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1 | Topic | Title | Workshop duration | Goals | Overview |
2 | Child Development | The Child Development series of workshops helps participants understand the child holistically in order to support better. In this series of workshops, you will be introduced to Gateway's approach to learning, gain a deeper understanding of why students struggle and explore strategies to support them in different settings. | |||
3 | Sensory Processing in the classroom | 3 hours | To understand sensory processing and its impact on learning. | Sensory integration is our ability to take and use information from our own bodies and environment effectively so that we can make sense of the world around us and perform different tasks. More specifically, sensory integration is the organisation of sensory input for use. Optimal sensory processing prepares the child's body and brain for learnind and building cognitive skills. Identifying and addressing sensory processing difficulties in students is essential to facilitate and optimise classroom learning. | |
4 | Speech, language and listening development | 3 hours | To understand listening, language and speech and how it impacts learning. | The development of listening, language and speech helps us to understand, express and communicate effectively and efficiently with the world around us. Develoment of listening directly impacts our development of language and speech. The components of language include semantics (meaning of words), syntax (grammar) and pragmatics (social use of language). Clarity of speech is affected by fluency, voice and articulation. Children with special needs typically have breakdowns in their listening, language and speech which then directly impacts learning in school. However, with support from whole-group and individualized strategies, students can develop these skills. | |
5 | Social-emotional development | 2 hours | To understand social emotional development and how it impacts learning | Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The components of SEL include self-awareness, self-management, social-awareness, responsible decision making, and relationship skills. Child with special needs typically struggle with these skills, which then directly impacts learning in the classroom. However, with support from whole-group and individualized strategies, students can develop these skills. | |
6 | Executive function | 3 hours | To understand executive function, how it impacts learning and strategies to support with EF | Executive function directly impacts academic success, a fact well documented by countless research studies. In school, apart from reading, writing and maths, students are expected to research topics, take notes, turn in assignments and homework, and study for tests. These tasks require a child to set goals, plan and prioritise their time, organise materials, memorise details, be flexible and problem solve, monitor their progress and reflect on their performance. Collectively, these skills are called Executive Function processes. Children with special needs typically struggle in this area, directly impacting learning in the classroom. However, they can make dramatic progress if these skills are explicitly targeted as part of classroom instruction. | |
7 | Basics of Teaching | The Basics of Teaching series of workshops introduces participants to foundational instructional strategies to set all learners up for success. | |||
8 | Growth Mindset | 3 hours | 1. Explore two mindsets - Fixed and Growth and how they affect our own and our children's development 2. Strategies to help students develop a more growth mindset. | Much of who you are on a day-to-day basis comes from your mindset. Your mindset is the view you have of your qualities and characteristics – where they come from and whether they can change. Research has found a very simple belief about ourselves that guides and permeates nearly every part of our lives. This belief limits our potential or enables our success. It often marks the difference between excellence and mediocrity. It influences our self-awareness, our self-esteem, our creativity, our ability to face challenges, our resilience to setbacks, our levels of depression, and our tendency to stereotype, among other things. | |
9 | Explicit instruction | 3 hours | 1. Gain an understanding of key components of explicit instruction - what it entails, why it works, and how it works (strategies, tools). - Identify and plan instructional routines for their classrooms to help maximise students’ time on task. - Explore ways to increase student responses in the classroom through choral response formats, partner work, and independent work. - Familiarize themselves with the I do - We do - We do together - You do format of instruction when teaching. - Practice using think-alouds when modelling a task. - Explore ways how to provide feedback that is immediate, positive and constructive. 2. Critically evaluate current classroom practices with a view to incorporate explicit instruction | What is explicit instruction? It is an unambiguous and direct approach to teaching students routines, structures and content. It is an essential skill in a teacher's toolbox, one that allows you to scaffold learning to reach all students. | |
10 | Facilitating Group Work | 3 hours | Understanding what group work is, why it's important and how to set up students for successful group work | Participants will 1. Explain what group work is. 2. Discuss the importance and benefits of group work. 3. Familiarise themselves with the process for setting up productive group work. 4.Discuss DELEGATION OF AUTHORITY -Briefly review ‘WHY delegation of authority to students is important’ in order to highlight that delegation of authority is essential to developing deep learning that can be transferred beyond the classroom -Briefly discuss the teacher’s role in delegating authority – modeling I do, we do, you do 5. Discuss INTERDEPENDENCE AND TEAMWORK - Briefly review ‘WHY interdependence is important’ in order to highlight that this is essential for achieving equity in heterogeneous classrooms 6. Practice various protocols that can be used for group work | |
11 | Active Listening | 2 hours | ● Explore the differences between listening and hearing ● Understand the importance of listening in development of speech and language, academic and social learning, in classrooms and college and career readiness and why we need to “teach” listening explicitly in classroom. ● Explore strategies to promote listening. | Do you feel like your children take away very little from group discussions and oral presentations in your classrooms? Do you feel like your children find it difficult to respond to questions and follow instructions in class? Do you see that children are busy doodling or dreaming in your class? In school, we teach students speaking, reading and writing; then why not listening? A study by Anna Bass and Bobbye Davis (2005) shows that listening is the most used and least taught communication skill in the classroom. In this workshop we will understand the importance of explicitly teaching listening in classrooms and it’s impact on a child’s life in terms of academics, social learning and their holistic development.We will explore effective strategies that teachers can use in their classroom to aid efficient listening and strategies that can be taught to children to make them active listeners. | |
12 | Assessments and Rubrics | 2.5 hours | - How curriculum, instruction and assessments are aligned - Types of assessments - Assessing skills under Bloom's taxonomy - What are rubrics - Parts of a rubric - Rubric criteria + descriptors - Types of rubrics | This session guides educators in aligning curriculum, instruction, and assessment to improve student outcomes. Using an example from a Science unit, participants will explore designing effective, student-friendly rubrics that integrate Bloom's Taxonomy, making assessments meaningful and measurable. | |
13 | Mathematics | Problem Solving in Mathematics | 4 part modular | 4 part package that covers essential aspects of mathematical problem solving: Part 1 - Mathematical Proficiency for problem solving a - Understanding the demands of real world problems b - Modelling as a tool for reasoning c - Number talks as tool for building fluency Part 3 and 4 Collaboration for Problem Solving (Group work) Mindset for Problem Solving (Growth Mindset) | |
14 | MULTI-SENSORY MATHEMATICS INTERVENTION | 2 modules 4 hours each K-2 3-4 | Gateway uses manipulatives developed by the Stern Math programme to build foundational mathematical skills. This session will share how we use these manipulatives, how they support learning, and model lessons. | Mathematics is the cornerstone of understanding the world around us. Mathematics in the foundational years predicts how we learn mathematics in the future years. Our approach places equal emphasis on building conceptual understanding, fluency, and problem-solving. The session will focus on the what, why, and how of an intervention that is multisensory, uses manipulatives, and follows the CRA pedagogy for instruction in early years (K-2). By empowering educators with this, we aim to cultivate early mathematical proficiency, setting the stage for future academic success and lifelong mathematical fluency. | |
15 | Inclusive pedagogy | 3 hours | Inclusive pedagogy in a Maths classroom | Discover how to design math experiences that engage and empower every learner! This workshop explores inclusive strategies like 3-Act Tasks, Number Talks, and low-floor, high-ceiling tasks such as Number Ninja and Number Narrative, ensuring accessibility and challenge for all students. Engage with interactive activities like Math Card Games and Guesstimates to make math joyful and meaningful while building essential numeracy skills. Join us to embrace diversity in learning and create a math classroom where every student thrives! | |
16 | Reading | The Foundations of Reading course introduces participants to the 5 essential components of reading (phonological awareness, phonics, fluency, vocabulary, comprehension). Participants get an overview of what reading involves, and can delve deeper into one or all of the 5 components. | |||
17 | Phonological Awareness/ Foundations of Reading | 3-4 hours | 1. Overview of reading 2. Understanding the importance of phonological awareness in teaching reading 3. Explore strategies to develop phonological awareness | Phonological Awareness workshop targets understanding the developmental sequence of skills, the importance of PA in reading instruction, and methods to enhance phonological awareness. | |
18 | Phonics | 6 hours | 1. Overview of reading 2. Understanding the importance of phonics in teaching reading 3. Exploring strategies to develop phonics skills | The Decoding Workshop emphasizes the importance of phonics as a tool in supporting children to read. It includes training in an Orton-Gillingham approach to phonic instruction including knowledge of phonemes, graphemes, syllabification, spelling rules, and grammar concepts. | |
19 | Fluency | 3-4 hours | 1. Overview of reading 2. Understanding the importance of fluency in teaching reading 3. Explore assessment and intervention strategies to develop fluency skills | Fluency - This session examines the foundations of early literacy through a review of research-based principles for explicit and effective teaching of fluency and shares strategies to develop reading fluency. | |
20 | Vocabulary | 3-4 hours | 1. Overview of reading 2. Understanding the importance of vocabulary in teaching reading 3. Explore intervention strategies to develop fluency skills | Vocabulary Workshop targets deepening understanding of vocabulary instruction in facilitating reading, helps explore the different ways to acquire word meanings, and instructional strategies to improve vocaulary outcomes. Further emphasis is placed on the kinds of words to teach. | |
21 | Comprehension | 4-6 hrs | Part 1 (Compulsory) Understand how to teach strategies to support reading comprehension by Before During After | The ultimate goal of teaching reading is comprehension. Unfortunately, many of our children struggle to understand what they read and play a passive, rather than active role, in the reading process. This workshop presents an overview of strategies to enhance comprehension for students and make them actively engage with texts. Strategies bring alive the tools that ‘good readers’ employ to make meaning of text | |
22 | Reading Assessment | 3-4 hrs | 1. Overview of reading assessments and their purposes 2. Exploring assessment tools for differnet purposes | ||
23 | Sentence Building | 4 to 6 hrs | 1. Framing your thoughts in complete sentences 2. Classroom strategies to build language conventions | Strategies for teaching students who require explicit instruction in sentence fluency and grammatical/ syntax structure | |
24 | Writing | Written expression | 2 days/ 15 hours customised | Participants will: - Identifying the features of different genres - Understanding the stages involved in the writing process - Explore strategies to develop different genres Persuasive Writing (Opinion / Argumentative) Narrative Writing Informational Writing | Teaching writing is an important component in a comprehensive literacy program. In this session, teachers will discuss the stages of the writing process — planning, drafting, revising, and editing — and brainstorm ways to inspire their students' writing across different areas, including narrative, persuasive, and informational pieces. |
25 | Remedial strategies in handwriting | 7 hours | Learn strategies to support students who struggle with handwriting | Developmental Factors that impact handwriting - gross motor + fine motor + sensory motor Develop a deep understanding of several developmental factors can cause underlying concerns with handwriting. Commonly observed classroom behaviors under each component and strategies to support in the classroom Components of handwriting ranging from size, space, construction and formation, etc. Understand the various components of handwriting Asses handwriting samples to pick which component is impacted Classroom strategies to support difficulties with each component Make connections between the different developmental areas and the components of handwriting. Create handwriting classroom checklist to help the teacher assess student handwriting. | |
26 | Social skills | Responsive Behaviour Support in the Classroom | 3 hours | Gain an understanding of why students display certain behaviors Become familiar with problem-solving steps to identify appropriate strategies for child-specific challenging behaviors | This workshop shares a thinking process of how to navigate challenign behaviours that learners may be displaying in the classroom |
27 | Technology | Accommodation and Assistive technology | 2.5 hours | - Difference between Modifications, Accommodations and Assistive Technology - Board specific accommodations - Guided exploration for Assistive Technology | This session will clarify key concepts related to support for diverse learners and explore tools to enhance accessibility in education. We will focus on understanding Modifications, Accommodations, Assistive Technology (AT), board-specific accommodations, and how to effectively integrate AT through guided exploration. |
28 | UDL and differentiation | 2.5 hours | Identify the knowledge, understandings and skills in a lesson plan Examine student data Suggest various ways to differentiate the process and product of a lesson | This workshop outlines the importannce of knowing the learners in a classroom, studying data, and adapting teaching to fit varoius learner profiles. Suggestions are provided for strategies that can be used to differentiate lesson plans by process and/or product | |
29 | The inquiry process in Social Studies | 3 hours | Gain understanding on the What, Why and How of Inquiry process. Explore an Inquiry Process actioned at The Gateway School of Mumbai for Middle School students for a Civics unit on Democracy. | The session begins with understanding the inquiry process and its purpose. Participants view the difference between approach a concept in class through a traditional versus inquiry method and skills covered through both. The participants are taken in details through an Inquiry process in action using the Goal, Plan, Do, Check structure. | |
30 | Backward design | 3 hours | Participants will: WHAT: Understand Backward design as a design process that WHY: Discuss why each backward design stage is extremely important in learning How: Exploring What a backward design plan looks like | The Backward Design Workshop is a structured and interactive program designed to help participants understand and apply the principles of backward design in their instructional planning. Through guided discussions participants will explore how backward design enhances the learning process and aligns teaching strategies with desired outcomes. | |
31 | Arts Education | Devising and Creative Writing Workshop | 3 hours | How do you create a performance without a script? How do you make the performance making process accessible for young people with disabilities? Immerse yourself in 3 hours of playing, performance making and finding new possibilities! This workshop will provide you with tools for devising performances using four different starting points - objects, images, body and space. You will participate in exercises as ‘performance-makers’ and then be guided to develop tools for your own context. The workshop will also provide strategies for inclusion thinking by providing scaffolds to make the process accessible and enjoyable for people with different physical and linguistic abilities. | About the Programme How can artists and educators use barriers as a creative tool? Working with learners with disabilities, we often hear “I can’t”. At Gateway, we flip this notion and ask “how can I?”. Theatre skills like abstract thinking, memorising, contextualising, voice modulation and executing defined movement are challenging for our learners but by embedding universal design in the way we work, we empower them to take ownership of both, the process and product. Who is it for? Theatre makers, theatre and drama educators, youth theatre and annual day directors Teachers working in special education and inclusive spaces, wanting to build a performing arts practice |
32 | Oracy Matters : Teaching functional communication through Speech and Drama | 3 hours | Explore the importance of Oracy Learn speech and drama strategies and techniques to strengthen functional communication based on 4 pillars of Oracy: Physical, Linguistic, Cognitive, Social-Emotional WHO IS IT FOR? - General and special education teachers, language educators and specialists - Therapists supporting oral language and communication skills, social emotional - Speech and Drama educators | Ever thought about how teaching oracy skills can help students navigate everything from surviving classroom discussions and debates, explaining their ideas without sounding like a robot, or avoid turning into a human grenade during conflicts with friends or peers? | |
33 | Found object portraits: A visual art tool for creative visualization and meaning-making | 3 hours | In this workshop, participants will learn to: Use a given piece of text to interpret and build a visual story using everyday objects and material — individually and then as a group. Build story elements such as the setting, characters, and a key event of the plot. Interpretation of the key climax or conflict. | This workshop is for educators working with students of elementary and middle school. In the visual arts, using and assembling found objects to construct characters and setting—resulting from the process of ‘play with objects and colors’; captures the essence of a narrative. Further, manipulation of objects and materials helps students in further development of motor skills, a common area of need for students with special needs, as both gross motor and fine motor skills can be impacted. | |
34 | Meaningful assessment in the Visual Arts | 4 hours | Participants learn:1. Formative and Summative Assessments in the visual arts 2. How to create meaningful opportunities for learners to assess their own work and for teachers to assess student work3. How to provide feedback to learners 4. Choosing samples for assessments.5. Role of exemplars towards driving learners towards the learning objectives6. How to access creative work of learners with diverse abilities | ||
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