“The student at the centre of learning”
As society becomes increasingly complex and our schools more diverse,
teachers are faced with the challenge of making learning meaningful for future generations.
Our ability to respond to the needs of our students requires an understanding of who they are,
where they come from and what they aspire to. Our focus this year is on student agency:
enabling and empowering them by giving them a voice in their own learning.
The Learning Power Approach: Teaching Learners to Teach Themselves
The purpose of school is to help children grow up: to become more adventurous, self-reliant and independent of their parents and teachers. Unfortunately traditional education often has the reverse effect: students are taught in a way that develops dependency on their teachers. The Learning Power Approach is a new international style of pedagogy that helps students gain the grades and the knowledge they will need in later life in a way that also builds their confidence, capacity and appetite for lifelong learning.
Guy Claxton’s interview at the LTL 2019
Guy Claxton’s full presentation at the LTL 2019
Through others we become ourselves: Agency in the foreign language classroom
Traditional teaching methods do often not enable students to fully expand their communicative development. This talk provides practical and informed agency-based teaching strategies, where students learn how to act upon their emotions by continuously developing their self-regulation through collaborative practices. Find out how to cover your teaching goals and create opportunities for your students to express themselves as they decide to within different communicative contexts.
Jane Mitchell-Smith graduated in Applied Education and first became interested in language aquisition when working as a volunteer EAL teacher. Her early classroom experience ranged from class teaching in a multicultural infant school in the UK and as a qualified TEFL teacher with adults and children in Spain. In addition to teaching at St Peter’s School she has worked as coordinator of English and Early Years during which time she completed a Masters in Education focusing on research into the language acquisition of plurilingual children. Jane is currently Head of Lower School.
In this workshop ‘Listening, Learning, Leading: How P4C Empowers the Classroom Community’ you will discover what Philosophy for Children (P4C) is; how this child-led form of teaching is facilitated and planned; and all about the positive and empowering impact it can have in the classroom. Please bring along an open mind, a willingness to participate and a sense of curiosity!
Laura Free studied at Nottingham University and later completed a Masters in Acting at Mountview Academy of Theatre Arts, London. After working as an actor in various theatre-in-education projects, Laura retrained as teacher at Oxford Brookes University. She worked in primary schools in the UK before moving to Barcelona in 2016. She trained as a P4C facilitator in London and has been using P4C in classrooms for four years.
Nos dedicaremos a ofrecer estímulos y pensamientos que nos ayuden a re-pensar qué es un niño. Elaboraremos conjuntamente las herramientas imprescindibles que facilitan el desarrollo del aprendiz en nuestra escuela. Dedicaremos un tiempo y un espacio para desvelar qué importancia tiene en la construcción de los aprendizajes que realiza el niño el movimiento – expresión que estamos vivos y por tanto in-quietos. Descubriremos la importancia de la actividad en una Sociedad que insiste en querernos quietos. Mi interés por el aprendizaje lo sitúo en mi infancia, no podía entender por qué la maestra se enojaba con aquellos niños que se equivocaban, en mi cabeza siempre surgía la misma reflexión “pero si venimos al cole para aprender, ¿por qué se enfada?” Así decidí estudiar para ayudar a que los profesores no se enojaran y entendiesen a los niños.
Licenciada en Psicología por la Universitat de Barcelona, especializada en Psicología Clínica por el Ministerio de Educación Cultura y Deporte, Psicopedagogía por la Universitat Autònoma de Bellaterra, Psicoanálisis Infantil en la Escuela Europea de Psicoanálisis, Colaboradora en la Universitat de Vic docente en el Grado de Maestro en Educación Infantil y Primaria, Fundadora y coordinadora de El Badiu dels Nadons. Conferenciante, ponente en diferentes Congresos y Jornadas especializadas. Invitada en medios de comunicación: Tv3, Radio Badalona, Televisión Badalona, La Xarxa, Radio Vilassar como especialista en Psicología Infantil y Educación. Charlas y talleres a padres en AMPAS. Asesora en diferentes organismos públicos: TIAB, IMSS entre otros. En la actualidad St Peter’s School forma parte de su trayecto profesional.
This workshop will focus on building positive classroom relationships in two main areas: The first will be exploring way to a co-operative classroom climate through the using framework of Co-operative Learning. Using fun, practical activities, participants will be introduced to this practice and how it can create a student centred positive working environment. The second area will focus on enhancing pupil choice in the classroom through dialogue and play to further promote choice and personalisation across the curriculum.
Sonya Gordon currently teaches year 5 at St Peter´s International School. She has been living in Barcelona for almost 3 years. Previously she worked as a primary teacher in Edinburgh, Scotland for 5 years where she trained in assessment is for learning techniques and co operative learning practices. Sonya puts building positive relationships with the children at the heart of her teaching and enjoys finding ways to reduce teacher talk and build student talk. Utilising co operative learning techniques has helped to create this student focussed climate. Sonya also has a strong background in pastoral care working for 8 years in pupil support, creating groupwork and one-to-one programs to promote inclusion and emotional wellbeing. Sonya also enjoys singing and the attending the many concerts available in Barcelona.
Clearly, we all adapt our communication dependent on who we are communicating with and why. The idea of this workshop is to help students communicate more effectively by working with pupils of different ages (Foundation, Primary, ESO and PreU) focusing explicitly on the different communication needs of each group. We will look at a range of practical projects carried out in school and students’ responses to these projects.
About Carol: Carol Walter studied European Business & Economics with German before spending time in Germany as a Teacher of English as a Foreign Language. She then returned to the UK to train as a secondary teacher of Business and Economics, which she has been teaching in the UK and Spain for the last 20 years. She is particularly interested in the importance of helping students develop transferable skills in school, such as communication, problem-solving and teamwork.
Looking at positive relationships and identity in the classroom – looking at ways of giving the child confidence and sense of self identity and belonging in the classroom. The workshop will be quite practical with lots of ideas for activities which we will be trying out for ourselves!
About Rebecca: She has been working in St Peters school for 11 years now. She has been teaching SEAL (Social, Emotional, Aspects of Learning) since they introduced it as a new topic 7 years ago. Previous to working in Spain she was a youth worker in England and worked a lot with disadvantaged families and children, providing support for them and helping the children to access education and social activities. She studied Psychology at university and have remained interested in this area of work.
A practical workshop to explore the barriers that impact on children’s learning and the ways we can support them to meet their potential in a mixed ability setting.
About Lucy: A teaching journey that started with a job as an assistant in a specialist Autistic unit within a mainstream secondary school in England. She worked with a wide range of learning needs and then began training to be a Primary teacher, focusing on Special Educational Needs. After qualifying she worked for several years in a primary school in the UK as well as acting as a respite carer for a child with profound learning difficulties. Since 2014 she have been working at St. Peter’s School, initially as Head of Class 1 and 2 and later Head of Class 5 and 6.
The workshop will describe how this works and how we implement our Creative learning project. It will give some examples of things we have developed and taught in this project and encourage the participants to let their ideas take wings and invent one of their own.
About Jennifer: Trained in Scotland to be a primary teacher in a college which was very advanced in its thinking and many of the things we learned then are still current today. She came to live in Spain in 1990 and have worked in St Peters since 1992. Between Scotland and here she have worked in all ages from 3 to 12 and have now many years of experience of primary children. She have run reading programmes where the children moved from level to level at their own pace and also worked with learning labs and spelling labs where the children all worked at their own level and progressed when they were ready. At present she is teaching music (including some individual work and composition) and maths to high achievers from class 1 to class 4. She designed a project called “Creative Learning Project” familiarly known as CLP. Her initial idea was that children could learn something that was individually interesting to them and that teachers could teach something outside the curriculum which interested and inspired them.
Recordaremos y repasaremos movimientos que realizamos de forma automática para llegar a la bipedestación. En el desarrollo evolutivo se van adquiriendo unas habilidades motrices progresivas para cada etapa. Ante un estímulo sensorial, el cuerpo reacciona siempre buscando una adaptación para encontrar bienestar y equilibrio. Nuestro cuerpo no verbaliza con palabras, sino con respuestas motoras. Se ruega traer ropa cómoda y calcetines para realizar la actividad.
About Rosa: Rosa Ximenis Vidal, titulada en Danza Contemporánea y puericultura. Impartió clases en diversos centros y escuelas de danza y actividades físicas a diversas franjas de edad. En la actualidad y diversos años dedicada a las franjas de educación infantil y refuerzos individualizados. Actualmente sigue adquiriendo formación en BRMT, en método Padovan, en desarrollo sensopsicomotor, en detección de posibles problemas visuales en el aula y en educación de la voz para docentes.
Osteópata, Máster en Osteopatía Infantil, Osteopatía Tisular para Bebés y Enfoque Meníngeo I en Pediatría. Instructora de Masaje Infantil.(IAIM) Yolanda trabaja en St.Peters School como osteópata del profesorado y forma parte del equipo del Support Center donde realizo terapia de prevención a nivel Osteopático a los alumnos derivados del mismo. Colabora en dos centros de Tetapia Alternativa con pacientes y atiende en consulta propia.
The conference language will be English. The event is aimed at professional working within multilingual school environments, students, teachers and researchers.
This activity is officially recognized by the Ministry of Education. Recognized credits: 10 hours. All participants will be given an attendance certificate.
St Peter’s School
c/Eduard Toldrà, 18. 08034 – Barcelona / +34 93 204 36 12
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