AG 1: Kris Boshell & Ingun Schneider 

Learning Support for the Whole Class: What, How, and Why

Regularly performed brief movement activities done with the whole class can support development of foundational capacities basic for learning. What activities you choose, how they are introduced and monitored makes a difference for successful outcomes when supporting sensory-motor development. Learn how to bring imagination and precision together to generate interest and enthusiasm, target skills needed for ease of learning, and individualize to reach every level of ability among students of all ages in the classroom setting.

AG 2: Mirja Köpcke & Heike Metze

Lernen mit dem ganzen Körper 

Einen neuen Zugang zum Rechnen, Schreiben und Lesen erlangen durch körperliches Erleben – Anregungen und Übungen aus der Praxis.

AG 3: Karoliina Kuismin & Maria Ester Samaniego

The Extra Lesson Drawing and Painting Exercises across the Grade

Movement through artistic expression fosters concentration, creativity, and a sense of balance. You will experience two-dimensional visualization of drawing and painting exercises for an individual or the whole class aimed at supporting eye-hand coordination, relaxation, and proper breathing. Create forms in rhythm and explore color relationships to sharpen the capacity for spatial orientation, directionality, and precision.

AG 4: Laura Pellico & Joep Eikenboom

Movement aproaches to mature and enrich lower senses, understanding how reflex integration takes place

«A movement-based approach facilitates maturation and enriches the lower senses, providing an understanding of how the integration of early movement patters (reflexes) occurs.»

This workshop willl offer –  through practical experience – a deeper understanding of the child’s first year development, i.e. the integration of movement in relation to the bodily senses, fundamental to all learning proceses.

AG 5: Maria Pintye & Ana Ramos & Irene Verduzco

Why did Rudolf Steiner say that angels do not write, do not read? 

Extra Lesson exercises for the prevention and support of reading and writing difficulties in classroom and in individual lessons

AG 6: Sibylle Raupach

Wenn Lernen und Verhalten schwierig werden 

In jeder Klasse gibt es Kinder, die nur schwer lernen, obwohl sie kognitiv gut begabt sind. Die im ersten Jahrsiebt nicht vollständig integrierten, frühkindlichen Überlebensreflexe können zu unreifen Bewegungsmustern führen und eine Ursache für das erschwerte Lernen und Verhalten sein. Diese zu erkennen und die Folgen zu verstehen, wird Thema der gemeinsamen Arbeit sein. Daraus ergeben sich Handlungswege, wie wir die schwer lernenden Kinder wirksam unterstützen können.

AG 7: Philipp Reubke

Pflege der Körpersinne für 3- bis 6-jährige Kinder 

Die Entwicklungsmöglichkeiten und -Schwierigkeiten, die mit den Körpersinnen zusammenhängen, werden gemeinsam erarbeitet. Als praktische Beispiele für Unterstützung der Sinnesentwicklung werden besonders berücksichtigt: Die Raumgestaltung und das Spielmaterial. Malen mit Wasserfarben und Wachsmalstiften, Puppen und Puppentheater.

AG 8: Brigitte von Schwarzenfeld & Holger Küster 

Dyslexia – Insights lead to results: How we can really help and why 

In this workshop I will share the theoretical underpinning of my work based on Steiners anthropsophic principles, as well as scientific research and verified by my own experience of 40 years in practice. In the second half of the workshop you will experience the practical applications of these insights through hand’s-on exercises. The workshop will equip you with a new way to understand and respond to children and adults presenting with Dyslexia.

AG 9: Gordon Woolard

Arithmetic through Feet and Hands

Large floor activities for children of 3^rd and 4^th class will be shown. Then by practical work in small groups for those who wish, we'll do fractions for 4^th, 5^th and 6^th classes. This is the main workshop activity, also spread across the floor. Lastly comes algebra (7^th class) through the limbs but toward the state of rest in balance: the algebraic equation. The background will be brought; you may interested in reading before. (Rudolf Steiner, GA 322, The Boundaries of Natural Science, 29 September 1920, Dornach)