The CICE-2019 workshops are international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Education, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics. The workshops offer a good opportunity for young researchers to present their work and to obtain feedback from an interested community. All the accepted workshops' papers will be included in the conference proceedings.
The CICE-2019 encourages you to submit workshop proposals. Workshop duration is 90 minutes. You can consider organising a workshop that is related to CICE-2019 topics or other areas of education. Please email your workshop proposal to email@example.com
The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.
|Workshop Proposal Submission||March 04, 2019|
|Notification of Workshop Acceptance||March 11, 2019|
Workshop 1: Bringing us together
Scope: The Canadian International Conference on Education is attended by educators from nearly a hundred countries who have more dialects and they have home countries. As educators, we all have one goal that is to improve the quality of education. However, as we work arduous, we can make a difference. Our advancement lies in our ability to we learn to communicate. English is the language used by most of the educators in their research. Therefore, it is imperative that we master it. The English language is a very complex and difficult one with an understanding. Attendees will toward the goal of helping students of all languages to master standardized tests. Words… have so much meaning and yet so simple. For example, a book is pages of written words bound together yet if one wishes to travel one might book a flight. Two very different meanings yet the same word. Come and let’s brain-storm on words.
Objectives and Motivation:
The objectives of the workshop are to:
- Identify students who are at a disadvantage due to language
- Identify barriers and challenges facing them
- Identity what is content literacy
- Explore what we can do to make learning more accessible
When a student is given a state or national mathematics test and does not score well, I often wonder was it the math or was it the reading? Reading the question and understanding the language is very often a major factor in the way the student scores on the test. This is not something that can be determined by a machine grading device or even that red pen marking correct and incorrect answers. An interview with the student and analysis of the test is necessary. Let’s to try to provide ways to help students master the English language in order that they are more proficient to be successful in their future lives. When a young student becomes proficient in the language, that skill will most likely spread to the rest of their families. True the family may not be taking math tests, but the family will have statements when purchasing goods and services for the family. During the purchase of such, the older family members can make grave errors if there is any language confusion. A common desire for all educators is that each and every student will be able to truly understand questions. Subjects such as math are no longer just being able to computer or do basic operations like add, subtract, multiply and divide. No matter what task the student is asked to do the goal is mastery. If the student can’t do the task because it is beyond his/her ability that is something to be addressed in a different format but there is no excuse for the student to not be able to do the task because he/she did not understand what he/she was to do. It is my hope that when you return to your home students you will be able to help each and everyone of them master their desired content.
Organiser: Barba Aldis Patton, University of Houston-Victoria, USA
Workshop 2: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators
Scope: The 49 Nishnawbe Aski Nation First Nation (NAN) communities include some 9,000 school aged children, of which approximately 3,000 are between 0 to 12 years of age. Over the last decade this demographic has increased significantly straining the education systems of First Nations and when combined with the socio-cultural, socio-economic, socio-health issues results in what one study determined that, “93 percent of (NAN) children of Ontario’s far north lag at least two grades behind in school.” In part, overcoming this gap will require innovations at all levels of education which will in turn, necessitate in-service educators acquire new skill-sets. For almost a decade Oshki-Wenjack has offered an Early Childhood Education Program that has accredited numerous Indigenous Early Childhood Educators (IECE), many currently employed in a First Nation context in the territory. Concerned with their ongoing professional development the 2017 graduating IECE class and alumni came together in a Needs Assessment, sponsored by Oshki-Wenjack, that resulted in a comprehensive vision of their PD needs. Based on the result of that Needs Assessment, Oshki-Wenjack developed a two-institute PD strategy and a related summative research study.
Objectives and Motivation:
The two-institute PD strategy included:
- Institute 1 brought together 28 IECEs from 17 communities to establish a knowledge baseline in a wide array of specific subject areas related to community education innovation, funded through Indigenous and Northern Affairs Canada’s New Paths for Education.
- Institute 2 brought together 16 senior IECEs managers from the same communities and was designed to increase the leadership skills necessary to address the cultural, linguistic, and land-based education needs of the 0 to 12-year-old demographic and to enhance the innovation skills and the early childhood education centres in those communities.
The body of research literature the focuses on IECE in Canada is extraordinarily limited, this is further compounded by a lack of literature associated to the in-service professional development of IECEs working in a First Nation context. And yet the lack of school success of First Nation children is almost a universal Canadian reality in a population where one-third of First Nation people are 14 years-of-age or younger. To overcome this research shortfall Oshki-Wenjack has combined the professional development strategy mentioned above with a two-part research strategy. The first-part of the research strategy is formative and reveals the impact of the two Institutes from the perspective of the IECE participants. The second part of the research is summative and looks to reveal the impact of both Institutes from the perspective of a random sample of First Nations early childhood centres and their staff.
Organisers: Kim Falcigno and Lori Huston
Oshki-Pimache-O-Win: The Wenjack Education Institute, Canada
Workshop 3: Dynamics of Approach, and Health Benefits of Spontaneous Engagement
Scope: Discussing the basic principles of approach, and how an understanding of spontaneous engagement can assist us in our everyday activities, meetings, new relationships, applying for work, and more...Even healthy individuals experience some anxiety during approach and even healthy individuals are not enjoying being spontaneous in their lives. 60 minutes of discussions and Q and A, within these areas of societal and academic life, will lend all who attend, more than 30 years of insightful information, and novel perspectives through multiple perception models that are easy to understand and implement into any lifestyle regardless of culture. Understanding where culture and basic human nature meet in balance and commonality does something to a person's overall view of others, life and the things in it. Our model is healthy in intention, and upon hearing, one should conclude and easily agree that much of what is being conveyed is good news.
Objective and Motivation: Using a few audience members, we will be demonstrating a component of this work in relation to personal space and the dynamics involved in how we view and relate to others in public, the workplace and all other areas of societal and family living, This demonstration does not require participants to physically come into contact with other participants, and respects the privacy of all who choose to be a part of the demonstration. This demonstration will be fun and exciting for all who attend and will be something they can demonstrate to others at their leisure.
The learning objectives of the workshop are:
1. To gain a newer understanding of approach, and to lessen anxiety.
2. To recognize mental - physical health benefits of spontaneous engagement, and to learn something new about the self.
3. To recognize and to identify positive qualities, traits, and characteristics in one's self
4. Learn Dynamics of Resolve
Organiser: Joseph Richard Crant
Member Affiliate Canadian Psychological Association CPA, Canada
Workshop 4: Active Learning Student-centred Workshop
Scope: When we learn something worthwhile, it is usually accompanied by some activity, and the most memorable activities are generally undertaken with others. Our active learning workshop is designed to connect people and their ideas in order to explore various topics and construct new thoughts and concepts. The initial activity that we use was originally designed by Dr Edward De Bono to help focus the mind (De Bono, 1993). It can be used in any situation to elicit thoughts and ideas from a person or group of people on any subject or topic. (DATT) Direct Attention Thinking Tools. There are 10 DATT altogether and during this workshop we will only be utilising one of them. “PMI” - Pluses, Minuses and Interesting Points. The entire duration of the workshop will be spent conversing, discussing and sharing our thoughts and ideas with one another, as we believe that everyone has something to teach, and we are all lifelong learners. We feel that it is important for everyone’s voice to be heard during this workshop, and for that reason we use a think, pair, and share approach throughout the session. All participants will create group poster presentations as an output from this workshop.
Objectives and Motivation: Our passion for teaching and learning is the driving force behind our workshops. We can use any topic as the focus during our sessions. However, we have decided to choose active learning as the topic for this active learning workshop. There are a number of objectives to be achieved over the duration of the workshop. Firstly, an opportunity to meet, talk and share your thoughts and experiences of teaching and learning with like-minded educators. Secondly, to have some fun, because what is learning without a bit of fun. Thirdly it is hoped that participants will not only form a clear opinion on what active learning means for them, but also experience how effective our activities and approach to teaching and learning are. And finally, we hope that you enjoy yourself, learn something and go and try out what you have learned with your own students.
Robert Hickey, Technological University Dublin, Ireland
Shaun Ferns, Technological University Dublin, Ireland
Caroline Ferguson, University of Ontario Institute of Technology, Canada
Robert Savelle, School of Interdisciplinary Studies, Durham College, Canada
Workshop 5: Experience the Maths — No Problem! Approach to Singapore Math
Scope: Over the past three decades, performance results from around the world have shown that Singapore math is the most effective approach to mathematics education on the planet. There is no dispute; in the Singapore math classroom students are more engaged, attainment levels are high and conceptual understanding is long term. In this hands-on presentation, Andy Psarianos takes teachers deep into the MNP approach to Singapore math—and why it’s changing international math education. From the proven pedagogical science that underpins the method, to practical classroom techniques and strategies, learn how this approach develops children's mathematical ﬂuency, problem solving skill and learning resilience. Discover teaching for conceptual depth rather than acceleration, and how this challenges advanced learners to think deeper while ensuring that all students are learning the same concepts at the same pace. Teachers will leave this presentation with core techniques they can implement in the classroom right away. The MNP approach succeeds by leaving behind rote, procedural in favour of teaching children to think mathematically. It is a math revolution, and everyone can be a part of it.
Objective and Motivation: Imagine a world where every child understands and loves math. It’s not a pipe dream. Mathematics is the universal language and the substrate science for all sciences. When we teach math as an involved, hands-on subject—when we engage children to think, to be creative, to ﬁnd the meaning in the numbers - we democratize access to one of the most important, versatile and necessary tools a child can carry into their future. Over the past 20 years, everything from math textbooks to new teaching techniques have been both questioned and dismissed. But what does the research say? What does it say about current education strategies and teaching for depth instead of acceleration? What actually works, and why are students responding to it? These questions and many more have been answered by years of pedagogical research that was implemented and reﬁned in countries around the world. These efforts have proven that mathematics is not a privilege for a few gifted students. It is accessible to anyone so long as they are taught the right way, using the right tools. Those methods and tools are readily available and they are leading a necessary change in mathematics education. And it’s a change that’s happening right now.
Julie Neal, Andy Psarianos
Maths — No Problem!
Workshop 6: Neoliberalism, Global Education Policy and the International Baccalaureate (IB) Curriculum
Scope: The scope of the workshop is clear and narrow. We will cover the contemporary critique on neoliberalism and utilize it as the theoretical basis for our exploration on the role that neoliberalism plays in international education. The unit of investigation is the International Baccalaureate (IB) program; however, the exploration and discussion allow for the extrapolation unto other global curricula.
Objectives and Motivation:
- To identify the role of neoliberalism in international education.
- To define Global Education Policy and its role in education.
- To critically discuss the effects of neoliberalism in international education.
It is of utmost importance for researchers in international education, political science and related fields, to investigate the role that global policy plays on education. Specifically, research has been done on the involvement of neoliberalism and subsequent politics which have become evident in global educational curricula.
Ilham Reda, McGill University, Canada
Workshop 7: Student Transition to Higher Education
Scope: According to Dvorakova et al. (2017), the purpose of a college education is to prepare students for adulthood. However, their research identified a few changes that take place between high school and college that can throw students off course: (1) increase in personal responsibility; (2) less institutional support; and (3) change in social environment (p. 259). As a result, they propose incorporating mindfulness - a practice of acceptance and non-judgmental feelings or attitudes - as way to establish personal awareness, stress management, emotional intelligence, healthy relationships, and decision-making skills (Dvorakova et al., 2017). The goals of the math project are to encourage students to explore their major, learn to communicate and work with a partner, and expose them to academic research.
This is accomplished through a multi-step, semester-long project.
Step 1: Library Event
Step 2: Annotated Bibliography (required 6 peer reviewed articles)
Step 3: Project
Step 4: Report (including the math activity)
Objectives and Motivation: Unfortunately, pre-college intervention is not possible for the majority of students that attend higher education. As a result, the first-year experience and/or freshmen seminar plays an integral role in how successful students are in their transition to college life. The objective of this workshop is to provide university professors with guidelines to help young, higher education (HE) students emerge into adulthood as mature, independent individuals. To accomplish this objective, we will participate in a large group discussion and perform multiple activities that we use in our Freshman Seminar course; however, the techniques can be used in any course.
Sara Beth Thurmond, University of Houston-Victoria, USA
Barba Aldis Patton, University of Houston-Victoria, USA
Workshop 8: Transforming Reading Comprehension for Vulnerable / Dyslexic Readers
Scope: Teachers are essential to improving reading instruction for all students. When students read words correctly, there is often an assumption that the students also maintain text comprehension. Research proves, however, that although students may read words, comprehension doesn’t always occur. Empowering teachers to participate in writing alongside their students transforms classroom communities. Teaching those who struggle becomes exciting and rewarding work. In the traditional classroom, vulnerable learners are often exposed to the most reductive, repetitive learning practices. This workshop challenges these ideas by examining the complexity of the written language, creating necessary connections required by students to comprehend, and building on the essential foundations of language. Teachers will see literacy instruction through a new lens providing them with greater knowledge of both the reading and writing process. Such practices are readily transferred to the classroom. Students struggling to read benefit from knowledgeable, out-of-the-box approaches to learning. This workshop offers innovative strategies to better engage readers with humor, excitement, and hands-on demonstrations, helping them comprehend complex or multiple-meaning words and bridging the gap between oral and written language.
Objective and Motivation: Not all students learn best through reading procedures and writing prompts. Teachers must become models for their students, showing how reading and writing can be done with ease and passion. By modeling for and with students, teachers can revolutionize students’ learning. In this session, teachers will begin the process of writing and reading simple poetry for and with their students. Greater teacher knowledge of these innovative learning processes leads to improved student outcomes. With greater teacher knowledge, students will be exposed to the best instructional practices, powerful teaching and subsequently, reading improvements which are both measurable and observable. Through writing, students come to understand the complexity and power of language, such as polysemous (words with multiple meanings) and anaphoric words (pronouns). This workshop offers a different way of looking at and comprehending words with young, struggling readers. Strategies used in this workshop can be transferred to the classroom or for small group instruction. This session demonstrates the power of teacher words, and how using pictures and child-centered teaching engages students. Through creating active learners, students become engaged in their learning process.
Organiser: Lois Letchford, Author/Literacy Specialist, USA
Workshop 9: Promoting Global Education in the Classroom
Scope: Deepening the understanding and importance of globalization, global learning, and global citizenship will serve as the cornerstone of our workshop as well as discovering the successes that will be seen in student achievement once learners are immersed in a classroom that fosters global education. The workshop will underscore the benefits that will arise when teaching and learning practices embody global education as well as the systemic changes that are necessary to reshape mindsets of both educators and learners. Throughout the session, we will explore the importance of transforming our schools to become the hub of global learning and ways to embed real world resources into instructional practices to support authentic learning entrenched in global context; best practices for global education will be highlighted through the exploration of the United Nations’ Sustainable Development. This hands-on, collaborative session will provide a venue for educational leaders interested in forming a global alliance that supports authentic engagement in problem solving opportunities, research, innovation, collaboration, citizenship, leadership, and sharing ideas that will better the world as a whole.
Objectives and Motivation: Participating in this workshop will be extremely advantageous in the quest to transform teaching and learning to a more global approach. Working, collaborating, and sharing ideas around like-minded people will strengthen the collective vision of implementing initiatives that foster the essential and imperative need for global citizenship and global education. Through the lens of the United Nations’ Sustainability Goals, participants will engage in this think tank style workshop and collaborate with other educational leaders while dialoguing about best practices and strategic implementation concepts that will advance the vision of global citizenry, leadership, innovation, and problem solving. Throughout this workshop, pragmatic yet innovative approaches to teaching and learning will be articulated that will shift traditional standards of teaching to ones that embody and exemplify global education.
Through the participation in this workshop, participants will:
- Gain a deeper understanding and need for global education and developing global citizenship
- Explore the United Nations’ Sustainable Development Goals and integrate concepts into curricular areas to transform teaching and learning practices into pathways that promote global education
- Obtain easy to implement, turn-key best practices that embody global education
- Organize think tank for ongoing collaboration regarding global education
Organiser: Krista Karch, Thrive Solution Center, LLC, United States