In this practical workshop, participants have the opportunity to clarify their understanding of what it really means to use an inquiry based approach to teaching and learning in the primary / elementary classroom. Over two interactive days, teachers examine the essential elements of inquiry and how these elements can be 'brought to life' through quality planning, use of materials, choice of teaching strategies and interactions with students. Participants explore the conditions that best 'set the scene' for productive inquiry learning and the way in which we can be 'inquiring teachers' throughout our classroom program as well as within the context of inquiry-based 'units of work.' In addition to demonstrating many useful teaching strategies for the inquiring classroom, Kath takes teachers through her widely-used model for planning and teaching inquiry and shows how it can be adapted to builds students' understandings and interdisciplinary skills - particularly in the areas of thinking, collaboration, self management, research and communication. Practical examples from a wide range of settings are shared with teachers and they also have the opportunity to frame up plans to use back in their classroom.
In this practical workshop, participants have the opportunity to clarify their understanding of what it really means to use an inquiry based approach to teaching and learning in the primary / elementary classroom. Over two interactive days, teachers examine the essential elements of inquiry and how these elements can be 'brought to life' through quality planning, use of materials, choice of teaching strategies and interactions with students. Participants explore the conditions that best 'set the scene' for productive inquiry learning and the way in which we can be 'inquiring teachers' throughout our classroom program as well as within the context of inquiry-based 'units of work.' In addition to demonstrating many useful teaching strategies for the inquiring classroom, Kath takes teachers through her widely-used model for planning and teaching inquiry and shows how it can be adapted to builds students' understandings and interdisciplinary skills - particularly in the areas of thinking, collaboration, self management, research and communication. Practical examples from a wide range of settings are shared with teachers and they also have the opportunity to frame up plans to use back in their classroom.
Seoul Foreign School is delighted to host our first annual “Seoul of a Leader” Leadership Conference for current and aspiring school leaders in education! The Seoul of A Leader Conference will be held on Friday, September 27 at Seoul Foreign School. The three main goals of this conference are to connect school leaders, share best practice, and inspire future leaders as we move forward with the common goal of supporting all students in their academic, social, and emotional learning journey.
We are pleased to announce our Keynote speaker, Mr. Bob Bordone. Bob Bordone is the Thaddeus R. Beal Clinical Professor of Law at Harvard Law School and the founder of the Harvard Law School Negotiation and Mediation Clinical Program. Mr. Bordone will be speaking about Conflict Resolution as a 21st Century Leadership Skill. Our hope is that this conference will be a time where colleagues share their knowledge and practice with one another. We are seeking for a number of educational leaders here in Seoul to present and share on a topic of their choice. We are particularly interested in Women in leadership and plan on hosting a panel discussion as part of the conference.
Please click on this link here, which will take you directly to the Seoul of a Leader website and give you further information on the conference logistics such as registration, cost, location, schedules, and the call for presenters. We look forward to seeing you at the conference!
The Cultures of Thinking Project is a global initiative under the direction of Dr. Ron Ritchhart, a Principal Investigator and Senior Research Associate at Project Zero, Harvard Graduate School of Education.
Learning is a product of thinking. If we want our students to learn well and develop understanding, we must create cultures of thinking that actively engage students in thinking on an ongoing basis. However, this isn't always an easy task. Schools and classrooms are not always set up to encourage thinking. Furthermore, by its very nature, thinking is a rather invisible and elusive process. How do we as teachers promote students' thinking, recognize it when it occurs, and make thoughtfulness permeate our classrooms? To create a culture of thinking, educators must work together to create a school environment whose structure and purpose actively encourage a high level of student thinking, both individually as well as collectively, and where the thinking of all group members is regularly promoted, valued, made visible, and pushed further as a part of the ongoing, shared enterprise of the group.
GOALS:
The CoT initiative considers education to be a social and cultural endeavor whose goal is the development of both the individual and the group as effective learners and thinkers able to engage with and adapt to a changing world. Within this context the most important assessment question we can ask ourselves as educators is:Who are our students becoming as thinkers and learners as a result of their time with us?
Since 2000, the Cultures of Thinking Project has worked with hundreds of public, independent, and international schools and museums across North America, Australia, and Europe to help transform schools, classrooms, and museums into places where thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members.
During the workshop, we will focus on the practical and concrete ways educators can create a culture of thinking in their schools and classrooms, foster the kinds of thinking opportunities that lead to deep understanding of content, and how to look for evidence of student thinking and understanding. Participants will be introduced to a variety of thinking routines: what they are and how they can be used to create more thoughtful classrooms.
We will explore such questions as:
What is a culture of thinking?
How can the cultural forces that exist in each classroom support and further develop a culture of thinking?
How can educators use thinking routines to structure, scaffold, and support students' thinking?
Those attending this workshop will leave with a variety of strategies for improving learning in their classrooms that can be immediately, and widely, applied.
The Cultures of Thinking Project is a global initiative under the direction of Dr. Ron Ritchhart, a Principal Investigator and Senior Research Associate at Project Zero, Harvard Graduate School of Education.
Learning is a product of thinking. If we want our students to learn well and develop understanding, we must create cultures of thinking that actively engage students in thinking on an ongoing basis. However, this isn't always an easy task. Schools and classrooms are not always set up to encourage thinking. Furthermore, by its very nature, thinking is a rather invisible and elusive process. How do we as teachers promote students' thinking, recognize it when it occurs, and make thoughtfulness permeate our classrooms? To create a culture of thinking, educators must work together to create a school environment whose structure and purpose actively encourage a high level of student thinking, both individually as well as collectively, and where the thinking of all group members is regularly promoted, valued, made visible, and pushed further as a part of the ongoing, shared enterprise of the group.
GOALS:
The CoT initiative considers education to be a social and cultural endeavor whose goal is the development of both the individual and the group as effective learners and thinkers able to engage with and adapt to a changing world. Within this context the most important assessment question we can ask ourselves as educators is:Who are our students becoming as thinkers and learners as a result of their time with us?
Since 2000, the Cultures of Thinking Project has worked with hundreds of public, independent, and international schools and museums across North America, Australia, and Europe to help transform schools, classrooms, and museums into places where thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members.
During the workshop, we will focus on the practical and concrete ways educators can create a culture of thinking in their schools and classrooms, foster the kinds of thinking opportunities that lead to deep understanding of content, and how to look for evidence of student thinking and understanding. Participants will be introduced to a variety of thinking routines: what they are and how they can be used to create more thoughtful classrooms.
We will explore such questions as:
What is a culture of thinking?
How can the cultural forces that exist in each classroom support and further develop a culture of thinking?
How can educators use thinking routines to structure, scaffold, and support students' thinking?
Those attending this workshop will leave with a variety of strategies for improving learning in their classrooms that can be immediately, and widely, applied.
