IAP
Workshops
Philosophy
& Goals
Workshop Organization |
|
|
|
| Philosophy
& Goals |
|
Emerging
from the collaborative dynamic of the Partnership, the IAP
Teachers’ Workshops aim to promote improved content knowledge,
teaching methodology and innovative approaches among the participants.
Lasting one to two weeks, the workshops focus on a particular
subject area and help the participants become more confident
in their knowledge, as well as more thoughtful in their approaches
to teaching and learning. It is important to recognize that
the workshops are not restricted to either content-based or
pure pedagogy but are attempts to integrate the two into an
inclusive, needs-related and relevant teachers’ workshop.
It is also important to note that the composition of the workshops
should include teachers from AKES, other private and government
schools. Ideally the workshop should involve 15-25 participants
with approximately 60 percent AKES teachers and 40 percent
others.
Goals
The
goals of the workshops are:
- to
improve the understanding and confidence levels of teachers
via content-oriented instruction;
- to
introduce teachers to curricula reform; and
- to
stimulate teachers in the use of alternative pedagogical
approaches, in particular those based on student-centered
learning.
In
addition, the IAP hopes the workshops will prepare participants
to organize and direct their own professional development
workshops in the future.
|
Organization
The
workshops are led by IAP faculty with the assistance of local
facilitators. There should be clear communication between
the workshop faculty and the local facilitators before, during
and after the workshops to ensure clear planning, on-going
adjustment and critical evaluation. Each workshop should:
- develop
its own clear set of aims and objectives and have a curriculum
that meets those goals.
- include
opportunities for feedback from participants and discussion
with the faculty and facilitators. This feedback should
not be restricted to a post-workshop evaluation but should
be on-going throughout the workshop.
- develop
a plan for follow-up activities and on-going support for
the participants. The plan should include the formation
of a local team to provide consistent and frequent support.
|
Andover
Bread Loaf Writing Workshop
|
|
July
6 - 21, 2001
|
Andover,
Mass., U.S.A.
Hosted by the IAP at Phillips Academy
|
|
Six
overseas participants, teachers of English, grades 7-12 preferred.
Ideally the IAP group will comprise a teacher from each of
the following: Bangladesh, India, Kenya, Pakistan, Tanzania
and Uganda. The teachers will be selected by their national
service companies. Additional teachers from public schools
located in urban environments of the U.S. will also participate
in the workshop.
Workshop
leadership: Lou Bernieri, director, and Katherine Maloney,
IAP liaison to ABL
Goals:
Using
a whole language approach to develop a teacher's teaching
competency in English, the Andover Bread Loaf Writing Workshop
presents the participant with an opportunity to be a conscious
student of reading and writing. From that experience, teachers
become more innovative mentors to their students, helping
them to develop better basic skills in writing, reading and
speaking. This pedagogical approach to teaching and learning
English complements existing curricular goals and provides
the following benefits:
•
Develops critical thinking skills in teachers and by extension,
students;
•
Encourages teachers to use resources other than the textbook;
•
Creates a classroom atmosphere that is more interactive
and dynamic;
•
Encourages teachers and students to be more responsible
for their learning; and
•
Extends the practice of reading and writing beyond the classroom
into the community.
Using
various exercises to examine literature and write creatively,
teachers practice and hone skills they seek to develop in
their students. Workshop participants write for publication
and work on practical lesson-based projects that they can
later utilize in their own classrooms and extra curricular
activities to encourage literacy.
|
|
|
Andover
Institute of Mathematics
|
| July
16 - 27, 2001 |
Nairobi,
Kenya
Hosted by AKES, Kenya, at Aga Khan Academy
|
|
20
- 25 participants, teachers of mathematics, grades 9-12, preferred
Workshop
leadership: David Penner and Nikki Cleare, instructors in
mathematics, Phillips Academy
Goals:
To
improve the participants' skills and understanding, change
attitudes and broaden perspectives of secondary mathematics
education. Content oriented instruction is given in the areas
of graphing and technology. The leaders will also provide
models for curricula and pedagogical reform. This approach
to mathematics teaching and learning complements existing
curricular goals and provides the following benefits:
•
Encourages innovation in approach to mathematics;
•
Develops critical thinking skills in teachers and by extension,
students; and
•
Encourages teachers to use resources other than the textbook.
Using
various topics included in the secondary mathematics syllabi
(particularly functions), the participants work in small groups
using and improving their mathematical knowledge and discussing
problem-solving strategies. Each group then presents their
findings to the other participants and workshop leadership.
By engaging in this process, the participating teachers experience
first-hand the benefits of a collaborative approach to learning
and simultaneously prepare themselves to introduce this methodology
to their students.
|
|
|
Global
Economics for Primary School Teachers
|
| June
25 - July 5, 2001 |
Karachi,
Pakistan
Hosted by AKES, Pakistan, and the Institute for Educational
Development - Aga Khan University at the Institute for Educational
Development
|
| 15
participants, teachers of economics, social science or other
related disciplines, primary grades. They should be first-time
workshop participants and represent a mix of AKES-Pakistan,
public and private local schools.
Workshop
leadership: Bruce Damasio, social studies teacher, Liberty
High School, Maryland, and Dr. Peter Bell, director, New York
State Council on Economic Education
Goals
- To
improve the understanding and confidence levels of teachers
via content-oriented instruction;
- To
introduce teachers to curricula reform;
- To
stimulate teachers in the use of alternative pedagogical
approaches, in particular those based on student-centered
learning.
In
addition, the IAP hopes the workshops will prepare participants
to organize and direct their own professional development
workshops in the future.
|
|
| Global
Economics for Secondary School Teachers |
|
August
14 - 24, 2001
|
Nairobi,
Kenya
Hosted by AKES, Kenya, at Aga Khan Academy
|
|
20
- 25 participants, teachers of economics, commerce, business
or other related disciplines, grades 9-12, preferred.
Workshop
leadership: Carroll Perry III, instructor in history and social
science, Phillips Academy, and Peter Moyi, former instructor
in economics, Aga Khan Academy; workshop coordinator: Fidelis
Nthenge, economics teacher, Aga Khan Academy
Goals
- To
improve the understanding and confidence levels of teachers
via content-oriented instruction;
- To
introduce teachers to curricula reform;
- To
stimulate teachers in the use of alternative pedagogical
approaches, in particular those based on student-centered
learning.
In
addition, the IAP hopes the workshops will prepare participants
to organize and direct their own professional development
workshops in the future.
|
|
| Science
Project Workshop |
| August
12 - 18, 2001 |
Hyderabad,
India
Hosted by AKES, India
|
|
20
- 25 participants, teachers of science, grades 7-12. Ideally
the group will comprise an even distribution of teachers of
biology, chemistry and physics.
Workshop
leadership: Raj Mundra, Kevin Cardozo and Thomas Socci, instructors
in biology, chemistry and physics, respectively, Phillips
Academy
Goals:
To
introduce teachers to the design, implementation and assessment
of collaborative scientific research projects for the classroom.
This pedagogical approach to science teaching and learning
complements existing curricular goals and provides the following
benefits:
•
develops investigative skills in science;
•
develops scientific interest (curiosity) and enthusiasm
in students;
•
develops critical thinking skills in teachers and by extension,
students; and
•
encourages teachers to use resources other than the textbook.
Using
various topics related to global and local environmental issues,
the participants engage in scientific research and presentation
of their findings, led by the workshop facilitators. By engaging
in this process, the participating teachers experience first-hand
the benefits of a project-based approach to learning and simultaneously
prepare themselves to introduce this methodology to their
students.
|
|
|
Theatre
Arts in the School Curricula and Co-Curricula
|
| April
17 - 21, 2001 |
Dar
es Salaam, Tanzania
Hosted by AKES, Tanzania, at the Aga Khan Primary School
|
|
20
- 25 participants, teachers of English or language arts, grades
1-12
Workshop
leadership: Mark Efinger, instructor in theatre and dance,
Phillips Academy, and Jane Rarieya, professional development
teacher, AKES, Tanzania, and education program officer, AKES,
Kenya
Goals:
To
introduce teachers to the basic principles of theatre production
and direction and learn methods for analyzing scenes and characters.
To demonstrate how the use of theatrical arts may provide
an alternative pedagogical approach to the teaching and learning
of a language, English in this case, complementing curricular
goals and providing the following benefits:
•
improving comprehension of language's meaning;
•
improving expressive capability in a non-mother tongue;
and
•
expanding facility and confidence in using a non-mother
tongue.
Each
participant will receive a copy of the book A Practical
Handbook for the Actor as a course text. Participants
will engage in movement and vocal exercises, prepare scenes
for production and present various kinds of theatrical performance
for an audience. Guidance on establishing drama clubs at school
will be offered. Following the workshop, it is hoped participants
will continue to collaborate professionally to establish drama
companies for school children and offer plays for the interest
and enjoyment of the larger community.
|
|
|
|
