Embassy Suites - Old Town
Alexandria, Virginia
June 26 – 30, 2011
AAIE Members - $1095 If registered by May 1st
$1150 if registered after May 1st
Non-Members - $1250
(includes 4 nights’ hotel lodging as well as breakfast & lunch)
Click here to register!
With William and Ochan Powell:
William Powell has served as an international school educator for the past 30 years in the United States, Saudi Arabia, Tanzania, Indonesia, and Malaysia. From 1991 to 1999, he served as the Chief Executive Officer of the International School of Tanganyika in Dar es Salaam, Tanzania; and from 2000 – 2006 as Headmaster of the International School of Kuala Lumpur. He is the co-author, with his wife Ochan, of Count Me In! Developing Inclusive International Schools (2000) and co-author of a book on school board governance training (2001). Bill and Ochan also co-authored the book Making the Difference: Differentiation in International Schools (2007). They are currently working on a project that examines the relationship between teacher emotional intelligence and teacher effectiveness in the classroom and have a book entitled Becoming an Emotionally Intelligent Teacher coming out in early 2010 (Corwin Press). When Bill is not writing, he is presenting workshops on curriculum development, differentiation, school leadership and governance training. He serves as a consultant for Education Across Frontiers Sdn. Bhd. (Bpowell@eduxfrontiers.org).
Ochan Kusuma-Powell is co-founder and director of Education Across Frontiers, an organization that promotes teacher education towards the development of professional learning communities. A graduate of Columbia University with a doctorate in international education development, she has more than 25 years experience in international education and has been actively involved in teacher training for developing inclusive international schools. Ochan has developed and implemented inclusive special education programs in the United States, Indonesia, Malaysia and Tanzania. Together with her husband, Bill, she co-authored an OSAC publication entitled Count Me In! Developing Inclusive International Schools and, more recently, Making the Difference: Differentiation in International Schools (2007). Ochan’s current interest is the application of brain research to classroom instruction. She is adjunct faculty at Lehigh University, Buffalo State and a trainer for the Teacher Training Center. (Okpowell@eduxfrontiers.org).
Institute Description:
One of the big challenges that international school teachers face is the need to develop binocular vision. By this we mean that they need to look closely at their students as learners so that they can plan lessons with the student’s specific learning needs in mind. However, at the same time teachers need to maintain their big picture vision and stay cognizant of how increasingly globalized our planet is becoming. The young adults of the 21st century will need to be globally competent.
How can we help teachers along their journey towards personalizing instruction in mixed readiness and multi-cultural classes? This interactive and practical workshop will give participants a framework to develop skills and approaches for personalizing instruction in inclusive classrooms. Using a “double track” curriculum of theory embedded in skills, educators will observe and participate in the “process” of differentiated teaching as it is orchestrated, modeled and explicated.
Special guest speaker will also offer informative sessions on learning challenges teachers face in meeting the needs of diverse learners, e.g. specific language/math disabilities, autism, giftedness, etc.
This workshop is suitable for K – 12 educators.
Specifically, the workshop will focus on the following keys to personalized learning:
- Knowing our students (and yourself as teacher):
- Student characteristics, including, cognition, temperament, intelligence preferences and learning style
- How culture affects learning
- The impact of teachers perceptions on student learning
- Learning needs: learning disabilities, ESL, ADHD, gifted and talented
- Methods of data collection, including Cognitive Coachingsm, clinical observation, academic/non-academic grading
- Using student work/collaborative assessments as a way of knowing our students
- Knowing our curriculum:
- Teaching at a conceptual level
- Backward design
- Mediating higher order thinking
- Asking meditative questions
- Developing a repertoire of strategies for effective differentiation:
- Lesson planning for diversity
- What brain friendly instruction looks like
- Flexible grouping
- Specific differentiation strategies
- Knowing our Assessment: The role of assessment in personalized learning
- Formative vs. summative assessment
- Assessment for learning
- What students need to know about formative assessment
- How the Medium affects the message: production styles
- Rubrics: guides or straightjackets
- Learning to keep it simple and social:
- Collaborative skills for differentiation
- Models of co-teaching
Click here to register!