Call for Presenters
Royalkonsults Educational Services in conjunction with dee royalkleen services is seeking presenters to facilitate learning sessions that help educators learn and apply strategies that are having a positive impact on teaching and learning. Below are sample topics to consider when preparing your proposal.
Strand 1: Teacher Leadership & Collaboration
Do you want to collaborate with colleagues to improve student learning in your school? Learning sessions in this strand will provide attendees with insight and ideas about the numerous leadership roles that teachers fulfill in our school systems today.
* Participating in Professional Learning Communities
* Reviewing student work with colleagues
* Examining lessons of highly effective teachers
* Conducting action research
Strand 2: Classroom Management & Effective Relationships
Would you like some new ideas for building effective relationships with students and parents? These learning sessions will equip attendees with new ideas and tools around the classroom conditions and effective relationships that truly make a difference.
* Engaging students from start to finish
* Setting clear expectations and classroom procedures
* Providing a safe physical and emotional environment
* Partnering with parents
Strand 3: Curriculum & Instruction
How do we guarantee that all students have access to a rigorous and relevant curriculum? These learning sessions will explore instructional practices that close the achievement gap.
* Providing a rigorous curriculum that builds upon prior learning and aligns to standards
* Creating and sharing student-friendly learning targets
* Creating and recognizing quality rubrics
* Providing descriptive feedback
* Making homework meaningful
Strand 4: Classroom Assessment & Evaluation
Do you want to bring your students into the assessment process? Are you looking for ways to improve your grading practices? Learning sessions in this strand will focus on the formative and summative assessment practices that bring clarity to learning.
* Including students in the assessment process
* Understanding the basics of sound assessment design
* Balancing formative and summative assessment
* Exploring sound grading practices
Strand 5: Responding to Students’ Needs—Intervention to Enrichment
Are you looking for ways to meet the diverse needs of your students? These learning sessions will provide participants with tools and ideas on how to best meet the needs of all students.
* Intervening with research-based practices (RTI)
* Making flexible grouping work for you and your students at any level
* Addressing the cultural and linguistic needs of students
* Making inclusion work
Strand 6: Tools & Technology
Are you looking for innovative ways to engage students because they “power down” when they enter your classroom? Learning sessions in this strand will help you be a 21st century teacher working with 21st century kids.
* Communicating with the use of technology
* Using technology to engage students
* Making the most of your electronic grade book
* Exploring the best Web sites for teachers and students
General Requirements & Information
* Proposals must be received no later than April 9, 2010.
* E-mail completed proposal form and learning session specifics to royalkonsults1@yahoo.com
* Selected presenters will receive one free conference registration for August 10–11, per proposal. The pre-conference workshop is not included as part of this free registration.
* All presenters will be responsible for their own travel and hotel accommodations.
* All presenters will be responsible for providing their own handouts.
Criteria for Evaluation
Proposals will be selected based on the following criteria:
* Topic and content are relevant to the conference and to one of the strands.
* The learning targets for attendees are clearly presented.
* The program or initiative being presented is proven successful.
* Session is interactive and includes a variety of learning activities to engage participants.
Proposal Selection
Selected conference presenters will receive a confirmation letter in June requesting additional information, including A/V requirements.
Questions?
Contact Deacon Toyin Ajani, Project Coordinator, Royalkonsults Educational Services at royalkonsults1@yahoo.com or +2348033461576, 01 8220521
Sunday, March 28, 2010
LAGOS TEACHERS CONFERENCE!
Teacher Conference
* Strategic Compensation in Education Symposium
* Leadership Advisory Council Summit
* Making Lagos Schools Work Conference
* Great Teachers Make Great Schools Conference
* Lagos Value-Added Conference
* Exhibitor & Sponsorship Opportunities
* 2010 Highlights
* Pre-Conference
* Call for Presenters
* Speakers
* Questions
* Call for Presenters
* Learning Sessions
* Speakers
* Questions
* Highlights
* Highlights
* Highlights
* Presenter Materials
* Contest
* Presenter Materials
* Speakers
* Sessions
Save the date!
August 9-11, 2010
New Location
Venue to be announced later
Professional development opportunity for Primary|secondary teachers, teacher leaders, school owners & Administrators,Parents,Ministry of Education,SUBEB and curriculum directors.
Hosted with support from the Education Association and the Federation of Teachers, this 3-day conference is designed to provide teachers with empowering information and strategies, to provide networking and sharing opportunities, and to discuss issues and reforms impacting teachers today.
Attend 1, 2 or all 3 days of the conference. Registration information coming soon.
For more details $ sponsorship,call
Deacon Toyin Ajani
08033461575 0r
Royalkonsults Educational Services,
01 8220521
* Strategic Compensation in Education Symposium
* Leadership Advisory Council Summit
* Making Lagos Schools Work Conference
* Great Teachers Make Great Schools Conference
* Lagos Value-Added Conference
* Exhibitor & Sponsorship Opportunities
* 2010 Highlights
* Pre-Conference
* Call for Presenters
* Speakers
* Questions
* Call for Presenters
* Learning Sessions
* Speakers
* Questions
* Highlights
* Highlights
* Highlights
* Presenter Materials
* Contest
* Presenter Materials
* Speakers
* Sessions
Save the date!
August 9-11, 2010
New Location
Venue to be announced later
Professional development opportunity for Primary|secondary teachers, teacher leaders, school owners & Administrators,Parents,Ministry of Education,SUBEB and curriculum directors.
Hosted with support from the Education Association and the Federation of Teachers, this 3-day conference is designed to provide teachers with empowering information and strategies, to provide networking and sharing opportunities, and to discuss issues and reforms impacting teachers today.
Attend 1, 2 or all 3 days of the conference. Registration information coming soon.
For more details $ sponsorship,call
Deacon Toyin Ajani
08033461575 0r
Royalkonsults Educational Services,
01 8220521
Two Different Ways of JUDGING (“Thinking” & “Feeling”)
THINKING helps the mind establish an objective position.
Thinking is an abstract function that employs verifiable facts, logical operations, and clear,
consistent procedures in order to make decisions reasonable. Thinking tells us how to connect
truth and consequences, ideas and evidence, actions and outcomes. It is by thinking that we
determine what is true and what is false.
FEELING helps the mind establish a personal viewpoint.
Feeling is a concrete function that uses human values, personal preferences, and emotional
relationships in order to make decisions meaningful. Feelings tell us how to connect what we
want to what we have, where we live to where we are going, who we are to those with whom we
work. By feeling, we determine what is good and what is bad.
Thinking keeps our decisions correct, while feeling makes our purpose clear. As with sensing
and intuition, we all think and feel – we just prefer one function to the other.
THE THINKER PROFILE. Thinkers make decisions logically. They are objective, orderly and
well organized. They rely on well-thought-out procedures and logical principles.
Thinkers prefer a world as sharp as a lawyer's argument and as balanced as an equation. They
are uncomfortable with feelings, do not need social approval, and they like to look carefully
before they leap.
THE FEELER PROFILE. Feelers make decisions from the heart. They are subjective,
spontaneous and free-flowing. They rely on their own sense of like and dislike, right and wrong,
and they seek and enjoy the approval of others.
Feelers prefer to live in a friendly, harmonious world. They are uncomfortable with cold, hard
facts and leap enthusiastically before they look.
Thinking is an abstract function that employs verifiable facts, logical operations, and clear,
consistent procedures in order to make decisions reasonable. Thinking tells us how to connect
truth and consequences, ideas and evidence, actions and outcomes. It is by thinking that we
determine what is true and what is false.
FEELING helps the mind establish a personal viewpoint.
Feeling is a concrete function that uses human values, personal preferences, and emotional
relationships in order to make decisions meaningful. Feelings tell us how to connect what we
want to what we have, where we live to where we are going, who we are to those with whom we
work. By feeling, we determine what is good and what is bad.
Thinking keeps our decisions correct, while feeling makes our purpose clear. As with sensing
and intuition, we all think and feel – we just prefer one function to the other.
THE THINKER PROFILE. Thinkers make decisions logically. They are objective, orderly and
well organized. They rely on well-thought-out procedures and logical principles.
Thinkers prefer a world as sharp as a lawyer's argument and as balanced as an equation. They
are uncomfortable with feelings, do not need social approval, and they like to look carefully
before they leap.
THE FEELER PROFILE. Feelers make decisions from the heart. They are subjective,
spontaneous and free-flowing. They rely on their own sense of like and dislike, right and wrong,
and they seek and enjoy the approval of others.
Feelers prefer to live in a friendly, harmonious world. They are uncomfortable with cold, hard
facts and leap enthusiastically before they look.
Monday, March 22, 2010
WHAT IS A MONTESSORI?
WHAT IS A MONTESSORI?
Dr. Maria Montessori, the creator of what is called "The Montessori Method of Education," based this new education on her scientific observations of young children's behavior.
As the first woman physician in Italy, Montessori became involved with education as a doctor treating children labeled as retarded. Then in 1907 she was invited to open a day care center for the children of desperately poor families in the San Lorenzo slums of Rome.
She called it a "Children's House," and based the program on her observations that young children learn best in a homelike setting, filled with developmentally appropriate materials that provide experiences contributing to the growth of self-motivated, independent learners.
Montessori's dynamic theories included such revolutionary premises as:
1. Children are to be respected as different from adults and as individuals who are different from one another.
2. Children create themselves through purposeful activity.
3. The most important years for learning are from birth to age six.
4. Children possess unusual sensitivity and mental powers for absorbing and learning from their environment, which includes people as well as materials.
She carried her message throughout the world, including the United States as early as 1912. After an enthusiastic first response, interest in the U.S. waned until a reintroduction of the method in the mid-1950's, followed by the organization of the American Montessori Society in 1960.
How Does it Work?
Each Montessori class, from toddlers through high school, operates on the principle of freedom within limits. Every program has its set of ground rules which differs from age to age, but is always based on core Montessori beliefs-respect for each other, and the environment.
Children are free to work at their own pace with materials they have chosen, either alone or with others. The teacher relies on his or her observations of the children to determine which new activities and materials he may introduce to an individual child or to a small or large group. The aim is to encourage active, self directed learning and to strike a balance of individual mastery with small group collaboration within the whole group community.
Montessori is a philosophy with the fundamental tenet that a child learns best within a social environment which supports each individual's unique development.
How is Creativity Encouraged?
Creativity flourishes in an atmosphere of acceptance and trust. Montessorians recognize that each child, from toddler to teenager, learns and expresses himself in a very individual way.
Music, art, storytelling, movement, and drama are part of every American Montessori program, but there are other things particular to the Montessori environment which encourage creative development: many materials which stimulate interest and involvement; and emphasis on the sensory aspect of experience; and the opportunity for both verbal and non-verbal modes of learning.
How Can a "Real" Montessori Classroom be Identified?
Since Montessori is a word in the public domain, it is possible for any individual or institution to claim to be Montessori. An authentic Montessori classroom must have these basic characteristics at all levels:
Teachers educated in the Montessori philosophy and methodology for the age level they are teaching, who have the ability and dedication to put the key concepts into practice
A partnership established with the family. The family is considered an integral part of the individual's total development.
A multi-aged, multi-graded heterogeneous grouping of students.
A diverse set of Montessori materials, activities and experiences which are designed to foster physical, intellectual, creative, and social independence.
A schedule which allows large blocks of time to problem solve, to see connections in knowledge and to create new ideas
What Happens When a Child Leaves Montessori?
Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions from an early age, these children are problem solvers who can make choices and manage their time well.
They have also been encouraged to exchange ideas and to discuss their work freely with others and good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a sense of self esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism
Dr. Maria Montessori, the creator of what is called "The Montessori Method of Education," based this new education on her scientific observations of young children's behavior.
As the first woman physician in Italy, Montessori became involved with education as a doctor treating children labeled as retarded. Then in 1907 she was invited to open a day care center for the children of desperately poor families in the San Lorenzo slums of Rome.
She called it a "Children's House," and based the program on her observations that young children learn best in a homelike setting, filled with developmentally appropriate materials that provide experiences contributing to the growth of self-motivated, independent learners.
Montessori's dynamic theories included such revolutionary premises as:
1. Children are to be respected as different from adults and as individuals who are different from one another.
2. Children create themselves through purposeful activity.
3. The most important years for learning are from birth to age six.
4. Children possess unusual sensitivity and mental powers for absorbing and learning from their environment, which includes people as well as materials.
She carried her message throughout the world, including the United States as early as 1912. After an enthusiastic first response, interest in the U.S. waned until a reintroduction of the method in the mid-1950's, followed by the organization of the American Montessori Society in 1960.
How Does it Work?
Each Montessori class, from toddlers through high school, operates on the principle of freedom within limits. Every program has its set of ground rules which differs from age to age, but is always based on core Montessori beliefs-respect for each other, and the environment.
Children are free to work at their own pace with materials they have chosen, either alone or with others. The teacher relies on his or her observations of the children to determine which new activities and materials he may introduce to an individual child or to a small or large group. The aim is to encourage active, self directed learning and to strike a balance of individual mastery with small group collaboration within the whole group community.
Montessori is a philosophy with the fundamental tenet that a child learns best within a social environment which supports each individual's unique development.
How is Creativity Encouraged?
Creativity flourishes in an atmosphere of acceptance and trust. Montessorians recognize that each child, from toddler to teenager, learns and expresses himself in a very individual way.
Music, art, storytelling, movement, and drama are part of every American Montessori program, but there are other things particular to the Montessori environment which encourage creative development: many materials which stimulate interest and involvement; and emphasis on the sensory aspect of experience; and the opportunity for both verbal and non-verbal modes of learning.
How Can a "Real" Montessori Classroom be Identified?
Since Montessori is a word in the public domain, it is possible for any individual or institution to claim to be Montessori. An authentic Montessori classroom must have these basic characteristics at all levels:
Teachers educated in the Montessori philosophy and methodology for the age level they are teaching, who have the ability and dedication to put the key concepts into practice
A partnership established with the family. The family is considered an integral part of the individual's total development.
A multi-aged, multi-graded heterogeneous grouping of students.
A diverse set of Montessori materials, activities and experiences which are designed to foster physical, intellectual, creative, and social independence.
A schedule which allows large blocks of time to problem solve, to see connections in knowledge and to create new ideas
What Happens When a Child Leaves Montessori?
Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions from an early age, these children are problem solvers who can make choices and manage their time well.
They have also been encouraged to exchange ideas and to discuss their work freely with others and good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a sense of self esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism
Subscribe to:
Posts (Atom)