Training Workshops
These are the key domains that our trainings cover.
Professional Development for Educators
Integrating Technology in Education
Teaching and Learning Pedagogies
Curriculum Design
Professional Development for Educators. School Leaders. Edu Stakeholders
No matter how good pre-service training for teachers is, it cannot be expected to prepare teachers for all the challenges they will face throughout their careers. Education systems therefore seek to provide teachers with opportunities for in-service professional development in order to maintain a high standard of teaching and to retain a high-quality teacher workforce.
Professional development is broadly defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.
Professional development can be provided in many ways, ranging from the formal to the informal. It can be made available through external expertise in the form of courses, workshops or formal qualification programmes, through collaboration between schools or teachers across schools (e.g. observational visits to other schools or teacher networks) or within the schools in which teachers work, through coaching/mentoring, collaborative planning and teaching, and the sharing of good practices.
Source: OECD: Creative Effective Teaching & Learning Environments
Here we will explore various frameworks and ways where we can improve the competency of teachers and leaders alike in the quest for quality education practitioners.
Integrating Technology in Education
Children are drawn to technology. Laptops, tablets, software and apps are the tools of learning in the 21st century, the paper and ink of the next generation.
Some benefits:
- Tech literacy: Students develop necessary skills for college and career readiness
- Improved engagement: Technology helps students stay on task and improves attendance
- Information access: Students have access to timely resources.
- Connections: Access to real-world data. Tech devices and apps enhance hands-on learning
- Communication/Collaboration: Students hone communication skills through varied media and engage in collaborative learning.
- Differentiated learning: Students with varied styles of learning find new ways to assimilate information and demonstrate learning.
- Distance learning: Students access outside educational content, such as online instructional videos and practice exercises
- Flipped classroom: Students watch instructional videos outside of class, using class time to practice new concepts while the instructor is there to help.
Source: https://phys.org/news/2015-09-technology-classroom.html
We look towards technology as an important tool for learning and how we can harness it not only to improve student achievement, but also to prepare them for the digital economy of the future.
Teaching and Learning Methods
Pedagogical Training
Pedagogy is derived from paidagogos, a Greek word meaning "teacher of children". Pedagogy concerns itself with distinguishing between what is appropriate for children, and what are appropriate ways of teaching and giving assistance to children and young people.
- pedagogy is a result of human agency, which includes the design and learning associated with computer software
- pedagogy is an action that allows, or causes, the learner to acquire new knowledge
- pedagogy is not an age-related act
- pedagogy is not the exclusive domain of formalised institutions of learning.
Source: Curriculum and Leadership Journal
We will compare the various modern, traditional, classroom and online Teaching and Learning practices and how we can leverage upon these ways to craft better learning activities to help students learn, perform and excel.
Curriculum Design
In designing a curriculum, you are planning an intellectual 'journey' for your students - a series of experiences that will result in them learning what you intend them to learn.
These experiences can include lectures, group discussions, private study, projects, portfolios, formative and summative assessments and more.
Curriculum design includes consideration of aims, intended learning outcomes, syllabus, learning and teaching methods and assessment.
It also involves ensuring that the curriculum is accessible and inclusive, so that students regardless of their backgrounds or disabilities can participate in it with an equal chance of success.
Source: University of Manchester