The LICE-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 papers will be included in the conference proceedings.

If you are interested in organising workshops for the LICE-2019, please email your proposal to the workshop@liceducation.org by the 31st of October, 2019. Your workshop proposals will be reviewed by the Steering Committees. After acceptance of the workshop proposal, it is the responsibility of the Workshop Organiser(s) / Workshop Chair(s) to review all submitted papers to his/her workshop.

Accepted Workshops

Workshop 1

Title: Focusing on Potential. Not the “problem”. Teaching and Learning in multilingual multi-tiered classrooms in Refugee Accommodation Centers in Greece

Scope: This workshop is based on work and action research carried out in various Refugee Accommodation centers in Greece, as a response to refugee and migrant children education needs. Unlike most refugee and migrant populations entering host countries, the influx of refugee and migrants in 2015 in Greece, was very intense, large and unusually heterogeneous in terms of language, religion, nationality, culture, socio-economic status, goals. This heterogeneity led to a number of challenges especially with reference to the need for refugee and migrant children’s education. Working together in this experiential workshop we will hopefully discover that when trust is a given and can be well felt by all students, children do thrive no matter what the gaps, the differences or the difficulties. As teachers we need to adopt teaching and learning practices that are reflective and place the child right at the center of care. The workshop also raises important considerations as to the usual way refugee and migrant education operates and discusses possible alternative approaches.

Objective and Motivation: The present workshop highlights what is usually most forgotten when, as educators, we are faced with challenging cases : Children’s potential. More often than not, challenging educational environments tend to elicit “therapeutic” like responses which by definition shift the focus to “the problem” and the possible “remedies”. However if, taking of course into consideration the multiple variables that may affect learning and/or the barriers, we choose to look at children’s potential and focus on the positive side of learning and on the ways to facilitate it in an innovative, differentiated and meaningful way, we may discover what had always been there waiting : a learner. Let’s discover this together in this experiential workshop.

Organiser: Margarita Mansola, UCL, UK


Workshop 2

Title: The Impact of Developing as a Thinking School

Scope: The purpose of this session is to provide a lens through which the impact of taking a whole school approach to the development and embedding of cognitive education can be evaluated. As the number of schools undertaking the Thinking Schools journey increases, opportunities to research and evaluate are also developing. Through the Thinking Schools accreditation provided by Exeter University (TS@Exeter), there is clear evidence demonstrating the benefits of taking a whole school approach to the teaching of thinking. The growth of accredited Thinking Schools across the globe, make this school development journey a truly international venture. Schools and school systems in Ethiopia, Lithuania, Malaysia, Norway, South Africa, New Zealand, the USA, Ireland, Egypt, Nigeria, Dubai, India, Thailand, Australia, and the UK have all taken up the challenge of developing a cognitive approach to education. Attendees will gain a thorough understanding of how to develop as a Thinking School.

Objective and Motivation: This session examines the impact of taking a whole school approach to the teaching of thinking. Specifically, there will be an illustration of how to further develop an already high impact approach. This will involve the following elements:
• What 60 years of research into the teaching of thinking has taught us
• How to integrate cognitive tools and intelligent learning behaviours
• The use of Deliberate Practice Routines to maximise learning
• Assessing / Evaluating the process of learning and thinking
• Assessing / Evaluating the product of learning and thinking
• The role of teacher as mediator.

Organiser: Dave Walters, Exeter University Graduate School of Education, UK

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