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 - join us for an exchange of best practices -  

  Friday June 8th 2018   1:00 p.m. - 4:00 p.m.  

This workshop helps teachers and administrators meet curriculum requirements and engage students in their education. We look at the unique combination of support, structure, and guidance that empowers students to learn while exploring their own learning style. Drawing from our individualized learning experience, we show you how to create a community atmosphere where students feel inspired, safe, and comfortable. 
Some of the topics we may explore in this workshop include:

  • Style: Explore how to help students learn how to learn by capitalizing on their individual strengths. 

  • Collaboration: Empowering students by encouraging them to design their courses and study schedules. Develop a community of learners by using a collaborative assessment approach.

  • Emotional Intelligence: explore the value of recognizing and addressing emotional material that hinders learning

  • Connecting curriculum to students’ interests: project based learning,

  • Facilitation Skills: Develop your facilitation skills with experiential learning, talking sticks and thinking tools

The Four Intelligences:

Imagine standing with a group of people in a circle; place a stone at its center. Each one of you sees it differently. To begin you each stand in a different spot (physical level of perception). You have also had different individual experiences leading up to this moment, so you have different associations with stones in general (emotional understanding). Because of these factors you have different thoughts running through your head (the intellectual). Finally, from these different perceptions you have your own sense of how that stone, and stones in general, connect to life (spiritual) Now, consider that the ‘truth’ about the stone is the sum of those different perceptions within yourself and among the group. 


Our ability to develop our understanding of the facts. It corresponds to body. This is linked to Tactical decision-making and is about our attention and preference to do and make things. It is our ability to transform thought, feeling and inspiration into the physical world. It is learning it is how things work and how they relate to one another at the physical level, in learning it is about 'the facts''. It Is where education must begin, but also where it must evolve from.


Our ability to analyze, reason, think abstractly, use language, visualize, and comprehend. It corresponds to mind. This is linked to operational decision-making and is about facts and preference to analyse. It incorporates a student’s ability and interest in critical thinking, and one’s comfort in keeping discussions and conversation in the realm of thought. Students who excel at this are often ‘good students’’ and often go on to higher education.



Our self-knowledge, self-awareness, social sensitivity, empathy and ability to communicate successfully with others. It corresponds to heart. This is linked to relationship decisions and is about feelings and preference to sympathise. In learning it is a student's drive to connect learning to their own feelings, and to incorporate those feelings into consideration of the emotional environment of a work. Students who are sensitive often shy away from heated discussions, others look for emotional support and understanding in order to perform.



Our drive for meaning and connection with the infinite. It is also related to the idea that everything is in relationship with everything else. Those interested in the environment consider how things relate to one another, and how they themselves fit into the biosphere. Our understanding of the relationship between things, and our understanding of context. Environmental intelligence is linked to Strategic decision-making and is about our intention and preference to strategise. Those who consider things environmentally ask how will this pan out through time. 

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