What people are saying about Imaginative EducationIt’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas) When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen. I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.) I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.) |
Document ActionsLong-Term Program (Example)
last modified
2009-03-23 11:48
Workshop/Seminar Example: Long-Term ProgramOne-year contract between IERG and school/school district for in-service professional development
A one-year program of activities planned for a school or school district, designed to provide teachers and administrators with the understanding, knowledge, and skills required to implement Imaginative Education in everyday classes in any area of the curriculum.
Step 1: The two-day introductory workshop. Step 2: One-month later – Half-day follow-up session to discuss successes and problems with initial implementations. Focus on the gaps between plans and practice. Begin a further lesson/unit plan. Step 3: IERG staff will examine the plans and offer suggestions for revisions and additions if necessary. Step 4: Negotiable times. Classroom visitations while plans are being implemented. Segments to be unobtrusively filmed, with appropriate consents. Step 5: Three-months later – One-day whole group meeting, introduced with discussion of successes and problems so far, but mostly focused on developing a larger scale unit plan for implementation in the following semester. Step 6: Negotiable times, but within two weeks of Step 5 – Informal discussion between members of IERG staff and small groups of teachers focused on the larger scale plans. Step 7: Negotiable times. 2 classroom visitations while the unit plans are being implemented. Segments to be unobtrusively filmed, with appropriate consents. Step 8: Six-months later – One day whole group meeting, introduced with discussion of successes and problems so far, but mostly focused on developing a new single lesson plan for implementation during the following month. Step 9: Negotiable times, but within two weeks of Step 8 – Informal discussion between members of IERG staff and small groups of teachers focused on the lesson plans. Step 10: Negotiable times. 1 classroom visitation while the lesson plan is being implemented. Step 11: Eight-months later – One day whole group meeting, introduced with discussion of successes and problems so far, main focus on detailed discussion of implementation practices. We will also study selected parts of the films taken during the year. Step 12: Concluding half day whole group meeting, focused on evaluation of the program.
Supplied materials:
K. Egan. An Imaginative Approach to Teaching. (Jossey-Bass) Copies of the traditional and circular planning frameworks. The IERG Professional Development Kit, including DVD: Introducing Imaginative Education: Resource materials & suggestions for their use.
Contact: Dr. Gillian Judson, IERG, Faculty of Education, Simon Fraser University, Burnaby, B.C. V5A 1S6, email at gcj@sfu.ca. Visit our website at www.ierg.net. |
