1. Improving Learning Through Collaborative Analysis of Student

1. Improving Learning Through Collaborative Analysis of Student and Teaching Work, Tina
Blythe (Workshop in English)
The most powerful source of information about the quality of teaching and learning in a school is
the work that students and teachers do, day in and day out, in classrooms. The collaborative
examination of that work provides important information both about what and how students are
learning and how teaching can be improved. In this workshop, participants will take part in two
different processes (or “protocols”) for examining student and/or teacher work, followed by a
brief discussion of how these processes can be used in schools.
Tina Blythe is a teacher, administrator, researcher, consultant and writer. She teaches at the
Harvard Graduate School of Education and the Boston Architectural College, where she is also
the Director of Faculty Development. For sixteen years, she was a researcher at Harvard Project
Zero, where she developed and studied approaches to supporting deep learning, thinking and
understanding for students as well as teachers. Collaborative inquiry and the collaborative
assessment of student work are central to her work. She consults for schools, districts, and
organizations around the world on issues of curriculum, assessment, and professional development
for educators. She serves as education advisor for the Silk Road Project, an organization founded
by cellist Yo-Yo Ma to promote innovation, learning, and cross-cultural understanding through the
arts. She began her career nearly three decades ago as a classroom teacher in urban public
schools and continues to serve as a regular guest teacher at a Boston-area independent school.
She is the co-author of a number of books including Looking Together at Student Work, 3nd Ed.
(Teachers College Press, 2015); The Facilitator’s Book of Questions (Teachers College Press, 2004);
Teaching as Inquiry (Teachers College Press, 2004); and The Teaching for Understanding Guide
(Jossey Bass, 1998; translated into Spanish, Chinese, Swedish, and Georgian). Her newest book,
Facilitating for Learning: Resources for Teacher Groups of All Kinds (co-authored with David Allen)
will be published in September 2015.
2. As perguntas que favorecem o desenvolvimento das habilidaeds de pensamento,
Rebeca Anijovich (Workshop em Espanhol)
Por quê e para quê perguntam os professores?
Formular perguntas é uma prática habitual para os professores, mas será que refletem sobre a
qualidade das perguntas que estão sendo propostas?
Rebeca Anijovich é Especialista e Mestre em Formação de Formadores da Universidade de
Buenos Aires. É professora titular interina das cátedras Observação e Prática do Ensino e
Residência Docente no professorado de Ciências Jurídicas (Faculdade de Direito da
Universidade de Buenos Aires). É também docente de graduação e pós-graduação da Escola
de Educação e codiretora da pós-graduação de Atualização Académica da Universidade de
San Andrés. É assessora pedagógica e institucional em escolas do Chile, Equador, Peru,
Colômbia e México.
3. A strategy for differentiated instruction in the early years, Anne Taffin d’Heursel
Baldisseri, Mariana Ferraz Boschi and Andrea de Macedo Davis (Workshop in English)
In this practical workshop we will demonstrate a new concept for Early Years settings called Flag
Time. This is a single occasion within a day of ample choice where every child works on what the
teacher has decided is in the child’s best interest, according to their readiness, interest and
learning profile. Groupings are carefully determined from formative, ongoing assessment, taking
into account all aspects of learning and varying according to need. We will provide the
opportunity for teachers to plan Flag Time adapted to their own settings and contexts so that
participants will leave with the knowledge and capacity to incorporate the concept immediately.
Anne Taffin d’Heursel Baldisseri, Ph.D., is Head of Pre-Preparatory at St. Paul’s School, São Paulo,
Brazil and was responsible for organizing the two well-attended Education Conferences at her
school. Anne has co-facilitated a three-day course on Facilitative Leadership, was a fellow at the
Project Zero Classroom, Harvard, in 2013 and has also led workshops at the PZ Perspectives in
Michigan and at the IV Visible Learning Conference in Miami, both related to her collaborative
work with teachers and parents, and on the use of technology to make thinking and learning
visible. Anne is one of the idealizers of Flag Time.
Mariana Ferraz Boschi is Pedagogical Director of Método Chatterbox (inglês para crianças) and
Pedagogical Coordinator at Maple Bear Indaiatuba and was previously Head of Year and
Nursery teacher at St. Paul's School, São Paulo, Brazil. She has a Bachelor's Degree in Education,
from the University of São Paulo (USP). For many years she has focused her studies in the Reggio
Emilia approach to early childhood education and she had the opportunity of studying preschools in northern Italy in loco in 2008 and 2010. Mariana worked for one year at Fundação
Lemann as a teacher trainer for State schools and has also designed support material for teachers
using Khan Academy in Brazil. She has taken part in the Project Zero Institute at Harvard Graduate
School of Education as well as the Teaching for Understanding and Making Thinking Visible online
courses at WIDE World. Mariana facilitates and documents a PLC (Professional Learning
Community) about Flag Time. She implemented Flag Time four years ago in Year 1 and has been
applying it in Nursery classrooms in the past two years.
Andrea de Macedo Davis is class teacher in Pre-Preparatory 3 at St. Paul’s School, São Paulo,
Brazil. She has started her studies on Occupational Therapy at Ithaca College (1999-2002), Ithaca,
NY, with the dream of working with children with disabilities in pre-schools. In 2003 she was
employed at St Pauls School as a teaching support assistant. After working with children
individually she thought she would be more valuable as a class teacher. Therefore she was
offered the opportunity to work as a class teaching assistant one year after. In 2004 she started an
undergraduate degree on Education at PUC. SP. She graduated on 2008 and on the same year
became a class teacher. She attended an online/field work post graduate course at Bishop
Groustest College in Lincoln, England in 2009-2010. On the following year Andrea attended an
online course on Teaching for Understanding at Harvard University, in Boston, USA. Last year, 2002,
she attended another online course on Making Thinking Visible also at Harvard.
4.
Ensinar para Significar o Pensar e o Agir, Helena W. Miascovsky (Workshop em Português)
O workshop tem como objetivo refletir sobre 1. Como possibilitar o protagonismo dos estudantes
no seu processo de aprender, do pensar e do agir no mundo de forma crítica e colaborativa; 2.
O papel da linguagem na significação e ressignificação da aprendizagem.
Helena Wolffowitz Miascovsky é Mestre em Linguística Aplicada e Estudos da Linguagem pela
Pontifícia Universidade Católica de São Paulo. É Licenciada pela Universidade Mackenzie e é
Tradutora Pública e Intérprete Comercial (Inglês/Português) do Estado de São Paulo de São
Paulo. Integra o Grupo de Pesquisa LACE (PUC-SP) como pesquisadora e formadora, lecionando
em cursos de extensão na COGEAE (PUC-SP). Há 15 anos é Coordenadora Pedagógica de Inglês
no Ensino Fundamental da escola bilíngue Stance Dual School.
5. Thinking about Differentiated Instruction Through a Teaching for Understanding
Framework, Lia Armelin (Workshop in English)
By using the Teaching for Understanding Framework and its visible thinking routines, the presenter
aims to discuss the topic of differentiated instruction, its implications and practices. Additionally,
participants will be invited to take a metacognitive stance at the end of the session to evaluate
the effectiveness of their learning process through the lens of Teaching for Understanding. Thus,
participants will get a chance to experience the routines in action, at the same time they will go
through a learning journey themselves.
Lia Armelin is principal of middle and high school at See-Saw/Panamby Bilingual School and has
worked with bilingual education for the past 13 years. In addition to a degree in Psychology and a
specialization in Psychodrama, she is finishing a Master’s of Science in Education in the field of
curriculum, assessment and instruction at Walden University. Furthermore, for the past 4 years, she
has gone through extensive training in teaching for understanding with courses in the areas of
Visible Thinking, Teaching for Understanding and Differentiated Instruction at Harvard Graduate
School of Education. She still works as a teacher of moral education in grades 6 and 7, with a
focus on fostering self-awareness, understanding and tolerance of others, and global citizenship.
6. O trabalho com as práticas morais num contexto bilíngue, Luciana Zobel Lapa
(Workshop em Português)
Oficina teórico-prática, onde serão compartilhadas algumas propostas realcionadas às práticas
morais, que favorecem as relações interepessoais na escola e o processo de resolução de
conflitos através do diálogo.
Luciana Zobel Lapa – pedagoga e psicóloga pela USP, pós-graduada em Psicopedagogia pela
UNIP e em Relações Interpessoais na Escola e a Construção da Autonomia Moral pela UNIFRAN,
membro do GEPEM - Grupo de Estudos e Pesquisas em Educação Moral - Faculdade de
Educação/UNICAMP-SP ; Orientadora educacional da Stance Dual School.
7. Desenvolvimento de competências sócio-cognitivas no palco da escola
contemporânea, Cinthia Lourenço, Mara Westin (Workshop em Português)
O cotidiano escolar é palco de inúmeras vivências que proporcionam ao aluno crescimento
intra e interpessoal. A sociedade contemporânea exige novas diretrizes na formação de nossos
jovens. Assim, compartilharemos um conjunto de ações pedagógicas e educacionais que visam
desenvolver atitudes na formação de cidadãos respeitosos e responsáveis por si e pelo seu
entorno.
Cinthia Lourenço é Orientadora Educacional e Professora Tutora na Esfera Escola Internacional.
Mestre em Psicologia Clínica pela Pontifícia Universidade Católica de São Paulo. Especialista em
Orientação Educacional pela Universidade Católica de Brasília e Teorias da Personalidade pela
Metropolitan State College of Denver. Graduada em psicologia pela Universidade de Taubaté.
Mara Westin é Orientadora Educacional na Esfera Escola Internacional. Graduada em Psicologia,
mestre em Psicologia da Educação, pela Pontifícia Universidade Católica de São Paulo. Morou
em Toronto, Canada, durante cinco anos, onde aperfeiçoou a língua Inglesa e concluiu a
formação profissional para lecionar em Educação Infantil “Early Chilhood Education”. Morou
também na Alemanha por três anos, somando às oportunidades de vivenciar diferentes culturas.
De volta ao Brasil, engajou-se na atividade de formação de professores, durante sete anos, na
Universidade do Vale do Paraíba, nas áreas de Psicologia do Desenvolvimento e Aprendizagem
Infantil. Atuou por dois anos na Orientação Educacional do Colégio Engenheiro Juarez
Wanderley (Escola da Embraer).
8. Props Are Powerful: Bringing concepts, stories and language alive, Sarah Elizabeth
Sprague (Workshop in English)
Young learners are sensory seekers! Developmentally, they need to experience, touch, taste and
feel the world around them. We will explore ways props support comprehension, participation,
classroom management and pre-literacy skills while nourishing the emotional health of children
with individual temperaments and needs.
The goal is to offer teachers the opportunity to reflect on the connection between participatory
learning and comprehension. We will examine ways in which hands-on materials are a bridge
creating emotional connections with both content and relationship building, thus aiding learning,
and emotional development.
The workshop participants will engage in hands-on activities roleplaying ways diverse materials
can be implemented in the classroom. The goal is to inspire teachers with new perspectives and
practical tools.
Sarah Elizabeth Sprague is an educator, author, teacher trainer, and developer of materials for
young learners. In Brazil since 2007, her classes promote early learning and pre-literacy through
music, movement, stories, and hands-on learning in preschool, language school and parent-child
settings. She is the author of the series Hide and Seek and co-author of Seek and Find for
MacMillan Brazil. Originally from the United States, where she founded Treasured Times, an
Intergenerational Program that promotes learning through cultural activities with children and
seniors with memory care needs. She resides in Sao Jose dos Campos where she teaches at
Esfera Escola Internacional.
9. Meaningful Language Instruction, Sonja Moll Ferreira (Workshop in English)
In my workshop I will explore the possibilities of learning language in a meaningful and exciting
way, looking at the communicative purpose of text production in the classroom and the teaching
of grammar in context. After a brief overview of the most relevant language teaching and
learning theorists and a quick look at a selection of case studies, there will be time to experiment
with provided learning materials and problem situations to be solved in teams of three to four
workshop participants. Thus, I wish to offer second language teachers in bilingual learning
environments new outlooks on how to engage their students in acquiring language skills
successfully.
Sonja Moll Ferreira holds a degree in English and Portuguese language studies (Letras) from the
Universidade do Vale do Paraíba and a post-graduation diploma in Ethical Citizenship Education
by the Universidade de São Paulo. She has been active as an EFL teacher for more than twenty
years and has worked as a teacher at Esfera since 2005, where she is also the English Language
coordinator since 2013. She is a Swiss Brazilian and has been living in Brazil since 1992.
10. Differentiated Strategies in Assessment for Learning, Andrea Fernandez, Jaqueline
Weber (Workshop in English)
This workshop aims to explore differentiated strategies to perform pre-assessments, formative
assessments, and summative assessments. Real-life examples will help teachers improve their
learning outcomes and see how differentiated assessment provides direction for improvement,
promotes confidence, and motivates learners to do their best. Different strategies which take into
account the learner's multiple intelligences and learning styles will be shared to develop teacher's
confidence when making valid and effective assessments.
Andrea Fernandez - Graduated in Marketing and Education with a degree in Elementary
Education and Early Childhood Education . She has been working as an educator for 15 years
now. She was director of an English school for children and adolescents, where she developed
the language teaching curriculum and coordinated teacher training groups. She has been
working at St Francis College in São Paulo for 9 years where she has gained solid experience in the
implementation and development of the IB curriculum - International Baccalaureate . As a
primary teacher, she has taught students from the age of 6 to 11 years old and for the past 4 years
has been leading the PYP Exhibition Project. After being officially trained by the IB she has
become an IB Consultant, workshop leader and site visitor.
Jaqueline Weber is a PYP Coordinator and Primary Portuguese Coordinator at St Francis College in
São Paulo. Graduated in psychology and post graduated in International Education at Oxfrod
Brookes University, she has been an educator for over 20 years. Jaqueline joined the international
school setting eleven years ago, first as a primary school teacher and now as the programme
coordinator. In her role as a coordinator she has led a number of staff and parent oriented
workshops on: concept-based learning, international-mindedness and assessment. In 2013, she
became an official IB workshop leader, consultant and site visitor.