Engage conference is coming to Ghana

This keynote session will explore what teaching and learning was like prior to the existence of virtual learning environments, how to evaluate the transition required during the Covid era and a reflection on what we have learned collectively.

Moreover, a discussion will be had on what we are currently doing to leverage our VLEs effectively to enhance our teacher and learning experiences and how VLEs fit in our future learning structures.

Kognity provides a large range of tools to use: textbook, notes, reading assignments, question assignments, exam-style questions, but, do all tools work for all students?

In this workshop, teachers will share with each other their experience with Kognity’s tools in order to broaden our perspective on how each tool can be used to benefit each of our classes.

In this workshop, we will discuss some of the difficulties faced by ELL students in assessments and suggest some useful strategies that can be adopted to better help such students demonstrate what they know in ways that are analogous to their unique cultural backgrounds.

We will explore the impact of language factors on assessments, highlight some of the unique challenges faced by ELL students, and I will suggest strategies teachers can use to ensure fair, non-discriminatory assessments in their classrooms.

Traditionally, summative tests have followed the predictable pattern of being administered at the end of units to assess student learning or achievement. However, new research concludes that pretesting is actually more effective than traditional learning strategies.

A discussion will be had on how to effectively use pretesting to promote optimal student learning as well as how to balance both strategies to ensure maximum learning by students.

In this workshop we will discuss and explore ideas on how to integrate technology into lesson planning to create more inclusive learning experiences for students with dyslexia, ADHD, dyspraxia and dysgraphia in mainstream classrooms.

We will share ideas and learn how to use software and online resources for differentiated lesson planning to support students with diagnosed or undiagnosed learning difficulties in the classroom.

This session aims to showcase how technology can be utilized as an effective tool to enhance teaching and learning in the classroom.

We will discuss how technology such as online quizzes, simulations, and videos can improve student engagement and assessment while also highlighting the importance of teacher-directed instruction. However, it will also touch on the limitations of technology and emphasize that it cannot replace the role of the teacher in the classroom.

The session will explore what TOK is, and what TOK is not.

Attendees will leave the workshop with tools to help students see the benefits of integrating TOK into their daily lives and experiences and how applying TOK concepts in different areas of the school community such as academics, extra curricular activities and school events, students can develop a more holistic and well-rounded understanding of the world and their place in it.

In this workshop, a discussion will be had on strategies and tactics that can be used to improve student performance through the application of the ATLs. Additionally, I will propose how teachers can support their students with a concrete methodology for independent learning.

Lastly, we will do a hands-on activity that can support you in incorporating the ATL’s into your mathematics teaching practices.

This workshop will explore how to teach through a trauma informed lens to best support students with a wide variety of needs and presenting issues, and how to integrate mental and emotional heath into your classroom.

This workshop will also cover how teachers can best support themselves through self-resourcing, breathwork and other methods of self-care.

Formative assessment is critical to student learning. It often, however, doesn’t get the attention and respect it deserves when viewed next to high stakes summative end-of-unit and national/international standardised assessments.

In this workshop, we explore the “why” of formative assessment, its importance to student learning, and review how Kognity tools can easily be incorporated into your classroom to enhance your teaching practice and the learning journey of your students.

This session aims to share experiences in how to scaffold the TOK essay writing process for students.

We will explore how the essay writing process can be broken into different phases over the two years period so that it becomes a process that is developed over time rather than a one-time assessment task. The session shares different activities and assessment tasks students can perform – from unpacking titles, writing introductions, choosing examples to exploring different perspectives.

Collaboration among educators has long been recognized as a practice that promotes better learning outcomes. Teachers collaborate with colleagues both within and across departments and even schools.

However, one of the most important collaborations that should happen in any school desiring academic excellence is classroom-library collaboration (C-LC). Despite its vital importance, C-LC is among the least exploited areas of collaboration in schools. But what is classroom-library collaboration, and why is it necessary? In this session, the 5 Ws of an ideal classroom-library collaboration will be explored.

This session seeks to demonstrate science-based activities that can be performed using common and local resources without needing complex lab structures. This workshop will be a practical exploration so that educators can replicate these activities in the classroom setting and have the ability to encourage students to perform experiments in the comfort of their homes.

Participants will be encouraged to explore and be creative with their local resources, all whilst not lacking experimentation. This session will promote equity in classes where different ability levels will all have an optimum outcome.

The session will focus on developing with participants shared and accurate definitions and understandings relating to basic terminology – e.g. curriculum, assessment, concept, differentiated instruction, personalised learning, service learning – and the pedagogical practices associated with them.

Attendees will walk away with understanding the importance of having a shared language for our teaching and learning, an expansion of their repertoire of teaching strategies, relevant knowledge of other school and classroom contexts, and an expanded professional network that can be leveraged for ongoing collaboration.