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Icie professional diploma in excellence in education


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California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE.

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Icie professional diploma in excellence in education

  1. 1. The Professional Training Program in Excellence in Education
  2. 2. ٠٢ “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” – Aristotle Professional development is a critical factor in the initial success of the teaching/ learning process. The quality and intensity of the training program is an important part of determining how successful teachers will be as well as how long they remain in the teaching profession. Therefor we had developed a rigor- ous, well-planned program designed to provide participants an optimum combination of experiences in which they can build content area knowledge, knowledge of teaching and learning, and the competencies required to be a successful and effective teacher for all students including the gifted, creative and talented students. California Learning Center in cooperation with Takamul Acad- emy has partnered up with The International Centre for Inno- vation in Education (ICIE) to offer an intensive training pro- gram (Professional Diploma in Excellence in Education) designed to raise the profile of the teaching profession locally and improve teachers’ performance to the highest possible international standard. California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE. Achieving the local success that meet the demands of the UAE’s local market and in the Middle East Clients. CLC recognized by Educational and Governmental Organiza- tions (ACTVET), aims to boost training and educational opportunities for: •Government •Corporates •Individuals •Schools Offering a variety of classes that focus on developing and strengthening the core skills that will be assets to students' study habits and academic careers in line with the best international standards. At the California Learning Center, we develop, qualify, and give the key of Excellence. Who we are ? The PTPEEis accredited by Université Paris Descartes, and Win- nipeg University, Canada. The material is available in different languages including: English; French; Arabic; and German.
  3. 3. Index 07 08 09 01 02 03 04 05 06 10 11 1st Workshop: Creativity, Innovation, and Leadership Prof. Dr. Todd Lubart 4th Workshop: ADHD- Disorder or Gift? Dr. Ken McCluskey 7th Workshop: Skillful Teaching & Outreach Programs Dr. Trevor Tebbs 8th Workshop: Social and Spiritual Intelligence Prof. Dr. Dorothy A. Sisk Contact Us 5th Workshop: Productive Thinking Skills Dr. Sandra K. Linke 2nd Workshop: Organizational Assess- ment Prof. Dr. Taisir Subhi Yamin 3rd Workshop: Evaluation of Potential Creativity (EPoC) Prof. Dr. Taisir Subhi Yamin 6th Workshop: Problem-Based Learning Prof. Dr. Heinz Neber 12 Strategic Partners The Expected Outcomes Explained Table Content Who Should Attend? Requirements Introduction about Professional Diploma in Excellence in Education:
  4. 4. ٠٢01 Strategic Partners Introduction about The Professional Training Program in Excellence in Education: 1. The ICIE: The International Centre for Innovation in Education provides programmes with the highest calibre of Nobel Prize win- ners, keynote speakers, and a large number of scholars and presenters alongside a selection of exhibitors and symposia. In this training program, the ICIE, based in Germany, includes both on-site (now starting in Abu Dhabi) and e-learning opportunities. The ICIE now has branches in France, Sweden, Canada, Turkey, Kenya, and Jordan. 2. Paris University Descartes with its nine Training and research departments (UFR) and its Institute of Technology (IUT), Paris Des- cartes University encompasses all the fields of knowledge of human and health sciences. It is the only university of the Ile-de-France region to offer medical, pharmaceutical and odonatological studies; its health department is renowned in Europe and in the whole world for the high quality of its training and the excellence of its research. 3. The University of Winnipeg received its charter in 1967 but its roots date back more than 140 years. The founding colleges were Manitoba College (1871), and Wesley College (1888), which merged to form United College in 1938. UWinnipeg is noted for academic excellence, Indigenous scholarship, environmental commitment, small class sizes and campus diver- sity. UWinnipeg also offers a number of unique Master degree programs. UWinnipeg is committed to improving access to post- secondary education for all individuals, especially those from non-traditional communities, and has created an innovative Opportu- nity Fund to assist students who are under-represented attend UWinnipeg. In the past decade, UWinnipeg has expanded its campus by 35% and student enrollment has increased by more than 50%. All the professional parties are strongly committed to improving quality, effectiveness, efficiency, and equity in the education system. This programme’s mission is to understand and enhance learning and productive thinking (creative, critical,creative problem solving, and future problem solving) in all disciplines, at the individual and institutional levels. The training programme aims at expanding the teacher’s competencies. Our training programmes, which include bothon-site and e-learning opportunities, are designed for new graduates as well as experienced teachers, principals, administrators, and policymakers.The focus of these workshops is to increase the educator's capacity to improve learning outcomes of all children.Through a variety of learning techniques, case studies, discus- sions, and small groups, participants will acquire new perspectives on leadership, deepen their repertoire of problem-solving skills, engage in personal reflection, and build strong professional networks.
  5. 5. ٠٢02 The Expected Outcomes: Motivated teachers will learn to • Craft standards-based lessons that clearly communicate learning goals and cnnect classroom activities to real-world challenges • Incorporate continuous assessment of student performance into your teaching and help learners become active self- and peer- assessors. • Use technology, differentiated learning, and content-specific strategies to improve student performance and promote deeper understanding of content. • Share pedagogical successes and challenges with an online com- munity of local and international teachers, supported and guided by expert coaches. • Give their peers effective feedback on planning lessons, improv- ing student performance, and assessing student understanding; • Develop communication and collaboration strategies with a pro- fessional community of local and international teachers. • Work with an experienced teacher-coach, train as an apprentice coach, and become a coach to local and/or international peers. • Advance their professional growth and earn supplemental income on a flexible schedule. • Focus relationships among students, teachers, and administra- tors around a shared educational language and framework; • Strengthen experienced teachers, develop teacher leaders, and engage the commitment of those new to the profession. • Focus relationships among students, teachers, and administra- tors around a shared educational language and framework; • Strengthen experienced teachers, develop teacher leaders, and engage the commitment of those new to the profession. • Help them to achieve your interconnected goals of raising student test scores and promoting real understanding of con- tent; • Build internal capacity within your schools to sustain improved instruction; and • Create a coherent, systemic, and cost-efficient plan to address your system's teaching and learning goals. WP.1 WT.1 WP.2 WT.2 WP.3 WT.3 WP.4 WT.4 WP.5 WT.5 WP.6 WT.6 WP.7 WT.7 WP.8 WT.8 No. Title Creativity, Innovation, and Leadership. Organizational Assessment. Evaluation of Potential Creativity -EPoC ADHD and Lost Prizes. Developing Productive Thinking Skills. Problem Based Learning. Skillful Teaching and Outreach Programs. Social Intelligence and Group Dynamics. Todd Lubart Taisir Subhi Yamin Taisir Subhi Yamin Ken McCluaskey Taisir Subhi Yamin Heinz Neber Trevor Tebbs Dorothy A. Sisk Conductor
  6. 6. ٠٢03 Content Requirements The International Centre for Innovation in Education (ICIE) offers the participants, in this training program, a comprehensive and intensive blended (face to face tutoring, online instructional materials, and supervision) modules. B.Sc. or B.A. in any field of study. This program will be available in different languages including: English; French; Arabic; German. Registration Dates The participants can register for this training program any time during the year. California Learning center will announce the dates of the workshops two months ahead.
  7. 7. 0204 1st Workshop: Creativity, Innovation, and Leadership Prof. Dr. Todd Lubart • This workshop provides an overview of creativity and how to identify and foster it in school settings. • It will show how to identify children’s potential and needs for creative development; and how to foster creativity in each lesson. • Cognitive factors involved in creativity like: Divergent thinking; Analogical – metaphorical thinking; Classic Intelligence, IQ and creativity will be discussed. • The objectives of the workshop are to enhance teachers’ knowledge of and skills in helping and nur- turing those gifted students who either exhibit outstanding leadership performance or have the po- tential to do so. • The content of the workshop will: • Explore models of leadership and its development; and • Explain the characteristics of gifted students, particularly in relation to outstanding leadership. Todd Lubart
  8. 8. ٠٢05 The workshop will cover: • The holistic approach to assessing organizational performance; • The organization within its context, its environment, organization and its surrounding envi- ronment; the eight components of organizational capacity; • The forces that drive organizations to excel; exploring methodological issues involved in car- rying out organizational assessments, and emphasizes the importance of assessment to an organiza- tion and to those who have stakes in it; • The issues surrounding implementation of organizational assessment, and looks at how lessons learned can lead to improved organizational performance; and providing participants with a framework for effective and rapid organizational assessment. 2nd Workshop: Organizational Assessment Prof. Dr. Taisir Subhi Yamin Taisir Subhi Yamin
  9. 9. 0206 3rd Workshop: Evaluation of Potential Creativity (EPoC) Prof. Dr. Taisir Subhi Yamin • The Evaluation of Potential Creativity (EPoC 2009) is a new instrument that allows creative giftedness to be measured. • It includes verbal and graphic sub-tests that measure the two key modes of creative cognition-divergent- exploratory thinking and convergent-integrative thinking—in elementary and middle-school students. • The instrument can be used as an efficient diagnostic tool to identify creative potential and to monitor progress, using pre-tests and post-tests, in educational programs designed to enhance creativity. • Easy to use by psychologists and educators, this instru- ment can, for example, help school psychologists to iden- tify, in regular schools, children with creative potential. • Part of the interest in creative potential concerns the detection of children who may benefit from spe- cific educational programs. • The EPoC system provides opportunities to add additional domains to the assessment (such as the musical domain, currently under development). • EPoC includes a training program for evaluators to facilitate test use and scoring. • This instrument is available in five languages, includ- ing: French; English; Arabic; Turkish; and German. In the second phase of this project, the instrument will be available in other languages. • In the Arabian Gulf States, EPoC will be administered only in schools that participated in this training work- shop, and teachers belonging to it will be certified by the ICIE. Taisir Subhi Yamin
  10. 10. 0207 4th Workshop: ADHD- Disorder or Gift? Dr. Ken McCluskey Attention-deficit/ hyperactivity disorder is, in fact, typically viewed as a "disorder", and cer- tainly, hyperactive and inattentive children present some interesting challenges at home, at school, and in the community. This workshop highlights many of the problems. However, an attempt is also made to put a more positive spin on things by recasting reality and pointing to the creative strengths that frequently go hand in hand with the condition. To illustrate, with proper support, might not stubborn behaviour in childhood grow into determination in adult- hood? Might not inattentive daydreaming turn into creative invention, over-activity into pro- ductive energy, and off-the-wall behaviour into outside-the-box thinking? The overall intent is to offer a humane, flexible approach to help parents, teachers, and other caregivers turn nega- tives into positives, and nurture the talents of an oft-misunderstood population. Dr. Ken McCluskey
  11. 11. 0208 This workshop will address the following topics: What is productive thinking? Personality & motivational factors in productive thinking; idea generating techniques; product im- provement; A framework of Productive Thinking Skills; Characteristics of a thoughtful, interactive, up-to-date educational environment; Strategies and action plans to create learning environments; Trends, approaches, and strategies to develop programs aimed at introducing productive thinking skills into educational institutions; Practical activities in productive thinking; and how to teach and promote productive thinking. 5th Workshop: Productive Thinking Skills Dr. Sandra K. Linke Sandra Linke
  12. 12. 0209 The workshop will discuss: What is PBL ? What are some of the main features of PBL as an instructional approach? One of the most important features is that students have to be much more (cognitively) active in order to acquire knowledge. They have to find out what they do not know, and which information has to be actively searched (e.g., by formulating clear inten- tions and questions focusing on what to learn). At the same time, the role of teachers change to being a tutor that helps the students in pursuing their learning intentions (e.g. by providing the needed information sources, like textbooks or even lectures) 6th Workshop: Problem-Based Learning Prof. Dr. Heinz Neber Prof. Dr. Heinz Neber
  13. 13. 0210 The aims are to increase the self-efficacy of teachers towards their professional task; intro- duce teachers to a set of discrete skills and strategies whereby they may become more aware, knowledgeable as professionals and thereby more self-efficacious; establish the im- portance of higher order thinking capability as an element of skillful teaching; and by com- bining knowledge and understanding at this time raise skill levels in teachers. 7th Workshop: Skillful Teaching & Outreach Programs Dr. Trevor Tebbs Trevor J. Tebbs
  14. 14. 0211 This workshop will examine the traits of Spiritual Intelligence (SI) as defined by Doro- thy Sisk and E. Paul Torrance in their book Spiritual Intelligence: Developing Higher Consciousness. These traits can be used to help identify Spiritual Intelligence in gifted students. This workshop will focus on the importance of addressing Spiritual Intelli- gence as a natural fit for gifted students who want to make a difference. Seven specific ways educators can use to develop Spiritual Intelligence will be demonstrated. 8th Workshop: Social and Spiritual Intelligence Prof. Dr. Dorothy A. Sisk Dorothy A. Sisk
  15. 15. Board of Professional Instructors Taisir Subhi Yamin Taisir Subhi Yamin is a professor of gifted education. He has a B.Sc. in Physics, an M.A. in Special Education, and a Ph.D. in Gifted Education and Computer Assisted Learning from Lancaster University in England. He is the recipient of academic prizes and fellowships from Jordan, England, and the U.S.A. including a Fulbright Award (1996), and the British Council scholarship. Prof. Yamin is active in the field of science popularization, and has written 16 books, a large number of articles, chapters in edited books, and research papers. In addition, he has developed a number of training packages to develop productive thinking skills (Creative think- ing, critical thinking, creative problem solving, and future problem solving). He is an active member of an impressive list of academic institutions including: the Brit- ish Educational Research Association (BERA), the European Council for High Abil- ity (ECHA), Bahrain Association for the Gifted and Talented; President, Jordanian Association of Physicists, the National Committee for Gifted Education; Founder, the Qatari Centre for the Gifted and Talented. He is also the National Chancellor and Vice President of the International Association of Educators for World Peace (IAEWP). He was a delegate of the World Council for Gifted and Talented Chil- dren (WCGTC) for about ten years. In 2002 he was elected as a member of the executive committee of the WCGTC. Professor Yamin was involved in developing UAE project for the gifted and talented in Ulm University. In addition, he has established, in cooperation with Todd Lubart and Sandra Linke, the International Centre for Innovation in Education (ICIE). The ICIE has seven branches in: France, Germany, Sweden, Turkey, Canada, Kenya, and Jordan. In 2005 he was named editor-in-chief of Gifted and Talented International. In March 2009, he was elected as the President of the WCGTC for the coming four years.
  16. 16. Board of Professional Instructors Dorothy A. Sisk Dorothy A. Sisk , Ph.D., holds an endowed chair in education of gifted students at Lamar University in Beaumont, Texas. Dr. Sisk is an international consultant focusing on leader- ship and creativity development. She was a professor at the University of South Florida, coordinating programs for training teachers of the gifted, and the former director of the U.S. Office of Gifted and Talented in Washington, DC. She currently directs the C.W. and Dorothy Ann Conn Gifted Child Center at Lamar University, and teaches the courses for the endorsement in gifted education. She received the Distinguished Leaders Award from the Creative Education Foundation (CEF) in 1989, the Distinguished Service Award from the National Association for Gifted Children (NAGC) in 1983 and 1994, the Creative Life- time Award from CEF in 1994, and was selected for the Hall of Fame Award of CEF in 2005. Dr. Sisk served as one of the founders and was the first president of the American Creativity Association, and president of The Association for Gifted and Talented (TAG), the Florida Association for Gifted, and the World Council for Gifted and Talented Children (WCGTC), where she was executive administrator, and editor of Gifted International from 1980-1990. She has conducted training sessions throughout the United States and interna- tionally. Dr. Sisk is author of Creative Teaching of the Gifted, and Making Great Kids Greater; co-author with Doris Shallcross of Leadership: Making Things Happen, The Grow- ing Person, and Intuition: An Inner Way of Knowing; co-author with E. Paul Torrance of Gifted Children in the Regular Classroom and Spiritual Intelligence: Developing Higher Level Consciousness; and co-author with Susan Israel and Cathy Block of Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student. In addition, she has contributed numerous articles and chapters in books on gifted education.
  17. 17. Board of Professional Instructors Dr. Ken McCluskey Dr. Ken McCluskey Dean and Professor of Education at the University of Win- nipeg, is known internationally for his work in several areas, including (1) men- toring; (2) attention-deficit/hyperactivity disorder; (3) at-risk children and youth (where his Lost Prizes and related projects serve as models world-wide for those interested in identifying and developing the talents of marginalized young people); and (4) gifted education. Before becoming a Professor (in 1998) and Dean of Education (in 2003) at U of W, Ken had 25 years’ experi- ence as a psychologist, special educator, and administrator in the public school system. He has received major program development, creativity, and publica- tion awards from the Canadian Council for Exceptional Children, the Interna- tional Centre for Innovation in Education, the World Council for Gifted and Talented Children, and Reclaiming Youth International (along with his institu- tion's teaching, research, and community service awards). A popular keynote and invited speaker, Ken has written well over 100 professional articles and chapters, and is the author, co-author, or editor of 20 books, including Under- standing ADHD: Our Personal Journey, Lost Prizes: Talent Development and Problem Solving with At-Risk Populations, Mentoring for Talent Develop- ment, and Enriching Teaching and Learning for Talent Development.
  18. 18. Board of Professional Instructors Prof. Dr. Heinz Neber Prof. Dr. Heinz Neber has received degrees in education, and psychology. Currently, he teaches classes in Educational Psychology at the University of Duisburg-Essen, and at the University of Munich. Publications (selection): author of more than 50 publica- tions (books, chapters, and peer-reviewed articles in journals). E. g. as author and editor: Learning by Discovery (1982, 3rd ed.); Self-directed Learning (1979); and Applied Problem-Solving Psychology (1987). Articles – e.g.: Usable knowledge by conditionalized and functionalized technical explanations (2000); Self-regulated science learning with highly gifted students: the role of cognitive, motivational, episte- mological, and environmental variables (co-author M. Schommer-Aikins, 2002); Evaluation of a summer school program for highly gifted secondary-school students (co-author K. A. Heller, 2002); Epistemic questions: Fostering knowledge-generation by the students (Korea Journal of Thinking & Problem Solving, 2009); Chinese high school students in physics classrooms as active, self-regulated learners (International Journal of Science and Mathematics Education, 2008). Research: A major research area is learning and instruction with special consideration on active knowledge acqui- sition. In collaboration with the Department of Chemistry at the University of Munich, a project is focusing on the improvement of inquiry learning in Chemistry, and another on developing Problem Based Learning in Biology.
  19. 19. Board of Professional Instructors Sandra Linke Ph.D., is a specialist in gifted education. She has a B.A. and M.A. in Gifted Education, and a Ph.D. in Creativity. She has devel- oped a dynamic model to represent the conception of creativity. She has published a book and a number of articles. She has conducted a number of workshops in different countries, including: Germany, France, Austria, Kuwait, United Arab Emirates, Turkey, and Jordan. She is an active member of an impressive list of academic institutions includ- ing: the British Educational Research Association (BERA), the European Council for High Ability (ECHA), and the World Council for Gifted and Talented Children (WCGTC). In 2006 she was elected as a member of the editorial board of the Gifted and Talented Interna- tional. In addition, she has established, in cooperation with Taisir Yamin and Todd Lubart, the International Centre for Innovation in Edu- cation (ICIE). In addition, she is the Director of the ICIE. Sandra Linke
  20. 20. Board of Professional Instructors Todd Lubart Todd Lubart is Professor of Psychology at the Université Paris Descartes, and Member of the Institut Universitaire de France. He received his Ph.D. from Yale University and was an invited professor at the Paris School of Management (ESCP). His research focuses on creativity, its identification and development in children and adults, the role of emo- tions, the creative process and intercultural issues. Todd Lubart is author or co-author of numerous books, research papers, and scientific reports on creativity, including the books Defying the crowd: Cultivating crea- tivity in a culture of conformity (NY: Free Press, 1995), Psychologie de la créativité (The psychology of creativity, Paris: Colin, 2003), and Enfants Exceptionnel (Exceptional Children, Bréal, 2006). He is the co- founder of the International Centre for Innovation in Education (ICIE), and the associate editor of Gifted and Talented International.
  21. 21. Board of Professional Instructors Trevor J. Tebbs Trevor J. Tebbs Ph.D., is a veteran educator who received his initial training and experience in the United Kingdom. He attended Bristol University where he studied special education. He taught children of all ages in regular and special education settings. While vice-principal of a special school he compiled a text - Ways and Means: A resource book for teachers of language disorder children published by MacMillan in 1978. He now calls Vermont, USA, home. In the United States he has worked as a freelance artist, a college art professor, a spe- cial educator, an art teacher and an enrichment coordinator. An increasing inter- ested in giftedness led Trevor to study educational psychology with an emphasis on giftedness and counseling with Joseph Renzulli and his team at the National Research Center on the Gifted and Talented (NRC/ GT), based at the University of Connecticut (UConn). While at UConn he worked with older gifted/ highly able individuals as Assistant Director of the Honors Program. Since that time he has taught prospective educators in various university and college education and psychology departments including the Psychology Department of Castleton State College, Castleton, Vermont, where he enjoys teaching various courses including Seminars in Giftedness. Trevor has become increasingly involved with the World Council for Gifted and Talented Children (WCGTC) as an assistant editor of the WCGTC journal Gifted and Talented International (GTI).
  22. 22. ٠٢12 Airport Road, Abu Dhabi California Learning Center Find Us Online For more information, please call +971 02 4913750 +971 55 244 3998 Contact Us @CLCUAE