Les Secrets d’Istanbul
« Si je n’avais qu’un seul regard à poser sur le monde, ce serait sur Istanbul », écrit Alphonse de Lamartine dans son Voyage en Orient. Mais il y a regard et regard, et le nôtre se posera sur l’Istanbul des lettres et du sacré, qui ne s’ouvre et ne se découvre qu’aux initiés : la tour de la fille, le musée de l’innocence, Saint-Sauveur de Chora, le café de Pierre Loti et le couvent des Mevlevis.
Durée : 75 mn conférence + 15 mn débat
Webinaire animé par Pr Gérard Bejjani
Lundi 18 janvier
Let’s Share and Connnect
Special Day: 7 free webinars
Saturday 16th january 2021
1- Mindfulness in classroom الـتأمل الواعي
نظرة سريعة أيض ا على بعض البرامج التعليميّة العالميّة التي تعتمد مبدأ التأمل الواعي بالإضافة الى بعض الأنشطة
الترفيهيّة الممكن اعتمادها مع التلاميذ في الصف أو حتّى مع أولادنا في المنزل
3- How ICT and Media Literacy Experts Supported the Teaching and Learning Community Remotely!
Luna Freidy and Rawan Adawi
“Every teacher is a technology teacher.”
In the first part of the session, we will touch base with important aspects for ICT integration including topics that were mentioned by International organizations to frame ICT literacy and integration in the classroom.
In the second part of the session, we will see the impact of the virtual setting on the teachers and the nature of instruction. Most importantly, how ICT and media literacy experts supported the students, parents and teachers remotely.
A lot of tips and take a ways will be shared with the community.
5- Developing a Shared Pedagogy
Anne van Dam
Join Anne van Dam for a webinar about how to facilitate change in early childhood settings. Reaching shared understanding about the identity we give children and their learning, brings transformative development at many levels—our thinking, our ways of being and our ways of acting alongside young children. Many educators passionately engage in the day to day, tangible aspects of early childhood education, such as welcoming children, planning the learning and interacting with families. But, there are deeper layers of meanings about thinking and being that can be explored through our daily pedagogical practices.
Engaging in transformative change at all levels requires critical reflection by leaders and teachers alike. How can we rethink our views on children’s identities, rights and responsibilities? How do we observe? How can we achieve a way of planning in response to what we have noticed? How can early childhood teams collaborate and engage in pedagogies based on listening, play and respect for children as competent learners?
This is about asking questions in order to discuss and critique different ways of thinking and being. Reflective discussions will be shared which can eventually lead to advocacy and change. Examples will be offered and participants will have time to ask questions and pose problems related to ‘developing a shared pedagogy’.
7- Concept-driven Learning that Transfers
2- مبادرات باللغة العربية
Mirna Mneimneh, Jalal Masarweh, Doha Khassawneh
موقع وقناة أنا أتعلّم عربي
وأهمية أدب الأطفال .
4- Designing concept-based units of inquiry for teaching languages for communicators and thinkers
J. Rafael Angel
Creating learning opportunities and units of inquiry requires teachers to think and operate as designers. Designing concept-based units of inquiry for teaching languages requires us to think about the concepts that will help us to contextualize the learning and the process-related concepts that will invite students to understand conceptual relationships between concepts related to grammar, listening, reading, writing, and speaking.
In this session, the presenter will engage participants in a reflective exercise through which they will evaluate their unit design process and will gain insights on how to hone their unit design systems to create units that truly embrace the language of concepts.
6- Play Therapy: Wellbeing Matters During a Time of Crisis and Beyond
I would like to add that the child also has a hundred ways of feeling, but does not always have the ability and the opportunity to express his feelings in the way the world of adults expects him to do. Developmentally, children find it difficult to express what they feel verbally. They are aware that something is bothering them as they deal with many of the same feelings adults do. However children usually don’t have the cognitive ability to process and analyze their emotions. Their vocabulary is limited and in international schools they often deal with learning another language which makes it even harder.
Play Therapy supports the element of emotional intelligence which is frequently unrecognized in schools. Today, I would like to bring Play Therapy to you as a developmentally appropriate media to help children cope with their feelings, express their feelings in a safe environment and to show you how the therapeutic process works in the school context. How schools can extend their student support departments by adding the component of Play Therapy and why does it make a difference. I will equip you with some strategies which you can offer to your students within your classroom by creating spaces and providing engagements that support the emotional intelligence of your students in expressing their anxieties and worries. The support of emotional intelligence is highly need in schools, particularly now during the times of the worldwide pandemic when children see, hear and share the fear of adults about the unknown presence and future.
التساؤل أونلاين: أفكار واستراتيجيات
GMT: 7.30am – 9am and 9.30am – 11am
UAE: 11.30am – 1pm and 1.30pm – 3pm
1دمج الابداع والابتكار في الحصص الصفية وطرق قياسها
تعد الورشة التدريبية اطار عمل ممتع وممیز لتعلیم كیفیة التفكیر الابداعي بطریقتي الدمج والطریقة المستقلة بمهارة ، وباستخدام تقنيات عالمية في دمج مهارات التفكير الابداعي في الحصص الصفية بناء على نموذج مدارس التفكير
اهم محاور البرنامج :
1. المهارات الخاصة بالتفكير الابداعي و الية الدمج في الحصص الصفية
2. نموذج Beyer في الدمج بالحصص الصفية
3. اختبار تورنس Torrance لقياس مهارات التفكير الابداعي للأطفال والية تطبيقه
4. ممارسات و تطبيقات العملية للمهارات داخل الغرف الصفية .
· معلمو المراحل الدراسية المختلفة والمرشدون الطلابيون
· مسؤولو برامج الموهوبين في وزارات التربية والتعليم العالي.
· مدراء المدارس والموجهون الفنيون في المدارس ضمن المراحل المختلفة.
· مشرفو ومعلمو ومرشدو الطلبة الموهوبين والمتفوقين.
GMT: 11am – 12.30pm / 1pm- 2.30pm
UAE: 3pm – 4.30pm / 5pm – 6.30pm
European Training Center for Languages and Culture
16, rue de Quéven, 31000 Toulouse, France
Telephone:+33 5 34 67 53 59
Telephone (Dubai):+ 971 55 546 8754