We now thrive in a culture of innovation. For our children, that means more than half of the jobs they will pursue do not even exist yet. It’s critical we teach our children that their secret to success is no longer about content knowledge and conformity – it’s about preparing them to be successful in an unknown future.
This course explores how we can provide children with the essential skills and practice they will need for careers as they revolutionize over time.
Participants will understand how to value process over product, develop and evaluate children’s abilities and attitudes as well as their achievements, and understand how to implement the ‘four Cs’: critical thinking, collaboration, communication, and creativity into classroom activities.
Positive school climate, real cohesiveness, and motivation have a great impact on children’s approach to learning and outcomes. As teachers, we need to learn how to provide them with these tools to navigate our changing world.
Concept by: Petra Candida Mundy
The course will help the participants to understand how to:
- Support and celebrate failure that leads to progress;
- Give choice and voice from early childhood;
- Build teams and celebrate the success of others;
- Use the key competencies to develop learning skills;
- Create a positive school atmosphere through project work and TBL;
- Help children work in groups and take decisions;
- Implement self and peer evaluation.
Day 1 – Course introduction & setting goals
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities using drama for trust and ensemble building;
- Presentations of the participants’ schools;
- Identification of needs and goals for each participant and relevant populations;
- A reality check on our current situations, attitudes and opinions about how teaching and learning happens;
- The theory and practice of creative and critical thinking and how we can adapt our materials and resources to promote them.
Day 2 – Liven up your lessons
- Are my classes boring?
- Creating activities and interaction patterns which incorporate a variety of competences and skills to make potentially dull content more attractive to and useful for learners.
Day 3 – Student inclusion
- Involving the learners in the educative planning;
- Correction and evaluation process to promote responsibility;
- Autonomy and emotional intelligence.
Day 4 – Resolving conflicts
- Identification and resolution of common classroom conflicts, through brainstorming and analysing case scenarios;
- Using role-play and drama to promote collaboration and critical thinking.
Day 5 – Designing your own PLS
- First a look at the theory of working on projects and task-based learning;
- The practice;
- Design a practical learning situation to present to your colleagues.
Day 6 – Course closure & excursion
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.