Overview:
For many years, most teacher education programmes included substantial coverage of theories on the psychology of education. However, many pre-service teachers did not find these courses helpful, since they offered little more than bland platitudes, or, at the other extreme, provided findings that worked in laboratories, but were difficult or impossible to implement in real classrooms. As a result many teacher preparation programmes now contain little in the way of educational psychology, which is unfortunate, because over the last thirty years or so, cognitive science has produced deep insights into how humans learn.
 
Objectives:
This interactive two-day workshop will introduce participants to the latest findings from cognitive science about how we learn, the kinds of things we can do to help our students remember what they are taught for longer, how to find out what they have learned, and how to provide feedback that moves learning forward. In particular, participants will learn:

  • Why it is that students can be intensively and successfully engaged in worthwhile tasks and yet learn little as a result
  • Why forgetting is essential to remembering
  • How to design more effective questions, and how to use them effectively
  • Why most of the advice given to teachers about feedback is unhelpful, and often just wrong
Those attending this workshop will leave with a variety of strategies for improving learning in their classrooms that can be immediately, and widely, applied.
 
Potential Audience:
K-12 and university teachers, curriculum supervisors, teacher leaders, and teacher trainers.
 
Dylan Wiliam
Dylan Wiliam is one of the world's leading authorities on the ways that assessment can be used to improve student learning and has authored or co-authored over 300 articles, books, and book chapters on education. After 7 years teaching English, mathematics and science in urban secondary schools in London, he joined Chelsea College, University of London, which later merged with King's College London. During his time at King's College London, he ran the mathematics teacher education programme, co-ordinated a large scale testing programme, served for five years as Dean of the School of Education and from 2001 to 2003, was Assistant Principal of the College. In 2003 he moved to the United States, to take up the post of Senior Research Director at the Educational Testing Service in Princeton, New Jersey, and in 2006 returned to the UK as Deputy Director of the Institute of Education, University of London. Since 2010 he has worked as an independent consultant, advising schools, districts, and regional and national governments on how education can be improved, but he retains his link with the University of London as Emeritus Professor of Educational Assessment.
 
Venue:
English Schools Foundation
25 / F 1063 Kings Road,
Quarry Bay, Hong Kong.

Hotel Accommodation
Harbour Plaza North Point.

9:00 am to 4:00 pm
Registration at 8.30 am
on the 13th September 2019.
INVESTMENT
 
USD 740 Early Bird Offer till 1st March 2019
USD 790 Closing Date 15th August 2019
INCLUDES: Certificate of Participation for 16 Professional Development hours, Lunch and 2 coffee breaks.
Upcoming Workshops
Early Year Educators Conference Thinking big Learning as Participation
- By Matt Karlssen & Susan MacKay, Anne van Dam, Fiona Zinn, Matt Glover
7th - 8th September 2019
Hong Kong
Creating a Culture of Thinking
- By Dr. Ron Ritchhart
5th - 6th October 2019
Seoul
The Learning Power Approach
- By Guy Claxton
7th - 8th February 2020
Bangkok
Emails:
www.chaptersinternational.com
+91-9818362535