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Program-- teacher training
- 3. Welcome!
Thank you for attending Student-Centered for Student Success:
Strategies for Every Classroom, a training sponsored by the US
Embassy and held at STEPS International School in
Omdurman!
The idea for this teacher training came out of a partnership between STEPS
International School and the US Department of State’s English Language Fellow in
Sudan. Working together to create professional development opportunities, STEPS
and the English Language Fellow in Sudan believe that student-centered teaching
methods and practices can improve student achievement in Sudan.
What do we mean by “student-centered”? Student-centered methods are all of those
that place student needs at the forefront of instruction delivery. Student-centered
methods often include collaborative or cooperative methods, which use group and
team work amongst students to enhance learning. The student-centered classroom
is one in which students are actively engaged in the learning process and the teacher
serves as a guide or mentor more than a lecturer at the front of the classroom.
Topics covered in this training include strategies or methods that are student-
centered for different age groups, as well as tips on classroom management and
ideas for maximizing learning time. Most sessions are offered twice to create more
opportunities for each participant to attend more sessions. Session facilitators have
many years of diverse experience and are eager to share ideas with participants.
Please ask questions, take notes, and enjoy!
Please read session descriptions carefully and choose which ones you would like to
attend for maximum benefit. There is space in the back of this program for notes.
There will be too many ideas to do them all, but we hope you leave with a
commitment to put 1-2 ideas into practice in your own classrooms this next school
year.
Thank you for your participation, and we are eager to continue developing
ourselves professionally together for better student achievement!
Sincerely,
US Embassy Khartoum,
STEPS International School,
and the English Language Fellow in Sudan
- 4. Daily Schedule
Sunday – Day 1
9:00 am –
9:50 am
Welcome and greeting!
US Embassy, STEPS International School director, Fellows
9:50 am –
10:10 am
Tea Break
10:10 am –
11:00 am
Teacher-Centered Learning vs. Student-Centered Learning
with Aaron James,
Sakura Girls’ Secondary School, Arusha, Tanzania
11:05 am –
12:00 pm
A:
Using Warm-up
Activities
Leanne Cameron,
English Language
Fellow Rwanda
B:
Skills-Based vs.
Content-Based
Teaching
Jessica Griner,
English Language Fellow
Rwanda
C:
Classroom
Management or
Mismanagement?
Dave Lauchmen,
Student Services at
Khartoum American
School
12:00 pm –
1:00 pm
Lunch
1:00 pm –
1:55 pm
A:
Using Warm-up
Activities
Leanne Cameron,
English Language
Fellow Rwanda
B:
Skills-Based vs.
Content-Based
Teaching
Jessica Griner,
English Language Fellow
Rwanda
C:
Classroom
Management or
Mismanagement?
Dave Lauchmen,
Student Services at
Khartoum American
School
2:00 pm –
3:00 pm
What is Access?
Learn about the Port Sudan and Omdurman Access Programs and how to
get involved in your community.
3:05 pm –
3:30 pm
Wrap-up Day 1
- 5. Monday – Day 2
9:00 am –
9:50 am
“Changing the Way We Thinking About Learning”
Prof. Raymond J. Hoffman, PhD
9:55 am –
10:50 am
A:
Interactive Learning:
Grades K-2
Andurette van der
Merwe,
K-2 Teacher at
Khartoum American
School
B:
Interactive learning:
Grades 3-6
Robert Palisin & Jessica
Griner,
English Language
Fellows Rwanda
C:
Interactive learning:
Grades 7-12
Leanne Cameron,
English Language
Fellow Rwanda
10:50 am –
11:10 am
Tea break
11:10 am –
12:05 pm
A:
Cooperative Learning
Reading Strategies
for Grades 3-6
Jessica Griner,
English Language
Fellow Rwanda
B:
Differentiation &
Classroom
Management for K-2
Andurette van der
Merwe,
K-2 Teacher at
Khartoum American
School
C:
Preparing Secondary
Students for
University
for 7-12 Teachers
Khalid Ginawie,
English Instructor at
Ahfad University for
Women
12:05 pm –
1:05 pm
Lunch
1:05 pm –
2:00 pm
A:
Pair & Group Work
Robert Palisin,
English Language
Fellow Rwanda
B:
Teaching Without the
Textbook
Sarah Bakri,
Omdurman Access
Teacher
C:
Teacher Talk:
Effective Classroom
Language
Leanne Cameron,
English Language
Fellow Rwanda
continued on next page
- 7. Tuesday – Day 3
9:00 am –
9:55 am
A:
Educators as Role
Models
Jocelyn Urkow,
Secondary English
Language Arts Teacher
at Khartoum American
School
B:
Professional Growth
with MOOCs
Carrie Schneider,
Cultural Affairs Officer
at US Embassy
C:
Assessment Methods
Robert Palisin,
English Language
Fellow Rwanda
10:00 am –
10:55 am
A:
Educators as Role
Models
Jocelyn Urkow,
Secondary English
Language Arts Teacher
at Khartoum American
School
B:
Professional Growth
with MOOCs
Carrie Schneider,
Cultural Affairs Officer
at US Embassy
C:
Assessment Methods
Robert Palisin,
English Language
Fellow Rwanda
10:55 am –
11:15 am
Tea break
11:15 am –
12:10 pm
A:
Providing Effective
Feedback
Jessica Griner,
English Language
Fellow Rwanda
B:
Reading for English
Language Learners
Robert Palisin,
English Language
Fellow Rwanda
C:
Understanding
Different Learning
Styles
Leanne Cameron,
English Language
Fellow Rwanda
12:10 pm –
1:10 pm
Lunch
1:10 pm –
2:05 pm
A:
Providing Effective
Feedback
Jessica Griner,
English Language
Fellow Rwanda
B:
Reading for English
Language Learners
Robert Palisin,
English Language
Fellow Rwanda
C:
Understanding
Different Learning
Styles
Leanne Cameron,
English Language
Fellow Rwanda
continued on next page
- 10. Individual Session Descriptions
Sunday, May 8, 2016
All
Participants
10:05 am –
11:00 am
Teacher-Centered Learning vs. Student-Centered Learning
with Aaron James
Teachers often teach in the same manner in which they were taught. Most
teachers rationalize this by thinking that, “If I learned in this way, then it
must be a good way to teach.” However, quite often teaching in traditional
classroom styles only increases the chances of certain types of learners to
succeed. Teacher-centered learning is one such traditional method which
focuses on training the learner by rote-learning and memorization.
Alternative approaches, which include student-centered learning/teaching
and the communicative language teaching method (CLT), have developed
techniques which can free the teacher from the constraints of traditional
practices both teachers and learners are used to, as well as introduce
activities and tasks which learners might find more interesting and relevant
to their learning goals. In this presentation, I contrast teacher-centered and
student-centered learning/teaching and provide some practical guides for
teachers to augment, revitalize, or include in their present teaching
methodology, and practice.
Breakout
Sessions
11:05 am –
11:55 am
and
1:00 pm –
1:50 pm
Room A
Using Warm-Up Activities with Leanne Cameron
Warm-up activities have two important purposes: they help enliven the
classroom and help students prepare for the upcoming lessons. In this
training, Leanne will discuss the importance of using warm-ups, offer some
examples, and help teachers create their own activities which will relate to
topics and lessons in their own classes.
Room B
Skills-Based vs. Content-Based Teaching with Jessica Griner
There are distinctive and fundamental differences in pedagogy between
those who advocate a content-led approach and those who advocate a skills-
led approach to teaching. The purpose of the skills-led approach is to
prioritize and develop transferable skills like collaboration and
empathy. In contrast, the purpose of the knowledge-led approach is to
prioritize and build cultural capital: in English, textual, contextual and
grammatical knowledge – subject-specific content. In this session, we
discover the meaning of each teaching approach and discuss skills-based
activities can be useful in your classroom.
Room C
Classroom Management or Mismanagement? with David Lauchmen
This workshop will help attendees define classroom management, identify
its purpose, and learn how to create and maintain effective classroom
management.
- 11. All
Participants
1:55 pm –
3:00 pm
Access Programs with Aladeen Abubakr & Yasir Fazaa & US Embassy
Representatives of the Port Sudan and Omdurman Access Microscholarship
Programs will share their successes and challenges, and the US Embassy will
tell interested participants how to get involved in their communities.
Monday, May 9, 2016
All
Participants
9:00 am –
9:50 am
Changing the Way We Think About Learning with Joe Hoffmann, PhD
This presentation will raise questions for discussion on the following topics:
What is learning? How do we learn? How do we know we’re learning? What
is the difference between active learning and passive learning?
Breakout
Sessions
9:55 am –
10:45 am
Room A
Interactive Learning for Grades K-2 with Andurette van der Merwe
Collaborative activities for K-2 classrooms.
Room B
Interactive Learning for Grades 3-6 with Robert Palisin & Jessica Griner
Participate in activities specifically for grades 3-6 learners that can be used
in any classroom to improve student engagement.
Room C
Interactive Learning for Grades 7-12 with Leanne Cameron
In this session, Leanne will introduce several academic and interactive
activities which can be integrated into Grades 7-12 classrooms and adapted
to a variety of subjects, with a focus on using collaborative writing and
improving discussion group skills.
Breakout
Sessions
11:10 am –
12:05 am
Room A
Cooperative Learning Reading Strategies for 3-6 with Jessica Griner
Cooperative reading allows students to share the joy of reading with their
peers and encourage each other in cooperative learning strategies. Pair
reading, group reading, and other activities promote reading skills in higher
level students and help underperforming students in the classroom. In this
session, we will discuss the meaning of cooperative reading and how to
implement cooperative strategic reading strategies in your classroom.
Room B
Differentiation and Classroom Management with Andurette van der
Merwe
“As a teacher who differentiates instruction, you become both a facilitator
and a collaborator” (Heacox, 2002). No two children are alike. Based on this
principle, differentiated teaching and learning are crucial to ensuring that
- 12. Breakout
Sessions,
continued
11:10 am –
12:05 am
children have multiple options for taking in information and making sense
of concepts. A noticeable feature of the differentiated classroom is that it is
‘child-centered’. Shifting the emphasis from the ‘teacher and instruction’
focus to the ‘child and learning’ focus which means redefining your role as a
teacher.
Room C
Preparing Secondary Students for University with Khalid Ginawie
As a freshman university teacher, I see firsthand the gap in skills that many
students come into university with in terms of language skills and study
skills. This is a conversation about how secondary school teachers can help
close the gap.
Breakout
Sessions
1:05 pm –
2:00 pm
and
2:05 pm –
3:00 pm
Room A
Pair and Group Work with Robert Palisin
When learning a second language, an interactive classroom for the student is
essential. Students need the opportunity to practice and develop what they
learn. In this session, participants will discuss the importance of pair and
group work, how to manage them effectively, and types of activities that can
be done within this context.
Room B
Teaching Without the Textbook with Sarah Bakri
This session is about using resources other than the textbook to create
curriculum. I will talk about my experience using other books, online videos
and authentic material to create curriculum that betters students’ lives and
not just their marks. I will talk about taking the initiative to develop your
own materials and methods, and being confident to try new things.
Room C
Teacher Talk: Effective Classroom Language with Leanne Cameron
How do we communicate with our students? Do they understand our
directions, and does our language encourage or discourage their language
development? Those questions will be considered in this training on
"teacher talk." This training will help teachers think about and develop their
classroom language. Leanne will focus on using practical application
activities to help teachers be more comfortable in communicating with their
students for these three tasks: giving direction, correcting errors, and
offering criticism or praise.
- 13. Tuesday, May 10, 2016
Breakout
Sessions
9:00 am –
9:50 am
and
9:55 am –
10:45 am
Room A
Teachers as Role Models with Jocelyn Urkow
This session will focus on the important role teachers play as part of
children's lives. Students spend much of their time with teachers and are
highly influenced by them. We will explore how teachers can be effective
role models for behavior, skill development and learning.
Room B
Professional Growth with MOOCs with Caroline Schneider
This session will teach participants how to use MOOCs, or Massive Open
Online Courses, where educators can take online courses for free from
institutions around the world to further their own professional
development.
Room C
Assessment Methods with Robert Palisin
Assessment is a necessary part of the classroom, for both students and
teachers. In this presentation there will be a discussion and focus on formal
and informal methods that can be used to assess students in the classroom,
and how to put this information to best use.
Breakout
Sessions
11:10 am –
12:05 pm
and
1:05 pm –
2:00 pm
Room A
Effective Feedback with Jessica Griner
Giving our students effective feedback is imperative. Effective feedback can
greatly enhance learning and improve student achievement in the
classroom. In this session, we will discuss the different types of feedback
and how to best use our time and energy when discussing student
outcomes and goals.
Room B
Reading for English Language Learners with Robert Palisin
The skill of reading is a challenging but necessary aspect of any classroom.
The presenter will cover the various types of reading sub-skills that are
practiced in the English language context, as well as the variety of activities
that are used in practicing these sub-skills.
Room C
Understanding Different Learning Styles with Leanne Cameron
As teachers, we know that not all of our students learn the same way. This
session will focus on "multiple intelligences" as understood through the
theories of Howard Gardner. We will review the eight types of learning
styles and participants will assess their own intelligences and consider their
own learning styles, which, in turn, will make them more aware of their
students' possible learning styles. We will look at how to modify activities to
appeal to multiple learning styles.
- 15. Bio: STEPS International School Director
Aladeen Abubakr Awad Sidahmed has been the Managing Director of
STEPS International School in Omdurman, Sudan, since 2007. He also coordinates
the Omdurman Access Program which meets on the STEPS campus. He hold a
masters degree in Systems Engineering & Policy Analysis form the Technical
University of Delft in The Netherlands, and a BS in Electrical Engineering &
Telecommunication from the University of Khartoum.
Contact info: aladeen.abubakr@steps.sd
Bio: Program Coordinator
Denise E. Silfee is the English Language Fellow in Sudan through the US
Department of State’s English Language Programs. She has a Bachelors in
Comparative Literature and Writing and a Masters of Arts in Teaching with
endorsements in TESOL and English Language Arts. She taught high school
Language Arts and ESL in the US for five years at an alternative school for
marginalized students and at a large public school, and began training teachers in
English language teaching methods as a Peace Corps Volunteer in Thailand. In Sudan
she works with Ahfad University for Women and STEPS International School on
professional development opportunities. Denise likes to do all things active, like
backpacking, hiking, horseback riding, snowboarding, running, and cycling,
preferably with her husband and dog in tow.
Contact info: denise.silfee03@gmail.com
Bios: Individual Session Presenters
Sarah Bakri Awad Yousif has a Master of Arts in International and
Multicultural Education and a Cambridge diploma in project management as well as
a Bachelor of Science with a concentration in marketing studies. Sarah currently
works with STEPS, assisting in the academic office and helping with line recruitment
and student affairs. She helped found the school, and assisted in start-up and
worked in all departments, most recently as the full-time academic manager and
vice principal. She currently assists Ahfad University for Women in the International
and External Relations Office (IERO), and has worked for the private sector with LG
Electronics as marketing manager and the Dal Group in promotion and advertising
officer marketing unit.
Contact info: sarah.bakri@gmail.com
- 16. Leanne Cameron, MA TESOL, is a second-year English Language Fellow
stationed in Rwanda through the U.S. Department of State's English Language
Programs. She previously served as the volunteer English program coordinator at
the Sacramento office of the International Rescue Committee, working with
resettled refugees in the area, and as the lead English teacher at California State
University, Sacramento's intensive English program, working extensively on
curriculum and program development projects and teaching low-advanced pre-
university courses. In September, she will begin a PhD in International and
Comparative Education at the University of Bristol, where she will research the rise
of teacher-driven professionalization in East Africa.
Contact info: leanneagain@gmail.com
Yasir Fazaa was born in Nottingham, UK and attended Manarat Jeddah
International School in Saudi Arabia before qualifying as a computer engineer. He
worked in the petroleum industry from 2007 to 2015 and founded the Lmar
Training Center in Port Sudan in 2010, devoted to English Language and Computer
training for working professionals. He was a co-facilitator of the Access
Microscholarship Program in Port Sudan (2014-2016) and has recently completed
plans for the inauguration in 2016 of an English language primary and secondary
school in Port Sudan called The Westminster School.
Contact info: fazaa@lmarcomputer.com
Khalid Hamza Mohammad Ginawie has been an English language teacher
for nearly 15 years at Ahfad University for Women in Omdurman. Before that he
worked as a secondary school teacher for three years and as a translator for KSA for
five years. He holds a master degree in English Language Teaching from Khartoum
University and a high diploma in Diplomatic Studies from the National Center for
Diplomatic Studies. He received his BA in 1993 from Omdurman Ahliya University.
Contact info: ginawie@yahoo.com
Jessica Griner is currently living in Kigali, Rwanda working as an English
Language Fellow at Women for Women International. Prior to living in Rwanda,
Jessica studied and worked in China as an ESL Practicum Instructor. She received
her Bachelors and Early Education Certificate from Flagler College, her Masters and
TOEFL Certification from Concordia University Irvine, and a certificate in Chinese
Language and Culture Studies from Zhejiang University. When not teaching or
traveling, she can be found at home drinking tea with her world-traveling cat,
Mushu.
Contact info: jessicamelanieg@gmail.com
- 17. Joseph Hoffmann, PhD, is the former Deputy General Manager of Cambridge
International Schools (Sudan) and is currently professor and chair of First Year
Studies at the American University of Central Asia. He has taught in universities in
Europe, the Middle East, South Asia and parts of Africa outside Sudan. He is the
former Dean at the American University of Beirut and member of the Board of
governors at Kamuzu Academy in Malawi. With Yaz Fazaa he founded the Anglo-
Sudan foundation, based in Port Sudan and dedicated to educational and medical
projects throughout Sudan.
Contact info: rjosephhoffmann@gmail.com
Aaron James is a former university English instructor and has earned a BS in
Human Biology from Cleveland University as well as a MS in Education from Temple
University. He has published in many recognized journals such as The Language
Teacher on topics ranging from a specialized vocabulary to curriculum design. A
long-time member of TESOL International, he has also presented in conferences for
English Teachers of Japan (ETJ) on creating online reading assessments and creating
teaching aids for the communicative language teaching (CLT) classroom. He has
been an educator and English instructor for over a decade and has worked as an
editor and contributor to school textbooks and workbooks in both China and Japan.
He is also the winner of the English First “Outstanding Teaching Award” in 2007. At
present, he is on the staff at Sakura Girls’ Secondary School in Arusha, Tanzania as
an academic administrator and an English and Biology teacher.
Contact info: ajames95@hotmail.com
David Lauchmen, M.Ed., M.A., is from Easthampton, MA, USA and has been a
special education teacher in a center in Marrakech, Morocco, a public high school in
the US, an International Baccalaureate school in Mongolia, and at the Khartoum
American School where he is also currently the Student Support Services
Coordinator. Most of his work has been with middle and high school students. He
has taught students in substantially separate classes, tutored, pushed-in, pulled out,
team taught and created individualized programs for students with academic,
physical, social, emotional, and/or behavioral concerns. He has presented
workshops at local, state, national and international conferences on Classroom
Management, Parental Help with Study Skills, Executive Functioning Skills, and
Experiential Activities for the Classroom.
Contact info: dlauchmen@krtams.org
