THE 21ST CENTURY TEACHER (Full Program: 6 courses)
For teachers of all levels
(A) Life Skills for Tomorrow's Leaders (15 hours) – Ms. Mary Ghazarian
- Mondays & Wednesdays / 4:30 p.m. - 6:00 p.m. / October 23 to November 27
(B) Character Education (15 hours)
– Mr. Mohammed El Amine
- Tuesdays & Thursdays / 5:00 p.m. - 6:30 p.m. / October 24 to November 23
(C) Project Based Learning (15 hours)
– Mr. Mohammed El Amine
- Tuesdays & Thursdays / 5:00 p.m. - 6:30 p.m. / November 28 to December 28
- Tuesdays & Thursdays / 4:00 p.m. - 6:00 p.m. / October 24 to December 5
DIPLOMA FOR COORDINATORS AND DIVISION HEADS (Full program: 5 courses)
For coordinators, division heads, other administrators, & teachers with at least 3 years' experience
(D) TT 102 Working with the Curriculum (30 hours) – Dr. Juhaina Musharrafieh
- Wednesdays / 4:30 p.m. - 7:30 p.m. / October 18 to December 20
(E) TT 103 Professional Development (30 hours) – Mrs. Lina Osseiran
- Tuesdays / 4:30 p.m. - 7:30 p.m. / October 17 to December 19
DIPLOMA OF SPECIAL EDUCATION FUNDAMENTALS (Full Program: 2 courses)
For coordinators, division heads, other administrators, & teachers of Special Education
Participants receive certificates of attendance.
All workshops start at 9:00 a.m. and finish at 1:30 p.m.
Fee for each workshop: 90,000 LBP
SATURDAY, NOVEMBER 11
َوسائل بسيطة لتعليم أسهل: إلى مَنْ يدرّس اللّغة العربيّة في الحلقتين الأولى والثّانية (1-6) د. سلطان ناصرالدّين 1
ممّا لا شكّ فيه أن الوسائل أي الأدوات ضروريّة لتحقيق الأهداف التّعليميّة. والوسائل كثيرة ومتعدّدة. وباستطاعة المعلِّم النّشيط أن يبتكر وسائل بسيطة ويستعين بها لتحقيق الأهداف بسرعة وفرح.
(2) Enseigner Le Français En Inversant La Classe (Enseignants et coordinateurs de la langue française du primaire 2 et du complémentaire.) – Dr. Dayana Majdalani
Il s’agit d’informer les enseignants sur la nouvelle méthode de la classe inversée, qui consiste à préparer les leçons à la maison et à faire le lendemain les devoirs en classe. Les enseignants seront informés sur les logiciels et les outils concernant cette nouvelle méthode; ainsi que sur sa technique d’utilisation en classe.
(3) When Prevention is Not Enough: Methods for Altering Unproductive Student Behavior (For Teachers of All Levels) – Dr. Juhaina Musharrafieh
Disruptive classroom behavior is not uncommon among students at the middle school and secondary levels. This workshop aims at providing classroom procedures for responding to disruptive behavior, methods for solving major and continuing student behavior problems, and activities that assess teachers’ skills in responding to escalating student behavior. Participants will be involved in discussions and activities.
(4) Positive Classroom Culture (For Teachers and Coordinators of All Levels) – Mrs. Aline El Jurdi
This workshop sheds light on building a positive culture in the classroom, which is one of the most important elements of successful learning. A positive culture helps teachers transform the educational process into a conducive one that fosters learning and increases students’ involvement, motivation, and performance. The workshop covers a variety of important topics such as teacher-student relationship, constructive communication, effective instructional atmosphere, and active student engagement. Through the multiple activities, strategies, and tips presented, this workshop aims at helping teachers
and coordinators achieve their educational goals in a positive, supportive, and productive atmosphere.
SATURDAY, NOVEMBER 18
كيف يُصاغ موضوع في التّعبير الكتابيّ؟: إلى مَنْ يدرّس اللّغة العربيّة في المرحلة المتوسّطة والمرحلة الثّانويّة د. سلطان ناصرالدّين 5
كثيرًا ما نلجأ إلى مقاربة موضوع التّعبير الكتابيّ من حيث الإنشاء (الإنتاج)، ومن حيث التّقييم (التّصحيح)، ومن حيث المشكلات التّي تواجه الطّلاّب في الكتابة، والمشكلات الّتي تواجه المعلّمين في أثناء التّقييم؛ وقليلاً ما نطرح موضوع كيفيّة صياغة موضوع في التّعبير الكتابيّ؛ صياغة المعطى وتقديمه علمٌ وفنّ
(6) Emotional Intelligence in the Classroom (For Preschool & Elementary Teachers and Coordinator) – Ms. Mary Ghazarian
Emotional Intelligence can be defined as a “person’s ability to perceive, assess and manage the emotions of one’s self, of others and of groups”. Emotional Intelligence Inside the Classroom will offer teachers a new perspective in the way they teach, lessons they deliver, relationship they develop with their students and the way they deal with parents and school administration. On the personal aspect, they will learn to become more patient, satisfied, happier individuals and help provide safe learning environment for the students. During the course they will be able to define Emotional Intelligence, distinguish and label emotions, measure their own Emotional Intelligence and identify various techniques to use inside the classrooms.
(7) Mathematical Discourse: how it can be used to enhance students’ problem solving strategies. (For Mathematics Teachers and Coordinators of All Levels) – Mrs. Taline Havatian
One of the main attributes of mathematically proficient students is their ability to solve problems in new contexts by applying their knowledge of the subject matter with flexibility; hence, problem solving is a fundamental part of mathematics instruction. The purpose of this workshop is to highlight the important role that mathematical discourse plays in preparing students to become competent problem solvers by articulating their reasoning strategies, justifying their individual math problem solving techniques, and assessing other students’ thinking processes. The participants of this workshop will discuss how to establish a classroom culture that promotes mathematical discourse, practice solving open-ended problems using mathematical discourse, and will be introduced to structures, routines, and practices that promote it.
(8) La Pédagogie Différenciée au Cœur de l’Apprentissage de la Langue Française. (Enseignants et coordinateurs de la langue française des classes du primaire 1, primaire 2 et du complémentaire.) – Dr. Dayana Majdalani
Il s’agit de remédier aux lacunes des élèves manifestant des difficultés d’apprentissage dans toutes les disciplines de la langue française (lecture, production d’écrits, connaissance de la langue…), tout en ayant recours aux diverses méthodes d’apprentissage.
SATURDAY, DECEMBER 2
(9) Helping Students Remember: Exercises and Strategies to Strengthen Memory (For All Teachers and Coordinator of Special Education) – Ms. Sarah Khaled
“Memory is the process of maintaining information over time” (Matlin, 2005). Students who have academic difficulties due to a memory deficit or ineffective use of their memory capabilities need specific memory strategies and methods to help them develop their abilities. To strengthen the memory of these learners teachers should gain a better understanding of the structure of their memory and be able to effectively teach them using evidence-based methods (including chunking, organization, keyword, self-testing, pegword, loci, and mnemonics).
(10) Media in the Classroom (For Teachers and Coordinators of All Levels) – Mrs. Aline El Jurdi
Media, with its varied tools, has become an integral part of education. The effective integration of media can enhance the educational process and contribute to effective results concerning students’ performance and achievement. The focus of this workshop is to introduce educators to different media means, their importance, use, and effectiveness. It further offers activities and useful strategies that guide teachers to use media in their classes, ensuring an effective, meaningful, and smooth integration.
(11) Classroom Management (For Teachers of All Levels) – Ms. Samar Bouzeineddine
When effective classroom management is in place, we increase academic time. Increased academic time equals increased academic achievement!! In this workshop participants will learn to establish clear expectations for students, respond to early warnings of aggressive behavior, and write an individualized behavior plan.
(12) Designing School Curricula by Backward Design (For Teachers and Administrators) – Dr. Juhaina Musharrafieh
Backward design of curriculum focuses on learning, not teaching. It starts with identification of desired learning outcomes and results. This is followed by decisions about appropriate assessment, instructional strategies, and activities. The focus is on student needs, not on content, textbooks, and teaching activities. This workshop will cover the stages of backward curriculum design and the facets of understanding. Participants will be actively involved throughout and will design a lesson plan based on backward design.