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Expert Workshops 2

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Saturday, 1 March – 13:15-14:30

The following expert workshops are in alphabetical order by workshop title.

ADHD – What you need to know and how to integrate it at school: Andrea Raaymakers (This workshop follows on from Andrea’s morning workshop, although you can attend it if you didn’t attend the morning one) [learn_more caption=”Workshop Details”] ADHD appears in many forms. This workshop offers insight, practical tools and strategies how to better understand and manage ADHD at school.
Mindfulness and how to integrate it at school. There are many things in life that you can’t change, but you can change how you experience those aspects in life, at school, everywhere.
Mindfulness is about developing skills and strategies how to cope with daily situations which causes you stress, tension or any other discomfort.
Having techniques that help you and your students to manage own experiences, thoughts or feelings is a way to balance emotional health, to contribute to healthy relationships and to improve academic skills. We start the session with Mindfulness practice for ourselves and later on we focus on practice Mindfulness with students.[/learn_more][learn_more caption=”Andrea Raaymakers’ Bio”] Andrea Raaymakers websiteAndrea is a child and youth psychotherapist, ADHD coach, family coach and Mindfulness trainer for kids & teens. During the past 15 years she has owned her own practice and has worked with children, teenagers and their parents. The essence of her work is for people to connect with their inner strength, to achieve awareness and to discover their own potential. Andrea, a Dutch national, is married with two kids of 17 and 15 years old. She has been living in Singapore since 2011. [/learn_more]

But What About Our Kids? How can we help them access restorative processes?: Margaret Thorsborne (This is a repeat of the morning workshop)[learn_more caption=”Workshop Details”] This workshop follows on from the Restorative Practice keynote and will further explores the issues of access and how restorative practitioners are beginning to adapt the process to cater for those students who need extra support in order to participate. [/learn_more] [learn_more caption=”Margaret Thorsborne’s Bio”] Margaret ThorsborneMargaret Thorsborne, Managing Director of Margaret Thorsborne & Associates & Transformative Justice Australia, has a strong background in education, counselling and project management. Margaret has highly developed skills as a facilitator, trainer and presenter. She is widely recognised as and international expert on school and workplace bullying and has played a major role in the introduction of restorative practices into schools and workplaces in Australia and internationally. She is an experiences mediator and has expertise in the management of trauma and critical incidents. Her work is informed by a range of disciplines including biology, psychology and social, organisational and management theory.[/learn_more]

The DSM-V: What the New Diagnostic Manual Says about ADHD, Learning Disorders and Autism: Roby Marcou (This is a repeat of the morning workshop)[learn_more caption=”Workshop Details”] At least from some medical and psychological perspectives, the diagnoses of ADHD, Learning Disorders and Autism have undergone modifications. Parents may be confused about how this impacts their child, and specialist teachers and psychologists in school settings may find new reporting and diagnostic standards may NOT clarify how to best educate a child. In this session I will discuss these issues with an eye towards the functional significance of these ‘evolutions’ in an international school setting.[/learn_more][learn_more caption=”Roby Marcou’s Bio”] Roby Marcou websiteDr. Roby Marcou is an American Board Certified Developmental and Behavioral Pediatrician currently working in Singapore. She was educated at MIT, University of Pennsylvania School of Medicine, Stanford University Hospitals and Children’s Hospital of Boston. Dr. Marcou has lived and worked in Asia for the past 21 years consulting with parents and schools and has presented workshops and Keynotes at a range of International Schools and conferences such as NESA, EARCOS, KORKOS and SENIA during that time. Dr. Marcou has also conducted audits of support services programs for International Schools and for 6 years taught in the Middle School at Jakarta International School. [/learn_more]

Less is more: Strategies for teaching students to paraphrase and summarize in writing: Bonnie Singer (This is a repeat of the morning workshop)[learn_more caption=”Workshop Details”] As students move through school, they are asked to hone their ability to write with greater elaboration, but some written genres call for LESS language, not more. Without the ability to paraphrase, summarizing as well as plagiarizing become increasingly problematic for students. This presentation will introduce evidence-based strategies for teaching students to paraphrase and write concise summaries. Opportunities for applied practice will be provided.[/learn_more] [learn_more caption=”Bonnie Singer’s Bio”] Bonnie SingerBonnie Singer, PhD, CCC, is the founder and CEO of Architects for Learning, where she provides teacher professional development and school consultation internationally and directs a staff that provides academic intervention services in the greater Boston area. Formerly, she was an instructor in the Communication Sciences and Disorders department at Emerson College. With expertise in language, learning, and literacy in school-age children, she is passionate about working with students who struggle academically, especially with written expression. In partnership with Dr. Anthony Bashir, she developed EmPOWER™, a method for teaching expository writing, as well as Brain Frames®, graphic scaffolds for language, literacy, teaching, and learning. Her primary research and numerous publications focus on the relationship between spoken and written language, cognition, spatial processing, and self-regulated learning. Dr. Singer currently holds an adjunct teaching position in graduate and professional studies at Endicott College in Massachusetts.[/learn_more]

Maths Misconceptions in Middle and High School: Shad Moarif [learn_more caption=”Workshop Details”]This session will focus primarily on higher level problem-solving that engage fractions and more complex multi-stage procedures. Participants will be encouraged to dwell upon mathematical procedures that involve (a)  making visual renditions of word-problems (b) exercises in extracting and recording numerical data from word problems (c) organizing the data visually in templates that lend themselves to problem-solving  (d) selecting the appropriate operation(s) for computing the solution. The session will also help Middle and High School teachers get a sense of a how and why earlier misconceptions can evoke  self-defeating  patterns in thinking and manipulating numbers. [/learn_more] [learn_more caption=”Shad Moarif’s Bio”] Shad Moarif websiteShad Moarif is the Founder-Developer of Karismath : an entirely visual Math teaching and learning Program (using animation video clips) for introducing Math concepts, based on a multi-sensory foundation and approach. Shad has a Masters in Psychology from Harvard University. He has worked as Project Director for Knowledge Architecture, a Canadian company pioneering the first On-Line educational initiative in Canada (in Vancouver) to introduce IT-based Project Management Curriculum to Secondary School Students in 4 provinces: Calgary, British Columbia, Quebec and Toronto. Shad has served as Vice President of the International Dyslexia Association (IDA), Vancouver BC, as Member of the Advisory Board, IDA, BC, Canada and as the Principal at Fraser Academy, the largest private school in British Columbia, for Special Needs children, in Vancouver. He has developed a comprehensive Karismath Assessment Protocol for Teachers and Students (Grades1 to 6). Shad has spoken at several conferences, run various workshops across the globe and has published numerous books and papers. [/learn_more]

Social Thinking – A ‘solution-focused’ approach to understanding and supporting behaviours within the classroom in High Functioning children. PART 2: Helping students become ‘Flexible Thinkers’ and better ‘Problem Solvers’: Chithra Kathiresan (This workshop follows on from Chithra’s morning workshop, although you can attend it if you didn’t attend the morning one)[learn_more caption=”Workshop Details”]

The Social Thinking approach is beneficial to individuals who despite fairly good verbal skills are not experiencing social success. ‘Social thinking’ is a term coined by Michelle G. Winner to describe a program that focuses on teaching people to regulate their behaviours around other people’s thoughts and ‘hidden expectations’. Having good social skills is the ability to share space effectively. It goes beyond language based interactions. Teachers require good ‘social thinking’ in order to conduct a class. For one to access the academic curriculum requires ‘social thinking’. At last years Senia we explored the concept of ‘Social Thinking’ and the components of the ‘ILAUGH’ model. This year we will delve further into some of its applications to promote social understanding and shared motivation. This then leads to collaborative problem solving and cooperation, not merely compliance.
Learning Objectives:

  • Identifying social and behavioural challenges within the classroom
  • Understanding differences in thinking leading to ‘social impairments’- an overview of the Social Communication Profile and the spectrum of perspective taking
  • Exploring Social Behavioural Mapping and its applications to support social awareness of self/ others and the hidden curriculum
  • Exploring strategies to facilitate staying regulated around a problem and promote social problem solving

The above objectives will be covered over two parts. Participants may choose to attend one or both parts. Content will not be repeated across the two sessions. For Whom: Preschool, Primary, Secondary teachers and school counselors of verbal students with high functioning ASD, Aspergers, ADD/ADHD, PDD-NOS, NVLD, and the individual with no diagnosis but having social difficulties despite strengths in communication.

[/learn_more][learn_more caption=”Chithra Kathiresan’s Bio”] Chithra Kathiresan websiteMs Chithra Kathiresan has been working entirely with children, adolescents and parents since 1995, after having worked in adult neuroscience and head injury. She was the Head of Speech Therapy at KK Women’s and Children’s Rehabilitation Department. She has been in private practice for the last 10 years. Her special interest in Autism Spectrum Disorders has led her to constantly explore new approaches to best meet the needs of this unique group of children. She is passionate about social pragmatic approaches and a developmental model to engaging and shaping the individual’s mind from within. This passion lead her to find ‘Connect and Communicate LLP’, a centre dedicated to ‘social communication’. She is Hanen certified in the It Takes Two, More Than Words and Talkability programs and conducts ongoing caregiver training workshops. Chithra completed her Expert certification in DIR Floortime with the ICDL Dir Institute in 2012 and receives ongoing mentoring from Floortime faculty. Chithra was introduced to Social Thinking in 2005 and attended mentorship training in Singapore with Michelle Garcia Winner in 2006. She has been conducting social thinking programs since, both in groups and individually. In 2008 she attended the Inaugural Social Thinking Providers summit in San Francisco followed by more training and mentoring at Michelle’s Clinic. She was invited to be a member of the Social Thinking Speakers Collaborative in 2012, and is their trainer for the region.[/learn_more]