PRELIMINARY CONFERENCE PROGRAM - tesol … · SANTILLANA RICHMOND 1 table, raffle prizes BRITISH...

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PRELIMINARY CONFERENCE PROGRAM



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Dear all, Anglia Exams and Chichester College, UK will be present at the forthcoming TESOL-SPAIN Madrid Regional Event, to be held on 12th November and we will be very happy to have everyone pop by our stand and find out more about our wide range of international OFQUAL-accredited exams and qualifications as well as about the Study Trips to Chichester College, for students and teachers, we have been organising for over 20 years. We are really looking forward to meeting you all in November. The Anglia Local Team [email protected] | [email protected] www.angliaexams.com | www.anglia.org

mailto:[email protected]

mailto:[email protected]

http://www.angliaexams.com/

http://www.anglia.org/



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WELCOME AND INTRODUCTORY NOTE

Dear participant, Thank you for choosing this teacher training event for your professional development. During this one-day conference, presentations will focus on three main thematic strands: Bilingual teaching and CLIL: Presentations in this area will be related to assessment, scaffolding, teacher training, program planning and any other subject matter related to CLIL.

Student-centered learning models: Presentations showcase how the student is at the centre of our classroom, and as a result innovative learning models are being put into practice, to promote collaborative, project-based, autonomous or experiential learning.

Good classroom practice: Under this strand, presenters share examples of good classroom practice related to classroom management, teaching techniques, use of technology in the classroom, and materials development.

In addition to the presentations, our sponsors will be displaying their materials at the stands located in Building, A, second floor landing.

List of sponsors:

ORGANISATION SPONSORED ITEMS CAMBRIDGE ENGLISH ASSESSMENT 1 table, participant bags, raffle prizes ANGLIA EXAMS 1 table, 1 program advertisement, pens, raffle prizes UNIVERSIDAD EUROPEA Pendrives, raffle prizes GRUPO SM 1 table, raffle prizes CAMBRIDGE UNIVERSITY PRESS 1 table, raffle prizes PEARSON 1 table, lanyards, raffle prizes EXPRESS PUBLISHING – EDEBE 1 table, raffle prizes MACMILLAN 1 table, nota pads. raffle prizes SANTILLANA RICHMOND 1 table, raffle prizes BRITISH COUNCIL 1 table, raffle prizes OXFORD UNIVERSITY PRESS 1 table, raffle prizes

How to use this program

You have been given an event schedule indicating presentations by time and room. We have aimed to locate presentations directed to the same audience in the same room throughout the conference.

Target audiene Rooms PLENARIES AUDITORIUM A PRIMARY A 321, A 322

SECONDARY A 323 ADULT A 311, A 316

ALL A 342, A 344, AUDITORIUM A



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In this conference brochure presentations will be listed

(1) by target audience, in chronological order (p.5) (2) By topic (p. 14)

Some practical information

The conference pack will include an attendance certificate for all pre-registered participants, as well as a lunch voucher, to be used in the cafeteria in Building C.

You will notice that we have scheduled talks during lunchtime. Please decide which of the 2 lunchtime slots you prefer, in line with your choice of favourite talk.

Please remember to keep your name tags and hand them in when you enter the auditorium for the closing plenary and ceremony, in order to participate in our raffle of ELT materials, a free TESOL-SPAIN membership, a convention registration waiver for the 2017 national convention in Elche and our anniversary grant for the National Convention in Elche, including free registration, transport and accommodation up to 250 €.

Our shuttle bus will leave from Madrid city centre, Atocha, Calle Mendez Álvaro, opposite number 14 at 8:30 am, to arrive at Universidad Europea at 9:00 for registration. Please understand that you need to be pre-registered in order to use the shuttle bus service, so we can estimate numbers.

Departure for the return trip from Universidad Europea to Madrid is scheduled for 7.30 pm, right in front of Building A in the parking lot.



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PRESENTATIONS BY TARGET AUDIENCE

PLENARY/ALL

9:30h – 10:45h Auditorium A ALL Opening ceremony UEM representative, Annie Altamirano (President, TESOL-SPAIN), Silvia Benitez (Regional Officer, TESOL-SPAIN)

Opening Plenary

Reflections on how to be a highly effective teacher Carol Read (ELT consultant, former IATEFL President) Bio:

This session explores the personal capacities, attitudes and beliefs of highly effective teachers in fast-changing social and technological times. Through investigation of issues that go to the heart of successful classroom practice, you will be inspired and empowered to take your teaching and students’ learning to a new level.

Abstract

Carol Read has over 30 years’ experience in ELT as a teacher trainer, academic manager, materials writer and educational consultant. Carol’s main specialisation is in primary language teaching. Her publications include the award-winning titles Bugs and 500 Activities in the Primary Classroom, and most recently, Tiger. Carol is a past President of IATEFL. You can find out more about Carol by visiting www.carolread.com

10:45h – 11:15h Second floor lobby (next to exhibition) ALL Networking Coffee During the break teachers will have the opportunity to informally discuss topics related to the main strands in the conference (bilingual teaching and CLIL, student-centered learning models and good classroom practice) and share their thoughts, ideas, tips and concerns while enjoying a tasty coffee at the different “thematic tables”.

http://www.carolread.com/



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PRIMARY 11:15 – 12:15h Room A 321 Learning models PRIMARY Achieving More Together : Collaborative activities for Primary learners Andrea Littlewood (Hyland Language Center)

Andrea Littlewood has been teaching since 1985 and is head of the Young Learners Department at Hyland Language Centre, Madrid. She is interested in teacher development and is keen to ensure her young learners are motivated by classroom activities. Andrea is co-author of the first cycle of the primary course Twister and is a Cambridge ESOL speaking examiner.

Abstract

Children need to be actively involved in their learning. By encouraging them to work together we can help them make progress with their English and provide them with an essential life skill. This workshop looks at steps to take to ensure effective pair work and group work and activities to get our young learners collaborating and communicating successfully.

12:30h – 13:30h Room A 322 Good Practice PRIMARY Ten Top Tips 4 Terrific Teachers Brian Engquist (Pearson)

Brian Engquist has spent over 20 years as an English teacher and teacher trainer. He often speaks about Blended Learning, advances in technology applied to education, assessment, and the evolving roles of teachers and students in this landscape. He works as Teacher Training Department Manager for Spain and Portugal.

Abstract:

I’m a primary teacher: how can I keep my classes dynamic and my students interested? In this session we’ll look at ten top tips every primary school teacher should bear in mind in order to keep their students on their toes, make certain that learning is taking place and ensure that lots of fun is had into the bargain too! From the best ways to present language to continuous assessment for learning to using technology productively, you'll find a wealth of ideas to be taken away and used on Monday.

12:30h – 13:30h Room A 321 CLIL PRIMARY Creative, Transversal and Multisensorial Teaching through Music, Stories and Instruments Hamish Binns (Saint Louis University – Madrid Campus)

Hamish Binns is Program Director for ESL and Modern Languages at Saint Louis University - Madrid Campus, has worked at a Rudolph Steiner school and in various academies, and runs a yearly English language summer camp for adolescents. He holds an MA in Human Sciences from Oxford University, is a composer, plays bagpipes, and coordinates seispinguinos.com, an educational music project.

Abstract:

Creativity and problem solving are thought by many to be the most valuable skills for students in the 21st Century. Bilingualism and new teaching methodologies in schools today demand new perspectives on education, and are breaking down the archaic divisions that have traditionally separated academic subjects. This talk is an explanation and interactive demonstration of how music, stories and instruments can promote creativity and problem solving while serving as teaching tools relating to a range of subjects including physics, geography, history, and ecology, as well as music and English.



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13:45h – 14:45h Room A 321 Learning models PRIMARY Curiouser and Curiouser! Michelle Worgan (Freelance)

Michelle Worgan is based in Jerez de la Frontera and has been teaching for over fifteen years. She specializes in primary education and has been working on published young learner projects for the past two years. Michelle frequently gives workshops at local conferences and online, as well as co-moderating an online course. You can find her on most social networks.

Abstract:

What's this? and What can you see? are probably the two most common questions in the young learner classroom. Yet these questions are rarely asked in real life and are actually pretty boring to answer! To engage children, learning must be meaningful and relevant questions should be asked. However we are not the only ones who should be asking questions! We need to harness children’s natural curiosity and encourage their questions. In this talk we will look at effective questioning techniques and Visible Thinking Routines (VTR), which can help develop children's language, communication and thinking skills. We will see how we can use these routines to guide learners to discover language and/or content through an inductive approach. The key to VTR in the language classroom is communication and collaboration. Learners explore and share their ideas through the different routines.

14:45h – 15:45h Room A 321 CLIL PRIMARY CLIL and Cultural Awareness: Using the media to build intercultural knowledge and understanding Shawn Redwood (Grupo SM)

Shawn Redwood has been teaching EFL for 12 years. He is a currently an English Language Trainer at Corporate Language Training, a Teacher Trainer and a Language Assistant Trainer for the BEDA Program. He also worked at many bilingual public and charter schools in Madrid. Shawn’s principal areas of interest and research are bilingual and international education, as well as visual literacy and implementing authentic material into the EFL classroom.

Abstract:

The 4Cs of CLIL are very powerful tools in the classroom. They can be outlined individually, but must be used a whole to make CLIL work in any classroom. The purpose of this talk is to give teachers ideas about how to integrate culture into their content courses through the use of authentic media.

16:00h – 17:00h Room A 321 CLIL PRIMARY Ready, Set, Go: Time for writing creatively Virginia Ansó (Beriain Public School, Navarre)

Virginia Ansó got her degree in Education (specialty in Foreign Language Teaching ) in 2005. Since then, she has been teaching ESL and CLIL subjects (Art, Science, Literacy and Maths) to children ranging from 3 to 14. She has also attended a wide range of workshops in Spain and abroad about CLIL methodology and is really enthusiastic about Phonics and writing at a very early stage. Currently, she is a co-tutor in a CLIL program in Year 1.

Abstract:

This session will show a wide variety of ways to enrich your writing activities on a daily basis or focus on projects. The main objective is to reflect on how we teach writing and how can we adapt ordinary compositions and turn them into an exciting and engaging activity for our kids. You will have the chance to take part actively in the session and also share your own experience with other colleagues. This talk is aimed at Primary teachers. Participation and involvement is required.



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SECONDARY 11:15h – 12:15h Room A 323 Learning Models SECONDARY Force of habit: Encouraging learners to integrate English into their daily routine Alastair Roy (British Council, Somosaguas Teaching Centre)

Alastair has been teaching for ten years both in Scotland and Spain. Previously a Senior Teacher and Centre Manager, he now works with the British Council in Somosaguas, having worked as Senior and Adult Co-ordinator and Offsite Co-ordinator. He has a particular interest in the effects of introversion on language learning and promoting learner autonomy.

Abstract:

“I just don’t have time”. Young or old, many a student has given this reason for not doing any practice outside of class. But what if we could help them find time in those busy schedules? In this workshop we will look at some ways in which we can help our learners adapt a healthier language-learning lifestyle by making a few simple changes in their daily routine. Participants will also have an opportunity to brush up on their own L2 skills as we step into their shoes and sample some of the activities!

12:30h – 13:30h Room A 323 Good Practice SECONDARY Marking Without the Red Pen Mark Mason (British Council, Villaviciosa de Odón Teaching Centre)

Mark is the coordinator for adult learners and Technology for the British Council centre in Villaviciosa de Odon. He has over 10 years’ experience teaching in Spain and 6 years with the Council. He is Celta and Trinity Diploma qualified and he is currently in his last year of a Masters in Applied Linguistics and TESOL at Portsmouth University. He is currently working on his dissertation which is looking at the application of screen capture technology in the ELT classroom.

Abstract:

Technology is an indispensable part of teaching. However, one area in which it has had limited impact is on correction and feedback of students written work, with most teachers still using the traditional red-pen method. The development of screen capture technology has provided teachers with a tool for providing more in-depth feedback to students on written work. This presentation will first examine the benefits that this process has in comparison to traditional methods. It will then provide a practical tutorial on how teachers with no experience using this technology can gain the confidence to use it their own classes.

13:45h – 14:45h Room A 323 Good Practice SECONDARY Strategies for Helping Learners Manage the Complexities of English Paddy Harben (Grupo Santillana)

Paddy Harben has been teaching English for over 25 years, and now teaches at the Official School of Languages in Móstoles (Madrid). He has taught at universities in Spain and the UK, and has published a textbook on academic reading. He has given various papers at TESOL-Spain events since he first presented for them in 1999.

This talk takes the view that we need to help our students manage the linguistic complexities involved in learning English, in a way that allows them to focus primarily on developing their ability to communicate effectively. We will start by considering how this view can be justified, taking into account the context of English as an international language, along with the practical realities of what is reasonable for most Spanish-speaking learners to achieve when acquiring and using English. Examples of classroom strategies will be presented, related to specific aspects of vocabulary, grammar and pronunciation. Reference will be made to course books in current use, including Richmond’s new series, English ID.



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14:45h-15:45h Room A 323 Learning models SECONDARY Flip Your Class, or Not? – When, Why and How Rod Allister , Arancha Otero (Universidad Europea de Madrid)

Rod's English language teaching experience ranges from Business instruction to young learners of English including managing and running his own summer school for adults in Lancaster, England for four years. Currently, he is an FCE and CAE speaking examiner for Cambridge English (ESOL) and teaches both online and face-to-face English classes at the Universidad Europea in Madrid.

Bachelor in Business Administration por la Universidad de Staffordshire,y cuenta con un Máster en Relaciones Internacionales y Diplomacia (UEM). Cuenta con una dilatada experiencia internacional previa a su andadura en el ámbito universitario. Comenzó su carrera en el sector de la aviación, y ha residido en Canadá, Jordania, y Estados Unidos. Ha trabajado como profesora en distintas universidades españolas, impartido clases de Máster en Comunicación y Protocolo en la UCJC, y colabora en un proyecto de investigación en la UEM. Actualmente imparte clases de inglés en la Universidad Europea de Madrid. Abstract:

The ‘flipped classroom’ isn’t a new didactic model, but it’s one that is gaining ground rapidly, particularly in secondary education. This workshop is part theory part practice and aims to present/introduce the ‘flipped’ format as a positive addition to English language teaching. So, what is it and when should we use it? How do we create a flipped classroom? We will be answering these questions for the uninitiated, whilst giving them, and anyone that is considering implementing it into their teaching program, the opportunity to create and take away some simple ‘flipped’ activities.

16:00h – 17:00h Room A 323 Good Practice SECONDARY Assessing Speaking, Then and Now David Bradshaw (Cambridge English)

David Bradshaw has worked for Cambridge English for almost twenty years, initially combining his role as a Speaking Examiner for all levels and as Team Leader for Cambridge English: First with his job as an EFL teacher and Head of Modern Languages in a series of bilingual schools. He currently works full time in the Madrid Office of Cambridge English as Assessment Services Manager for Spain and Portugal. He holds a degree in English Language and Literature and a M.Ed. in Applied Linguistics.

Assessing speaking has long been a headache for many teachers. Apart from the transient nature of speech itself, there is the problem of what aspects to focus any assessment on, and even defining what we really mean by ‘speaking’. In this presentation, we will examine the history of assessing speaking and attempt to identify which aspects of speech we should be assessing, and different ways in which that assessment can be done. We will round off with a brief look towards the future and how assessment of speaking may be affected by developments in technology.



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ADULT 11:15h – 12:15h Room A 311 Good Practice ADULT A New Approach to Authentic Material, Really? Ken Gómez (Universidad Europea de Madrid)

After completing a CELTA course in Madrid Ken started working straightaway at the UEM, where he has now been for 7 years, teaching general English at different levels, as well as content through English.

Abstract:

The presentation will be a workshop based on a personal methodology for using authentic material. Using both video and printed material to provide a more homogeneous learning environment, while still delivering relevant pedagogical content.

11:15h – 12:15h Room A 316 CLIL ADULT Rounding out the Unit with Authentic Material to Reinforce Grammar Shawn Redwood (Corporate Language Training)

Shawn Redwood has been teaching EFL for 12 years. He is a currently an English Language Trainer at Corporate Language Training. He also worked at many bilingual public and charter schools in Madrid. Shawn’s principal areas of interest and research are bilingual and international education, as well as visual literacy and implementing authentic material into the EFL classroom.

Abstract:

The purpose of this talk is to show teachers how to incorporate authentic material, mainly songs and literature into their lesson planning. We will discuss the important role that songs and literature play in the EFL classroom and how activities can be created for them. Teachers will be given practical ideas for the classroom and can share songs and literature that have worked with their students. Motivation through engagement is an important factor for successful language learning. Authentic material brings English to life and will give both students and the teacher a chance to move beyond the textbook. With creative and challenging activities for authentic material, there will always be many opportunities for learners to exchange ideas and opinions and engage with the material on a personal level.

12:30h – 13:30h Room A 311 Good Practice ADULT Image and Sound Steve Muir (British Council)

Steve has been involved in English Language Teaching as a teacher and trainer for twenty something years. He works at the British Council in Alcalá University and is the co-author of the resources blog All at C, a collection of video-based lesson plans for teachers to use in class.

Abstract:

In this practical workshop we will look at a variety of motivating activities inspired by sound and images, both still and moving, in order to work on a range of skills, including vocabulary development, speaking and storytelling. Participants will get a number of teaching ideas to take away with them and use with their own students. And most importantly, students seem to enjoy them!



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13:45h – 14:45h Room A 311 Good Practice ADULT Written Communication ideas for the classroom Rachel Jeffries (Cambridge University Press)

Rachel Jeffries started her teaching career in 2008 as a secondary teacher of Drama in the UK, later moving into the world of ELT. She has experience in teaching a wide range of nationalities, ages and in various countries including Italy, Australia and Spain. She holds the PGDE (Post Graduate Diploma in Education) and the DELTA. Rachel is currently a Teacher Trainer at Cambridge University Press Iberia.

Abstract:

Nowadays, people communicate through all different types of written media, using varied writing styles and a range of genre. In this session we will first consider these different options for writing, and the possible implications in a language classroom. Then, we will examine how we can help learners to develop their writing skills, by looking at the importance of genre, communicative purpose and audience.

14:45h – 15:45h Room A 311 Learning Models ADULT Student-Driven Learning: Can it Work? Hilary Plass (Saint Louis University, Madrid Campus)

Hilary has been teaching English in a variety of contexts for over 30 years, mainly in Spain and Ethiopia. She has a Masters in Teaching English from Aston University. She was president of TESOL-SPAIN from 2007-2010. Her main interests are second language acquisition and pragmatics. She has taught at Saint Louis University in Madrid since 2009.

Abstract:

Why should the teacher make all the decisions about what language elements are presented and how they are learned? This talk will explore the concept of student-driven learning in adult, work-based classes in a variety of contexts and how it can provide opportunities for students to encounter and acquire the language that is useful and meaningful for them.

16:00h – 17:00h Room A 311 Learning Models ADULT Shake off your shyness: Act and sing in class Patricia Regalado (Escuela Oficial de Idiomas, Móstoles)

Patricia has practised teaching for about 15 years now. Having taught in secondary education in England and Spain, she is now a full time teacher at Official School of Language in Móstoles. With a background in acting and cultural theory and a passion for theatre and musicals.

Abstract:

I would like to illustrate with a couple of experiences carried out with my students how acting, collaborative playwriting and singing are efficient and fun ways to learn grammar and pronunciation, while at the same time, serve the means of helping students face their shyness and fear of error. Two examples of projects done with students of basic and intermediate level of English will illustrate how to use task-based or project-based methodology in order to target specific grammar, vocabulary or phonetic aspects. Sociocultural aspects are introduced as well in our first example of project-based sample: turning a phonetic warm-up routine into a musical. With the second example we will look at how to use collaborative writing in order to help students improve their command of specific grammar aspects.



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ALL 11:15h-12:15h Room A 342 Learning models ALL Connecting with Digital Natives Christopher Foreman (Edebé - Express Publishing)

After graduating from the University of Kent with a degree in Social Anthropology and Spanish, Christopher moved to Madrid and immersed himself into the world of teaching English as a foreign language. His promotion of new technologies as well as new methodologies mean that teachers are constantly expanding their skill set and the resources they have available to them.

Abstract:

Students are using technology now more than ever. Whether we are referring to smartphones, Twitter, Facebook or simple applications it is easy to see that the way we receive and transmit information has changed dramatically. The multi-tasking, instantly gratifying and autonomous nature of technology is a language in which the younger population is fluent, and therefore it must be seen as our mission as educators to connect with these “Digital Natives”. Through games, videos, interactive software and relevant topics we can stimulate our students by using tools that they understand and are fluent in. Traditional textbook teaching must now be supplemented with more interactive and multi-sensory approaches, and it is only when teachers begin to speak this digital language that we can really connect with our students.

11:15h – 12:15h Room A 344 Good Practice ALL Beat the stress out of your lessons! Makkie Malyari (Oxford House College London)

Makkie is a CELTA and DELTA teacher trainer and examiner who has been teaching English as a foreign language for 25 years. She has a vast experience of teaching in different learning contexts and has delivered workshops and lectures for multiple conferences including IATEFL and TESOL-SPAIN.

Abstract:

The aim of this workshop is to provide teachers with some guidance on how to teach word and sentence stress, and it will give teachers ideas as well as some fun tasks to take away with them and incorporate into their lessons. Stress and weak forms is an area of pronunciation that is often overlooked, which is why students often find it difficult to understand or make sense of real life, native speaker verbal discourse. This workshop will familiarize teachers with the general tendencies of word stress and will engage them in numerous fun based tasks, such as citing nursery rhymes, as well as variations on how to present stress to students. It will also cover weak forms, particularly the schwa, and will give teachers ideas on activities to practice it in their lessons. This is a hands-on workshop so lots of active participation is expected!

12:30h-13:30h Room A 342 Good Practice ALL Animated Content Daniel Brint (British Council)

Dr Daniel Brint is an English teacher, teacher trainer and materials writer with 30 years’ experience. He works for the British Council in Madrid. He is particularly interested in the ways literature and visual arts such as film, animation and photography can be used in English classes. In recent years he has given literature courses for secondary school teachers and tutored online Drama and Storytelling modules for the Comunidad de Madrid (CAM).

Abstract:

In this session Daniel Brint will look at using short animated films, available online, most of which contain very little or no spoken content. By engaging students through the visual impact of animation, as well as the accompanying music and sound effects, these films can form the basis for a rage of engaging and effective activities. As well as discussing why and how visual images with appealing narrative themes create powerful opportunities for language learning, Daniel will describe a number of activities teachers can use in their classes with different ages and levels.



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12:30h-13:30h Room A 344 Good Practice ALL Rethinking writing strategies Tareixa García de Polavieja, Ana Isabel Díaz Garrido (Universidad Europea de Madrid)

Ana Isabel Díaz is a foreign language teacher with several years of experience in higher education and currently works at the Universidad Europea de Madrid. Her research interests are within the field of sociolinguistics. Tareixa García de Polavieja is a foreign language teacher currently working at UEM. She is also passionate about the design of authentic teaching materials.

Abstract:

In the era of technology, immediacy and instant messaging, writing is a skill that our students often struggle with even in their mother tongue. And yet, we, as language teachers, have the challenging task of teaching our students to produce good pieces of writing in a second language. In this talk, we will explore different engaging activities - from warmer and learning activities to the use of rubrics and assessment techniques for giving feedback - as well as resources to help our students develop writing strategies while becoming more autonomous. Teachers may be familiar with some of them but we hope we can add new ones to their repertoire.

13:45h-14:45h Room A 342 Good Practice ALL Let’s teach by playing! (drama workshop) Graeme Railton, Laura Elorriaga (CLAP)

Founders and directors of CLAP, in charge of teacher training courses and artistic director of CLAP interactive shows and story tellings to all ages and levels.

Abstract:

This workshop aims at all those teachers who are looking to be motivated and to motivate their students to be creative and participate in their classes. The workshop introduces drama and games into the classroom routine as a practical instrument in the communicative aspects of language. We will create a comfortable environment where the participants can express themselves and have fun. Using established theatre activities, drama, games, and storytelling techniques and based on practical situations and motivating activities teachers are given new creative tools. These new tools are them used to facilitate an interactive "hands on" approach to teaching.

14:45h-15:45h Room A 342 Good Practice ALL Why, when and how to test: evaluation and exams Bernadette Maguire(The British Council)

Bernadette Maguire has worked in English teaching for 30+ years in many contexts including the Spanish school system and the British Council. Her classroom experience spans all language levels, from primary to university. She is now academic adviser for English language examinations and accreditation at the British Council and is member of the CRUE Mesa Lingüística for English.

Abstract:

Mobility, both in academic institutions and in the workplace, continues to be on the increase as graduates find their way professionally in the world. As we know, languages are more important than ever and a reliable accreditation of language level is fundamental to any curriculum. Testing and evaluation are all too often associated with students’ ‘success’ and, more importantly, ‘failure’. They should, however, serve to promote learner engagement and maximise student potential and form an integral part of the language teaching and learning process. The presentation looks at the role of evaluation in language teaching and examines assessment practices both from the learners’ perspective as well as from that of the teacher. Participants will leave the session with some idea of the theory behind this very important and exciting aspect of teaching as well as some practical suggestions regarding its implementation.



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16:00-17:00 Auditorium A ROUND TABLE Classroom Observation as a Tool for Teachers’ Professional Development Participants: Ana Elena Martinez, Aidan Holland, Gerard McLaughlin, Isabel García, Andrea Littlewood

Abstract:

Classroom observation describes the practice of observing another teacher’s class in order to learn and reflect on a teacher’s pedagogical approaches. Predominantly used in English-speaking countries, it is practically non-existent in Spain. The benefits of being an observer and observing other colleagues are irrefutable, ranging from the improvement of different methodologies and teaching strategies, to the use of new technologies. However, there are various issues involved in its implementation that need to be properly addressed, such as: the possibility of observer intrusion; the challenges of giving and receiving feedback; adopting an appropriate model of observation, and the use of various techniques to measure a teacher’s effectiveness in delivering a lesson. All these issues will be discussed at the round table by five experts and teacher trainers with extensive expertise in classroom observation.

PLENARY/ALL

17:00h – 17:30h Second floor lobby (next to exhibition) ALL Networking Coffee During the break teachers will have the opportunity to informally discuss topics related to the main strands in the conference (bilingual teaching and CLIL, student-centered learning models and good classroom practice) and share their thoughts, ideas, tips and concerns while enjoying a tasty coffee at the different “thematic tables”.

17:30h-18:30h Auditorium A ALL Closing Plenary: The three Rs Gerard McLoughlin (International House Barcelona) Gerard has taught English in Italy, the U.K., Serbia, Egypt and Spain and worked as a teacher trainer in the U.K., New Zealand, Mexico and Spain. He has a DipTEFLA and an MA in English Language Teaching. He is a CELTA and DELTA trainer at IH Barcelona and a CELTA assessor. He is a co-author of Next Generation, a Bachillerato coursebook. He has also written several teacher books for McGraw Hill (Platform) and Heinle (Outcomes). He is a board member of TESOL-SPAIN as Online Resources Officer and Webmaster. He is also an ambassador for the Disabled Access Friendly campaign.

Good practice involves reflecting, rethinking and refocusing so that we become even more effective teachers. We can do this by being aware of development opportunities and resources that can help our professional development. This can be achieved by collaborating with colleagues and other professionals, reflective practice, teacher research, attending conferences and participating in training. This presentation explores these different areas and how we can and should take responsibility for our own professional development.

18:30h-19:00h Auditorium A ALL Closing Ceremony and Raffle Annie Altamirano, President of TESOL-SPAIN

THANK YOU FOR YOUR PARTICIPATION!

WE HOPE YOU ENJOYED THE DAY WITH US!

http://www.tesol-spain.org/en/

http://disabled-accessfriendly.com/



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Talks by topic area

Name Last name Theme Audience Title Schedule Room

Shawn Redwood Bilingual teaching and CLIL

Adult Rounding out the Unit with Authentic Material to Reinforce Grammar

11:15-12:15

A 316

Virginia Ansó Bilingual teaching and CLIL

Primary Ready,set,go:time for writing creatively

16:00-17:00

A 321

Shawn Redwood Bilingual teaching and CLIL

Primary CLIL and Cultural Awareness: Using the Media to Build Intercultural Knowledge and Understanding

14:45-15:45

A 321

Hamish Binns Bilingual teaching and CLIL

Primary Creative, Transversal and Multisensorial Teaching through Music, Stories and Instruments.

12:30-13:30

A 321

David Bradshaw Good classroom practice

Secondary Assessing Speaking, Then and Now

16:00-17:00

A 323

Rachel Jeffries Good classroom practice

Adult Written Communication ideas for the classroom

13:45-14:45

A 311

Steve Muir Good classroom practice

Adult Image and Sound 12:30-13:30

A 311

Ken Gomez Good classroom practice

Adult A new approach to authentic material, really?

11:15-12:15

A 311

Makkie Malyari Good classroom practice

All Beat the stress out of your lessons!

11:15-12:15

A 344

Daniel Brint Good classroom practice

All Animated Content 12:30-13:30

A 342

Tareixa García de Polavieja Aguilera

Good classroom practice

All Rethinking writing strategies

12:30-13:30

A 344

Bernadette Maguire Good classroom practice

All Why, when and how to test: evaluation and exams

14:45-15:45

A 342



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Brian Engquist Good classroom practice

Primary Ten top tips 4 terrific teachers

12:30-13:30

A 322

Mark Mason Good classroom practice

Secondary Marking without the red pen

12:30-13:30

A 323

Patricia Regalado Learning models

Adult Shake off your shyness: Act and sing in class

16:00-17:00

A 311

Hilary Plass Learning models

Adult Student-Driven Learning: Can it Work?

14:45-15:45

A 311

Rod Allister Learning models

All Flip your class, or not? – When, why and how

14:45-15:45

A 323

Graeme Railton Learning models

All Let’s teach by playing! (drama workshop)

13:45-14:45

A 342

Christopher Foreman Learning models

All Connecting with Digital Natives

16:00-17:00

A 342

Michelle Worgan Learning models

Primary Curiouser and Curiouser! 13:45-14:45

A 321

Andrea Littlewood Learning models

Primary Achieving more together : Collaborative Activities for Primary learners

11:15-12:15

A 321

Alastair Roy Learning models

Secondary Force of habit: Encouraging learners to integrate English into their daily routine

11:15-12:15

A 323

PRELIMINARY CONFERENCE PROGRAM - tesol … · SANTILLANA RICHMOND 1 table, raffle prizes BRITISH...

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