Tue, 18 Jun 2019 06:46:45


Teacher’s Training

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OIA has created a unique framework to train teachers in innovative, engaging, experiential teaching techniques. Our track record includes designing and delivering both one-time customized programs as well as curriculum for teachers.


  1. Teaching innovation & creativity using iPad music app
  2. Bringing collaborative learning skills in the classroom
  3. Inspiring leadership within students
  4. Adventure learning made easy
  5. Outdoor Education and Inquiry Based Learning (science, history, geography, humanities... or project based)
  6. Sustaining Mileages for CIP travel initiative

1. Teaching innovation & creativity using iPad music app

Teachers are all too aware of the need to incorporate technology and IT into the classroom. In the same time, putting things into context is essential and using technology as a means to an end rather than the opposite is as essential. This workshop highlights the risk and opportunities lying with using technology. Here, teaching music and composition skills in a collaborative is in fact the pretext for using iPad. Altogether this workshop is an exciting session about an exciting topic with practical application that will leave every participant enthralled.


Using technology for creative purpose
Technology as a collaborative tool for artistic creation

2. Bringing collaborative learning skills in the classroom

Collaborative skills are becoming essential competencies for any student or adult. In fact as teachers are able to bring them naturally in the classroom, powerful dynamics can be set that will not only empower students but also increase learning and teaching impact.


  • Practicing collaborative teaching
  • Teachers as facilitators and the art of “supporting” learning
  • Moving beyond the pressure to succeed and generating bigger successes
  • Connecting with limitless possibilities

What you will get: 

  • Reviewing and discussing practical solutions
  • Following best practices and real life examples
  • Tools for maximum engagement and participation
  • Bringing collaborative learning skills in the classroom


  • Story telling
  • Drama forum
  • Drum, rhymes and hiphop
  • Writing poems

Group activities

  • Mentoring – tutoring – coaching
  • Practicing consultation
  • Appreciative inquiry
  • Best team Inquiry
  • De Bono 7 hats
  • Open source facilitation

3. Inspiring leadership within students

Handling and dealing with students of various levels and skills has always been a challenge. The “Inspiring leadership” modules for students and teachers help you deal with such cases and maximise teaching impact using a simple framework – both inside or outside of the classroom.


Understanding key concepts and behaviours
> Seeing practical applications and benefits

What you will get:

  • Reviewing and discussing cases
  • Spot new talents
  • Renewed relationship with students
    • Teacher-facilitator
      Seeing a child as a separate, responsible, gifted individual full of potential virtues waiting to happen is the foundation of the teacher-child relationship. As in the “Virtue Project”, we advocate a holistic approach to teacher-role
    • Leadership opportunity in the relationship with students
      • Teacher as Educator: mentor to the child’s inherent virtues
      • Teacher as Teacher, Not as Preacher
      • Teacher as Authority
      • Teacher as Guide
      • Teacher as Counselor

Learning strategies

  • Strategy 1: Recognize Teachable Moments (Teacher as Educator: mentor to the child’s inherent virtues)
    • From Shaming to Naming
    • Use Virtues, Not Label
    • Change Enabling to Empowering (“avoid doing for children what they can do for themselves” – “Do for children what they canot do for themselves”)
    • Avoid the Abuse of Guilt
  • Strategy 2:
    • Speak the Language of the Virtues (Teacher as Teacher, Not as Preacher)
    • Tap the power of Language to Shape Culture / to Transform / Use  Virtues to Acknowledge / to Correct
    • Name the Act,  Not the Actor
  • Strategy 3:
    • Setting clear boundaries (Teacher as Authority)
    • The authority of a teacher in the service of a child’s learning
  • Strategy 4:
    • Honor the Spirit (Teacher as Guide)
    • Share your skills, share your stories, create routine of reverence
  • Strategy 5:
    • Offer the Art of Companioning (Teacher as Counselor)
    • What about feelings
    • Help children make moral choices
    • Open the door – Ask cup-emptying Questions – Offer Receptive Silence
  • Inspiring leadership to learn

  • Love of learning
    • Curiosity / questions / acknowledging ignorance / checking facts / confirmation / being active, refreshed, challenged
  • Modeling love for learning
    • Supporting questions / accepting mistakes / showing patience / accepting faults and showing vulnerability / appreciating progress and efforts in knowledge and skills acquisition
  • Appreciation of love for learning
    • Appreciating learning activities: reading – playing – learning games
  • Inspiring leadership to serve and help

  • Benefice of service
  • Modeling service
  • Appreciating service
    • Appreciating the quality – not the person
    • Mastering a language of qualities / virtues

4. Adventure Learning Made Easy

Learning as an experience:

  • The in and out of adventure learning
    • Out: dealing with challenges of life
    • In: dealing with attitudes and mindset
  • The real adventure starts inside and ends inside

Learning as development: Parcours, Parkour, the natural way

 “Natural Method”
According to French sailor Herbert, a “Natural Method” session is composed of exercises belonging to the ten fundamental groups: walking, running, jumping, quadrupedal movement, climbing, equilibrium (balancing), throwing, lifting, defending and swimming.

A training session consists, then, of exercises in an outdoor environment, perhaps a few hundred meters to several kilometers, during which, one walks, one runs, one jumps, one progresses quadrupedally, one climbs, one walks in unstable balance, one raises and one carries, one throws, one fights and one swims. This course can be carried out in two ways:

  • the natural or spontaneous way; i.e., on an unspecified route through the countryside.
  • within an especially designed environment.

All of the exercises can be carried out while progressing through this environment. A session can last from 20 to 60 minutes.Thus, Hébert was among the earliest proponents of the "parcours" or obstacle course form of physical training, which is now standard in the military and has led to the development of civilianfitness trails and confidence courses. In fact, woodland challenge courses comprising balance beams, ladders, rope swings and so-on are often still described as "Hebertism" or "Hebertisme" courses both in Europe and in North America. It may even be possible to trace modern adventure playground equipment back to Hébert's original designs in the early 1900s.

As a former sailor, Hébert may have patterned some of his "stations" on the obstacles that are found on the deck of a ship; he was also a strong proponent of "natural" or spontaneous training in non-designed environments.
Most recently, Hebert's teachings have been the central influence on the emergence of the discipline of parkour as an "art of movement" in its own right.

  • Kung-fu and Capoeira
  • Building body strength
  • Cultivating flexibility, stamina and agility
  • Learning patterns
  • Practicing drilling skills of defense and attack
  • Sparring - fighting

5. Outdoor Education and Inquiry Based Learning


  • Enrich the teachers about the many possibilities of OE
  • Empowering teachers to create and run their own OE inquiry-based learning
  • Seeing practical applications and benefits

What you will get:

  • Review and understand various approaches and models
  • Getting comfortable with a more “right-brain” approach of inquiry-based learning
  • Reviewing and discussing cases

Inquiry Based Learning

Bicycle Project Learning Model

In their book, 21st Century Skills: Learning for Life in Our Times, co-authors Bernie Trilling and Charles Fadel use the bicycle as a metaphor to vividly illustrate how the organization and flow of project-learning, which is based on inquiry, moves forward. Current brain research supports the power of pictures and metaphors when it comes to teaching, learning and remembering.

OIA presents below 2 specific way to use inquiry-based learning: 1/ in the classroom and 2/during a field trip

Our practical example looks at inquiry-based learning on: bio-diversity / habitat / river study /

Context 1: class / school / exam

  • Preparing
    • Searching / pre-selecting
    • Collecting info (general)/ organising
  • Sharing
    • clarifying / influencing-being influenced / fine-tuning
    • In the context of class team work: fun first, no necessity
  • Finalising
    • Sorting / final selection / packaging / rationalising / beautifying /  concluding
  • Reporting

Context  2: Outdoors / trek / encounters

  • Preparing
    • Searching / pre-selecting
    • Collecting specific info (dependant on location and activities) / organising
  • Sharing
    • clarifying / influencing-being influenced / fine-tuning
    • In the context of field team work: need for collaboration
  • Finalising
    • Sorting before field experience / NO final selection as field experience is like a “test”/ packaging will be put to test – probably even before field experience as well as during field experience / rationalising  will be put to test/ beautifying /  concluding
  • Reporting

6. Sustaining Mileages for CIP travel initiative


  • Look at the risks and opportunities of CIP
  • Enrich the teachers about the many possibilities of CIP
    • Leadership development, exchange, Inquiry-based learning
  • Provide teachers with a sustainable framework
  • Seeing practical applications and benefits

What you will get:

  • Review and understand various approaches and models
  • Practical solutions for sustainable CIP solutions
  • Reviewing and discussing cases