Workshop Briefings – Day 2

Session 7:

Planning / designing a phenomenon-based learning module and assessment of competencies.
Sirkku Nikamaa-Linder
Randa Mikati

The participants will learn how to design and realize a phenomenon-based learning unit. The workshop will include discussions and demonstrations of using ICT tools. The participants will leave with concrete skills, plans and assessment tools that help them turn the plan into action in their own contexts.

Session 8:

Work based / Integrative learning
Dr. Annica Isacsson

Vocational education and training (VET) and HE (higher education) is in a process of change due to the new demands that the knowledge society, globalization, and learners new ways of acquiring information, put on education. The integrative learning model and work-based pedagogy, where interaction with working life is a pedagogical strategy not an ad hoc method, support students´ competence needs.
The workshop is research- and design-based. A Haaga-Helia work&study-model is presented.

Session 9:

Phenomenon based learning and transversal competences in Finnish curricula and school practices.
Elisa Helin

– A phenomenon-based learning in Finnish curricula (core curriculum and local curricula) and how to implement it to school practices
– Some examples of the phenomenon-based learning projects of Finnish schools (pre-primary and basic education)
– What phenomenon-based learning could be in Lebanese education? Changing ideas and thoughts.
– How to integrate different subjects into a phenomenon-based entity? Planning and training.

Session 10, i:

Manners Matter
Lisa Beyrouthi

“Manners Matter”. For the 1st time in Lebanon a curriculum with different activities concerning manners for kids, teachers and parents!
A pre-launch for the curriculum of “Manners Matter”, what is the purpose about it? Why we are going back to ABC of respect and etiquette rules? How we have to deliver this curriculum?

Session 10, ii:

TANMO Project
Dr. Nassim Dennwi

Project TANMO is designed to take care of talented students, and it is based on three continual phases.

‏When we talk about talent we do not mean the talents that are recognized in the world of art, such as singing, acting and dancing, but beyond the patterns of intelligence and talents of scientific, cultural, physical and all that under the category of talent in science, poetry, mathematics, speech, writing, management, cooking, craftsmanship, each with a special curriculum and in academic mechanism for discovery, conservation and development.

Session 10, iii:

Build Up the STEAM
Mr. Rawad Bou Hamdan

We know that S.T.E.A.M.–the integration of Science, Technology, Engineering, Arts, and Math–provides the perfect opportunity for students to learn the skills that the best employers are asking for while still meeting rigorous education standards. Come join our journey in project-based practices and challenges for integrating STEAM into the educational experience.

Session 12:

Core Strength: Building a strong foundation for learning
Zaheda Bleibel

When I talk with parents for the first time, they often have questions about why their child can’t read, comprehend, remember math facts, follow instructions and why they aren’t excelling in the classroom. They know something is missing, but they can’t put their finger on what. I often have moms and dads tell me, “I know my child is smart, but I just don’t know why they aren’t reaching their potential.”

As I begin asking questions, I try to first focus on the educational aspects of reading, writing and spelling, but as the conversation continues, I then veer off in a different direction, asking questions that seem unrelated to learning. I ask parents if their child has sensitivity to light, texture or sound; if they fidget in their chair or if they ask “huh?” or “what?” when the teacher asks them to work on an assignment. We talk about how athletic the child is and if they can skip, bounce, run and cross the monkey bars. We also ask about the child’s birth and if they crawled as a baby and reached all of their developmental milestones.

Many parents and educators often find it curious when I ask these types of questions and are even more surprised when they come to our school and see all the bouncy balls, balance beams, hula-hoops and jump ropes. As I see the wheels turning in their head, I’m sure they often think, “How is this going to help my child to read, write and listen to their teacher? “In this workshop we are going to answer these questions, and a lot more.