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X-WR-CALDESC:Events for Teacher Leader Institute
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DTSTART;TZID=Africa/Lagos:20260702T163000
DTEND;TZID=Africa/Lagos:20260702T180000
DTSTAMP:20260815T105900Z
CREATED:20260815T034949Z
LAST-MODIFIED:20260815T105900Z
UID:6653-1783009800-1783015200@teacherleaderinstitute.org
SUMMARY:Learning from Our Community: Stories and Strategies from the Classroom
DESCRIPTION:On 2 July 2026\, the Learning Community did something different. The first two workshops had a facilitator at the front. This one handed the floor to the teachers. Four members of the community shared stories from their own classrooms: what they tried\, what worked\, and what proved hard. It became\, by common agreement\, the strongest session the community had held. \nWhat we explored\nThe theme was theory meeting practice\, the ideas from the first two workshops tested against real classrooms in Senegal\, Uganda and beyond. \nAdama Djimera took his twelfth-grade class outside onto the new campus lawns to write poetry in groups. With only a loose brief\, be inspired by what is around you and write two quatrains – the students organised themselves\, chose their own note-takers\, debated topics\, and produced four poems they could scarcely believe were their own. His reflection: change the environment\, trust the students\, and thinking becomes visible in the disagreement itself. \nFerdinant from Uganda teaches in a school inside a refugee settlement\, in classes of eighty to a hundred\, with neighbouring schools running classes of three hundred. His answer to the impossible class size was Think\, Pair\, Share: a minute to think alone\, then a pair\, then a larger group. The shy child who will never speak to the whole room will speak to one partner\, and gain the confidence to go wider from there. Every learner takes part\, even when the teacher cannot reach each one. \nBetween the stories\, the community reflected together\, drawing out the threads of collaborative learning\, student ownership\, and the vulnerability a teacher shows when they say\, in front of the class\, “I don’t know\, and I learn from you too.” \nWatch the full session\nThe complete workshop\, with every contributor’s story and the discussion around it\, is on our YouTube channel. \n \nVoices from the room\n\n“I am not a policeman. I am a big brother\, an uncle for some\, a teacher. I never hesitate to say I don’t know\, because you are not the only one learning. I learn from you too.”\nAdama Djimera\, Senegal \n\n\n“The shy learner will speak to one partner when they will not speak to the room. That is where the confidence begins.”\nFerdinant\, Uganda \n\n\nNext in the series\nThe Power of Our Words: how what we say shapes what students believe they can do\nWednesday 3 September 2026 · free · live on Zoom\n16:30 WAT · 17:30 CAT · 18:30 EAT · 15:30 GMT · 10:30 EST \nTeacher language\, teacher feedback\, and the words that build a learner – or quietly take them apart. This is the only page in the series that points to a live event\, so it carries the registration call. \nRegister free → Click Here
URL:https://teacherleaderinstitute.org/event/learning-from-our-community/
LOCATION:Live on Zoom
ATTACH;FMTTYPE=image/webp:https://teacherleaderinstitute.org/wp-content/uploads/2026/08/TLI_Webinar3_HeroBanner_16x9.webp
ORGANIZER;CN="Teacher Leader Institute":MAILTO:information@teacherleaderinstitute.org
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BEGIN:VEVENT
DTSTART;TZID=Africa/Lagos:20260423T163000
DTEND;TZID=Africa/Lagos:20260423T180000
DTSTAMP:20260815T105700Z
CREATED:20260815T034612Z
LAST-MODIFIED:20260815T105700Z
UID:6648-1776961800-1776967200@teacherleaderinstitute.org
SUMMARY:Understanding Cognitive Apprenticeship: Making Thinking Visible
DESCRIPTION:On 23 April 2026\, the Learning Community met for its second workshop on cognitive apprenticeship. Ric Campbell opened it with a confession most teachers will recognise: after forty years of teaching\, he has sat through a great deal of professional development that did him very little good. Quick\, prescriptive\, and hard to apply once the classroom door closed. This session set out to do the opposite\, to work through an idea together rather than hand over a technique. \nWhat we explored\nThe idea starts with a problem every teacher knows. You explain a mathematics problem clearly. The students nod. Then you set a similar problem\, and they cannot do it. The same happens with a story discussed as a class\, or a piece of historical reasoning. Researchers call this the problem of transfer\, and transfer is the truest sign that something has actually been learned. \nRic traced it to a single cause: we cannot do what we cannot see. A football coach can show a move. A tailor can show an apprentice how cloth is cut. But no one can watch a mathematician think\, or see a historian weigh a source. The thinking that does the real work in school subjects stays invisible\, so students are left to guess at it. \nCognitive apprenticeship\, developed from the work of Jean Lave and Etienne Wenger\, treats the teacher as the master and the student as an apprentice in thinking. The teacher’s job is to make the invisible visible: to think aloud\, to model the struggle rather than only the polished answer\, to show the false starts and the strategy. As Ric put it in the second workshop\, our task is to be the historian or the scientist we want our students to become\, and to let them watch how we work. \nWatch the full session\nThe complete workshop\, including the discussion with teachers from across the community\, is on our YouTube channel. \n \nWhat we read\n\nCollins\, A.\, Brown\, J. S.\, & Holum\, A. (1991). Cognitive Apprenticeship: Making Thinking Visible. American Educator\, 15(3)\, 6–11.\nLave\, J.\, & Wenger\, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.\n\nNext in the series\nLearning from Our Community: Stories and Strategies from the Classroom\nThursday 2 July 2026 \nThe third workshop changed shape. Instead of a facilitator at the front\, teachers from across the community shared what they had actually tried in their own classrooms\, and what happened. \nWatch the recap →
URL:https://teacherleaderinstitute.org/event/understanding-cognitive-apprenticeship/
LOCATION:Live on Zoom
ATTACH;FMTTYPE=image/webp:https://teacherleaderinstitute.org/wp-content/uploads/2026/08/TLI_Webinar2_HeroBanner_16x9.webp
ORGANIZER;CN="Teacher Leader Institute":MAILTO:information@teacherleaderinstitute.org
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BEGIN:VEVENT
DTSTART;TZID=Africa/Lagos:20260219T163000
DTEND;TZID=Africa/Lagos:20260219T180000
DTSTAMP:20260815T105635Z
CREATED:20260815T033018Z
LAST-MODIFIED:20260815T105635Z
UID:6637-1771518600-1771524000@teacherleaderinstitute.org
SUMMARY:Student Engagement: The Key to Deep and Meaningful Learning
DESCRIPTION:On 19 February 2026\, teachers from Nigeria\, Uganda\, South Sudan\, Senegal\, Zimbabwe and the United States gathered on Zoom for the first workshop of the TLI Learning Community. It opened not with a lecture but with a riddle: name your country without naming it. The teapot-shaped country. The pearl of Africa. The land where the Nile begins. Within ten minutes\, the room had established what it was: global\, warm\, and not there to be taught at—a community of practice\, professionals learning from one another. \nWhat we explored\nRic Campbell began with a deceptively simple claim: if students want to learn\, they will. So the real question for a teacher is not how to make students learn\, but what creates motivation in the first place. \nThe session took that question into Self-Determination Theory\, developed by Edward Deci and Richard Ryan and tested across fifty years and dozens of countries. Its answer is economical. A learner needs three things: \n\nAgency: a sense of choice and control over their own learning.\nCompetence: the feeling that a challenge is hard but achievable.\nMeaning: a reason to care\, whether love of the subject\, a valued relationship with the teacher\, or the pleasure of working alongside others.\n\nBetween the theory\, the room wrote. Ric led three rounds of free writing\, then teachers shared stories of times they had been genuinely engaged as learners\, and found agency\, competence and meaning in every one. The session closed on the hardest problem in teaching: how to take abstract curriculum content and make a child actually want it. Ric answered it by doing it\, turning a lesson on the human skeleton into a question worth asking. \nWatch the full session\nThe complete workshop\, including the free-writing practice and the teachers’ own stories\, is on our YouTube channel. \n \nWhat we read\n\nDeci\, E. L.\, Ryan\, R. M.\, & Williams\, G. C. (1996). Need Satisfaction and the Self-regulation of Learning. Learning and Individual Differences\, 8(3)\, 165–183.\nRichard Elmore\, the instructional core\, from Instructional Rounds in Education.\nPeter Johnston\, Choice Words: How Our Language Affects Children’s Learning.\n\nNext in the series\nUnderstanding Cognitive Apprenticeship: Making Thinking Visible\nThursday 23 April 2026 \nIf students cannot see how thinking is done\, they cannot learn to do it themselves. The second workshop focused on cognitive apprenticeship: modelling not just the answer but the struggle and the strategy behind it. \nWatch the recap → 
URL:https://teacherleaderinstitute.org/event/student-engagement/
LOCATION:Live on Zoom
ATTACH;FMTTYPE=image/webp:https://teacherleaderinstitute.org/wp-content/uploads/2026/08/Feature.webp
ORGANIZER;CN="Teacher Leader Institute":MAILTO:information@teacherleaderinstitute.org
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