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| Overview: |
In the early year’s classroom, inquiry is more than a teaching strategy. It is a stance that shapes how children see themselves as capable, curious, and confident learners. When inquiry is nurtured with intention, young learners begin to take ownership of their learning, develop a strong sense of agency, and build the skills they need to navigate both the curriculum and life beyond the classroom.
This interactive 2-day workshop is designed to support K–5 educator’s in cultivating a culture of inquiry that is both practical and transformative. Drawing on this philosophy and guided by the principles of backward design, participants will explore how to move beyond "activities" into deep, concept-driven learning engagements that inspire curiosity, agency, and authentic connections.
Through provocations, collaboration, documentation practices, and reflection, educators will experience inquiry as their students do, actively constructing meaning, questioning assumptions, and connecting ideas. Teachers will walk away with a clearer understanding of what inquiry looks and feels like in practice, as well as concrete strategies for planning, documenting, and assessing learning in developmentally appropriate ways.
Over the course of 2 days, participants will:
- Unpack the meaning of inquiry and why it matters in today’s classrooms.
- Design inquiry-driven learning engagements that prioritize depth, transfer, and enduring understandings.
- Explore strategies to grow a culture of curiosity, questioning, and emergent inquiry in the early years.
- Practice documentation and reflection tools that make student learning and growth visible.
- Leave with actionable next steps to foster a culture of inquiry in their own schools.
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| Day 1 - Desired Results: Why Inquiry, Why Now? |
| Goal: Build understanding of inquiry, learner agency, and philosophy. Begin shifting the teacher mindset and uncover assumptions. |
Session 1: Who We Are as Learners (Tuning in / uncovering prior beliefs)
- Growth mindset
- Inquiry as a personal and professional stance
- Establish psychological safety for learning and risk-taking
Session 2: What Is Inquiry and Why Does It Matter Today? (Understanding the big ideas)
- Inquiry as a stance, not a method
- Characteristics of inquiry-based learning
- Anchoring inquiry in the Learner Profile and ATLs
Session 3: Creating Space for Inquiry (Connecting philosophy to practice)
- Environment as a reflection of beliefs
- How space supports agency and exploration
Session 4: Finding Our Way: The Framework & Models (Conceptual transfer)
- PYP elements as tools to support inquiry
- Kath Murdoch’s cycle as scaffolding / framework rather than a program.
- Concepts and transdisciplinary themes.
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| Day 2 - Evidence & Action: Planning for Inquiry |
| Goal: Teachers apply what they’ve learned by co-constructing small inquiry experiences, provocations, and documentation strategies |
Session 5: Going Beyond Topics - What’s Worth Inquiring Into? (Clarifying desired outcomes for learners)
- Concept-based planning
- Strong central ideas vs. surface themes
Outcome: Teachers begin to prioritize depth, transfer, and enduring understandings in planning
Session 6: Growing a Culture of Questions and Curiosity (Scaffolding for evidence)
- Questioning as both a teaching and assessment strategy
- Tools and routines for inquiry-based questioning
Session 7: Planning for Emergent Inquiry in Early Years (Designing experiences)
- Using provocations as entry points
- Planning with the child in mind
- Integrating standards through inquiry
Session 8: Documenting & Reflecting on Learning (Assessment = evidence of growth)
- Using stories, photos, and reflection
- Making thinking and growth visible
- How the LP and ATLs can be reflected through play
Final Reflection Circle (Meta-cognitive assessment of teacher learning)
Outcome: Teachers take ownership of next steps; transfer is intentional and actionable. |
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| Potential Audience: |
| K–5 educators, early years teachers, and school leaders seeking to strengthen inquiry-based practice |
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| About Hala Hajj Sleiman |
Hala Hajj Sleiman is an experienced educator, curriculum leader, and consultant who has worked with international schools and organizations across the globe. With a focus on early childhood and primary education, she is widely recognized for her expertise in the International Baccalaureate Primary Years Programme (IB PYP), inquiry-based learning, and curriculum design. Over the past decade, she has taught, coordinated, and led professional development sessions for teachers and leaders, with a commitment to making learning meaningful, inclusive, and transformative. Hala began her career as a classroom teacher in Lebanon before moving into PYP coordination and leadership roles in international schools. Her fascination with how children learn, question, and construct understanding quickly evolved into a passion for designing learning experiences that prioritize agency, curiosity, and authentic connections. In addition to her school-based leadership, Hala has collaborated with NGOs, teacher networks, and EdTech initiatives, offering workshops, keynotes, and consultancy that connect inquiry with equity, wellbeing, and innovation. She is also the co-founder and Chief Education Officer of BuzzGage, an education technology platform that supports schools in measuring and strengthening student wellbeing, engagement, and social-emotional growth. Hala’s work is grounded in practice.
Whether facilitating professional learning with teachers, modeling inquiry in classrooms, or co-designing curriculum frameworks, she brings a refreshingly practical and collaborative approach. Her sessions are interactive, hands-on, and deeply connected to the realities of teaching and learning today. |
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| Venue: |
| Dubai |
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| Timings: |
8.30 am to 3.30 pm
Registration at 8.00 am on the 14th of February 2026 |
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| Investment |
USD 750 Closing Date 1st February 2026
USD 650 Early Bird Offer Till 1st December 2025
Includes: Certificate of Participation for 16 Professional Development Hours, Lunch and 2 coffee breaks. |
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| ﺑﺈﺷراف: ھﻼ ﺣﺎج ﺳﻠﯾﻣﺎن |
ﯾﺗﺿﻣن ھذا اﻟﻣﺳﺗﻧد ﻣﺧططﺎً أوﻟﯾﺎً ﻟورﺷﺔ اﻟﻌﻣل اﻟﻣﻣﺗدة ﻋﻠﻰ ﯾوﻣﯾن، وھو ﻣﺳودة ﻋﻣل ﻗﺎﺑﻠﺔ ﻟﻠﺗﻛﯾﯾف ﺑﺣﺳب اﺣﺗﯾﺎﺟﺎت اﻟﻣﻌﻠﻣﯾن، وﻋدد اﻟﻣﺷﺎرﻛﯾن، ورؤﯾﺔ اﻟﻣدرﺳﺔ وﺗوﻗﻌﺎﺗﮭﺎ. ﯾﻣﻛن إﺟراء ﺗﻌدﯾﻼت ﻟدﻋم ﺳﯾﺎق اﻟﻣدرﺳﺔ وﺛﻘﺎﻓﺗﮭﺎ.
ﻛل ورﺷﺔ ﻋﻣل أﻗدﻣﮭﺎ ﺗُﺳﮭل ﻣن ﺧﻼل ﻋدﺳﺔ اﻻﺳﺗﻘﺻﺎء، ﻣﻊ اﻻﺳﺗﻧﺎد أﯾﺿﺎً إﻟﻰ اﻟﻣراﺣل اﻟﺛﻼث ﻓﻲ ﻧﻣوذج اﻟﺗﺧطﯾط اﻟﻌﻛﺳﻲ Backward) (Design ﻟﻣﺎﻛﺗﯾﻎ ووﯾﻐﻧز:
.1 ﺗﺣدﯾد اﻟﻧﺗﺎﺋﺞ اﻟﻣرﻏوﺑﺔ
.2 ﺗﺣدﯾد اﻷدﻟﺔ اﻟﻣﻘﺑوﻟﺔ
.3 ﺗﺧطﯾط ﺧﺑرات اﻟﺗﻌﻠّم
ﺟﻣﯾﻊ اﻟﺟﻠﺳﺎت ﺗﻔﺎﻋﻠﯾﺔ، وﺗُﯾﺳّر ﻋﺑر ﻧﮭﺞ اﺳﺗﻘﺻﺎﺋﻲ ﺑﺎﺳﺗﺧدام اﻟﻣﺣﻔّزات، واﻟﺗﺄﻣل اﻟﺗﻌﺎوﻧﻲ، واﻷﻧﺷطﺔ اﻟﻌﻣﻠﯾﺔ، وﻣﻣﺎرﺳﺎت اﻟﺗوﺛﻲ. |
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| اﻟﯾوم اﻷول – اﻟﻧﺗﺎﺋﺞ اﻟﻣرﻏوﺑﺔ: ﻟﻣﺎذا اﻻﺳﺗﻘﺻﺎء؟ وﻟﻣﺎذا اﻵن؟ |
| اﻟﮭدف: ﺑﻧﺎء ﻓﮭم أﻋﻣق ﻟﻼﺳﺗﻘﺻﺎء ووﻛﺎﻟﺔ اﻟﻣﺗﻌﻠم وﻓﻠﺳﻔﺔ اﻟﺑﺎﯾب. ﺑدء ﺗﺣوّل ﻋﻘﻠﯾﺔ اﻟﻣﻌﻠّم وﻛﺷف اﻻﻓﺗراﺿﺎت اﻟﻣﺳﺑق. |
اﻟﺟﻠﺳﺔ :1 ﻣن ﻧﺣن ﻛﻣﺗﻌﻠﻣﯾن؟ )اﻟﺗﺷﻐﯾل اﻟﻣﺑدﺋﻲ/ﻛﺷف اﻟﻣﻌﺗﻘدات اﻟﺳﺎﺑﻘﺔ(
ﻋﻘﻠﯾﺔ اﻟﻧﻣو
اﻻﺳﺗﻘﺻﺎء ﻛﻧﮭﺞ ﺷﺧﺻﻲ وﻣﮭﻧﻲ
ﺑﻧﺎء أﻣﺎن ﻧﻔﺳﻲ ﻟﻠﺗﻌﻠّم واﻟﻣﺧﺎطرة
اﻟﺟﻠﺳﺔ :2 ﻣﺎ ھو اﻻﺳﺗﻘﺻﺎء وﻟﻣﺎذا ھو ﻣﮭم اﻟﯾوم؟ )ﻓﮭم اﻷﻓﻛﺎر اﻟﻛﺑرى(
اﻻﺳﺗﻘﺻﺎء ﻛﻧﮭﺞ وﻟﯾس ﻛطرﯾﻘﺔ
ﺧﺻﺎﺋص اﻟﺗﻌﻠّم اﻟﻘﺎﺋم ﻋﻠﻰ اﻻﺳﺗﻘﺻﺎء
رﺑط اﻻﺳﺗﻘﺻﺎء ﺑﻣﻠف اﻟﻣﺗﻌﻠم وﻣﮭﺎرات ATL
اﻟﺟﻠﺳﺔ :3 ﺧﻠق ﻣﺳﺎﺣﺔ ﻟﻼﺳﺗﻘﺻﺎء )رﺑط اﻟﻔﻠﺳﻔﺔ ﺑﺎﻟﻣﻣﺎرﺳﺔ(
اﻟﺑﯾﺋﺔ ﻛﻣرآة ﻟﻠﻣﻌﺗﻘدات
ﻛﯾف ﺗدﻋم اﻟﻣﺳﺎﺣﺔ اﻟوﻛﺎﻟﺔ واﻻﺳﺗﻛﺷﺎف
اﻟﺟﻠﺳﺔ :4 إﯾﺟﺎد اﻟطرﯾق: اﻹطﺎر واﻟﻧﻣﺎذج )اﻟﻧﻘل اﻟﻣﻔﺎھﯾﻣﻲ(
ﻋﻧﺎﺻر اﻟﻣﻧﮭﺞ ﻛﺄدوات ﻟدﻋم اﻻﺳﺗﻘﺻﺎء
دورة ﻛﺎث ﻣردوخ ﻛﺳﻘﺎﻟﺔ/إطﺎر وﻟﯾس ﻛﺑرﻧﺎﻣﺞ |
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| اﻟﯾوم اﻟﺛﺎﻧﻲ – اﻷدﻟﺔ واﻟﻌﻣل: اﻟﺗﺧطﯾط ﻣن أﺟل اﻻﺳﺗﻘﺻﺎء |
| اﻟﮭدف: ﺗطﺑﯾق اﻟﻣﻌﻠﻣون ﻟﻣﺎ ﺗﻌﻠﻣوه ﻣن ﺧﻼل اﻟﺗﺷﺎرك ﻓﻲ ﺑﻧﺎء ﺧﺑرات اﺳﺗﻘﺻﺎﺋﯾﺔ ﺻﻐﯾرة، وﻣﺣﻔّزات، واﺳﺗراﺗﯾﺟﯾﺎت ﻟﻠﺗوﺛﯾق. |
اﻟﺟﻠﺳﺔ :5 ﻣﺎ وراء اﻟﻣواﺿﯾﻊ – ﻣﺎ اﻟذي ﯾﺳﺗﺣق اﻻﺳﺗﻘﺻﺎء ﻓﯾﮫ؟ )ﺗوﺿﯾﺢ اﻟﻧﺗﺎﺋﺞ اﻟﻣرﻏوﺑﺔ ﻟﻠﻣﺗﻌﻠﻣﯾن(
اﻟﺗﺧطﯾط اﻟﻘﺎﺋم ﻋﻠﻰ اﻟﻣﻔﺎھﯾم
اﻷﻓﻛﺎر اﻟﻣرﻛزﯾﺔ اﻟﻌﻣﯾﻘﺔ ﻣﻘﺎﺑل اﻟﻣواﺿﯾﻊ اﻟﺳطﺣﯾﺔ
اﻟﻧﺎﺗﺞ: ﯾﺑدأ اﻟﻣﻌﻠّﻣون ﻓﻲ إﻋطﺎء اﻷوﻟوﯾﺔ ﻟﻠﻌﻣق واﻟﻧﻘل واﻟﻔﮭم اﻟﻣﺳﺗﻣر
اﻟﺟﻠﺳﺔ :6 ﺗﻧﻣﯾﺔ ﺛﻘﺎﻓﺔ اﻷﺳﺋﻠﺔ واﻟﻔﺿول )ﺑﻧﺎء اﻷدﻟﺔ(
اﺳﺗﺧدام اﻟﺗﺳﺎؤل ﻛﺎﺳﺗراﺗﯾﺟﯾﺔ ﻟﻠﺗدرﯾس واﻟﺗﻘﯾﯾم
أدوات وروﺗﯾﻧﺎت ﻟﻠﺗﺳﺎؤل اﻻﺳﺗﻘﺻﺎﺋﻲ
اﻟﺟﻠﺳﺔ :7 اﻟﺗﺧطﯾط ﻟﻼﺳﺗﻘﺻﺎء اﻟﻧﺎﺷﺊ ﻓﻲ ﻣرﺣﻠﺔ اﻟطﻔوﻟﺔ اﻟﻣﺑﻛرة )ﺗﺻﻣﯾم اﻟﺧﺑرات(
اﺳﺗﺧدام اﻟﻣﺣﻔّزات ﻛﻧﻘﺎط دﺧول
اﻟﺗﺧطﯾط ﻣﻊ أﺧذ اﻟطﻔل ﻓﻲ اﻻﻋﺗﺑﺎر
دﻣﺞ اﻟﻣﻌﺎﯾﯾر ﻣن ﺧﻼل اﻻﺳﺗﻘﺻﺎء
اﻟﺟﻠﺳﺔ :8 ﺗوﺛﯾق اﻟﺗﻌﻠّم واﻟﺗﺄﻣل ﻓﯾﮫ )اﻟﺗﻘﯾﯾم = دﻟﯾل اﻟﻧﻣو(
اﺳﺗﺧدام اﻟﻘﺻص واﻟﺻور واﻟﺗﺄﻣل
ﺟﻌل اﻟﺗﻔﻛﯾر واﻟﻧﻣو ﻣرﺋﯾﯾن
ﻛﯾف ﯾﻧﻌﻛس ﻣﻠف اﻟﻣﺗﻌﻠم وﻣﮭﺎرات ATL ﻣن ﺧﻼل اﻟﻠﻌب
اﻟداﺋرة اﻟﺧﺗﺎﻣﯾﺔ ﻟﻠﺗﺄﻣل )ﺗﻘﯾﯾم ﻣﺎ وراء اﻟﻣﻌرﻓﺔ ﻟﺗﻌﻠّم اﻟﻣﻌﻠّم(
اﻟﻧﺎﺗﺞ: ﯾﺗﺑﻧﻰ اﻟﻣﻌﻠّﻣون ﺧطواﺗﮭم اﻟﺗﺎﻟﯾﺔ ﺑﻣﻠﻛﯾﺔ واﺿﺣﺔ؛ اﻟﻧﻘل ﯾﻛون ﻣﻘﺻوداً وﻗﺎﺑﻼً ﻟﻠﺗطﺑﯾق. |
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| اﻟﻧظرة اﻟﻌﺎﻣﺔ : |
ﻓﻲ اﻟﺻﻔوف اﻻﺑﺗداﺋﯾﺔ (K–5)، ﻻ ﯾُﻌﺗﺑر اﻻﺳﺗﻘﺻﺎء ﻣﺟرد اﺳﺗراﺗﯾﺟﯾﺔ ﺗدرﯾس، ﺑل ھو ﻣوﻗف ﺗرﺑوي ﯾﺳﺎھم ﻓﻲ ﺗﺷﻛﯾل ﺻورة اﻟطﻔل ﻋن ﻧﻔﺳﮫ ﻛﻣﺗﻌﻠم ﻗﺎدر، ﻓﺿوﻟﻲ، وواﺛق. ﻋﻧدﻣﺎ ﯾُﻐذّى اﻻﺳﺗﻘﺻﺎء ﺑﻧﯾﺔ واﺿﺣﺔ، ﯾﺑدأ اﻟﻣﺗﻌﻠﻣون اﻟﺻﻐﺎر ﻓﻲ اﻣﺗﻼك زﻣﺎم ﺗﻌﻠّﻣﮭم، وﺗطوﯾر ﺣس ﻗوي ﺑﺎﻟوﻛﺎﻟﺔ، وﺑﻧﺎء اﻟﻣﮭﺎرات اﻟﺗﻲ ﯾﺣﺗﺎﺟوﻧﮭﺎ ﻟﻠﺗﻌﺎﻣل ﻣﻊ اﻟﻣﻧﮭﺎج واﻟﺣﯾﺎة ﺧﺎرج اﻟﺻف.
ﺗﮭدف ھذه اﻟورﺷﺔ اﻟﺗﻔﺎﻋﻠﯾﺔ اﻟﻣﻣﺗدة ﻋﻠﻰ ﯾوﻣﯾن إﻟﻰ دﻋم اﻟﻣﻌﻠﻣﯾن ﻓﻲ ﻣرﺣﻠﺔ K–2 ﻟﺑﻧﺎء ﺛﻘﺎﻓﺔ اﺳﺗﻘﺻﺎﺋﯾﺔ ﻋﻣﻠﯾﺔ وﺗﺣوﯾﻠﯾﺔ ﻓﻲ آن واﺣد. ﺑﺎﻻﺳﺗﻧﺎد إﻟﻰ ﻓﻠﺳﻔﺔ اﻟﺗﻌﻠم اﻟﻘﺎﺋم ﻋﻠﻰ اﻟﻣﻔﺎھﯾم وﻣﺑﺎدئ اﻟﺗﺧطﯾط اﻟﻌﻛﺳﻲ، ﯾﺳﺗﻛﺷف اﻟﻣﺷﺎرﻛون ﻛﯾﻔﯾﺔ اﻻﻧﺗﻘﺎل ﻣن “أﻧﺷطﺔ” ﺳطﺣﯾﺔ إﻟﻰ ﺧﺑرات ﺗﻌﻠم ﻋﻣﯾﻘﺔ ﻗﺎﺋﻣﺔ ﻋﻠﻰ اﻟﻣﻔﺎھﯾم، ﺗُﻠﮭم اﻟﻔﺿول، اﻟوﻛﺎﻟﺔ، واﻟرواﺑط اﻷﺻﯾﻠﺔ.
ﻣن ﺧﻼل اﻟﻣﺣﻔّزات، اﻟﺗﻌﺎون، ﻣﻣﺎرﺳﺎت اﻟﺗوﺛﯾق، واﻟﺗﺄﻣل، ﺳﯾﺧﺗﺑر اﻟﻣﻌﻠﻣون اﻻﺳﺗﻘﺻﺎء ﻛﻣﺎ ﯾﻌﯾﺷﮫ طﻼﺑﮭم — ﻋﺑر ﺑﻧﺎء اﻟﻣﻌﻧﻰ ﺑﺷﻛل ﻧﺷط، واﻟﺗﺷﻛﯾك ﻓﻲ اﻻﻓﺗراﺿﺎت، ورﺑط اﻷﻓﻛﺎر. ﺳﯾﻐﺎدر اﻟﻣﺷﺎرﻛون اﻟورﺷﺔ ﺑﻔﮭم أوﺿﺢ ﻟﻣﺎ ﯾﺑدو ﻋﻠﯾﮫ اﻻﺳﺗﻘﺻﺎء ﻓﻲ اﻟﻣﻣﺎرﺳﺔ اﻟﯾوﻣﯾﺔ، إﻟﻰ ﺟﺎﻧب اﺳﺗراﺗﯾﺟﯾﺎت ﻋﻣﻠﯾﺔ ﻟﻠﺗﺧطﯾط، اﻟﺗوﺛﯾق، وﺗﻘﯾﯾم اﻟﺗﻌﻠّم ﺑطرﯾﻘﺔ ﺗﻧﺎﺳب اﻟﻧﻣو اﻟﻌﻣري ﻟﻠطﻼب.
ﺧﻼل ﯾوﻣﯾن، ﺳﯾﻘوم اﻟﻣﺷﺎرﻛون ﺑـ:
ﺗﺣﻠﯾل ﻣﻌﻧﻰ اﻻﺳﺗﻘﺻﺎء وﻟﻣﺎذا ھو ﻣﮭم ﻓﻲ اﻟﺻﻔوف اﻟﯾوم.
رﺑط اﻟﻣﻔﺎھﯾم وﺻﻔﺎت اﻟﻣﺗﻌﻠم ﺑﺎﻟﻣﻣﺎرﺳﺎت اﻻﺳﺗﻘﺻﺎﺋﯾﺔ اﻷﺻﯾﻠﺔ.
ﺗﺻﻣﯾم ﺧﺑرات ﺗﻌﻠم ﻗﺎﺋﻣﺔ ﻋﻠﻰ اﻻﺳﺗﻘﺻﺎء ﺗﻌطﻲ اﻷوﻟوﯾﺔ ﻟﻠﻌﻣق، واﻟﻧﻘل، واﻟﻔﮭم اﻟﻣﺳﺗﻣر.
اﺳﺗﻛﺷﺎف اﺳﺗراﺗﯾﺟﯾﺎت ﻟﺑﻧﺎء ﺛﻘﺎﻓﺔ ﻣن اﻟﻔﺿول وطرح اﻷﺳﺋﻠﺔ واﻻﺳﺗﻘﺻﺎء اﻟﻧﺎﺷﺊ ﻓﻲ اﻟﺳﻧوات اﻟﻣﺑﻛرة.
ﻣﻣﺎرﺳﺔ أدوات اﻟﺗوﺛﯾق واﻟﺗﺄﻣل اﻟﺗﻲ ﺗﺟﻌل اﻟﺗﻌﻠّم واﻟﻧﻣو ﻣرﺋﯾﯾن.
ﺗﺣدﯾد ﺧطوات ﻋﻣﻠﯾﺔ واﺿﺣﺔ ﻟدﻋم ﺛﻘﺎﻓﺔ اﻻﺳﺗﻘﺻﺎء ﻓﻲ ﻣدارﺳﮭم. |
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| اﻟﺟﻣﮭور اﻟﻣﺳﺗﮭدف: |
ﻣﻌﻠﻣو ﻣرﺣﻠﺔ K–5، وﻣﻌﻠﻣو اﻟطﻔوﻟﺔ اﻟﻣﺑﻛرة، وﻗﺎدة اﻟﻣدارس اﻟراﻏﺑون ﻓﻲ ﺗﻌزﯾز ﻣﻣﺎرﺳﺎت اﻟﺗﻌﻠّم اﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ اﻻﺳﺗﻘﺻﺎء.
اﻟﻘﺎﺋم ﻋﻠﻰ اﻻﺳﺗﻘﺻﺎء |
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| ﻋن ھﻼ ﺣﺎج ﺳﻠﯾﻣﺎن |
ھﻼ ﺣﺎج ﺳﻠﯾﻣﺎن ھﻲ ﺧﺑﯾرة ﺗرﺑوﯾﺔ وﻗﺎﺋدة ﻣﻧﺎھﺞ وﻣﺳﺗﺷﺎرة ﺗﻌﻠﯾﻣﯾﺔ ﺗﺗﻣﺗﻊ ﺑﺧﺑرة واﺳﻌﺔ ﻓﻲ اﻟﻌﻣل ﻣﻊ اﻟﻣدارس واﻟﻣﻧظﻣﺎت اﻟدوﻟﯾﺔ ﺣول اﻟﻌﺎﻟم. ﺗرﻛّز ﻓﻲ ﻋﻣﻠﮭﺎ ﻋﻠﻰ ﻣرﺣﻠﺔ اﻟطﻔوﻟﺔ اﻟﻣﺑﻛرة واﻟﺗﻌﻠﯾم اﻻﺑﺗداﺋﻲ، وھﻲ ﻣﻌروﻓﺔ ﺑﺧﺑرﺗﮭﺎ اﻟﻌﻣﯾﻘﺔ ﻓﻲ ﺑرﻧﺎﻣﺞ اﻟﺑﻛﺎﻟورﯾﺎ
اﻟدوﻟﯾﺔ ﻟﻠﺳﻧوات اﻻﺑﺗداﺋﯾﺔ PYP) (IB، واﻟﺗﻌﻠّم اﻟﻘﺎﺋم ﻋﻠﻰ اﻻﺳﺗﻘﺻﺎء، وﺗﺻﻣﯾم اﻟﻣﻧﺎھﺞ. ﻋﻠﻰ ﻣدى اﻟﻌﻘد اﻟﻣﺎﺿﻲ، ﻗﺎﻣت ھﻼ ﺑﺎﻟﺗدرﯾس واﻟﺗﻧﺳﯾق وﻗﯾﺎدة ﺟﻠﺳﺎت ﺗطوﯾر ﻣﮭﻧﻲ ﻟﻠﻣﻌﻠﻣﯾن واﻟﻘﺎدة، ﻣﻊ اﻟﺗزام راﺳﺦ ﺑﺟﻌل اﻟﺗﻌﻠّم ھﺎدﻓﺎً، ﺷﺎﻣﻼً وﺗﺣوﯾﻠﯾﺎً.
ﺑدأت ھﻼ ﻣﺳﯾرﺗﮭﺎ اﻟﻣﮭﻧﯾﺔ ﻛﻣﻌﻠﻣﺔ ﺻف ﻓﻲ ﻟﺑﻧﺎن ﻗﺑل أن ﺗﻧﺗﻘل إﻟﻰ أدوار ﺗﻧﺳﯾﻘﯾﺔ وﻗﯾﺎدﯾﺔ ﻓﻲ ﻣدارس دوﻟﯾﺔ. وﻗد ﺗطوّر ﺷﻐﻔﮭﺎ ﺑﻛﯾﻔﯾﺔ ﺗﻌﻠّم اﻷطﻔﺎل وطرﺣﮭم ﻟﻸﺳﺋﻠﺔ وﺑﻧﺎﺋﮭم ﻟﻔﮭﻣﮭم إﻟﻰ اﻟﺗزام ﻋﻣﯾق ﺑﺗﺻﻣﯾم ﺗﺟﺎرب ﺗﻌﻠﯾﻣﯾﺔ ﺗﻌطﻲ اﻷوﻟوﯾﺔ ﻟﻠوﻛﺎﻟﺔ، اﻟﻔﺿول واﻟرواﺑط اﻷﺻﯾﻠﺔ.
إﻟﻰ ﺟﺎﻧب ﺧﺑرﺗﮭﺎ اﻟﻘﯾﺎدﯾﺔ ﻓﻲ اﻟﻣدارس، ﺗﻌﺎوﻧت ھﻼ ﻣﻊ ﻣﻧظﻣﺎت ﻏﯾر ﺣﻛوﻣﯾﺔ، وﺷﺑﻛﺎت ﻣﻌﻠﻣﯾن، وﻣﺑﺎدرات ﺗﻛﻧوﻟوﺟﯾﺔ ﺗﻌﻠﯾﻣﯾﺔ، ﺣﯾث ﻗدّﻣت ورش ﻋﻣل وﺧطﺎﺑﺎت رﺋﯾﺳﯾﺔ واﺳﺗﺷﺎرات ﺗرﺑط ﺑﯾن اﻻﺳﺗﻘﺻﺎء واﻹﻧﺻﺎف واﻟرﻓﺎھﯾﺔ واﻻﺑﺗﻛﺎر. وھﻲ أﯾﺿﺎً اﻟﻣؤ ﱢﺳﺳﺔ اﻟﻣﺷﺎرﻛﺔ واﻟرﺋﯾﺳﺔ اﻷﻛﺎدﯾﻣﯾﺔ اﻟﺗﻧﻔﯾذﯾﺔ ﻟﻣﻧﺻﺔ BuzzGage، وھﻲ ﻣﻧﺻﺔ ﺗﻛﻧوﻟوﺟﯾﺔ ﺗﻌﻠﯾﻣﯾﺔ ﺗدﻋم اﻟﻣدارس ﻓﻲ ﻗﯾﺎس وﺗﻌزﯾز رﻓﺎھﯾﺔ اﻟطﻼب وﻣﺷﺎرﻛﺗﮭم وﻧﻣوھم اﻻﺟﺗﻣﺎﻋﻲ واﻟﻌﺎطﻔﻲ.
ﯾﺳﺗﻧد ﻋﻣل ھﻼ داﺋﻣﺎً إﻟﻰ اﻟﻣﻣﺎرﺳﺔ اﻟواﻗﻌﯾﺔ. ﺳواء ﻣن ﺧﻼل ﺗﺳﮭﯾل اﻟﺗﻌﻠّم اﻟﻣﮭﻧﻲ ﻣﻊ اﻟﻣﻌﻠﻣﯾن، أو ﻋرض ﻧﻣﺎذج ﻟﻼﺳﺗﻘﺻﺎء داﺧل اﻟﺻﻔوف، أو اﻟﻣﺷﺎرﻛﺔ ﻓﻲ ﺗﺻﻣﯾم أطر ﻣﻧﺎھﺞ، ﻓﮭﻲ ﺗﺟﻠب ﻧﮭﺟﺎً ﻋﻣﻠﯾﺎً وﻣﻧﻔﺗﺣﺎً ﯾﻘدّر اﻟﺗﻌﺎون. ﺟﻠﺳﺎﺗﮭﺎ ﺗﻔﺎﻋﻠﯾﺔ، ﺗطﺑﯾﻘﯾﺔ وﻣرﺗﺑطﺔ ﺑﻌﻣق ﺑواﻗﻊ اﻟﺗﻌﻠﯾم واﻟﺗﻌﻠّم اﻟﯾوم. |
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| Upcoming Workshops |
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| Unlocking Learning for All: UDL & Tier 1 for Inclusive Classrooms |
| This dynamic workshop empowers educators to create truly inclusive learning environments where all students thrive. |
 February 7th & 8th, 2026 |
 NLCS Dubai Nad Al Sheba |
 USD 750 Early Bird Offer Till 1st November 2025 |
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| Evidence with Inquiry: Exploring, Questioning, and Documenting with Learning Walls |
| How do we curate spaces to cultivate curiosity yet showcase the messiness of learning? |
| February 14th & 15th, 2026 |
| NLCS Dubai Nad Al Sheba |
| USD 750 Early Bird Offer Till 1st November 2025 |
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| Building Learning Competency in the Inquiry Classroom: Assets for Life! |
| In the inquiry classroom, we aim to nurture learners who see themselves as capable, curious, resourceful individuals with a strong sense of agency. |
| May 1st & 2nd, 2026 |
| Misk Schools |
| USD 750 Early Bird offer Till 31st December 2025 |
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