Courses on Learning Disabilities
Saaled National Update 2017
If you would like to apply for a bursary, you can complete the bursary application form and return it to SAALED
This course affords Educators and Health Professionals training in identifying risk for literacy or Dyslexic-type difficulties, and intervention for individuals with Dyslexia.
The outcomes of the course are:
All materials and facilitation are online. Candidates are expected to dedicate 5 hours per week for the online activities over 36 weeks. In addition, two assignments, the assessment and intervention will form part of the candidate’s assessment portfolio. Individual mentoring is provided for the profiling of reading difficulties or risk for dyslexia, and the intervention.
A limited number of candidates will be trained to ensure maximum attention.
Entry requirement is an appropriate professional qualification and a minimum of three years educational or therapeutic experience.
The course will run from September 2017 to May 2019.
You can register online at the link below:
8.30 to 10.00: Mindfulness and practical initiatives to practice mindfulness in the classroom
by Mark Hayter
This seminar will look at the concept of mindfulness and some practical initiatives to practice mindfulness in the classroom.
10.30 to 12.00: Exploring Ways to Embed Critical and Creative Thinking in the Classroom – A workshop
by Kemble Elliott
This workshop will cover creative ways to encourage critical thinking by engaging participants with philosophical questions that lead to metaphysical explorations of object and concepts. We will also touch on position and point of view, questioning the message and the messenger.
12.15 to 13.15: An Invitation to Be Outside
by Estelle Martinson
This talk will look at social innovation and biomimicry in the school setting, for example understanding disruptive innovation through a study of invasive species, and organizational principles in the behaviour of social insects such as ants and bees.
Katy Mthethwa will share the theory underpinning metacognition, with specific reference to WHY we need to develop children’s metacognition. Katy will move on to the 'HOW TO' of developing thinking in children and adolescents by describing a number of different thinking tools.
Thinking Maps – how a visual tool to record a cogntive processes assists in metacognition
Thinking Routines – having tools to make our thinking visible and reflect upon our learning
Thinking Hats – empowering students to problem solve independently
Blooms Taxonomy - using it as a tool for students to develop metacognition
Habits of Mind - giving students strategies to think about and develop great dispositions towards learning for life
The second speaker, Michaela Carr will share her insights and experiences of implementing these tools in the classroom and the impact it has had on the thinking of the girls at Roedean.
Katy Mthethwa began her teaching career in the UK after graduating from Kingston University with a BA (Hons) in Primary Education. In 2010 she was appointed Head of Thinking Skills at St Peter’s School, Johannesburg, where she implemented the use of Thinking Maps and a range of other tools to develop Higher Order Thinking across the curriculum. This led to St Peter’s being accredited as a Thinking School by Exeter University in 2014. Katy is passionate about curriculum development which has a Thinking Philosophy at its core. She is an accredited Thinking Maps trainer and a founder member of Thinking Schools South Africa (TSSA).
Michaela Carr has been a member of the Roedean Drive Team for cognitive education since 2009. As a member of staff at Roedean she was trained in Habits of Mind. She is a TSSA trainer for the junior schools in de Bono’s Thinking Hats. She has also completed her training for TSSA in Thinking Maps. She is the coordinator in Cognitive Education in the Upper Junior School and she has presented numerous workshops to the Roedean staff.
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