Leading Change & Transforma+ion
“Let’s put our minds together and see what life
we can make for our children.”
When you work with Illumien Asia, you have a partner that shares your passion for student success. We focus on your highest-priority needs, collaborating closely with you to achieve success on professional learning assignments, district-wide instructional initiatives or total school improvement. Our combination of people, rigorous processes and data-driven accountability offers an integrated system that empowers you to impact teacher effectiveness, close student achievement gaps, create a culture of continuous improvement and assure that the next generation is ready to meet the world.
Register early to enjoy additional 10% early bird discount!
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T3 Cyber-Teacher Labs
The Cyber Learning Lab is a series of three highly interactive experiential online workshops designed and facilitated by Dr. Magana. The T3 CyberTeacher Lab will accelerate teachers’ ability to implement T3 strategies and increase student learning and wellbeing in-person, online, and hybrid learning environments. Participants will also gain access to the online T3 Academy of self-paced learning modules, resources, and tools.
25 - 27 May
09:00 - 11:00
Dr Sonny Magana
Educational Technology Pioneer and Researcher,
The Highly Contributive & Engaged Classroom
The Highly Contributive & Engaged Classroom is a series of two highly interactive experiential online workshops designed and facilitated by Dr. Magana. These workshops will accelerate teachers’ and leaders’ ability to measurably improve students’ attention, engagement, and contribution to the learning and wellbeing of their classmates. Participants will also gain access to concrete strategies and digital tools and resources to successfully implement the three pillars of contributive learning theory in in-person, online, and hybrid learning environments.
23 - 24 Jun
09:00 - 11:00
Ms Lane Clark
Where Thinking and Learning Meet
This workshop invites participants to examine current beliefs and practice. It focuses on ‘BIG picture’ pedagogy as it relates to the explicit and visible teaching of learning through process and thinking through the use of thinking tools and strategies and micro learning processes. The comprehensive, explicit and visible infusion of thinking into the learning process provides the building blocks for deep learning. It enables and empowers learners to develop their knowledge and understanding of how they learn and how they think so that independence, self directed, rigorous agency can become a reality.
This workshop offers a fresh and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.
30 May - 01 Jun 09:00 - 17:00
Learning Consultant & Pedagogy Expert
Where Assessment Meets Thinking and Learning
A symbiotic relationship exists between thinking, learning and criterion-based formative and summative assessment and evaluation. Criteria, void of thinking, result in little more than quantity statements and/or statements of subjective quality language. Neither stretches the learner in his performance, and the latter results in confusion and often a need for moderation. When a learner is provided with criteria but is not given the opportunity to develop deep knowledge and understanding of their elements through the infusion of the learning process, the criteria use is compromised, and the end result becomes so much less than it could be. It’s about the thinking process. It’s about the learning process. It’s about the relationship between assessment, thinking and learning.
Indeed – it’s where assessment meets thinking and learning!
02 - 03 Jun
09:00 - 17:00
Dr Dylan Wiliam
Professor Emeritus of Educational Assessment, University College London
Even the best-designed assessment system needs to be implemented thoughtfully, which requires that all users of assessment evidence have a certain degree of assessment literacy— an understanding of both the meanings and the consequences of educational assessments. Participants will learn what makes some assessments better than others, why student progress measures are almost entirely useless, why most tests will never produce useful diagnostic information on students, and why most school assessment systems do not do the things they are intended to do. The sessions will include a consideration of how assessments are interpreted, recorded, and reported to key stakeholders, as well as some in-class suggestions for how to get good and quick feedback from students.
Session 1: Quality in assessment
Session 2: Assessment literacy
Session 3: Assessment design
Session 4: Evidence-centered design
26 & 29 - 31 Aug 08:00 - 09:30
Metacognition, Motivation, and Self-Regulated Learning
The term “metacognition” refers to any knowledge that individuals have about their own learning processes. Although some researchers have suggested that metacognition includes self-regulated learning, there is now increasing agreement—amongst researchers at least—that it is more helpful to view metacognition as one of three components of self-regulated learning, with the other two being cognition (thinking) and motivation.
This course will outline the main theories of self-regulated learning, and show how students’ capacity for self-regulated learning can be developed both indirectly (through the development of a supportive learning environment) and directly, through teacher modelling and by explicit teaching of cognitive strategies, metacognitive strategies and social-emotional strategies.
06 - 09 Sep 08:00 - 09:30
Dr Rachel French
Erickson and Lanning Concept-Based Curriculum and Instruction (CBCI) Certified Trainer
Dr Carla Marschall
Concept-Based Inquiry in Action
Who has heard about the powerful potential of bringing Concept-Based learning and Inquiry-Based learning together? Concept-Based Inquiry is a pedagogical approach that:
Builds conceptual understanding
Promotes student agency
Helps students to develop as confident and articulate thinkers
Some of you already design Concept-Based units because your school uses a Concept-Based Curriculum or because you have participated in our CBCI courses, workshops and/or the Erickson and Lanning CBCI Trainer Certification.
Others of you may already be teaching through inquiry, using structured, guided, and/or open inquiry-based learning approaches in your classroom.
But what happens when we merge Concept-Based and Inquiry-Based learning?
This is exactly what we will explore in our online course Concept-Based Inquiry in Action, designed for K-12 teachers, curriculum coordinators and school leaders. You will learn specific teaching strategies that guide you to use an inductive process to support students in coming up with their own understanding, using our Concept-Based Inquiry Model.
In Week 1, we will lay the foundation and build common understanding around two distinct pedagogical approaches: Concept-Based learning and Inquiry-Based learning.
In Weeks 2-4 you will focus on unit design working to clearly articulate the Understandings, Knowledge and Skills that provide the foundation for the learning experience.
Weeks 5-8, you will delve into each phase of inquiry to understand its purpose and theoretical grounding, then look at examples of the phases in action through videos of classrooms from around the world.
You will explore practical strategies for implementing the Concept-Based Inquiry Model in your classroom and work on designing and teaching your own lesson plans.
Throughout the course you will be working on the development of a unit plan or two lesson plans for your final assignment, where you support students in generalizing and transferring their understanding. You will then book a private coaching call to review your planner.
Rachel French and Carla Marschall will show you exactly how to adopt a Concept-Based Inquiry approach, using self-paced video modules, group and individual coaching, book study (you will get an e-book copy of our book!), group collaboration and hands-on lesson design.
If you are passionate about Concept-Based Inquiry and believe in your students as capable thinkers and inquisitive learners, and you are ready to take the next step, this course is for you.
09 Sep - 03 Nov
08:30 - 09:30
Dr Michelle Winner
CEO of Social Thinking & Social-cognitive Therapist
Social Thinking, Social Learning & Becoming a Social Detective
08:30 - 10:45
This keynote will explore Social Thinking’s Social Competency Model to highlight four key elements necessary for improving one’s social learning and related social responses: attend, interpret, problem solve and respond. With this information as our backdrop, Social Thinking Vocabulary and related strategies will be taught to encourage younger students to become social detectives and older students to become social spies. By encouraging the growth of student’s social self-awareness, they also learn to improve social self regulation. All information reviewed in this session can be used in inclusive settings. The Social Thinking Methodology has a large range of teaching frameworks and strategies for students of all ages, including adults.
The participant will explain the four-part process when teaching social competencies.
The participant will describe why we teach students to become aware of social expectations prior to having them learn to adapt their own behavior.
The participant will explain why telling a student to “stop blurting” likely won’t lead to generalized decreases in that behavior.
Ms Karen Boyes
Teaching with Thinking Dispositions
The world is changing and it is not going to go back! Are you future proofing your students and preparing them for the changes ahead? If you are simply teaching content, a machine will fast replace you. 21st Century education is far more than the content. It is about preparing students for an ever-changing world.
In this presentation, Karen will unpack the fundamentals of true learning and growth. You will look at strategies for those learned helpless students, the perfectionists and the non-engaged. Karen will introduce you to teaching through the dispositional lenses. Packed with practical examples you can use the next day in the classroom, Karen will challenge you to make simple and subtle changes that will have a lasting impact on student success.
08:30 - 11:00
Certified Speaking Professional (CSP)
Using Structures and Strategies for True Engagement
08:30 - 10:30
Learn simple yet effective structures and strategies that mean you can facilitate learning and discussion, rather than leading it and being the central focus. You will learn how to ground students in the here and now, fun and educational ways to put students into groups, ways to allow students to take the lead in the discussion and idea generation and great ways to engage learners. A fun and fast paced session!
Differentiation in a Nutshell: Top Strategies for Differentiated Instruction
08:30 - 10:30
Join Dr. Carolyn Coil for a brief introduction and overview of differentiation. We will take a look at the Coil Horizontal and Vertical Differentiation Model as a means of understanding this concept. Additionally, you will be introduced to and see examples of four differentiation strategies including Curriculum Compacting, Criteria Cards, Tic-Tac-Toe student choices and Tiered Lessons and Units. This short webinar will focus on ideas you can use right away. We hope it will encourage you to see Carolyn in person in November’s full day workshops to learn much more!
Dr Carolyn Coil
Differentiating Curriculum and Assessment using Local (Singapore) Standards
Teachers have a wider range of students than ever before. Our students have marked differences in ability levels, readiness, interests, learning styles and language acquisition. Yet they are in the same class and grade level, and all need to meet the same standards. How can teachers meet the needs of all students when those needs are so diverse? This workshop focuses on practical strategies showing the “how-to” of differentiation.
We will discuss when and how to use pre-assessment, formative assessment and summative assessment. We will compare and contrast the elements of standardized assessments and differentiated assessments and analyze the benefits of each in a differentiated classroom. You will learn how to develop and write assessment criteria, rubrics and about the many uses of criteria cards. If you need practical, user-friendly strategies to deal with the wide varieties of students you teach, this workshop is for you!
16 - 17 Nov
09:00 - 16:00
Developing Critical and Creative Thinking Skills in the Standards-Based Classroom
09:00 - 16:00
Recent research shows that today’s students are less creative and less analytical than those of earlier generations. Yet critical and creative thinking are two essential 21st century skills. In this interactive workshop, Carolyn shows how to infuse the 4C’s - Collaboration, Communication, Creativity and Critical Thinking - into classrooms at all grade levels.
Workshop participants will learn ways to teach and use these skills in their classrooms. Featured are four formats - Questivities™, SCAMPER, Six Thinking Hats and Encounter Lessons - that enhance and encourage critical and creative thinking. In this workshop, everyone will participate in four lessons (one example from each format) so that they will understand how each works. There will also be time for writing lessons appropriate for their grade level or content area.
Dr Douglas Finn
Personalized Competency-Based Education
Learn about the key differences between time-based and performance-based systems of learning, and explore the benefits of a student-centered approach to teaching and learning that allows students to move through levels of content at their appropriate pace. This training provides an overview of key terms, concepts, and approaches for personalized learning and competency-based education, with a focus on the Marzano Resources Reinventing Schools approach.
Discover an approach for designing and implementing personalized competency-based education in classrooms and schools.
Learn about implementation from concrete examples in schools.
Examine practical strategies for addressing key design questions.
08:30 - 10:30
Dr Jason Harlacher
Designing Effective Classroom Management
Create a classroom environment that supports student achievement and fosters positive behaviors. This training provides teachers and school leaders with an overview of the keys to positive and proactive classroom management, using real-life examples and practical steps for implementation.
Define and teach classroom expectations and rules.
Create classroom structure and procedures.
Learn effective methods for increasing student engagement.
Reinforce classroom expectations with a range of strategies.
Manage unwanted behavior using a hierarchy of appropriate responses.
08:30 - 10:30