUDIENCE Upper Primary School Teachers WORKSHOP TOPICS What is Critical Thinking? Critical thinking and questioning processes in reading Types and levels of reading comprehension questions Interacting with the text: critical analysis and interpretation of texts Interpreting the text at different levels for different purposes Critical thinking and Top-down and Bottom-up processing skills Critical thinking and vocabulary development APPROACH The workshop will be interactive and will use discussion, critiquing and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 2 Mar 2012 (Registration closed) 3 May 2012 (Registration closed) 2 Aug 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Teaching English Grammar SYNOPSIS This workshop introduces to teachers the key features of English Grammar with explanation of the form and functions of each and familiarises them with interesting ways of teaching these features in context. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Identify the key features of English grammar. Explain these features and their form and functions to pupils in simple English. Design interesting, contextualized activities to provide practice to pupils in the use of these features. TARGET AUDIENCE Primary and Secondary School Teachers WORKSHOP TOPICS Word Classes (Parts of Speech) Meta-language — ways of introducing Word Classes and their functions with examples Rules of Grammar — explaining the basic rules of grammar and helping pupils to apply them Clauses and Sentences — the form and function of each; special constructions such as the Conditions, Relative Clauses and Reported Speech The Use of Tenses — their form and context of use Grammar in Text-types — Narratives, Descriptions, Explanations, Expositions, etc. Practice Grammar Activities — interesting, contextualized activities to give practice in the use of key features of grammar APPROACH The workshop will be interactive and will use discussion, critiquing and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 17 Feb 2012 (Registration closed) 16 Apr 2012 (Registration closed) 13 Jul 2012 21 Sep 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Teaching Spoken English through Pronunciation Practice, Role Play and Drama SYNOPSIS This workshop introduces to participants interesting ways of teaching Spoken English to students using basic features of Pronunciation such as Sounds, Stress Patterns, Rhythm and Intonation, as well as Role Play and Drama. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Introduce the basic features of English pronunciation to their pupils. Exploit role play activities to help learners use English with greater confidence. Use drama in the classroom to sharpen pupils' use of Spoken English naturally, effectively and realistically in a variety of contexts. TARGET AUDIENCE Primary School Teachers WORKSHOP TOPICS Introduction to English Pronunciation Vowel and Consonant sounds in English Word and Sentence Stress Patterns in English Rhythm in English Basic Intonation Patterns in English Rote Play, Role Play and Simulation Using Drama in the Classroom (1) Using Drama in the Classroom (2) Ways of assessing Oral Production APPROACH The workshop will be interactive and will use speech practice, role play and drama activities to ensure illustrate ways of teaching Spoken English in the classroom. WORKSHOP / SEMINAR DATE 15 Feb 2012 (Registration closed) 13 Apr 2012 (Registration closed) 11 Jul 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Techniques in Teaching Creative Narrative Writing for Upper Primary Pupils SYNOPSIS This workshop introduces techniques in teaching the writing of narrative texts. Narrative intelligence is the ability to perceive, know, feel, and explain one's experience or imagine that of others and thus to re-create a reality through the use of stories. In teaching pupils how to write good narratives, teachers can help them use their imagination and new words and expressions effectively to describe persons, places, an action sequence, etc. Writing narrative texts also gives pupils practice use features of grammar specific to narrative texts such as Direct Speech and the past tenses. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Introduce key features and elements of narrative texts to pupils. Teach them how to plan narrative text. Help their pupils write creative and absorbing narrative texts. TARGET AUDIENCE Upper Primary School Teachers WORKSHOP TOPICS Key features and elements of narrative texts Using Show and Tell and other strategies to help pupils write vivid and interesting descriptions of places, people, action etc. Planning an outline for narrative texts Developing interesting plots, interesting characters for the narrative Writing narratives with eye-catching beginnings, sizzling suspense and creative conclusions Developing the content in narrative writing Using appropriate language features and literary devices imaginatively and effectively Streamlining and editing the final version APPROACH The workshop will be interactive and will use discussion and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 18 Jan 2012 (Registration closed) 9 Mar 2012 (Registration closed) 24 May 2012 17 Aug 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	PSLE Preparation Series 1: Continuous Writing SYNOPSIS Research findings have shown that many primary school pupils refer to the writing they do as stories when they are really observations or recounts. Stories, in the true sense of the word, belong to the narrative text type. The narrative has its own distinctive structural and linguistic features. To do well in Continuous Writing, children need to learn how to write a narrative and be able to develop its crucial stages fully. Rote learning of stock phrases, idioms and proverbs is not advocated as these are most often learnt in isolation from context which makes application difficult for the pupils, in particular, the weaker ones. How then can teachers help their pupils write better? LEARNING OBJECTIVES Inform teachers how explicit teaching of writing skills can be done through the creative exploitation of many possibilities offered by the narrative structure. Show teachers how they could teach their pupils apply linguistic and rhetorical devices to good effect in their writing. TARGET AUDIENCE Upper Primary School Teachers WORKSHOP / SEMINAR DATE 30 Mar 2012 (Registration closed) 6 Jul 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	PSLE Preparation Series 2: Situational Writing SYNOPSIS To be sufficiently prepared for Situational Writing, pupils need to know the text type asked for in the writing task and the text form in which it is to be presented. Importantly, too, pupils need to know the purpose, audience, context and the culture in which they are writing. How can teachers help their pupils do better in Situational Writing? LEARNING OBJECTIVES Inform teachers how situational writing tasks can be designed for explicit instruction and related follow-up practice. Help teachers understand how the elements of a given situation and its context influence the selection and organisation of meaning and language in which the text is to be written. TARGET AUDIENCE Upper Primary School Teachers WORKSHOP / SEMINAR DATE 13 Apr 2012 (Registration closed) 27 Jul 2012 < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Teaching Comprehension SYNOPSIS Performance in Comprehension is very much determined by pupils' knowledge of topic, their knowledge of language structures, knowledge of text structures and genres, their reasoning abilities, their motivation, and their level of engagement. Pupils who do not have the background, abilities, or motivation will have greater difficulty managing their comprehension exercises. How, then, can teachers help? LEARNING OBJECTIVES Inform teachers how they can better engage their pupils in comprehension lessons. Show teachers how they can help pupils with their comprehension questions. TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 10 Feb 2012 (Registration closed) 4 May 2012 (Registration closed) < Back ^TopRegistration & Workshop Information
ENGLISH LANGUAGE TEACHING	Teaching Writing Right SYNOPSIS At the mention of writing or composition, as it is better known in the Singapore primary classroom, most teachers and students wring their hands in exasperation. Teachers often profess that they do not know how to teach writing right though they are certainly able to tell a good piece of writing from a poor one. Students moan that they do not know what to write and how to write but write nonetheless, they must and will need to do so for six years at primary school. In a typical composition writing class, the teacher sets a topic and students are told to write about it. The teachers may provide students with a list of words or some pointers on content development. In either case, most, if not all the written pieces will later be found to carry nothing more than the points brought up or words introduced by the teacher in class. Consequently, an oft-heard lament from teachers is, "Why can't students write anything of their own?" LEARNING OBJECTIVES Show teachers how they can input content and language into their pupils' writing. Help teachers look forward to writing lessons with their pupils. TARGET AUDIENCE Primary School Teachers WORKSHOP / SEMINAR DATE 24 Feb 2012 (Registration closed) 20 Jul 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Make Your Lessons Come Alive with Photostory! SYNOPSIS A picture paints a thousand words. Learn to harness the power of pictures by using the easy-to-use, free-to-download application, Photostory. Maximise the use of Photostory to tell digital stories, create customized digital content to teach or review a topic. This easy to use, free software will give you the ability to reach out to different learner types. The concept is also flexible enough to be used across different subjects and purposes. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Use a combination of their photographs, music, narration and the Photostory software to create customized digital content for their own teaching purposes to create different content for different learner styles. Guide students in using Photostory as a tool in creating digital homework assignment deliverables. TARGET AUDIENCE Primary/Secondary School Teachers WORKSHOP / SEMINAR DATE 8 May 2012 (Registration closed) 5 Jul 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Life Beyond PowerPoint? A Simple Start to using ICT in Class SYNOPSIS Is PowerPoint the only ICT tool you use in class? There are up and coming ICT technologies that have great implications on our lives, and our students' lives. Master ICT and reap all the benefits of this impactful technology. This workshop is specially designed for teachers who want to begin using ICT in class and would like to explore simple tools to start that with. The workshop will look into the use of forums, blogging, creative usages of picture/videos and video streaming. LEARNING OBJECTIVES At the end of the workshop, participants will have the knowledge of a set of simple-to-use tools for immediate use in class. TARGET AUDIENCE All Levels of Teachers WORKSHOP / SEMINAR DATE 16 Apr 2012 (Registration closed) 26 Jul 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Tools for Online Collaboration SYNOPSIS This workshop explores tools that support collaboration in a digital classroom. We will take a closer look at different types of online tools and how you could fully utilize them to support your class's collaborative efforts. Discover how you as a teacher can be a facilitator in such online collaborative efforts to inspire the students' curiosity in learning. The workshop will explore tools such as Skype, Adobe Connect, Facebook, Google Docs and Wikis. LEARNING OBJECTIVES At the end of the workshop, participants will be aware of the possible different collaborative tools and how they can be implemented for his/her classroom. TARGET AUDIENCE Upper Primary/Secondary School Teachers ICT Knowledge Required: Beginner to Intermediate WORKSHOP / SEMINAR DATE 23 Feb 2012 (Registration closed) 21 May 2012 30 Jul 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Tools for Online Learning and Research SYNOPSIS In this day and age of information overload, both teachers and students need a strategy on tuning in to information that they need, when they need it. The great news is, that there are web-based tools available that can help you with that, and that is what we will be exploring during this workshop. Explore tools such as RSS, Social Bookmarking, YouTube, and more. LEARNING OBJECTIVES Participants will be aware of the various web-based services, and how they (and their students) can use them in a way that will help make online research, fact-finding or learning a lot faster and easier. TARGET AUDIENCE Primary/Secondary School Teachers ICT Knowledge Required: Beginner to Intermediate WORKSHOP / SEMINAR DATE 2 Feb 2012 (Registration closed) 7 May 2012 (Registration closed) 6 Aug 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Self-Directed and Collaborative Learning with ICT SYNOPSIS "Self-Directed Learning is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time" (Gibbons, 2002, p.2). This is evidenced through the learner's ownership of learning, self-regulation of learning and extension of prior learning. Whilst Collaborative Learning alludes to an entirely opposite construct where "students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product" (Smith and MacGregor, 1992), careful design can bring about a synergy of both strategies. This workshop will begin to model how lesson may be infused with Self-directed and Collaborative Learning strategies that are augmented with ICT and centred on students' exploration or application of the primary course material. Participants will also get hands-on practice using the ICT tools. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Explain concepts of self-directed and collaborative learning. Design lessons incorporating self-directed and collaborative learning with the use of ICT Tools. TARGET AUDIENCE Primary School Teachers; All Subjects WORKSHOP / SEMINAR DATE 27 Mar 2012 (Registration closed) 22 May 2012 15 Aug 2012 < Back ^TopRegistration & Workshop Information
ICT INFUSED TEACHING & LEARNING	Self-Directed and Collaborative Learning with ICT SYNOPSIS "Self-Directed Learning is any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstances at any time" (Gibbons, 2002, p.2). This is evidenced through the learner's ownership of learning, self-regulation of learning and extension of prior learning. Whilst Collaborative Learning alludes to an entirely opposite construct where "students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product" (Smith and MacGregor, 1992), careful design can bring about a synergy of both strategies. This workshop will begin to model how lesson may be infused with Self-directed and Collaborative Learning strategies that are augmented with ICT and centred on students' exploration or application of the primary course material. Participants will also get hands-on practice using the ICT tools. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Explain concepts of self-directed and collaborative learning. Design lessons incorporating self-directed and collaborative learning with the use of ICT Tools. TARGET AUDIENCE Secondary School Teachers; All Subjects WORKSHOP / SEMINAR DATE 16 May 2012 24 Aug 2012 < Back ^TopRegistration & Workshop Information
TEACHER AS REFLECTIVE PRACTITIONER	Strategies for Being a Reflective Teacher SYNOPSIS This interactive workshop introduces participants to the why and how of being a reflective teacher. Teachers need to reflection on their teaching and lives 'for action', i.e., to plan their teaching, 'in action', i.e., as they are teaching and 'on action', i.e., after they have taught. Reflection can play a key role in teachers' professional self-awareness, growth and satisfaction. Furthermore, reflection can be a tool that teachers can share with their students. LEARNING OBJECTIVES At the end of the workshop, participants will be able to: Explain why reflection should be a part of every teacher's practice. Find time in their busy schedules for reflection. Incorporate reflection in their teaching practice. Share reflective practice with colleagues. Develop their own questions for reflection. Incorporate reflection with teacher research. TARGET AUDIENCE Teachers of All Levels and Subjects WORKSHOP TOPICS What is reflection Reflection on, in and for action Why reflect Questions for reflection How to incorporate reflection into one's teaching APPROACH The workshop will be interactive and will use discussion, practice sessions and group work activities to ensure a hands-on involvement by participants. WORKSHOP / SEMINAR DATE 20 Mar 2012 (Registration closed) 10 Jul 2012 < Back ^TopRegistration & Workshop Information
TEACHER AS REFLECTIVE PRACTITIONER	Planning Action Research in the Classroom SYNOPSIS One of the most effective and empowering tools for a teacher is Action Research which helps the teacher explore a problem or a possibility in teaching a subject or topic better, try out ways of solving the problem or teaching It more effectively, arrive at conclusions and implement modifications to his/her teaching based on the conclusions .This workshop introduces to teachers key features of Action Research and provides practical tips to them on planning an conducting action research in their classrooms. LEARNING OBJECTIVES At the end of the workshop, teachers will be able to: Identify and understand the principal features and benefits of Action Research. Plan and conduct class-specific, context-specific Action Research in their classroom. Use the findings from the Action Research done to improve the quality of their pupils' learning TARGET AUDIENCE Primary and Secondary School teachers WORKSHOP TOPICS What is Action Research? How is it different from Traditional Research? Features of Action Research The Action Research Cycle Planning Action Research Choosing an appropriate topic/problem/procedure Writing a clear and focused research question Collecting data Interpreting data and arriving at conclusions Planning the next step APPROACH The workshop will be interactive and will use discussion and group work activities to ensure hands-on involvement by participants. WORKSHOP / SEMINAR DATE 20 Mar 2012 (Registration closed) 10 Jul 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Instruction for All Students SYNOPSIS As any teacher would tell you, the first couple of years of teaching are never easy. While our Beginning Teachers bring with them a tremendous amount of enthusiasm, they may face anticipation, stress, and even feel inadequate when trying to engage every student in the classroom. In this 2-day workshop, participants will begin with an overview of the initiatives that are widely adopted by many of our schools in Singapore and how such policies influence our thinking as we implement instructional programmes that lead to the achievement of high standards by all students. An important goal of the workshop is for participants to become comfortable with and build skills at using the standards-based planning process. LEARNING OBJECTIVES Go beyond planning how to teach facts to planning around concept-based essential understanding. Extend their thinking about assessment beyond an event at the end of learning to a continuum of assessment opportunities embedded in the instructional process. Use task analysis and pre-assessment to identify the learning experiences most likely to lead to student success. Use best practice in instruction to engage learners in active meaningful learning experiences. Use student work to assess not only student learning but the effectiveness of the instructional program. TARGET AUDIENCE Beginning Teachers (up to 3 years in service) WORKSHOP / SEMINAR DATE 7 - 8 Jun 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Managing "Difficult" Students SYNOPSIS This workshop introduces participants in the recent development in managing difficult students and student management and its implications for teaching. It covers teachers' expectations and behaviours and their influence on student behaviour, techniques to create a supportive learning environment, issues in classroom management, the principles and practice of effective student management, discipline and positive teacher student relationship. To enable the learning processes to be meaningful, interactive and engaging, participants will be grouped for interaction. Case studies culled from experience will be used as a platform to discuss, analyse, evaluate and apply the knowledge gained from the workshop and also to link it their prior knowledge and school experience. Participants will then share their findings from the scenario given through presentation; hence enriching their learning experience. LEARNING OBJECTIVES At the end of the course, the participants will be able to: Understand the and skills in managing difficult students and student management. Develop skills in creating effective learning and teaching environment in the classroom. Describe the types of learners and how to motivate them. Understand the importance of having a discipline plan in the classroom. Learn about tools to function as an effective teacher. TARGET AUDIENCE Teachers of All Levels and Subjects WORKSHOP / SEMINAR DATE 17 Feb 2012 (Registration closed) 29 Jun 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Managing Parents, Pupil-teacher Relationship & Becoming a Team Player in School SYNOPSIS Effective instruction takes into account managing parents with different parental styles and behaviours. Greater diversity among parents requires collaborative approaches that are inclusive of the needs of parent and yet are responsive to individual parent and student. For effective collaboration a helping relationship approach with parents, pupil and teacher is critical in effective teaching and learning. In addition, teachers need to be team player. The days of closing the door and creating a self-contained world are over. Teachers need added power by working together as a team for their own good. However, collaboration does not come easily. A 4 steps approach will be advocated for teachers to being a Team Player; Collaboration with Colleagues. LEARNING OBJECTIVES At the end of the course, the participants will be able to: Understand the diversity among parents. Develop skills to handle different parents appropriately. Demonstrate competencies in positive teacher-pupil relationship. Demonstrate competencies in positive communication and emphatic listening skills. Understand and able to apply the 4 step approach to being a Team Player. TARGET AUDIENCE Teachers of All Levels and Subjects WORKSHOP / SEMINAR DATE 16 Feb 2012 (Registration closed) 28 Jun 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Communication skills for Appraisal and Performance Management for School Admin Managers SYNOPSIS Performance management and appraisals are a powerful way of developing staff and maximising their potential; when done badly however, they lead to low morale, low productivity and staff turnover. Effective communication skills are vital for supervisors firstly for rapport and relationship building before they embark on work-delegation and goal setting. An open and honest relationship between supervisor and supervisees can only be achieved by skilful communicators who are aware of miscommunication pitfalls. Thus, Admin Managers need to be adept in strategies that will allow them not only to effectively and successfully coach and motivate but also give on-going informal and formal feedback on supervisee performance after trust has been gained. LEARNING OBJECTIVES At the end of the 2-day workshops, participants will be able to practice communication skills (written and oral) and acquire strategies to: Set effective work targets jointly with supervisees. Establish expectations for targets that were set collaboratively with CSOs and other EAS. Draw out documentation procedures of work done or observed for both Appraiser and supervisee. Provide timely feedback in a positive manner throughout the period of assessment. Conduct appraisal interviews. Deal with under-achieving and underperforming supervisees. TARGET AUDIENCE This course is for Admin Managers in schools whose job requires them to lead, motivate and inspire the EAS to achieve higher productivity and better performance in the school. WORKSHOP / SEMINAR DATE 23 Apr 2012 (Registration closed) < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Innovative Teaching Strategies SYNOPSIS Do you want a classroom that each student is excited to enter every day? Do you want a class full of students who explore academic content in a fun way? Do you want a class of students who celebrate each other's diversity? This workshop invests all participants with easy-to-implement, effective, fun strategies to motivate and engage students in a Beginning Teacher's class. LEARNING OBJECTIVES In this half-day workshop, participants will be able to: Discover the kind of impact they have on their students. Describe student diversity, needs and styles. Plan and develop innovative teaching strategies to secure student motivation and engagement via: 3 different ways of effective pairing Use of Video as an instructional strategy Various Quiet signals Use of collage and quadrants TARGET AUDIENCE Beginning teachers in primary and secondary schools and other teachers who are interested to discover the kind of impact they have on their students. WORKSHOP / SEMINAR DATE 30 Jul 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Galvanising Students with Class Building SYNOPSIS Do you want a classroom that each student is excited to enter every day and sad to leave at the end of the year? Do you want a class full of students who explore content and are active members of a learning community? Do you want a class which celebrates each other's diversity? Create a caring, cooperative classroom using energizing class building strategies! Get students out of their seats to interact with their classmates in a positive way! Pick up 4 easy-to-implement, effective, fun and practical class building strategies at this workshop. LEARNING OBJECTIVES In this 3-hour workshop, participants will learn the following: 7 Reasons to do class building. 4 ready-to-use, fun and practical class building strategies to build a cooperative classroom. 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/ Secondary School Teachers; All Subjects and Levels WORKSHOP / SEMINAR DATE 7 Feb 2012 (Registration closed) 17 Apr 2012 (Registration closed) 11 Jul 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Teambuilding: Harnessing Student Power for Greater Engagement SYNOPSIS Do you want to build students' will to work together and consolidate their cooperative teamwork skills using empowering teambuilding strategies? Do you want to give students the opportunity to interact with their teammates in a positive way? Do you want to put an end to discipline problems in your class? This workshop invests all participants with 5 handy easy-to-implement step-by-step guides for teambuilding strategies that are effective, fun and practical. LEARNING OBJECTIVES In this 3-hour workshop, participants will be able to: List 5 reasons to do Teambuilding. Implement 4 ready-to-use, proven teambuilding strategies, designed to transform student groups into caring and cooperative teams. Apply 4 management tips, celebratory cheers and quiet signals. TARGET AUDIENCE Primary/Secondary School Teachers; All Subjects and Levels WORKSHOP / SEMINAR DATE 5 Apr 2012 (Registration closed) 16 Aug 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Differentiated Instruction Strategies for Teaching and Learning in the Primary School Classroom SYNOPSIS When we truly know our students, we are better able to meet their needs and direct our curriculum instruction towards ensuring their success. However, the curriculum we use in the classrooms, in the form of textbooks and other classroom learning materials, is often not enough to meet the myriad needs of learners and prepare them for the future. While retaining fidelity to a standards-based curriculum is essential, it is also important for classroom teachers to adapt and enhance this curriculum when needed to ensure students' success. This means infusing more rigour and conceptual knowledge into the curriculum, employing specific strategies to engage and motivate students, building students' self-regulation skills and learning autonomy and perhaps most importantly, to make certain that our students are not just learning but also thinking. LEARNING OBJECTIVES To clarify how differentiation can be taken to the next level in today's primary school classroom. To provide methods for defining key components of the curriculum: what students should know, be able to do, and understand. To offer ideas for creating effective essential questions. To help teachers create effective, engaging, exciting learning opportunities that guide all students- across achievement levels — to deeper levels of thinking. To supply useful strategies that can increase student achievement. TARGET AUDIENCE Primary School Teachers; All Subjects and Levels APPROACH The workshop will guide you in implementing thinking skills in the differentiated classroom — first defining the concept of thinking and then offering ways to integrate thinking skills into lessons — scaffolding and extending for the range of diverse learners in today’s classrooms. WORKSHOP / SEMINAR DATE 29 Feb 2012 (Registration closed) 10 Apr 2012 (Registration closed) 13 Jul 2012 < Back ^TopRegistration & Workshop Information
BEGINNING TEACHERS	Differentiated Instruction Strategies for Teaching and Learning in the Secondary School Classroom SYNOPSIS When we truly know our students, we are better able to meet their needs and direct our curriculum instruction towards ensuring their success. However, the curriculum we use in the classrooms, in the form of textbooks and other classroom learning materials, is often not enough to meet the myriad needs of learners and prepare them for the future. While retaining fidelity to a standards-based curriculum is essential, it is also important for classroom teachers to adapt and enhance this curriculum when needed to ensure students' success. This means infusing more rigour and conceptual knowledge into the curriculum, employing specific strategies to engage and motivate students, building students' self-regulation skills and learning autonomy and perhaps most importantly, to make certain that our students are not just learning but also thinking. LEARNING OBJECTIVES To clarify how differentiation can be taken to the next level in today's primary school classroom. To provide methods for defining key components of the curriculum: what students should know, be able to do, and understand. To offer ideas for creating effective essential questions. To help teachers create effective, engaging, exciting learning opportunities that guide all students- across achievement levels — to deeper levels of thinking. To supply useful strategies that can increase student achievement. TARGET AUDIENCE Secondary School Teachers; All Subjects and Levels APPROACH The workshop will guide you in implementing thinking skills in the differentiated classroom — first defining the concept of thinking and then offering ways to integrate thinking skills into lessons — scaffolding and extending for the range of diverse learners in today’s classrooms. WORKSHOP / SEMINAR DATE 13 Apr 2012 (Registration closed) 20 Jul 2012 < Back ^TopRegistration & Workshop Information
TEACHING CAREER SKILLS	How to Teach Career Skills for Upper Secondary and Junior College Students SYNOPSIS This workshop introduces to teachers ways of teaching key features of developing important career skills such as writing good resumes, interview-taking skills and developing useful networks. These are all skills that an upper secondary or junior college will student will need in both academic and occupational contexts. LEARNING OBJECTIVES At the end of the workshop, participants will be able to teach their students how to: Write a good resume for use in academic or occupational contexts. Use appropriate strategies in preparing for facing and following up on interviews. Develop good networking and job search skills for academic or occupational contexts. TARGET AUDIENCE Upper Secondary and Junior College Teachers WORKSHOP TOPICS Purpose, types and content of resumes Developing, writing and revising the resume Purpose and types of interviews Preparing for the interview Participating effectively in interviews Writing a good covering letter for a resume and a 'Thank you' letter after the interview Starting, building and sustaining a network Using social networking for career development/advancement Using online platforms such as Linkedin, Ecademy, Facebook and Twitter in building and maintaining networking APPROACH The workshop will be interactive and will use discussion, role play and group work activities to ensure a hands-on participation by participants. WORKSHOP / SEMINAR DATE 20 Apr 2012 (Registration closed) 20 Jul 2012 < Back ^TopRegistration & Workshop Information
APPRAISAL, PERFORMANCE MANAGEMENT & ORGANISATIONAL EFFECTIVENESS	Communications skills for Appraisal and Performance Management for Admin Managers in Schools SYNOPSIS Performance management and appraisals are a powerful way of developing staff and maximising their potential; when done badly however, they lead to low morale, low productivity and staff turnover. Effective communication skills are vital for supervisors firstly for rapport and relationship building before they embark on work-delegation and goal setting. An open and honest relationship between supervisor and supervisees can only be achieved by skilful communicators who are aware of miscommunication pitfalls. Thus, Admin Managers need to be adept in strategies that will allow them not only to effectively and successfully coach and motivate but also give on-going informal and formal feedback on supervisee performance after trust has been gained. LEARNING OBJECTIVES At the end of the two-day workshops, participants will be able to practice communication skills (written and oral) and acquire strategies to: Set effective work targets jointly with supervisees. Establish expectations for targets that were set collaboratively with CSOs and other EAS. Draw out documentation procedures of work done or observed for both Appraiser and supervisee. Provide timely feedback in a positive manner throughout the period of assessment. Conduct appraisal interviews. Deal with under-achieving and underperforming supervisees. TARGET AUDIENCE This course is for Admin Managers in schools whose job requires them to lead, motivate and inspire the EAS to achieve higher productivity and better performance in the school. WORKSHOP / SEMINAR DATE 20 - 21 Feb 2012 (Registration closed) < Back ^TopRegistration & Workshop Information
APPRAISAL, PERFORMANCE MANAGEMENT & ORGANISATIONAL EFFECTIVENESS	Communication skills for Appraisal and Performance Management for Corporate Support Staff (DIV II), Workshop Instructors and Laboratory Technicians (EAS) SYNOPSIS Effective communication skills are vital for supervisees not only for rapport or relationship building but also for goal setting, clarifying expectations. They also need effective communication skills for receiving on-going informal and formal feedback to chart their own personal development. Thus, to maximise their own potential, EAS need to work collaboratively with their supervisors to leverage on their strengths and work on their areas for improvement, both during the appraisal review sessions as well as the post-appraisal action planning sessions. LEARNING OBJECTIVES At the end of the workshop, participants will be able to practice communication skills (written and oral) and acquire strategies to: Set effective work targets jointly with their supervisors. Establish expectations for the targets that were set. Document their work done. Accept and ask for timely feedback in a positive manner throughout period of assessment. Participate effectively in appraisal interviews. TARGET AUDIENCE Corporate Support Staff (Division II), Workshop Instructors and Laboratory Technicians (EAS) WORKSHOP / SEMINAR DATE 23 Feb 2012 (Registration closed) < Back ^TopRegistration & Workshop Information