Join us Saturday, November 15th, 2025 at International School of Paris (Ranelagh Campus) for a one-day workshop with Anne van Dam and Sean Walker.
In this one-day workshop, participants will explore the dynamic cycle of observation, documentation, interpretation, and planning, and its profound impact on the ongoing curation of responsive learning environments.
When: Saturday, November 15th, 2025 08:30-16:30
Where: International School of Paris - Ranelagh Campus - 96 bis rue du Ranelagh, Paris, 75016 (Nearest Metro - Ranelagh - line 9)
Cost: €300 per person (breakfast and lunch provided)
In addition to this one day face-to-face workshop in Paris, included in the registration fee, we will offer a one-hour online webinar before the workshop (Saturday, November 1st at 1100 CET) to explore some big ideas connected to the workshop, as well as a one-hour follow-up online meeting (Saturday, November 29th at 1100 CET) for us to share ideas we have all implemented as a result of our time together in Paris.
The Workshop
We will explore how thoughtfully designed spaces, filled with intelligent materials and intentional design elements, can support children in their processes of discovery and meaning-making. Through hands-on activities and reflective discussions, educators will gain practical strategies for setting up learning spaces that respond to children’s curiosities, encourage the analysis, generation and communication of ideas, and foster deeper engagement in learning.
Whether you are looking to enhance your current environment or start from scratch, this workshop will inspire you to create spaces that adapt to the needs of children and promote meaningful experiences that are connected to children’s thinking.
It’s much easier to see, hear and record what children are doing than what they are learning. Most educators are familiar with milestones, which are mainly behaviours that can be seen or heard, and much documentation is of milestones. Learning, on the other hand, may or may not be readily visible. It’s subtler, often requiring interpretation and analysis about meaning rather than simply noting the behaviour.
— Stonehouse 2015