The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
1. MOTIVATED
BECOME MORE
ENGAGING SO
THAT YOU DON’T
HAVE TO WORK
HARDER
MINDS
LEARNING THE
MAGIC OF
MINDFUL
LEARNING &
PUTTING IT TO
WORK
MOVE
DEVELOP ACTION
PLAN THAT WILL
PUT YOUR
KNOWLEDGE TO
WORK FOR YOU
ED.IN MASTER
Pilot Program
4. 4
A word from our founder…
Dear Colleague,
I thank you for this opportunity to present our program to you. We are very excited to
share our insights with you, to understand and work alongside supporting your vision
and organizational goals.
ED.IN MASTER syllabi are based on over 30 collective years of research into how
students think, learn and apply new knowledge in their life. We are committed to a
continual cycle of enhancements based on this extensive research.
ED.IN MASTER uses insights into students' intuitive problem solving abilities as a powerful
bridge to indulge in a sophisticated education while developing skillful knowledge to
apply in the real world. After all, our aim is to educate children to become analytical
thinkers equipped with confidence to find solutions to the “Undiscovered
Circumstances”.
ED.IN MASTER curricula are geared to help teachers and educators to quickly develop
new and enhanced skills that help them become effective in the classroom
management. Our programs brace the modern day educators to understand the
theory of learning, memory, and performance that was developed using a rigorous
empirical knowledge with effective use of cognitive modeling.
The educators using our curricula have the benefit of thorough research done by ED.IN
scientists ensuring program effectiveness and pedagogical advancements, thereby
increasing the standard of academic instruction methodology.
We look forward to working together!
Sincerely,
Varsha Lafargue
Founder |Chair
i-Transition Worldwide (ED.IN)
USA - ASIA
5. 5
A word from our promoter…
Dear Partner,
India has been an ancient hub of knowledge and is at a very interesting stage of
adopting new practices in education. However, to achieve leadership position Indian
educators need to equip themselves with the latest and advanced practices from
around the world.
Engaging with students to enable fulfillment of potential is what every educator wishes
for but the “HOW” is always a challenge. Recognizing this challenge, ED.IN MASTER
provides a platform that creates an opportunity for the educators, researchers,
psychologists, teachers and experts from around the world to collaborate with your
organization.
The insights and solutions brought by this collaboration will equip Indian educators to
meet everyday challenges faced by the teachers and students, subsequently building
a newer generation of students who will be competitive worldwide.
We do understand your Institution’s needs are unique and are happy to develop a
customized solution that will suit your requirements.
We look forward to working with you.
Sincerely,
Aloysius Deepak
Promoter – ED.IN MASTER
i-Transition Worldwide (ED.IN)
USA - ASIA
6. 6
ED.IN MASTER
COURSE GOALS
Exciting new developments in the field of neuroscience are
leading to a new understanding of how the brain works that
is beginning to transform how we teach in the classroom.
Teachers are aware of these developments and are eager
for information that they can apply to their practice. One of
the central goals of ED.IN MASTER & the Classroom: Making
Connections is to help teachers learn to use research to
create their own solutions to their particular classroom
challenges.
A. Two-Day INITIATOR Program – Onsite/Campus
This two-day power packed sessions include a 9-hour day
excluding break sessions. The program indulges the
educators to learn, collaborate and exchange ideas, best
practices and extend their learning in classroom practice.
B. Monthly REFRESHER Program – Online
This program allows us to evaluate the comprehension and
compliance levels of the educators.
A
B
C
C. Two-Day TOPPER Program – Onsite/Campus
This program is done in the middle of the academic year
and energizes the educators to recap, review and get
recognized with certification upon successful completion.
7. 7
WHY ED.IN WORKS?
We have been in the field of research in
education and professional development
with a collective experience of over 6
decades.
Our team includes works of scientists,
professors, teachers, psychologists, and
educators who have come together to bring
you the best and the most up to date insights
into the proven methodologies and
techniques that will call for better education
delivery and results.
Psychologist explains how
neuroscience research reflects
teachers’ experience in the
classroom, based on the
neuroscientist Paul Yellin
description of a common
language shared by
neuroscience, the educators,
and the school administrators.
They discuss the benefits of
collaboration between
neuroscience and education
in making a difference and
increasing the quality of
education.
MOTIVATED MINDS MOVE
A researcher tests physics
students’ emotional response to
learning new material, and a
photography teacher taps into
emotions to help students grasp
depth of field.
Our trainers explain how making
math and other subjects
relevant to the student recruits
the emotions to make learning
more effective. Emotions also
play a major role in teens’
decision making about risky
behavior...
But not the way you’d think they
do.
ED.IN emphasizes the learner
as an inherently social being
and examines how social
emotions, such as admiration
and empathy, manifest on the
neural level. In the classroom, a
music teacher steps away from
her classical training, allowing
her students to express
emotions through their
instruments and to work with
their older peers to learn the
basics. It is important to display
how events in our history make
a relevance to their (students)
own lives.
• Emotion is the rudder for thinking, learning, and decision-making.
• Motivation is rooted in emotional relevance.
• Meaningful learning requires three other ingredients: factual knowledge, skilled intuition, and
understanding of rules or principles.
• The purpose of education is to develop students’ abilities to recognize the complexities of situations and
to help them create increasingly nuanced and sophisticated strategies for acting and responding.
• Young people must learn to feel their emotions and understand them.
OUR PRINCIPLES
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8. 8
WE CREATE INTEGRATED LEARNING SO THAT YOU HAVE TIME TO BE YOUR BEST…
Often, when we learn a new thing, we encounter a burst of new ideas and enthusiasm to continue
developing on this nuance of knowledge. But then, the reality sets in and we get back into our comfort
zone where we engage in our old habits. Knowing this, the human behavioral patterns, is critical in
applying them into our everyday takes time and efforts in building a second nature. After all, it takes
discipline and determination to imbibe these qualities in our classrooms.
Understanding how children learn best is an important step toward improving mathematics and
science teaching. Our training is derived from an exuberant knowledge base and research to ensure we
provide you with a thorough, in depth insight and training that will bring you at par with the world keep you
there.
Our program includes the six leading educators research and work in creating our program and
based on the extensive research works of Dr. Eleanor Duckworth, Dr. Joseph Novak, Dr. Constance Kamii,
Dr. Howard Gardner, Dr. Mitchel Resnick, and Dr. William Schmidt — who have presented their ideas on
how CHILDREN REALLY LEARN. Explore how technology affects learning, learn to elicit and build on
students’ ideas, and develop strategies for inquiry-based teaching.
9. 9
In blended learning students
receive a combination of face-
to-face and digital learning.
Blended learning allows each
student to receive a personalized
experience rather a “one-size-fits-
all” system. It gives students the
freedom to learn in their own way
and at their own pace. It also
enables educators to understand
in real time what a student’s
needs.
KNOW BLENDED LEARNING
LEARNING
As counselors you are dealing
with multiple personalities. There
is little or no time for you to show
your own? ED.IN MASTER can
help you identify and associate
with individual strengths that can
assist you in providing effective
solutions – quickly and easily.
DIFFERENTIAL LEARNING
Studies have shown that students
not only learn better through PBL
but also are also able to apply
what they have learned to real
life and are able to remember it
longer than through the
conventional education model.
PROJECT BASED LEARNING
Twentieth-century assumptions
about the world are rapidly
becoming obsolete.
Globalization, the digital
revolution, mass migration, and
the prospect of climate
instability are triggering new
concerns and demanding a new
kind of graduate.
At the dawn of the 21st
century we are recasting
our understanding of
economics,
communication, security,
cultural identity, citizenship,
and the environment.
Indeed, a growing number
of reports document the
new demands and
opportunities these
changes present our youth.
They call for more powerful,
relevant, and self-directed
learning that will prepare the
young to live, compete, and
collaborate in a new global
scenario. three forces shaping
lives on the planet: the flattened
global economy and changing
demands of work;
unprecedented global migration
and the changing nature of
neighborhoods, identities, and
citizenship; and climate
instability and the growing need
for global environmental
stewardship.
GLOBAL COMPETENCECooperative Learning involves
structuring classes around small
groups that work together in
such a way that each group
member's success is dependent
on the group's success. It is not
having students sit side-by-side at
the same table to talk with each
other as they do their individual
assignments.
COOPERATIVE LEARNING
ED.IN MASTER – Comprehensive - Collaborative - Cohesive
10. 10
Assessing students and
motivating them to do what is
best for them is no walk-in-the-
park! Understanding challenges
and limitations that have logical
solutions can trigger you with
ideas that you never thought
were possible.
ACADEMIC ADVISORS
Brining up children is a full time +
job that doesn’t pay you in
CASH!! Keeping up with your
child’s health and their
emotional development
becomes easier when you know
your child’s strength and ability –
ED.IN is here to help you!
PARENTS
As counselors you are dealing
with multiple personalities. There
is little or no time for you to show
your own? ED.IN MASTER can
help you identify and associate
with individual strengths that can
assist you in providing effective
solutions – quickly and easily.
COUNSELLORS
Being the forefront of the
education system is not easy. We
are here to learn and engage
your techniques in becoming
more engaging in your classroom
- holding a captive audience!
EDUCATORS
You are an important link
between the teachers and the
management; a tough job! We
are here to provide you with
insights that will enable you to
measure progress and results.
SCHOOL COORDINATORS
As a leader of your organization,
your dream is to make the best
decisions that will keep you
ahead. We aid you in saving
time and effort to allow you to
keep up and stay abreast.
MANAGEMENT
No matter who you are ED.IN MASTER WORKS FOR YOU…
Curriculum
Learning
OutcomesPedagogy
11. 11
WE CREATE INTEGRATED LEARNING SO THAT YOU HAVE TIME TO BE YOUR BEST…
Lee’s techniques of blending the ancient traditions of yoga,
insight meditation and mindfulness with modern
understandings of cognition, executive functioning, social
emotional intelligence and mind-body health, this
professional development program for educators offers
experiential benefits for teachers and practices for students
that can reduce stress, enhance learning and promote
physical, cognitive, emotional and social well-being.
Sample topics include the nature of mind, emotions and
behavior; attention and energy.
Martha brings a wealth of experience and knowledge to
her motivational and dynamic workshops and keynotes. She
is a full-time trainer and consultant with an extensive
background in brain-compatible teaching and learning.
She has taught at all grade levels, served as a district level
gifted coordinator and staff developer, and most recently
was the Lead Teacher and restructuring coordinator of a
demonstration "brain-compatible" school. Martha is also a
master at designing integrated, meaningful curriculum.
Jon, the founder of FLIPPED CLASSROOM, believes
educators should ask one guiding question: What is best for
my students in my classroom? To the best of his abilities he
has done this in his twenty-four years as a high school
science teacher. He received the Presidential Award for
Excellence for Math and Science Teaching in 2002 and was
named Semi-Finalist for Colorado Teacher of the Year in
2010. He serves on the advisory board for TED-Education
Vijay is a practicing counselor for the past 12 years, has held
seminars and workshops. Conducted programs in training
and personality development Worldwide. Specialized and
unique seminars in schools and colleges for students,
teachers, parents on varied topics on personal growth and
development Eclectic approach and in-depth experience
in humanistic counseling and solution focused therapy for:
children, teenagers, youth, teachers, adults, parents and
retired individuals, counselors, etc.
12. 12
PRIVACY POLICY
OUR AFFORDABLE CUSTOMIZED MODULES TO SUIT YOUR GOALS!!
Module A -
INR 6.5L
Upto 300
Participants
3 Days
3 Sessions/
Day 100 ea.
6 Trainers - 3
Online - 3
Onsite
Module B -
INR 4.75L
Upto 300
Participants
3 Days
3 Sessions/
Day 100 ea.
4 Trainers - 2
Online - 2
Onsite
Module C -
INR. 2.75L
Upto 200
Particpants
2 Days
2 Sessions/
Day 100 ea.
4 Trainers - 2
Online - 2
Onsite
Module D -
INR. 1.75L
Upto 100
Particpants
1 Day
1 Session/
Day 100 ea.
4 Trainers - 2
Online - 2
Onsite
Terms and conditions apply:
• Pricing may vary based on the requirement of the schools.
• Taxes extra as applicable.
• Trainers may vary depending upon the schedules. We recommend book early to avoid conflicts in schedules.
• Pricing is not based on per participant.
• No two training modules are alike.
• For onsite trainers (International or Ex-Station) travel and accommodation charges will be applicable per actuals.
3
14. 14
Our Guiding Principles
Our perception of problems
and our approaches to
solving them are influenced
by our profiles of
neurological, emotional,
and cognitive strengths
and weaknesses and by
our experiences.
•
People differ in their abilities
for attention and working
memory, and teachers can
help all students learn.
•
Because “normal” depends
on context, it makes more
sense for teachers to
analyze the match
between learner and
context than to expect
everyone to learn in some
standardized fashion.
•
Bringing school learning
and actual practice closer
together to improve
education and professional
development of the young
minds – making them
college ready.
i-Transition - ED.IN
USA – INDIA – UAE
E: Sales@EDIN360.com
W: www.EDIN360.com
By being aware of the
parts that make up the
whole, a teacher can help
children learn the skills
necessary to plan and
carry out successful inquiry
investigations. While the
inquiry process can be
represented in many
different ways, ED.IN 360
MASTER gives an
interpretation that can
help educators identify
and use the valuable
"process skills" of inquiry.
In the words of
– Linda Darling-Hammond
The most neglected part of
teacher education is learning
theory. And to develop a real
profession of teaching you have
to have knowledge of how
people learn. It's at the core,
because it allows you, then, to
be inventive in a professionally
responsible way, it allows you to
think about what's working and
what's not working, and what
you need to do to help students
learn. So I think this is the core of
what professional teachers
need.
