Programme

Schedule

5/10 (Friday)

09:30 AM - 10:30 AM Keynote: Michael Dorer, The place just right. "Tis is the gift to be simple, 'tis the gift to be free…"


English

Montessori philosophy is infused with gifts, we receive them, we give them and we express gratitude for them. What are the simple gifts of humanity that make us human? The gifts of life around us? and the gifts of our children? How should we receive them and pass them on? This giving and receiving exalts our spirits and informs our shared humanity. Join in this celebration of gifts that exemplify the core values of Montessori.

11:00 AM - 12:30 PM Workshop Session 1

Option 1: Kitty Bravo & Lori Karmazin, All day Sensorial refresher - Part 1

English, 3-6 years old

Sensorial: A System of Materialized Abstraction

Option 2: Kathy Leitch, Helping toddlers help themselves

English, 0-3 years old

Toddlers LOVE to be big helpers! Come see how Toddlers can be involved in variety of food preparation lessons. Cooking lessons provide toddlers with an opportunity to explore cultures, practice simple skills, refine their coordination, learn about healthy food choices, and participate in meaningful work. These practical life lessons are fun and can be done on very low budgets in the classroom or at home.

Option 3: Fanny Lam, The first one thousand days in childhood: Allergies and Mental Health

English, All

Since the first day of conception, human beings’ brains develop through rapid proliferation and connections. In the first 1000 days of life, each brain cell forms approximately 700 new synaptic connections every second, totalling more than 1 million new neural connections in the brain. After this period of rapid proliferation, connections are reduced through a process called pruning, which allows brain circuits to become more efficient. These processes are actually influenced by the environment, such as the interactions with caregivers and feeding patterns. In this lecture, Dr Lam is going to explain how the quality of attachment in the First One Thousand Days affects mental health development, and how gut microbiome conditions regulate the risk of childhood allergies.

Option 4: Tim Seldin, Adolescence without tears: Montessori at the secondary level

English, Administrators

Montessori education offers an education not only in preparation for college, but for life. In response to a growing sense of frustration with traditional model of secondary education, more and more Montessori schools across North America are either considering or are already engaged in the process of developing Middle Schools and in a few cases Upper School programs. Tim Seldin is both a Montessori graduate and served as the Head of the first officially recognized Montessori high school in north America for 22 years. This session will review the needs of adolescents and the fundamental elements common to the various Montessori secondary programs that have been developed in the United States. We will then explore the practical considerations involved in organizing a new Montessori program for early adolescents: Program and curriculum development, designing your educational facilities, scheduling, staffing, and how to build excitement and high adventure into your program to help overcome the lure of larger and more traditional Middle Schools.

Option 5: Xu Xiao Gai, 如何建團隊,開新班

(How to form teams and open new classes)

Chinese, All

在如何建團隊,開新班中我們會講到在建園時如何合理的選址以及如何把已有的建築改造成一所好的幼兒園。我們還會講到在建園之初如何做到有準備的環境和有準備的人,如何打造高水平、高效率、温馨和諧的團隊。
(In how to build a team and start a new class, we will talk about how to choose a site and how to transform an existing building into a good kindergarten. We will also talk about how to prepare a prepared environment and prepared people at the beginning of the construction process, and how to build a high-level, high-efficiency, warm and harmonious team.)

Option 6: Eddie Zhou, 閲讀—蒙特梭利師生間的紐帶

(Reading - Bond between Montessori's teachers and students)

Chinese, 6-12 years old

讓閱讀成為橋樑,填平年齡的溝壑,跨越文化的邊界,拉近師生的距離。
(Let reading act as a 'bridge', fill out the gap of generations, step across the boundary of cultures, bring the teachers and students closer.)

12:30 PM - 02:00 PM Lunch break, Q&A session for joining the IMC Consortium for DERS

The DERS is a classroom observation tool that measures environmental and behavioral qualities proven to support executive functions,linguistic and cultural fluency, and social-emotional development. (NCMPS)

Join us at this working lunch to learn more about how IMC and your school can participate in this research-based project.

02:00 pm - 03:30 pm Workshop Session 2

Option 1: Kitty Bravo & Lori Karmazin, Exploring Sensorial: Successful Sensorial presentations - Part 2

English, 3-6 years old

Come learn the essential qualities for presenting Sensorial materials, guaranteed to capture the child's attention and keep your Sensorial area alive all through the year. We will review classic Sensorial presentations, discuss the Sensorial Sequence and learn when and how to present the language of Sensorial.

Option 2: Jonathan Wolff, The spiritual preparation of the teacher - Part 1

English, All

Maria Montessori advised, “The first essential is that the teacher should go through an inner, spiritual preparation . . . This is the most difficult part of her training, without which, all the rest is of no avail.” In this workshop we will explore how a Montessori guide can “purify her heart and render it burning with charity towards the child.” What does it mean to “appreciate and gather in all those tiny and delicate manifestations of the opening life in the child’s soul?.”

Option 3: Kathy Leitch, A respectful approach to supporting toddlers in developing self-regulation and empathy

English, 0-3 years old

Toddlers are exploring their world, asking for independence and testing their limits. How do we offer them freedom within limits? We will examine how toddlers think, empathize, remember and understand their world. We will practice language skills for positive guidance in support of cultivating self-regulation and authentic empathy.

Option 4: Tim Seldin, Setting up budgets and finances in a Montessori school - Part 1

English, Administrators

How do you budget? Financial aid, reporting to your community, Setting Tuition and thinking strategically about money.

Option 5: Molly Wu, 東西方的碰撞:蒙特梭利小學教育在亞洲社會遇到的挑戰

(The cultural challenges of Montessori Elementary school's education in Asian society)

Chinese, 6-12 years old

源於西方的蒙特梭利來到亞洲後,受到很多家長的青睞。然而,在小學課程實施的過程中,出現了東西方文化的碰撞。很多人提出疑問 :造成這種文化衝撞的原因是什麼?如何讓焦慮的父母釋疑?父母的育兒壓力是當今亞洲社會獨有的嗎?家長真的只滿足於單純的快樂學習嗎?快樂學習遠比成功重要,真的是這麽簡單嗎?如何讓亞洲學生實現蒙特梭利理念中的自我管理?讓我們一起來探討。
(Montessori has been welcomed by many parents since its extraction from the west to Asia. However, in the course of the implementation of the elementary school curriculum, collision between Eastern and Western cultures has been occurred. Many people questioned: What causes the cultural collision? How to make anxious parents to release their doubt? Are parenting pressures rare in Asian society today? Are parents really satisfied with simple learning? Happy learning is more important than success. Is it really that simple? How can Asian students achieve self-management in the Montessori concept? Let us discuss together.)

Option 6: Karin Ann, 成功人生......發展中大腦的角色及其執行功能

(Success in life... Executive Functions and the role of the developing brain)

Chinese, All

近年,大腦執行功能(自我調節)的重要性已成為人們極感興趣的話題。縱向研究癲覆了發展心理學,當中指出4歲時的執行功能十分強,是比智力、父母收入和教育更為重要,並能用以預測生活積極性的指標。真正的雙語蒙台梭利環境提倡在不同層面且有效的大腦執行功能發展,為學習、創造和成功奠定堅實的基礎。
(The importance of the brain’s Executive Functions (self-regulation) has become a topic of great interest recently, as recent Longitudinal research has turned developmental psychology on its head: showing that strong Executive Functions at age 4 are a more important predictor of positive life outcomes than intelligence, parent income, and education. An authentic - bilingual - Montessori environment encourages effective brain development of the Executive Functions at each level (Toddler through Adolescence) - building strong foundations for learning, creating, and success in life.)

04:00 pm - 05:30 pm Workshop Session 3

Option 1: Kitty Bravo & Lori Karmazin, Exploring Sensorial: Moving beyond the initial presentation - Part 3

English, 0-3 years old

Exploration or misuse, that is the question! Do we have the answer? No, just an opinion and some interesting research on the topic. Focusing on striking a balance we will explore ideas for encouraging respectful Sensorial exploration though games and extensions. We will look at Sensorial connections to other areas of the curriculum, such as Sensorial related art projects, Sensorial math extensions, and Sensorial in nature.

Option 2: Jonathan Wolff, The spiritual preparation of the teacher - Part 2

English, All

Maria Montessori advised, “The first essential is that the teacher should go through an inner, spiritual preparation . . . This is the most difficult part of her training, without which, all the rest is of no avail.” In this workshop we will explore how a Montessori guide can “purify her heart and render it burning with charity towards the child.” What does it mean to “appreciate and gather in all those tiny and delicate manifestations of the opening life in the child’s soul?.”

Option 3: Anne Sawyer, Success in life: Executive Functions and the role of the developing brain

English, All

The importance of the brain’s Executive Functions (self-regulation) has become a topic of great interest recently, as recent Longitudinal research has turned developmental psychology on its head: showing that strong Executive Functions at age 4 are a more important predictor of positive life outcomes than intelligence, parent income, and education.

An authentic - bilingual - Montessori environment encourages effective brain development of the Executive Functions at each level (Toddler through Adolescence) - building strong foundations for learning, creating, and success in life.

Option 4: Tim Seldin, Setting up budgets and finances in a Montessori school - Part 2

English, All

How do you budget? Financial aid, reporting to your community, Setting Tuition and thinking strategically about money.

Option 5: Michael Dorer, Storytelling: Where the imagination curriculum happens!

English, 6-12 years old

Learn how to enliven your lessons by harnessing the ancient power of storytelling with original stories that are made for Montessori. You’ll learn storytelling techniques and tips, and listen to creative stories that make lessons come to life. You will also learn the background, techniques, and rationale for this imaginative approach. Come to hear engaging and useful stories, take home samples to try, and discover Montessori presentations your students will remember, love, and ask for again and again.

Option 6: Xixi Wu, 準備3-6歲蒙特梭利環境,激發兒童學習中文的自主性

(How to prepare the 3-6 years old Montessori Environment to promote Chinese language learning)

Chinese, 0-6 years old

身為一名在兒童之家工作的中文老師,,如何準備一個支持兒童發展需求的完備環境,使其能用感官去探索,用實踐去學習,而非傳統地被動聽課。在這樣的環境下,讓兒童不斷地吸收各種中文元素,培養他對中文語言探知的興趣,從而激發中文學習的自主性。

(As a Chinese teacher who's working at The Children's Home, it's vital to prepare an ideal environment to support children's development needs, and to enable them to explore with senses, learn with practice instead of traditional passive listening. In such environment, we should let children constantly absorb various Chinese elements and develop their interest in exploring Chinese language, so as to stimulate the independence of Chinese learning.)

6/10 (Saturday)

08:30 AM - 09:30 AM Keynote: Kitty Bravo, Montessori, a hope and a promise: The transformational potential of the Montessori experience, for adults, children, and the world.


English

Our goal as educators, Heads of Schools, and parents is to be both practical and inspirational; exploring how the Montessori experience transforms lives at many levels and thus transforms the world. My talk will discuss what role education plays in preparing children for a healthy and successful life in the future. To do so it must also provide a healthy life for them in the present. So then, how do we prepare them? Teaching facts and passing tests is not the priority. To provide them with hope and promise for themselves and the world, we must inspire a passion for life and leaning, the ability to be flexible, so that they might grow and change with the times. We'll see some real examples relating what happens in Montessori classrooms to the development of human potential and will share some stories of how Montessori is providing hope and promise around the world.

10:00 am - 11:30 am Workshop Session 1

Option 1: Michael Dorer, Mental insects - Part 1

English, 6-12 years old

Join Michael in a review of the metal insets, sometimes creatively named by the children. These ten plates and their insets can be magical as well as being a “High Yield” material. What are they for? How and when should they be used? Why are they so important to both the Children’s House and the Lower Elementary? How do they fit in the elementary class? Do they fit in other areas other than language? You will leave this workshop with new ideas and plans for expanding your creative uses for the “Mental Insects!”

Option 2: Lori Karmazin, Living in harmony with the Earth - Part 1

English, 0-6 years old

“The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.” Dr. Montessori understood the importance of connecting children with nature not only for all the important lessons nature has to offer but for reasons deeper. If we are to nurture stewardship of our planet then we must connect children to nature at an early age to foster a deep love and respect for all living things. We must instill a deep understanding of the interconnectedness of all living things. Together we will explore ways to bring these connections to life for the child in large outdoor spaces, small outdoor spaces and even within the walls of the classroom. This presentation will unfold over 2 sessions with lots of examples and hands on materials to be shared.

Option 3: Ruby Lau, Valuing the child's experiences

English, All

The child learns about life from what he finds around him. Maria Montessori saw education was an aid to life. If so education cannot be confined to the classroom. Every experience the child has needs to be viewed as part of his education. We need to look at practical ways to optimise their early life experiences. Understanding the needs of the children between birth and six can lead to simple changes in our own lives. These changes in adult attitude will reflect in the environment in which the child lives and support his development and thus help him to prepare himself for life.

Option 4: Jonathan Wolff, Helping teachers help parents trust the Montessori experience

English, All

The majority of parents of children in most Montessori schools were raised and schooled by adults who employed an adult-centered approach to learning and development. Thus, they tend to view our child-centered model through the lens of their own childhood experience of adult-directed, often developmentally inappropriate, learning. How we can open parents’ hearts and minds to the effectiveness and empowerment of the Montessori experience will be the topic of this highly interactive workshop.

Option 5: Paul Epstein, Inquiry-based learning in the Montessori Middle and High School - Part 1

English, 12-14 years old

During these three sessions we will conduct an inquiry into inquiry! Inquiry involves asking questions, collecting information, and then rendering meaning. The arts of inquiry, while natural to how we learn, require developmentally appropriate “prepared environments.” Young children naturally inquire and gather information with their senses. The children are immersed in didactic and other materials in the Children's House environment. Secondary students learn to ask questions and to construct certainty about the answers they discover to their questions. These students also need hands-on learning to establish minds-on understanding.

Option 6: Henry Lo, 蒙特梭利教育的自由與紀律 - 如何優雅教養孩子

(Freedom and Discipline in Montessori Education: How to teach your children elegantly)

Chinese, All


「沒有人生來便懂得如何為人父母」。為人父母的我們,都是有了小孩之後,才開始學習怎麼教養育兒的。但在現今社會上充斥著太多混淆的價值觀,讓很多父母與成人根本不知道應該採納哪一種方法來教育孩子。蒙特梭利親職教育專家 - 羅寶鴻老師,將會在此次講座跟大家分享在「愛與尊重」的前提下,如何透過蒙特梭利教育裡「自由與紀律」的精髓,幫助我們使用不威脅、不恐嚇、不對立的教育方式,來培養孩子的「規範與自律」。老師會分享許多真實案例,並透過現場Q&A的方式,回答現場來賓目前所遇到的困難,幫助家長與老師更具體瞭解「如何優雅教養孩子規矩」。

(As a parent, we all started to learn how to raise children after our children are born. However, there are too many confusing values in the society, many parents and adults simply do not know which method should be adopted to educate their children. The Montessori’s parental education expert, Prof. Henry Lo, will share how to achieve “freedom and discipline” in Montessori education under the premise of “Love and Respect” . Teacher will share various real cases and answer participants’ difficulties in Q&A session so as to help parents and teachers understand more concretely of how to “elegantly teach their children".)

Option 7: Ralph Yau, 有效在家實踐真‧蒙特梭利

(An Effective Way For "Real" Montessori At Home)

Chinese, All


本講座分享如何有效教育家長在家實踐蒙特梭利。十多年來,我們的家長均須先上八小時課,有的從孕婦就學習,有的在孩子半歲時開始一同在親子班學習,到孩子三至六歲獨立上混齡班,實踐一年365日也蒙特梭利。我們融合國際科學教育法於華人生活文化、中西醫學、並著重在自然環境中作專業觀察。我們又為想深入學習的家長和教師開辦國際蒙特梭利教師教育課程。

(This lecture is going to share an effective way to incorporate Montessori at home. For the past ten years, our parents are required to attend an eight-hours course; some of our parents start the class during pregnancy while some of the parents decided to join the toddler playgroup when their children become half year old; they learn together and until their children are able to join the 3-6 years old mixed-age classroom; enhancing Montessori into practical during 365 days. We merge international scientific education method with Chinese culture; traditional Chinese & modern medical, and also focus on observation with in a professional natural way. At the same time, we also want to start-up a Montessori education curriculum to teachers and parents who would like learn Montessori in depth.)

Option 8: Ivy Chuang, 蒙特梭利的飲食教育

(Food Education)

Chinese, 0-3 years old

蒙特梭利飲食教育
幸福家庭從吃開始建立
透過餵食母乳開始到自然離乳的重要性談起,到透過食物來建立好的親子依附關係,到培養出孩子獨立自主的能力。

教室裡的飲食教育
在嬰幼兒團體中如何帶孩子用食物認識生活?從備餐到用餐的食育在教室中如何實踐。

吃的概念
幫助孩子自己吃和享受吃這件事,從一開始的飲食教育避免日後的食物爭戰或心理疾病,讓好好吃成為孩子的事。

(Montessori dietary education
A happy family is started building by eating The importance of breast-feeding and natural weaning, how to build up Parent-child attachment by food, and how to cultivate children's independency.

Dietary education in the classroom How to let children learn about life by food in infant groups? How to implement dietary education in classroom from meal preparation to dining?

The Concept of Eating To help children to eat and enjoy to eat. To avoid food war and mental illness in the future by the start of dietary education.)

Option 9: Lisa Li, 分類教學如何提高學生在混合能力學習環境下的閱讀能力

(Differentiated Teaching in Improving Students' Reading Performance in a Mixed Ability Environment)

Chinese, All

學生在興趣、準備度(readiness),接收知識的速度(learning pace),接收知識的方式(learning style),呈現學習效果的方式等方面都存在與生俱來的差異性。再加上他們文化背景、家庭背景、中文水平等方面各有不同。閱讀課上,老師很難用整齊劃一的模式來教授和評估學生的閱讀水平。差異化教學意識到學生的這些差異性,故它在閱讀內容、閱讀過程以及閱讀評估方面進行多元化的設計以滿足學生的不同需求。本研究選取了較易在課堂內實施的教學內容和教學評估兩方面進行差異化教學設計並且在盡可能的情況下在教學過程中兼顧學生差異性,(因一些客觀條件的限制未能盡善盡美),希望在照顧學生差異的前提下,提高學生的中文閱讀水平。本行動研究歷時一個月。在此期間通過與學生面談、作業分析、課堂觀察及教師個人反思的方法收集數據以求形成數據結果的三角印證。研究結果表明差異化教學有助於不同閱讀水平的同學提升中文閱讀水平;自選閱讀材料生動有趣能提高學生的閱讀興趣;多樣的閱讀活動使各種閱讀能力的學生都有機會參與到閱讀活動中來,大大提高了學生上閱讀課的積極性;閱讀課上介紹了一些閱讀策略可以幫助學生提高閱讀效率;差異化的評估方法能照顧不同學習風格的孩子的需求,使有閱讀困難的學生能及時得到幫助,其評估結果更能真實反映學生的閱讀能力,可以真正幫助老師和學生在今後的教學與學習中調整教與學的策略。

(Students have inherent differences in interest, readiness, learning pace, learning style, and the way in which learning effects are presented. In addition, their cultural background, family background, and Chinese level are all different. In the reading class, it is difficult for teachers to teach and evaluate students' reading skills by using one uniform pattern. Differentiated learning can sort out these differences among students, so it has diversified designs in reading content, reading process, and reading assessment to meet different needs of the students. This study selected two different aspects of teaching content and teaching assessment that are easier to implement in the classroom, and takes differences between students into account as far as possible in teaching process since it is hard to make it perfect due to some objective conditions. Hopefully, students' Chinese reading will be improved on the premise of taking care of student differences. During this period, data was collected through interviewing with students, assignment analysis, classroom observations, and teachers' personal review to create a triangle verification. The research result shows that differentiated teaching helps students with different reading levels to improve their reading skills in Chinese; self-selected reading materials are interesting so it can help to raise students' interest in reading; a variety of reading activities enable students with different reading abilities to participate in the activity; reading class introduces reading strategies which can help students to improve their reading efficiency; differentiated assessment methods can take care of the needs of children with different learning styles and enable students with difficulties in reading to receive timely help; differentiated assessment methods takes care of children who have different learning style and enable students who have difficulties in reading to receive timely help. The assessment results can truly reflect students' reading ability, and can help teachers and students adjust their teaching and learning strategies in the future teaching and learning.)

01:00 pm - 02:30 pm Workshop Session 2

Option 1: Michael Dorer, Mental insects - Part 2

English, 6-12 years old


Join Michael in a review of the metal insets, sometimes creatively named by the children. These ten plates and their insets can be magical as well as being a “High Yield” material. What are they for? How and when should they be used? Why are they so important to both the Children’s House and the Lower Elementary? How do they fit in the elementary class? Do they fit in other areas other than language? You will leave this workshop with new ideas and plans for expanding your creative uses for the “Mental Insects!”

Option 2: Lori Karmazin, Living in harmony with the Earth - Part 2

English, 3-6 years old


Working with the children once you have the space how to engage them, maybe do a hands on project with them. Tie in using recycled material since HK lags behind in this area greatly.

Option 3: Ruby Lau, Valuing the child's experiences

English, 0-6 years old


The child learns about life from what he finds around him. Maria Montessori saw education was an aid to life. If so education cannot be confined to the classroom. Every experience the child has needs to be viewed as part of his education. We need to look at practical ways to optimise their early life experiences. Understanding the needs of the children between birth and six can lead to simple changes in our own lives. These changes in adult attitude will reflect in the environment in which the child lives and support his development and thus help him to prepare himself for life.

Option 4: Lorna Dionisio, Writing, how to prepare the child?

English, 0-3 years old

Writing is a complex act that requires intellectual process combined with manual dexterity and is the ability to express thoughts with graphic symbols. Activities that make this possible were of special interest to Montessori, who realized the great importance of indirect preparation: the child had prepared his hand and his mind to then be able to write. When all of the components of language come together and the child realizes he can write (and or read) is what Montessori called an “explosive phenomenon”. Come and enjoy this conference session as we examine together one of Montessori geniuses: preparations for writing for the Casa dei Bambini child. It’s a mini refresher course, workshop and job- a-like on the development of writing all rolled into one special gathering.

Option 5: Paul Epstein, Inquiry-based learning in the Montessori Middle and High School - Part 2

English, 12-14 years old


During these three sessions we will conduct an inquiry into inquiry! Inquiry involves asking questions, collecting information, and then rendering meaning. The arts of inquiry, while natural to how we learn, require developmentally appropriate “prepared environments.” Young children naturally inquire and gather information with their senses. The children are immersed in didactic and other materials in the Children's House environment. Secondary students learn to ask questions and to construct certainty about the answers they discover to their questions. These students also need hands-on learning to establish minds-on understanding.

Option 6: Teresa Tsai, 蒙特梭利環境的第二種語言

(Introducing a second language in the Montessori environment)

Chinese, 6-12 years old

擁有另一種語言猷如擁有第二靈魂, 透過語言的視窗,人類不單滿足精神需求, 建立社群;而且語言發展至書面,成為帶領人類邁向文明之重要工具。 處在 21 世紀的人類,面向多元國際化社會,第二種語言或多種語言的重要性更是不可言喻。語言是怎麼創建的? 人類是如何建構語言,以及在蒙特梭利的環境中,從3歲開始到12 歲的課程,成人如何幫助孩子自然的學習第二種語言? 學習第二種語言孩子會面對怎樣的挑戰?以及成人在此過程的角色:應該如何給予兒童的支持?

("To have another language is to possess a second soul". As a window into humanity, in understanding others and communicating with each other, language is used by human beings to satisfy spiritual needs, and establish community. Language, with its development into written form, has become an important tool in propelling human beings towards civilization. Human beings in the 21st century are oriented towards a pluralistic international society. The importance of a second language or multiple languages is indescribable. How did language originate? How did human beings construct language? In the Montessori's environment, from age 3 to 12, how can adults help children learn a second language in a natural way? What challenges do children face in learning a second language? What is the role of adults in this process? How can children be supported in this?)


Option 7: Henry Lo, 蒙特梭利教育的自由與紀律 - 如何優雅教養孩子

(Freedom and Discipline in Montessori Education: How to teach your children elegantly)

Chinese, All


「沒有人生來便懂得如何為人父母」。為人父母的我們,都是有了小孩之後,才開始學習怎麼教養育兒的。但在現今社會上充斥著太多混淆的價值觀,讓很多父母與成人根本不知道應該採納哪一種方法來教育孩子。蒙特梭利親職教育專家 - 羅寶鴻老師,將會在此次講座跟大家分享在「愛與尊重」的前提下,如何透過蒙特梭利教育裡「自由與紀律」的精髓,幫助我們使用不威脅、不恐嚇、不對立的教育方式,來培養孩子的「規範與自律」。老師會分享許多真實案例,並透過現場Q&A的方式,回答現場來賓目前所遇到的困難,幫助家長與老師更具體瞭解「如何優雅教養孩子規矩」。

(As a parent, we all started to learn how to raise children after our children are born. However, there are too many confusing values in the society, many parents and adults simply do not know which method should be adopted to educate their children. The Montessori’s parental education expert, Prof. Henry Lo, will share how to achieve “freedom and discipline” in Montessori education under the premise of “Love and Respect” . Teacher will share various real cases and answer participants’ difficulties in Q&A session so as to help parents and teachers understand more concretely of how to “elegantly teach their children".)

Option 8: April Lin, 有趣的蒙特梭利中國本土語文教學 - 漢語拼音和漢字

(Interesting Montessori's Chinese Education: Chinese Pinyin and wording)

Chinese, All


如何激發幼兒學習中國語文的興趣並循序漸進的打下稳固的基础? 我們將借着現場展示的具體語文教具來探討如何以科學化、系統化方式引導幼兒自主學習。
(How to stimulate the interest of children in learning Chinese language and lay a solid foundation in a gradual and orderly manner? We will explore how to guide children to take initiative to learn in a scientific and systematic way through the display of specific language teaching aids.)

03:00 pm - 04:30 pm Workshop Session 3

Option 1: Kathy Leitch & Tim Seldin, Roundtable: “Working with challenging teachers and teachers with challenges.”

English, All / Administrators


Join Kathy Leitch and Tim Seldin for this roundtable discussion. Topic for this session is “Working with challenging teachers and teachers with challenges.”

Option 2: Job-a-likes Casa

English, 3-6 years old


A Job-A-Like session is an opportunity for peers from different schools to meet & discuss common challenges and provide solutions to support each other. Moderators will present topics that you normally encounter inside/outside of the classroom, it can be from challenges presenting a lesson; to ideas of how to involve children on a Going Out Activity; or how do you communicate with parents. By the end of the session, you will leave with new techniques or dynamics to apply on their classrooms.

Option 3: Job-a-likes Elementary

English, 6-12 years old

A Job-A-Like session is an opportunity for peers from different schools to meet & discuss common challenges and provide solutions to support each other. Moderators will present 5-10 topics that you normally encounter inside/outside of the classroom, it can be from challenges presenting a lesson; to ideas of how to involve children on a Going Out Activity; or how do you communicate with parents. By the end of the session, you will leave with new techniques or dynamics to apply on their classrooms.

Option 4: Paul Epstein, Inquiry-based learning in the Montessori Middle and High School - Part 3

English, 12-14 years old


During these three sessions we will conduct an inquiry into inquiry! Inquiry involves asking questions, collecting information, and then rendering meaning. The arts of inquiry, while natural to how we learn, require developmentally appropriate “prepared environments.” Young children naturally inquire and gather information with their senses. The children are immersed in didactic and other materials in the Children's House environment. Secondary students learn to ask questions and to construct certainty about the answers they discover to their questions. These students also need hands-on learning to establish minds-on understanding.

Option 5: 小學教育心得分享

(Job-a-like Chinese Elementary)

Chinese, 6-12 years old

這是一個千載難逢的機會讓來自不同學校的同業分享對小學教育的心得。我們將一起探討大家所共同面對的挑戰,互相交流,尋找解決方案互相鼓勵。主持人會介紹5-10個課堂內外經常遇到的情況,例如:授課時的挑戰、如何引導孩子對參與外出活動的想法,或者是如何與家長們溝通等等。分享會結束後,您將帶著新的教育技巧或動力離開,且日後能將其應用於課堂上。

(A Job-A-Like session is an opportunity for peers from different schools to meet & discuss common challenges and provide solutions to support each other. Moderators will present 5-10 topics that you normally encounter inside/outside of the classroom, it can be from challenges presenting a lesson; to ideas of how to involve children on a Going Out Activity; or how do you communicate with parents. By the end of the session, you will leave with new techniques or dynamics to apply on their classrooms.)


Option 6: 兒童之家教育心得分享

(Job-a-likes Chinese Casa)

Chinese, 3-6 years old

這是一個千載難逢的機會讓來自不同學校的同業分享對小學教育的心得。我們將一起探討大家所共同面對的挑戰,互相交流,尋找解決方案互相鼓勵。主持人會介紹課堂內外經常遇到的情況,例如:授課時的挑戰、如何引導孩子對參與外出活動的想法,或者是如何與家長們溝通等等。分享會結束後,您將帶著新的教育技巧或動力離開,且日後能將其應用於課堂上。

(A Job-A-Like session is an opportunity for peers from different schools to meet & discuss common challenges and provide solutions to support each other. Moderators will present topics that you normally encounter inside/outside of the classroom, it can be from challenges presenting a lesson; to prompt the ideas of how to involve children on a Going Out Activity; or how do you communicate with parents. By the end of the session, you will leave with new techniques or dynamics to apply on their classrooms.)

Option 7: Xu Xiao Gai, 如何做好蒙特梭利園所家園共育十八招

(18 ways to perform Montessori Home Education perfectly)

Chinese, All


在如何做好蒙特梭利園所家園共育中我會和大家分享如何搞定哪些所謂“難缠”的家長,怎樣可以提高家長對幼兒園的認可度,以及如何能讓家長主動的配合家長的工作。孩子的教育不是靠幼兒園單方面完成的,而是由學校、家庭社會三方面所構成的,所以家園共育對我們來說十分的重要。
(In terms of how to do a good job in the Montessori home education, I will share about how to deal with the so-called "troublesome" parents, how can we improve parents' recognition of kindergartens, and how parents can actively cooperate with parents' work. The children’s education is not just completed by kindergartens, but is accomplished by three aspects: school and family society.)

Venue

The International Montessori School

Address:

Phase III, Ma Hang Estate, Stanley, Hong Kong

赤柱馬坑邨第三期(赤柱廣場傍)

Venue Enquiry

Ph: 852-2566-7196

Fax: 852-2566-7188

Email: admin.st@ims.edu.hk

Transportation to venue

The venue is across from Yi Tak House, walk from the Stanley Plaza car park or bus stop, and take the escalator to the G/F. The school entrance is around the Tin Hau Temple.