Presentations
Listed by School
Academia Cotopaxi, Ecuador
American Cooperative School,
Boliva
American International
School of Buenos Aires (Lincoln), Argentina
American School of Asuncion,
Paraguay
American School of Belo
Horizonte, Brazil
American School of Campinas,
Brazil
American School of Quito,
Ecuador
Colegio Franklin D. Roosevelt, Peru
Escola Americana do Rio de Janeiro, Brazil
Associação Escola Graduada de São
Paulo
American School of Quito, Ecuador
Colegio Franklin D. Roosevelt, Peru
Escola Americana do Rio de Janeiro, Brazil
Associação Escola Graduada de São Paulo
Escuela Campo Alegre, Venezuela
Inter-American Academy
in Guayaquil, Ecuador
International School Nido
de Aguilas, Chile
International School of
Curacao
Pan American Christian
Academy, Brazil
Pan American School of
Bahia, Brazil
| Name: Kathy Anderson, Head of Science and Kirk Mitchell, HS Guidance Counselor | |
| School: Academia Cotopaxi - Quito, Ecuador | |
| Workshop Title: Building Community is Contagious: The Story of How One School Caught it | |
| Level: Secondary | |
Short Summary: Feeling a sense of community is vital wherever you are but it becomes particularly important in an international school setting. Our process at Academia Cotopaxi began with a small group of individuals in the secondary school who expressed a desire to improve the sense of caring. The initiative was based on the fact that current research indicates that a caring adult in the lives of a young person is critical for success. Like a contagion, the initiative has now spread school wide. As teachers, we must not underestimate how much of an impact our care and support has on the lives of our students and our colleagues. The purpose of this workshop is to outline the school wide initiative to build a stronger sense of community that is taking place at Academia Cotopaxi. Participants will receive a model for designing such a program, practical strategies that can be used to build community with colleagues and students and an annotated bibliography of resources. | |
| Name: Elizabeth Keogh, Third Grade Teacher | |
| School: Academia Cotopaxi - Quito, Ecuador | |
| Workshop Title: Useful Tips for Classroom Management | |
| Level: Grades K - 6 | |
Short Summary: This workshop will focus on providing teachers with useful tips that can help organize and manage their classrooms in a more effective way. The workshop will cover the following areas:
Informational materials and websites will be provided. Some time will be allocated for sharing ideas, tips, and strategies that have helped other teachers. | |
| Name: Karen A. Moreau, Director of Curriculum | |
| School: Academia Cotopaxi - Quito, Ecuador | |
| Workshop Title: Integrating the Curriculum through Concepts | |
| Level: Grades k - 8 | |
Short Summary: Educators have long known that integrating the curriculum makes learning more meaningful for students. Yet, unless the curriculum is integrated around rich and powerful organizers, the level of learning may not be greater than if subject areas were taught separately. Using concepts as the integrating vehicle for curriculum can provide students with the framework for continued learning and helps them see meaningful connections. Developing curriculum using concepts, or enduring understandings, help us answer the question, "Which of the things I'm teaching my students today, will be useful tomorrow?" In this session, participants will learn strategies for developing integrated curriculum using major concepts, which can be applied in their own classrooms or schools. | |
| Name: Lisa Walwork, Middle School (8th Grade) Science/Mathematics | |
| School: Academia Cotopaxi - Quito, Ecuador | |
| Workshop Title: Differentiated Instruction Tools for the Middle School Mathematics and Science Classroom | |
| Level: Grades 6 - 8 | |
| Short Summary: This differentiated instruction workshop will focus on 1 or 2 differentiation strategies that work for the middle school mathematics or science classroom. Attendees should be prepared to work on a lesson, project, or unit plan in their specialty area and should leave this workshop with a working strategy ready to implement. | |
| Name: Jim Yarborough, First Grade Teacher and Jason Mizell, Sixth Grade Teacher | |
| School: Academia Cotopaxi - Quito, Ecuador | |
| Workshop Title: Inviting Exciting Writing | |
| Level: Grades 1 - 5 | |
Short Summary: "Inviting Exciting Writing" teaches literary elements in a fun and creative way which enables students to discuss stories in a meaningful manner. A strong sense of "story recipes" also encourages students to write imaginatively with a clear sense of direction. Using ideas incorporated from Writer's Workshop, Guided Reading, Graphic Organizers, Cooperative Learning and useful technology tools, "Inviting Exciting Writing" has proven to be an effective motivator for exciting writing in our classrooms. "Inviting Exciting Writing" has been the effective teaching tool for the following:
| |
| Back to List | |
| | |
| Name: Rosemary Fatta | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: Developing Conflict Management Skills Through Class Meetings | |
| Level: Grades 1 - 6 Teachers | |
| Short Summary: Creating and maintaining an effective environment for student learning is vital for the success of any classroom. When the Class Meeting process is used, students are able to develop their skills while helping the teacher to create a respectful and safe atmosphere. In Class Meetings students learn positive ways to deal with problems. Through the use of role-playing activities, teachers will learn how to turn their class into a team or problem solvers. | |
| Name: Gaylene Livingston | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: Professional Portfolios | |
| Level: All Levels | |
| Short Summary: This workshop is appropriate for all levels. It will be especially helpful for those educators who are interested in creating a Professional Portfolio and need background information as a starting point. The general purpose of the workshop will be to cover the different purposes of a Portfolio, possible formats and suggestions for content. | |
| Name: Viviana Mendoza | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: Teaching AP Psychology using Community Service Project Experiences | |
| Level: Teachers - Grades 6 - 12 | |
Short Summary: The benefits of curriculum integration are explored, particularly between Community Service Projects (CSP) and AP Psychology content. A description of the planning, implementation, and integration of both programs (CSP and AP Psychology) shows a creative way to develop heart knowledge along with head knowledge and how to encourage students to shift their attention from extrinsic to intrinsic learning satisfactions. This workshop also outlines the methods and activities that teachers may use to enable students' learning about human nature. Some year long community service projects to be mentioned as examples are: Read Aloud Program in an orphanage, Habitat for Humanity, Helping the Elderly in a retirement home, Teens Helping Teens in the school , and many more. This session offers all the participants an opportunity to exchange ideas on the effects of integrating Advanced Placement Courses into school programs such as: Community Service Projects and Classroom Without Walls. The experiences that will be shared by the presenter will provide the seeds for a rich exploration on creative ways to enhance the teaching and learning of Advanced Placement courses. The two major learning outcomes that the audience will take from this session are the following: (1) Participants will be able to hypothesize
the implications of integrating AP courses into programs such as Community
Service Projects and Classroom Without Walls, and | |
| Name: Catherine Martell | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: I - Searches | |
| Level: Teachers Grades 6 - 12 | |
Short Summary: This presentation will introduce participants to I - Searches. I - Searches are an alternative approach to the standard book reports, essays, analysis, or research papers. I - Searches are independent research projects with an investigative focus and a hands on product to show research outcome. This idea is taken from a workshop by Dr. Roger Taylor and uses material developed by Dr. Frank Williams. Through these projects students are given the opportunity to develop critical thinking skills in a creative and individual manner. I - Searches are based on themes in the following categories: paradoxes, attributes, analogies, discrepancies, provocative questions, examples of change, examples of habit, organized random search, skills of search, tolerance for ambiguity, intuitive expression, adjustment to development, study creative people and process, evaluate situations, creative skills, and visualization skills. Teachers would leave this workshop with a new outlook on research and its outcomes. | |
| Name: Soledad Ormachea | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: Elements to Evaluate in Artwork | |
| Level: Teachers who integrate art in their classroom teaching. Art teacher 6 through 12th Grade. | |
Short Summary: This workshop is for art teachers as well as teachers who include visual presentation in their classroom. The workshop will assist them in identifying elements to evaluate in the student's visuals. Many teachers assign presentations to their students that include visuals. The visuals cover aspects that could not be included (reported) otherwise. For example a group of social science students may have to do a presentation on a particular culture, using drawings to illustrate their native outfits and folklore. It is common to think the evaluation of artwork is subjective, yet when presented with a guideline and criteria on what to look for it in artwork the task becomes much more accessible for any teacher. The proposal includes four major aspects to be considered.
A general rubric can be used to evaluate these four aspects of the artwork. Teachers attending the workshop will participate in an art activity and then use the presented guidelines to evaluate each other's artwork. | |
| Name: Robin Pascucci and Elba Arellano | |
| School: American Cooperative School, La Paz, Bolivia | |
| Workshop Title: "Mrs., I Don't Understand!": Strategies for Reading Success in the Mainstream to Use with ESL Students and Struggling Readers | |
| Level: Grades 1 - 5 | |
| Short Summary: The purpose of our workshop is to provide elementary teachers with reading strategies to use in the classroom with mainstreamed English Language learners and struggling readers. We will present research-based strategies and activities to meet the reading needs of these students in the classroom. Our workshop will include vocabulary development, reading comprehension, and reading fluency strategies for each stage of the reading lesson: pre-reading, during-reading and post-reading. Participants will be given a packet of classroom activities to use in their own schools. | |
| Back to List | |
| Name: Julie Buell, Elementary Music Teacher (PK4 - 5th) | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Music Visual Aids, Management Techniques, Manipulatives and Tricks That Work! | |
| Level: Elementary Music or Middle School Music Teachers (mainly geared toward General Music, but can be applied to Band, Choir, Orchestra). Part of the material might be useful for regular classroom teachers that have to teach their own Music or who would like to get some ideas on more effectively integrating Music into their regular curriculum. | |
| Short Summary: There are tricks of the trade for making quality time out of the short instructional time with Music students. Catching the students' attention in fun, colorful, and hands on ways will maximize the content for difference learning styles. Effectively managing procedures and materials in the classroom is also critical to learning and time management. Come see lots of manipulatives, games, and "tricks" for effectively delivering and practicing content and keeping students happily engaged and learning. | |
| Name: Laurie Forrester, Judy Kievsky and Claudia Rey; Elementary Learning Center, Elementary ESL Department, Middle School Language Arts Department Teachers | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Something's Cooking | |
| Level: Elementary and Middle School | |
Short Summary: Empowering students through a well balanced die of reading and writing menus. These bilingual teachers share their nourishing perspectives on the yummy components of their Language Arts programs in the Elementary Learning Center, the ESL Department and the regular Middle School classroom. | |
| Name: Laura Giammatteo, 4th Grade Teacher | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Strategies | |
| Level: All Levels | |
| Short Summary: Would you like to know how to increase student achievement? Latest research shows that there are strategies that make a big difference in learning. I would like to share what this research shows and how the application of these strategies have an important impact on students performance and learning. | |
| Name: Brad Ingimundson, Art/Computer Teacher | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Implementing an Art and Computer Programme | |
| Level: High School and Middle School | |
| Short Summary: The amount of art that is being produced by computers and digital media is astounding. In recent years considering the quality, affordability, and incredible potential of creative software that is readily available it only makes sense to include digital art in a visual arts and/or computer programme-- whether as a unit or as a class onto itself. This workshop will discuss hardware and software issues and the logistics for setting up a facility. Also, a year long calendar of potential projects, lesson plans, evaluation strategies, and examples of student artwork will be presented. | |
| Name: Judy Kievsky, ESL Teacher | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Whole Language, Whole Brain: Making the world go round | |
| Level: Grades k - 6 | |
Short Summary: As an ESL teacher, I see students empowered as users of English, acquiring a strong set of tools ready to bloom in their regular classrooms. Whole Language allows them to do it. Through brain-compatible strategies in a rich environment, students' interests, abilities, learning styles and cultural backgrounds will shape a flexible curriculum where everyone has voice and choice. Whole Language is a journey into Literacy, a journey of self discovery and as Martin Buber has suggested..."Every journey has a final destination of which the traveler is unaware." So come, join us for we have..."many tales to spin." | |
| Name: Terry Maguire, Geoff Peate, Kathleen Lewis | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Digging Deeper: Three Creative Strategies to Improve Literary Analysis | |
| Level: Grades 9 -12, including IB / AP classes | |
Short Summary: This workshop consists of three parts: Part II: Analysis and Explication: Part III: Music and Art: The Complete Lesson:
| |
| Name: Russ Menard, History Teacher; Terry Maguire, English Teacher and Susannah Miller, Science Teacher | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Exploring Your Back Yard: Designing an Interdisciplinary Course at Your School | |
| Level: All (Cross-Disciplines) | |
Short Summary: Interdisciplinary teaching offers the perfect forum to explore unique geographic regions and area-specific issues in international schools. The interdisciplinary approach allows students to explore subject matter from a variety of angles and to make connections across seemingly disparate subject matter. Using an area's distinct environment as the basis for an interdisciplinary course helps students to understand local issues and feel a greater connection with where they are living. This workshop will begin with a case study of the Antarctic Studies Program at Lincoln School with frank discussion of the unique opportunities and challenges that such a program entails. Finally, participants will have a chance to consider the resources that are in their own "backyard" and begin to look for ways to incorporate interdisciplinary teaching in their own schools. | |
| Name: Susannah Miller & Members of the Lincoln Science Department | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Using Scientific Inquiry to Make Science Fun | |
| Level: Middle and High School Science | |
Short Summary: How can we make science interesting and fun for every student? Complete scientific inquiry promotes learning as a process practiced by scientists and it is a fun and engaging way to learn. Students, in practicing scientific inquiry, pose questions, plan experiments, use tools to analyze and gather data, propose answers and explanations, and communicate their results. Furthermore, students should also be given the opportunity to identify assumptions, consider alternative explanations, defend their answers, and use critical thinking skills. In the classroom, and during the school year, students may take part in full inquiry, or partial inquiry and develop the skills to take part in the complete inquiry process. Conducting hands-on activities and labs does not necessary allow for scientific inquiry. The purpose of this workshop is to provide an environment for teacher discussions and sharing of ideas related to partial and complete scientific inquiry. The Lincoln science department invites workshop participants to bring ideas (and handouts, if appropriate) of practices of scientific inquiry that have worked for them. | |
| Name: Maya Monteroso and Patricia Caviezel | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Language Arts Centers | |
| Level: Grades 2 - 5 | |
Short Summary: In this workshop teachers will learn how to coordinate and schedule centers that can be taught during their Language Arts instructional time. These centers will allow teachers to meet individually with three small reading groups 3 - 4 days per week. Although these centers are done during Language Arts time, it is ideal to incorporate cross-curricular activities into them. I will walk teachers through how to organize and implement these centers for their own classrooms and share center activity ideas. This unique way of teaching with centers has been at the heart of my Language Arts program for 6 years. It's a great way to build independence and responsibility with your students as you provide reading instruction that meets the needs of all your students. *To make this workshop most productive for teachers attending, I encourage them to bring a class list of their students, divided into three leveled reading groups. This is not a must. | |
| Name: Katherine O'Brien, First Grade Teacher | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: Supporting all Learners Through the Implementation of Kinesthetic and Visual Cues: The Use of Sign Language in the Elementary Classroom | |
| Level: Grades K - 5 | |
| Short Summary: This workshop will encourage and enable elementary school teachers
to more easily and enjoyably use kinesthetic and visual cues to support
and enhance all curriculum areas. The presenter will outline a brief review
of Maslow's Multiple Intelligences and definitions of Kinesthetic, Auditory,
and Visual learners. Through interactive activities, PowerPoint, and video
clips of the presenter teaching with visual and kinesthetic cues such as
American Sign Language, the presenter will emphasize the strong positive
effect that these cues can have on a whole class and on individual learners. The presenter will show how teachers do not need training in drama, stage, public speaking, or, more specifically, in sign language in order to effectively use these forms of communication and expression in their classrooms. Teachers who attend this workshop will leave with curriculum specific lesson plans, suggestions for websites and literary references, basic vocabulary in American Sign Language and a better sense of what both the theatrical and deaf cultures and communities and bring to a hearing classroom. | |
| Name: Geoff Peate, English IB/AP and Miguel Vitagliano, Spanish IB/AP | |
| School: American International School - Lincoln, Buenos Aires, Argentina | |
| Workshop Title: A Theoretical and Practical Approach to Comparative Literature in the International School Setting | |
| Level: Grades 11 - 12, including IB / AP Classes | |
| Short Summary: This workshop consists of two parts: Part I: This activity requires the students to explore the significance and importance of comparative literature, specifically that of poetry in translation, and thus understand the true experiences of the poet. This approach encourages cross-departmental curriculum development in both Spanish and English, and is most appropriate for an enriched academic level. First, students will reflect on the significance of a 'published' text in translation and compare this to the original work, and second, compare such 'published' translations to interpretive translations written by students. Part II The second part of this activity demonstrates the theoretical application and highlights examples that may be used in class. For example, poets such as Emily Dickinson, Virginia Woolf, Walt Whitman and Pablo Neruda may be used to address common literary themes such as the struggle of the woman/man in their world. Through the teaching of comparative literature, students of diverse linguistic backgrounds will work together successfully and find understanding in 'the private language of the poet themselves'. | |
| Back to List | |
| Name: Jeffrey Anhut | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Using the Scientific Inquiry Method in Classroom Instruction | |
| Level: Classroom Teachers | |
Short Summary: The presenter will demonstrate how the Scientific Inquiry Method may be used outside of the classical setting of the science classroom. When engaging in scientific inquiry students describe objects and events (empiricism), ask questions and construct explanations, (rationalism),and maintaining a skeptical attitude, (skepticism), test those tentative conclusions against those previously held. This is the basis of scientific inquiry or critical thinking. This model is the cornerstone of scientific research and instruction yet perhaps overlooked by teachers of non-science courses as applicable to their respective disciplines. Therefore, the presenter will demonstrate how to utilize the Scientific Inquiry Method in classroom instruction. Tentative Outline of Presentation I. Scientific Method: define and purpose II. Example Lesson in Social Studies III. Open Discussion of Scientific Inquiry Method application in participants classrooms | |
| Name: Silvia Brozzon and Tammy Buchholz | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Learning and Growing Together Through Looping | |
| Level: Lower Elementary Grades K-3 | |
Short Summary: What is Looping? --Looping is a multiyear instructional design that places a single group of students together for two or more years with the same teacher. What will teachers learn during the
workshop?
How will we share this topic? We will share our own looping and journey by sharing various sources, materials, our experience, and reflections. What will the workshop look like?
II. Pros and Cons of Looping
III. How to Begin
IV. Questions | |
| Name: John Debbins | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Effective Kinesthetic Teaching Methods for Successful Student Learning in Math and the Language Arts | |
| Level: Early Elementary and Special Educaton | |
Short Summary: The workshop will describe the rationale and methods that movement can be incorporated in the early elementary and special education classrooms. These methods are very appropriate for ESL learners and can be implemented with readily available resources and will be made available to participants. Concrete examples of ZooPhonics and inexpensive Kinesthetic Pictorial Mnemonic language arts program and incorporating kinesthetic in the teaching of number patterns in multiplication will be given. The Breakdown of the Workshop:
| |
| Name: Frederic H. Hollingworth | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Experiential Learning in Science | |
| Level: High School and Middle School Teachers (5 - 12) | |
Short Summary: This workshop will present strategies for using experiential learning to complement science courses. The following topics will be covered in this workshop:
Teachers who attend this conference will be presented with a new, refreshing way to conceptualize science classes. As educators, it is imperative that we use our experiences to get students excited about science. Show your students why science is cool, and give them an experience that they will remember all their lives!! | |
| Name: John Koski and Brenda Sawa | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Implementing and Managing Meaningful Self-Directed Literacy Centers | |
| Level: Lower Elementary Grades 1 - 3 | |
Short Summary: In any given age group, we as educators are challenged with the job of facilitating the academic and social growth of children with a wide range of experiences, skill levels and varied points of time and space on developmental continuum. Meeting the needs of each and every child is of the most essential tasks we face. Whole group instruction may meet the needs of many, but seldom, if ever, all of our students. Well developed and effectively implemented self directed literacy centers provides an environment for students to become both responsible and accountable for their role in the classroom community as members of a social network,academic learners and, at times as teachers as well. When the classroom becomes child centered, as is the case with self-directed literacy centers, the teacher becomes free to provide tailored instruction to flexible groupings of students for activities such as guided reading, and authentic, meaningful reading assessments such as running records. Our presentation would meet the following objectives:
| |
| Name: Peter Parker | |
| School: American School of Asuncion, Paraguay | |
| Workshop Title: Mummified Chickens! (Blueprint for an MS Integrated Multi-Week Project in Math, Language Arts, Science and Social Studies) | |
| Level: Middle School (Social Studies) teachers | |
Short Summary: The workshop will give teachers a step by step outline for a fun and engaging unit on ancient Egypt and mummification. The workshop will be a show and tell / Q & A time to investigate a fun project that has multiple layers of learning! Its aims:
| |
| Back to List | |
| Name: Luiz Travassos - Luciano Soares | |
| School: American School of Belo Horizonte | |
| Workshop Title: How to teach Marine Biology when you are 500 Km away from the sea | |
| Level: Middle & High School Science teachers and diving enthusiasts | |
Short Summary: In this workshop we will use a Powerpoint presentation to explain how to teach Marine Biology even when your school is not by the ocean. This is an interdisciplinary project that promotes the best possible learning in the fields of Marine Biology, Zoology, Ecology, Physiology, and Marine Environmental Issues, by introducing the students to the practical in loci Marine Ecosystems. Teachers will learn what are the important details about scuba dives and how to assemble scuba dives for students, preparing them for this adventure. Teachers will learn how scuba dives are an extremely powerful tool on developing citizenship, group trust and integration abilities among students. Teachers will learn how to organize a safe field trip for students to explore the marine environment. Teachers will learn how to create a scuba club and about the teaching possibilities that come along with it. | |
| Back to List | |
| Name: Brandon Thomas Hatton - High School History Teacher | |
| School: Escola American de Campinas | |
| Workshop Title: Peace Education - Case Studies from Brazil | |
| Level: Grades 6 - 12 | |
Short Summary: This workshop will highlight opportunities to teach human rights in the classroom. It will explain how non-governmental organizations tackle violations of Human Rights and how they try to implement both positive and negative peace education programs. Positive peace education teaches the values necessary for maintaining peace and is often accomplished through public awareness initiatives and in schools. Negative peace education includes such practices as small arm disarmament, community-based conflict resolution, and human rights training for police. Participants in this workshop will be introduced to human rights reports, personal narratives and other various forms of media that aim to put human rights issues in the limelight. This workshop will provide the background on efforts being taken towards peace education internationally: with Rio de Janeiro serving as a case study. Furthermore, it will provide participants with ways to incorporate such knowledge into their classrooms. | |
| Name: Mr. Joni A. Amorim | |
| School: Escola Americana de Campinas, Brazil | |
| Workshop Title: Computer Based Education | |
| Level: Physical Educators Grades 5-12 | |
Short Summary: Concept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line between two concepts. One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode learning patterns. Concept maps are also effective in identifying both valid and invalid ideas held by students. The COMA software is a Concept Map Tool written using Java technologies that is being developed by Mr. Amorim during his Master Program on Computer Based Education at the State University of Campinas. TelEduc is a distance learning environment for courses through the Internet. It is being developed jointly by the Nucleus of Informatics Applied to Education and by the State University of Campinas. Both COMA and TelEduc are available free of charge for educational purposes and have interface in three languages: Portuguese, English and Spanish. Mr. Amorim intends to discuss several aspects related to the usage of both COMA and TelEduc at the American School of Campinas. | |
| Name: John Maynard, Margaret Adam and Suzy Prudencio | |
| School: Escola Americana de Campinas, Brazil | |
| Workshop Title: Creating a Computer Fun Night | |
| Level: Grades 1 - 6 | |
| Short Summary: This workshop is designed to provide administration and teachers with the necessary tools to create and present a "Computer Fun Night" at their school. "Computer Fun Nights" provide an opportunity for students to demonstrate their knowledge of computers and present their classroom projects using PowerPoint, Hyperstudio, StoryBook Weaver, and FrontPage software to their parents and school community. Participants in this workshop will leave with all the necessary tools to provide a wonderful forum for your students to demonstrate their technology skills and your school's integrated technology based curriculum. Come join us and watch your students soar!! | |
| Back to List | |
| Name: Cristina Donoso, Preschool Teacher & Magdalena Nemalceff, 6th Grade Teacher | |
| School: American School of Quito, Ecuador | |
| Workshop Title: Using Tribes in the Classroom: How to Make Learning Fun For All While Creating a Caring Community | |
| Level: Appropriate for all grade levels | |
Short Summary: This workshop is designed to introduce educators to the Tribes Learning Community by providing its background, an overview of the process, and the stages through which a group of people, our students, staff and administrators for this matter, must go through in order to create a caring and safe environment: inclusion, influence and community. Participants will learn how the Tribes Trail is designed, the importance of classroom agreements and how to hold students accountable for them. In addition educators will experience how to incorporate the Community Circle in the daily schedule, and use diverse strategies and energizers to introduce and teach content, and to raise the energy level and attention when they start running low. | |
| Back to List | |
| Name: Alexandra Caso-Gustafson and Lorena Chavez Molina | |
| School: Colegio Franklin D. Roosevelt - Lima, Peru | |
| Workshop Title: Animated Literacy | |
| Level: Kindergarten through Grade 3 | |
| Short Summary: I would like to introduce a program that was developed in the United States by Jim Stone. The program is a way to teach letter sounds, by combining the letter names, it's sound with a character and a sign. The program teaches children how to blend sounds to create words and how to use the letters to decode written word. The program is FANTASTIC! The best program that I have seen so far. I will begin with the research Mr. Stone used to create the program. How the program was developed and why. Then I will show the first couple of lessons and how the program works. | |
| Name: Charo Castaneda - 6th/7th Gr. Teacher & 6th Gr. Level Coordinator | |
| School: Colegio Franklin D. Roosevelt - Lima, Peru | |
| Workshop Title: Classrooms Without Walls | |
| Level: Middle School | |
Short Summary: Presenter will give a brief summary of the history of Classrooms Without Walls (CWW) trips that have taken place at Colegio FDR in the Middle School and will give all the necessary information and guidelines to be followed in order for a successful CWW trip to take place in the Middle School level. Presenter will show video tapes and web site information about last CWW trips taken in the MS level at Colegio FDR. The Classroom Without Walls concept relies on the possibility of the school giving approval to take a group of students and walk on the footsteps of the civilization, culture, group or similar in their country that they would otherwise study from a textbook. CWW offers students with the opportunity to order to live, to understand, and to learn about a given civilization, culture, group by visiting it and by actually walking on the footsteps of the groups and ancestors that lived on this same place long ago. | |
| Name: Jon Pitale - Middle School History/English Teacher | |
| School: Colegio Franklin D. Roosevelt, Lima, Peru | |
| Workshop Title: How to Use the Six Traits of Writing in Any Class | |
| Level: All, but Middle and High School mostly | |
| Short Summary: The Six Traits of Writing is a process-based approach to discuss and perfect any piece of writing. Some conceive these traits to be difficult to apply in a non-writing specialized class; however, this is not the case. The beauty, I have found, of the Six Traits is the ease in which both students and teachers are able to match already existing writing, revision and evaluation techniques and terminology into a common, easily understandable framework. This workshop will provide attendees with the tools needed to create a meaningful dialogue about ANY type of writing in ANY subject area. | |
| Name: Maria Teresa Podesta, M.S. Art Teacher & Jose Luis Mejia, H.S. Spanish Teacher | |
| School: Colegio Franklin D. Roosevelt - Lima, Peru | |
| Workshop Title: From Words to Graphics, From Graphics to Words | |
| Level: All grade levels | |
Short Summary: We as Art and Spanish teachers decided to combine our areas of expertise for a common goal. We encouraged our students to be creative in both language and fine arts to develop a project that shows their skills in both areas. In this workshop you will get guidelines to illustrate a written piece, and to write something appropriate for a specific illustration. We will, as well, show examples of the work with our students in this unit and explain and talk about different art techniques that work very well for this project. Our experience is in Spanish language with Middle and High School students,but we think it's a great activity for all ages and languages, and can be used in all classes for making posters, cards, etc. | |
| Name: Jeff Smith - IB Chemistry Teacher, Head of High School Science Dept. | |
| School: Colegio Franklin D. Roosevelt - Lima, Peru | |
| Workshop Title: Organization, Set-up and Implementation of an IB Group IV Project in the Amazon Drainage Basin | |
| Level: IB teachers, science teachers and teachers that want to organize a hands-on field trip | |
Short Summary: In the last two school years, we have traveled with our IB science students to the Tampopato Research Center to carry out our IB Group IV project. The TRC is a unique location set within primary rainforest in the Amazon drainage basin. The focus of the TRC is on rainforest conservation and on macaw research and conservation. Our week-long adventure to this unique research center has several components. The main focus of the trip is the completion of the Group IV project; however, we also conduct a number of other education activities that are geared toward meeting objectives within the IB Biology, IB Chemistry and IB Physics curricula. The activities are planned jointly between the Roosevelt teachers and the naturalist guides who work with us on the trip. Each guide is fluent in English and is an expert in some area of the local ecology. The students are able to use the guides as a resource as they carry out the research for their projects and as they put their final project presentation together. My presentation will address the following points:
| |
| Name: Ginny Tori - Elementary Spanish as a Second Language Teacher | |
| School: Colegio Franklin D. Roosevelt - Lima, Peru | |
| Workshop Title: I Did it Myself! Technology Tools for Creative Teachers | |
| Level: Elementary / Middle School - Basic computer knowledge needed | |
Short Summary: This workshop will offer its attendees the opportunity to see how technology is being integrated in an Elementary classroom. I will briefly explain the purpose of having a web page and how easy it is to create one without being a computer whiz. My main goal is to have hands on lesson, where teachers can explore an online computer program called QUIA. QUIA is a program that allows teachers to create 14 different online activities. I will expose the class to examples of each of these 14 activities and then let them explore and create their own. My handout will also include other computer programs that will allow the teachers to create different activities, since time is limited I will only focus on Quia. | |
| Back to List | |
| Name: Kristin Arndt | |
| School: Escola Americana do Rio de Janeiro, Brazil | |
| Workshop Title: Designing an Interdisciplinary Humanities Program | |
| Level: Middle and Upper School Teachers and Administrators | |
Short Summary: Recent educational research cites the importance of students connecting the subjects of history, English and the arts. However, for middle and upper schools, many obstacles can arise in creating an interdisciplinary educational program: lack of professional development for teachers, a rigid school schedule, re-educating students and parents about the value of interdisciplinary education, different teaching philosophies among teachers, etc. Despite these obstacles, such a program can work. In this workshop, teachers and administrators can see how an interdisciplinary English/History Humanities program was successfully piloted this year. The workshop will outline the necessary steps EARJ found necessary in creating the program, including ways to support teachers working together, the creation of shared assessments (including rubrics) and discussion about accommodating interdisciplinary education with the school schedule. The workshop will share with participants a major Upper School Humanities project, Dar-al-Islam, which successfully combined history and English in terms of curriculum, instruction and assessment. Finally, participants will see the course documented in a comprehensive website with resources, pictures, assignments and student work. There will be time for questions from teachers/administrators interested in exploring a program for their own school, and other models of interdisciplinary education will be briefly discussed. | |
| Name: Tom Connolly, Upper School Principal | |
| School: Escola Americana do Rio de Janeiro, Brazil | |
| Workshop Title: Creating / Attending a Model United Nations Simulation | |
| Level: Upper School / Administrators | |
Short Summary: The format for this workshop will be modeled after The Hague International Model United Nations (THIMUN) Conference and will include laying the foundations for a course or club in preparing students to role-play member countries of the United Nations. The delegate preparation booklet includes guidelines in role-playing other points of view, understanding the workings of the UN, researching member countries, developing policy statements on specific issues, writing resolutions and speeches, and training student officers. Model United Nations Simulations are traditionally student-run and are more effective when students have prior experience. Schools will be encouraged to participate in an MUN Conference before hosting their own. The workshop on Model United Nations simulations will be designed for schools preparing to attend an MUN Conference or wanting to host their own. EARJ will be hosting the second Brazil MUN next March and will open invitations to other international schools in South America. | |
| Name: Rusty McCarty | |
| School: Escola Americana do Rio de Janeiro, Brazil | |
| Workshop Title: Building Creative Excellence | |
| Level: All | |
| Short Summary: Are you looking for a fun and innovative way to engage every student in your classroom, assembly or after school program? the is CPS - creative problem solving. This hands-on, fun-filled workshop will present the principles of CPS tools, characteristics of creativity, methods of making content fun, and cooperative activities that build respect and teamwork in the classroom. Creative Problem Solving has been proven effective with over 50 years of educational and business research. Additionally, the Destination ImagiNation program will be presented to participants as one approach to incorporating CPS into schools. | |
| Name: Martha Serra, Barbara Artagao, Jennifer Gadsen-Carpenter | |
| School: Escola Americana do Rio de Janeiro, Brazil | |
| Workshop Title: Creating a Multidisciplinary Hyperstudio Project | |
| Level: Elementary (Higher Levels) and Middle Schools | |
| Short Summary: The purpose of this presentation is to demonstrate various steps in creating an interdisciplinary CD-Rom using Hyperstudio. The electronic portfolio created by the students highlights academic projects in content areas such as language arts, social studies, science, art, and technology. The final product is an inclusive representation of the entire year. We will show examples of individual academic work, community activities, and special projects. | |
| Back to List | |
| Name: Barry Dequanne, Activities Director | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: How to Create, Develop, and Maintain a Successful, Student Run Newspaper | |
| Level: MS/HS | |
Short Summary: Based on a successful and effective model currently in use, the presentation will focus on practical methods related to starting a successful school newspaper, developing it into a mature and responsible voice of the students and ensuring a prolonged existence. The following topics in particular will be addressed: " the process of selecting key students, Sample copies of newspapers will be available for distribution to all participants. | |
| Name: Silvana Gili, ESL Specialist, currently teaching 5th Grade | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: ESL Teaching Aides for Content Area Teachers | |
| Level: K-12 (preferable if split K-6 and 7-12) Content Area Teachers | |
| Short Summary:
The objective of this workshop is to present helpful teaching aides to teachers
who work with Limited English Proficient students in the regular classroom.
I will present and discuss strategies that enhance learning for ALL students
as well as useful teaching devices; such as, computer software, internet
sites, various graphic organizers and others. After teaching the regular
fifth grade English program I hope to share ideas and materials, which I
have found, from practice, do really work. I plan to include actual student
work to illustrate each example. Handouts will be distributed. | |
| Name: Fenella Kelly, Head of Fine Arts, Theatre Director | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: The Drama Rainbow - How the ensemble approach to Drama can be used across the curriculum | |
| Level: K-12 | |
| Short Summary:
This workshop will be for those that are new to Drama or to those that already
teach Drama or use Drama in their classroom. The focus will be on how to
enable a group of people to recognize their own strengths and the strengths
of others, then use these to the advantage of all, thus creating an effective
ensemble. As this is also a focus on cross curricular Drama, ideas will
be presented across all levels in the curriculum as to how Drama can be
implemented to enhance the learning of students. This will be a practical
workshop including many games, lesson ideas and some project work. We will
try to create our own ensemble during the workshop. Handouts will be given at the end of the workshop. | |
| Name: Lynn Krumvieda, IB Coordinator | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: Beyond the Extended Essay...a dialectic in the works | |
| Level: Schools offering the IB Diploma...and any school interested in a more innovative approach to research | |
Short Summary: Initial discussion identifies the growing concerns of a project relegated to the backwaters of IB. How do we embrace a venture that feels to students and teachers as "Just one more thing to do" in the long litany of things to do. For many an IB school the Extended Essay rests bottom rung in a hierarchy of coursework and community service. While the IB tenet affords it centre partnership with both CAS and TOK, schools -tight on time, tight on curriculum- often marginalize its worth. And some do so for practical reasons - acknowledging that its mark holds little consequence and that in fact, a student can "get by" with minimum effort, minimal product. We've built in apathy and at times, even resentment. So, how can we revive a task we are convinced holds great value - the moment a student moves beyond any teacher-directed mandate, is the very independence we hope to foster. But this requires by necessity a paradigm shift in the manner in which we approach the EE. Students' experience with research often equates to a lonely, often unrewarding chore. Here is just one more paper in a string of such papers, the crux of which suggests students shall labor in relative isolation, relative disinterest. And research sans passion is little more than an extended root canal. In search of a solution, we have had to reconsider how
we, as educators, perceive research . . . how to foreground the ideals of
research amid the daunting methodology of research. The evolution of our
approach will be described - one that affords students the means to become
more 'active researchers' and one that underscores students' role within
a community of learners. This is the more pragmatic application for those
who must defend grant proposals in the future or a make-or-break advertising
campaign or the impassioned legal brief. All requiring research, but vulnerable
to a more public rebuke. We offer that public forum ... from the initial
defense of their thesis to the teaching of their peers. We know students
learn best, and more willingly, when they apply what they have learned.
It also has a social dimension - the communal dialectic that insists they
counter the proffered thesis, that insists they probe the too-generalized
assertion. It insists that as you become the expert in your field, so too
do you have a responsibility - to create, to instruct, to reflect. We value
this process enough to assign a transcript grade to the process, but such
immersion must be met with equally pragmatic opportunities. | |
| Name: João Nemi Neto & Sandra dos Santos Lima | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: Internet Tools for Second Language Learning - Webquest | |
| Level: Middle School | |
Short Summary: It is a fact that that Internet is part of our academic life. It has been a part of schools for some time now. However, it is important to use it effectively as a tool for students to grow academically and for the teachers to use it creatively without missing his/her primary goal, that is, enhancing students' skills. We aim at presenting some ideas to use the Internet in the second language classroom as a learning tool, motivating students to engage themselves in the projects proposed by the course. Our focus is Webquest, proposed by Bernie Dodge, its principals, areas of concern and the steps to build a Webquest and use it in class. We also intend to present some successful samples used at Graded during second language classes. | |
| Name: Keren Soriano | |
| School: Associação Escola Graduada de São Paulo, Brazil | |
| Workshop Title: Technology Supports for Students with Special Needs | |
| Level: (K-12 especially Middle & Upper) Special Needs teachers, Coordinators, Administrators | |
| Short Summary: Help your students with learning difficulties be successful in your challenging school curriculum. Give your at-risk students the tools they need to succeed. This workshop will briefly introduce current computer assisted learning options for remediation of academic difficulties then emphasis will shift from remediation to accommodation, with a focus on "Assistive Technology" such as recorded books, speech-to-text, text-to-speech, and scanning programs. | |
| Back to List | |
| Name: Daniel Davis, Math Department Chair | |
| School: Escuela Campo Alegre, Caracas, Venezuela | |
| Workshop Title: Standards-Based Reporting in Mathematics | |
| Level: Grades 9 - 12 | |
| Short Summary: The purpose of this workshop is to share the experience of implementing a standards-based grading and reporting system at Escuela Campo Alegre over the past two years. The main focus will be on the practical aspects of making this system work in the mathematics classroom. We will discuss how standards were selected, how individual tasks are marked and what the end result tells us. We will look objectively at the pros and cons of this system by analyzing the successes and challenges at ECA. We will also look at Connect, ECA’s web-based grading software, to get a sense of how, from start to finish, an assessment is created, marked and recorded. Participants with experience in marking IB Internal Assessments will see many parallels with what they already do. Participants will leave this workshop with insight into a progressive program as well as a fresh way to look at their daily assessment creation and marking. | |
| Name: Shaun McElroy, High School Counselor | |
| School: Escuela Campo Alegre, Caracas, Venezuela | |
| Workshop Title: Teaching to the Third Culture | |
| Level: All, Teachers, Counselors and Administrators | |
| Short Summary: Over forty years ago Dr. Ruth Unseem coined the term third culture kids; only recently has educational research confirmed her suppositions that TCKs have different learning needs and experiences. This hands on workshop will explore theory and practice of teaching TCKs while helping teachers better understand the needs of their kids. Come explore how your own cultural presuppositions influence your practice, how you can better help your kids transition to a new school and diversify your curriculum to address the needs of our global nomads. | |
| Name: Ken Turner, HS Social Studies Department Chair | |
| School: Escuela Campo Alegre, Caracas, Venezuela | |
| Workshop Title: Made, Not Born: Leadership Training for Student Leaders | |
| Level: Grades 8 - 12 | |
| Short Summary: The underlying premise of this workshop is that leaders are not just born, but made--or at least nurtured, through guidance and support. How can we help our students become more reflective and skillful leaders? Discover some ideas in this workshop, based on a student leadership training session model. Participate in a group activity, then evaluate your leader; answer a questionnaire to determine your leadership style; try your hand at assertive responses to uncomfortable situations--all just as student participants in the training session do. Other practical strategies will be presented, and there will be some time for discussion and sharing of ideas. | |
| Back to List | |
| Name: Christopher Coady | |
| School: Inter-American Academy in Guayaquil - Ecuador | |
| Workshop Title: Music Literacy: Writing Lyrics at the Primary Level | |
| Level: 1st - 4th Grade | |
| Short Summary: The music program in an international school can be an excellent vehicle for solidifying English language skills. In this workshop, participants will be introduced to techniques used in the music classroom that fuse literacy and music composition skills. Using these techniques in our music program, students have written original Blues compositions, rounds, and songs about academic units they are studying. They have also come away with reinforced literacy skills such as contextual problem solving, rhyming, and phonetic awareness. Whether used solely as part of the music curriculum or as an interdisciplinary collaboration between music and classroom teachers, students who participate in these activities come away with a deeper understanding of the English language, of how music is constructed and a stronger sense of ownership over the music they present. | |
| Name: Joe Zimmerman - Math Department Head | |
| School: Inter - American Academy in Guayaquil, Ecuador | |
| Workshop Title: Writing (in Math) for a Purpose | |
| Level: Grades 5 - 7th and Grades 11 - 12th | |
Short Summary: This workshop will focus on project ideas that utilize writing in math class. The aim is to explore the idea of writing not for its own sake, but as part of projects that students and teachers alike find meaningful. For late elementary/early middle school, the project discussed involves writing a textbook. For late high school, the project discussed is writing mathematical papers for the real world. Workshop participants are encouraged to bring their own ideas for discussion. | |
| Name: Richard Spiller - Science Department Head | |
| School: Inter-American Academy in Guayaquil, Ecuador | |
| Workshop Title: Creating Interactive Tests with LXR testing software and assessing Mastery comprehension of learning objectives | |
| Level: Grades 6 - 12th | |
| Short Summary: Most testing programs are really just electronic cut and paste. LXR test is a powerful and flexible testing program available on both MAC and Windows platforms. When you have test items that are keyed to objectives in an appropriately organized databank then this software can give mastery feedback. | |
| Back to List | |
| Name: Nella Antillo | |
| School: International School of Nido Aguilas | |
| Workshop Title: The Importance of a Good Approach to Human Sexuality Issues by Schools | |
| Level: Middle and High School | |
Short Summary: There are three agents in the socialization process that influence the development of a human being: the family, the community and the media. The first one has direct influence on the newborn baby until the child turns 3. After that, the nursery, play group and schools become a greater influence; nevertheless, the media is constantly exposing children to information without proper supervision. If parents do not discuss sensitive issues with their children, it is the teachers who should be there for them when questions and the need for information arise. This workshop will provide teachers with new tools that will help them address sensitive issues in their class in ways that will not embarrass students. These tools will enable students to gain knowledge, self-esteem and skills to make good decisions, solve problems wisely and preventive measures. | |
| Name: Susan Bergman, Suzanne Gordon, Mimi Tornquist | |
| School: International School of Nido Aguilas | |
| Workshop Title: Vivacious, Vociferous, Voices Validating "The Vocabulary Ingredient in Language Acquisition | |
| Level: Grades 1 - 5 | |
| Short Summary: Vivacious, Vociferous, Voices focuses on the latest in research on language acquisition and effective strategies for vocabulary enrichment that are 'tried and true', and easily incorporated across the curriculum. This workshop provides hands-on, interactive opportunities, and a packet of useful information summarizing the research and classroom strategies presented during the session. The emphasis of this workshop is on vocabulary acquisition of non-native speakers. | |
| Name: Joseph Cottone | |
| School: International School of Nido Aguilas | |
| Workshop Title: TI 83 In the Classroom: Applications from Algebra to AP Calculus and IB Mathematics | |
| Level: High School and upper Middle School math and science teachers | |
| Short Summary: This presentation will focus on the creative use of the TI 83 in different problem solving situations and as a visual aid to illustrate and introduce mathematical concepts. This could also include instruction of the basic functions of the TI depending on demand. | |
| Name: Grant Fiedler | |
| School: International School of Nido Aguilas | |
| Workshop Title: International Educator Job Search Skill Building | |
| Level: All International Educators | |
| Short Summary: International Educators will be enabled to more fully comprehend the logistics involved in seeking and obtaining their next posting as international educators. Key topics covered including; Timing, Pre-recruitment Fair Homework, Initial Contacts, Resume Writing, Recruitment Fair Protocols, Interview Expectations, Decisions and Considerations, and Employment Resources for International Educators. | |
| Name: Jenny Fiedler | |
| School: International School of Nido Aguilas | |
| Workshop Title: An Introduction to Fractals | |
| Level: Middle and High School | |
| Short Summary: What are fractals and where did they come from? Fractals are one of the more recent hot topics in geometry. The old Euclidian geometry is a geometry based on 1-dimensional, 2-dimensional and 3-dimensional shapes. Fractal geometry is a geometry where there are no straight lines and where there really can be a dimension that is 1.85. Fractal geometry is found in cloud formations, coastlines, and even in a swamp. It is being used to explain the natural occurrence of chaotic patterns in nature. Could you explain them to a 6th grade class...or a 10th grade class? Yes. You can even build them. | |
| Name: Christine Jamieson - High School English Teacher | |
| School: International School of Nido Aguilas | |
| Workshop Title: Student Portfolios and Student Led Parent Conferences | |
| Level: All Levels | |
Short Summary: This workshop shares the experience of a classroom teacher using portfolios at the High School level. The workshop shares a model for a student managed portfolio. If you are currently struggling with other models, this workshop moves practitioners from file folders collecting a mass of unsorted work, into an organized, comprehensive collection that informs both student and teacher as to "next steps" in the learning/teaching process. Current student portfolio models will be shared, as well as, information and resources to guide student-led parent portfolio conferences. A resource package will be provided to assist teacher's wishing to utilize this model in their classroom. Areas explored in the workshop will include reflective practice for students and incorporating research based methodology into teaching practice. Interested participants will be teachers who are engaged in improving the quality of student learning, increasing student engagement, responding to different academic needs of students in a mixed needs classroom, and promoting communication about student progress with parents and administrators. | |
| Name: Tanya Kliefoth | |
| School: International School of Nido Aguilas | |
| Workshop Title: Pledge to Tread Lightly Upon the Earth | |
| Level: Last year of Junior High Science (Eighth or Ninth Grade) | |
Short Summary: Middle school / Junior High is a very special period in which young people are learning habits and behaviors that will impact the rest of their lives. Depending on the High and Middle School divisions of the school, eighth and/or ninth grade can be an especially impacting year of a student's life, because it is a year in which they assume a leadership relationship with other middle school students and have the intellectual capacity to engage in higher-level discussions about sociological and environmental issues. In an academic sense. It is also an opportunity for educators to concentrate fully on larger sociological / environmental issues before students start more rigorous, demanding high school curriculums. The Pledge to Tread Lightly Upon the Earth is a last-year Middle School or Junior High interdisciplinary curriculum that emphasizes three aspects of science in parallel: the scientific process, standard physical concepts, and behaviors and attitudes about recycling on the school campus. The curriculum progresses over three or four quarters, depending on the scheduling of the school. | |
| Name: John Megathlin, Stephanie Jones, Aida Bermudez and Jean Schramm | |
| School: International School of Nido Aguilas | |
| Workshop Title: Sand in Your Shoes: A Standards-Based Integrated Approach to Instruction | |
| Level: Upper Elementary / Middle School | |
| Short Summary: Sand in Your Shoes is an integrated Language Arts & Social Studies unit created to introduce research skills to fourth graders, connecting four different styles of writing (narrative, persuasive, expository, and descriptive) to regional studies. The workshop is designed to demonstrate how students practiced/mastered the four writing genres by producing their own "Travel Brochure" of one of the world's great deserts. | |
| Name: Kara Rose | |
| School: International School of Nido Aguilas | |
| Workshop Title: Creating Literate Connections: Reading Comprehension Strategies for Secondary Students | |
| Level: Secondary (Middle and High School) | |
Short Summary: It's a challenge faced in most middle and high school classrooms, whether the learners are native speakers of English or learning it as a second language. Lessons prepared and textbook or novel in hand, the teacher realizes that the students came to class struggling to comprehend the material they had to read. they are familiar with the words but cannot make connections between them. Many students have difficulty finding the layers of understanding in what they read, whether it is a science book, a history essay, or a novel. By the time students reach middle school, reading is a complex process of making meaning and inferences from sophisticated texts. At the same time, the material that must be covered by teachers demands that students be able to read and understand it. | |
| Back to List | |
| Name: Faye Lawand and Annia Duran | |
| School: International School of Curacao | |
| Workshop Title: Narrative Writing in the ESL Classroom | |
| Level: All Levels, Regular Classroom Teachers, ESL Teachers | |
| Short Summary: This session will look at ways to adapt the Writing Process for the ESL student. The focus will be on Narrative Writing, and we will examine concrete techniques and strategies which make narrative writing relevant and enjoyable for ALL students in our writing classrooms. | |
| Back to List | |
| Name: Denise Cleto, Teacher of Math, Chemistry and Robotics | |
| School: Pan American Christian Academy, Sao Paulo, Brazil | |
| Workshop Title: Robotics: An Experience in Elementary and High School | |
| Level: k-12 Science and Math teachers and Coordinators | |
| Short Summary: |