Connect, Grow, Thrive

2019 PD Day Workshops Session A

A1 - Dr Briony Beaven - Successful English teaching and learning with older learners
SIG: TTD
Sponsor: NILE

The concept of lifelong learning is one of the factors that has led to ‘older learners’ becoming a buzzword in English language teaching. Learning a language can keep seniors socially connected and improve their self-confidence. However, teaching this age group presents us with challenges. Cognitive and physiological changes as well as different attitudes to learning, different behavioural patterns and issues of motivation require language teachers to develop new skills to succeed with seniors. In this workshop we will consider our own attitudes to older learners, investigate ageing processes and explore some appropriate teacher strategies for maximising senior learning.

A2 - Dina Blanco-Ioannou - Burnout to Brilliance. The What, Why and How to keep your flame burning in ELT.
SIG: TTD; SCT & TE
Sponsor: Independent

Teacher burnout is increasing and it’s an international epidemic (Rankin 2016). Question is are you burning out? Not sure? Want to find out? Then this workshop is for you. Based on Positive Psychology and Wellbeing interventions and tools supported by research, this workshop introduces you to strategies to help you take steps in going from Burnout to Brilliance. The What, the Why and the How of burnout is explored and through an experiential approach you will leave the workshop with practical tools to apply in your own life. I believe that burnout happens for a reason. My mission is to explore the positive effects of burnout as a catalyst for change and to help teachers go from burnout to brilliance

A3 - Jasper Kok - Discover “My Languages, A Multilingual Portfolio”
SIG: YL & Teens; CC; SCT & TE; TE & A
Sponsor: Teachin’eu

My Languages appeals to all four C’s of 21st-century education and can be used in a variety of ways. And above all: It’s fun! This very practical portfolio supports children (8-14) while learning English and makes them aware of their multilingual skills. It is a hands-on portfolio that travels with the child for a couple of years. It functions as a constantly changing document that portrays the child’s language learning progress in a creative way. Other aims of the portfolio are to stimulate a creative thought process and make children aware and reflect on their multilingual abilities. It encourages spontaneous language learning and helps to create mutual understanding. The end result is a personalized, artistic collection of evidence of learning.

A4 - Andrew Walkley - Mapping out a route to meet students’ goals
SIG: TTD; SCT & TE
Sponsor: Pearson Schweiz AG

School curricula are increasingly based on global objectives based on ‘can-do’ statements. While this is a positive development in bringing learning and classroom practice closer to students’ needs, it is often more difficult to plan for than lessons focused on teaching a grammar rule or set of vocabulary. In this talk we will look at the options that a can-do statement can present and how we might work backwards to consider what language support students may need. I will illustrate the talk with an example from Roadmap B1+ and the GSE teacher Toolkit

A5 - Will Rennie - Framing Communication
SIG: TTD; YL & Teens; I & CLIL
Sponsor: Independent

Given the challenging nature of many teaching contexts, it is often difficult to look beyond students' immediate classroom production to the practical application of their language. To address this, at Edinburgh School of English we have developed a syllabus of 'frameworks' to support teachers and help learners develop confidence and essential communicative skills. These frameworks outline stages which students can complete to effectively do this. They are flexible enough to be used with a variety of material, and provide a path for teachers to follow to maintain a focus on linguistic as well as essential soft skills. In this talk, I will explain how we have developed frameworks and give participants the chance to work hands-on to develop one themselves.

A6 - Lynn Leppich-Williams - Seeing the individual in that sea of faces: how I make individualisation work
SIG: TTD; SCT & TE 
Sponsor: Independent

In this interactive talk I will present my take on the challenges and opportunities connected with heterogeneity, differentiation and individualisation in the ELT classroom. I will share sample teaching materials which actively seek to address and appeal to individuals learning in a whole-class setting and explain the rationale behind my targeted ‘tweaks’ to selected tasks. I will report on how my students themselves see differentiated instruction and how asking for and responding to their feedback has helped me know when, how, and how far to adapt my classroom tasks. And, in the name of individualisation, audience questions about specific scenarios and challenges will of course be welcome.

A7 - Amy Diederich-Jost - Cracking (Correcting) Academic Writing
SIG: ESP; T & A; SCT & TE
Sponsor: Independent

More and more students need to produce academic papers, which we English teachers are asked to proofread or correct. Additionally, even our beloved ETAS Journal requires most submissions to have an academic aspect to them. If you are unfamiliar with such writing and would either like to learn the basics for your own creative work or to assist family, friends and students with theirs, this is your chance. Furthermore, if you would like to volunteer as a proofreader for our Journal, your time spent in this workshop will be well spent. Bring a pen and let's get started!

A8 - Lee Shutler - Stealing ideas from "Silent Way"
SIG: I & CLIL; YL & Teens; TTD
Sponsor: Hilderstone College

This workshop will look at activities that have their routes in the so-called Silent Way approach to language learning. There will be a brief overview of the theory and context of the approach but most of the session will be looking at activities that can enrich the lesson and put the student very much at the centre of the learning event. While I do not advocate a whole course being delivered in the Silent Way, a number of authors have "played with" the ideas and created some useful and imaginative activities. It is these we will pursue. The session will be anything but silent!