This workshop is for all PK – 8 educators and provides educational research and practical strategies to support learners with challenges such as executive functioning, sensory integration, language and those needing support with social and emotional skills.
Please share with your faculty and registration is available using the link above.
The International School Yangon is pleased to present Visible Learning: Developing Assessment Capable Learners and Mindframes for Impact.
This professional learning weekend (facilitated by Gilbert Halcrow) will deliver John Hattie’s groundbreaking Visible Learning work and research honing in on developing assessment capable learners and developing teacher mindframes – both significantly impacting learning.
For more information, please refer to the attached information sheet. Those interested in registering can do so via this link.
An educational conference focusing on creative education In collaboration with organisations such as Reggio Children, Harvard Project Zero and Finland University will be held in Ho Chi Minh City Vietnam on the 11th and 12th October. The Seed and Spark Summit is now open for registration.
Furthermore I am also pleased to inform you that in partnership with Reggio Children, we will have a major exhibition and Atelier established for the year at the Embassy Education campus nearby. Before and after the conference, Claudia Giudici, President of Reggio Children, will be on site for discussions and questions.
I do hope you will be able to join us in what will be a most exciting and informative conference. There will be much for participants to take back to schools
Workshop Title:Unpacking Inclusion. If inclusion is the goal…how do we get there?
Location & Date:Suzhou Singapore International School, China. January 19-20 2019.
SSIS is inviting you to join us for a weekend workshop to explore the many facets of inclusion in an international context, to create a strategy for inclusion in your school. As a particular focus, participants will be introduced to an Inclusion Continuum that empowers staff to develop inclusive practices, and consider a philosophy that incorporates the diverse academic, social/emotional, and learning needs of students.
After initial introduction to the topic, participants are then offered the opportunity to engage in two pathways; an administrative pathway and a practitioner pathway.
Administrators will engage with policy writing, explore models for inclusion and allocation of resources, consider use of data to inform decision making and examine access to external service providers.
Practitioners will explore strategies to support all learners in the classroom, identify common barriers to learning, develop inclusive assessment practices and effective planning that allows for equitable and meaningful access to the curriculum.