Pre-Conference Workshops

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On Thursday, 27 February, SENIA 2014 Singapore is happy to offer a selection of pre-conference workshops. Two of SENIA 2014 Singapore’s plenary speakers as well as other experts who are based in Singapore will each run a workshop. The pre-conference workshops will start at 9am, with a short break in the morning and afternoon and 45 minutes for lunch, finishing at around 3:30pm.

We are still finalising trainers and details for the pre-conference workshops, so more will be added soon. In the meantime, the following are confirmed:

Margaret Thorsborne: Restorative Practice: understanding the basics of relationship repair in changing behaviour
This one day workshop will explore the basics of the restorative approach to problem-solving which places both the person responsible and the people harmed at the centre of problem-solving.The focus of this approach is on repairing the harm to individuals and relationships, and building a better awareness of the impact of behaviour on others. The nature of “harm” will be unpacked, and the issue of access by students with Special Needs can be better understood, once the basics have been grasped.

Yew Leong Wong: Design Thinking: Nurturing Diverse Talents for the Future
This workshop introduces participants to design thinking as a pedagogical tool for developing in students a core set of innovative problem-solving tools and methods so that they are better equipped to create better solutions to real-world problems. The term ‘design thinking’ refers to the tools, methods and sensibilities of industrial designers. Central among these are the skills and values associated with the concepts of human-centredness, building to think, and learning from failure. When applied to teaching and learning, design thinking provide students of different abilities and learning profiles a platform for authentic and meaningful engagement with real-world issues. Through such a platform, students of different profiles get a chance to experience success in dealing with complex problems, develop confidence in their own areas of strength and learn to manage their weaknesses by building on the contributions of their team mates. Participants in this workshop will learn about design thinking and its potential as a pedagogical tool through an experiential learning activity and a guided curriculum development exercise.

Andrea Raaymakers: 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.

Shad Moarif: The Five Stages of Mathematics Achievement
This workshop will cover the five ascending stages through which learners assimilate Mathematical knowledges from (1) early concepts, to (2) formal operations,  (3) algorithms and (4) problem-solving in preparation for the final stage: (5) examination readiness. The session will help teachers, parents, assessors, and adult learners define performance levels in terms of achievement stages. The Five stages clarify common misperceptions about articulating learning outcomes and expectations. Since the stages are  unique interlocking states of transition from one level of learning to another  participants also begin to understand the difficulties, the strengths and weaknesses, and  the do’s and don’ts associated with each stage. The session may be of particular interest to all who are dealing with chronic underachievers in Mathematics.

Roby Marcou: WORKSHOP FULL. Understanding and Managing ‘Quirky Kids’ In the International School Classroom. With the apparent increase in the incidence of autism, and the recognition of factors related to sensory processing and the bearing they may have on learning, the international school classroom might have an array of students with diagnoses or patterns which are sometimes best defined as ‘quirky.’ In this pre-conference workshop we will discuss the patterns which may present in the ‘quirky’ student, the nature of their developmental and neuropsychological differences, the impact these have on learning and school function, and how school personnel and teachers can best plan for, support and teach these students.
The Five Stages are explained via slides. Participants will receive pdf handouts that match the slides on the screen.