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Kathy Hodge
Kathy Hodge
Kathy holds a degree in Psychology and Education, and has been teaching young learners for the past 18 years. She started her own English School It’s Playtime 13 years ago, where she works as a Director, Teacher and Coordinator. Kathy is passionate about storytelling and shadow play, believing that children should learn through play, in an active way. Most of her lesson plans include hands-on activities. At her school in Sao Paulo, they have cooking class, sensory play, gardening, storytelling and lots of games.
Interactive and Creative Activities for Young Learners
Interactive and Creative Activities for Young Learners
Many of us have been teaching online for several months. But this doesn’t mean the challenge is over. It has been really difficult to keep students motivated. Everybody is tired of being in front of the screen. And that’s why now, more than ever, it is crucial that you plan interactive, creative and play-based activities with lots of action games and songs.
In this session I will share some practical ideas that will help you keep your students engaged and excited. Instead of just reading the book try playing with the stories. Make your students sing and dance and plan lots of hands-on activities.
Shadow Play
Shadow Play
Have you ever noticed how magical shadows are for children? Have you ever played with shadows with your students? How about using shadows to tell a story? In this session I will share some of the benefits of shadow play and I will also teach you how to easily build your own shadow theater and puppets. You can use shadows when teaching a song, telling a story or even playing a game.
Sandra Rodrigues
Sandra Rodrigues
Sandra Rodrigues has been an educator for 20 years. Founder of Smart Learning Brazil she develops strategies to work with educational projects and advises teachers and coordinators in public and private schools. She is a collaborator of Oxford University Press workshops and extracurricular courses at Instituto Singularidades and São Paulo Open Center. Sandra is a Researcher of the Reggio Emilia approach. She has a degree in Pedagogy, specialization in teaching English for children and adolescents and a Master in Education from the Open University of the United Kingdom.
The Value and Importance of Human Connection in Distance Learning
The Value and Importance of Human Connection in Distance Learning
Creative, meaningful and affective online classes, is it possible?
What should we take into account when planning our videos?
How can we foster our students’ engagement?
How can we involve parents and our school community?
How far can we go when we are willing to reach our students beyond the screen?
In this virtual encounter, we will experience several strategies to enhance connection with our students.
The Environment as the Third Educator: Exploring New Spaces at Home
The Environment as the Third Educator: Exploring New Spaces at Home
What are the learning environments of the 21st century?
What are the elements of an educating environment?
How can we make the most of this third educator?
In this virtual encounter, we will discuss and explore some ideas and possibilities of this powerful environment: home!
Alastair Grant
Alastair Grant
Alastair Grant is an experienced English Teacher, Teacher Trainer, Academic Director, ELT author and public speaker. He is Head of English at Colegio Nuevo Las Lomas in Buenos Aires and a teacher trainer for International House Montevideo, where he runs the Cambridge Delta 1 teacher-training course and where he was previously Director of Studies. He works as a consultant on the profesorado de inglés at the Universidad Tecnológica Nacional in Buenos Aires, where has lectured on both Discourse Analysis and Methodology. He was also Director of Studies at International House in San Isidro, Buenos Aires and Colegio San Luis in Victoria, Buenos Aires. He holds an Honours Degree in English Literature and Philosophy from the University of Warwick in the UK.
Where Do We Go From Here? From “Response Pedagogy” To Post-Pandemic Education.
Where Do We Go From Here? From “Response Pedagogy” To Post-Pandemic Education.
Since the day the world stood on the brink of one of the worst pandemics in history, teachers have cemented their place in society as being among the most responsive and adaptive of all professionals. After all, we now teach without even being in a classroom. But where does our “response pedagogy” go from here? And how do we deal with whatever the “new normal” is going to be?
In this collaborative meeting, we will examine how we teachers have made our response to Covid19 so successful by working together. We will share a range of strategies and activities that may be deployed in the classroom as well as online, for both our classes now and in the world that the future holds for us. And we’ll do it as team. As Jeremy Harmer said in a recent interview, "if I could give one piece of advice to teachers these days, it would be to buddy up with other teachers and really be open." (2020).
Where is the “YOU” in YouTube?
Where is the “YOU” in YouTube?
How many times have you seen a video clip of a song, TV show, film or even just something funny that’s on YouTube and thought, “now... how could I use that in class...”? But, is it just for fun or can it be used for a lasting pedagogical impact for online classes?
In this session we will look at ways of delivering engaging and fruitful class activities using YouTube, as a resource that can allow your students to develop both their receptive and productive skills, from exploiting viral videos to teaching phonetics and phonology.
Anya Shaw
Anya Shaw
Anya Shaw is a freelance teacher educator and English teacher. She has trained teachers in State schools in Sri Lanka and worked with the British Council in Argentina and Uruguayan state schools, responsible for the quality of over 1000 online classes per week and 90 remote teachers. She also worked as director of studies for International House in Buenos Aires and is a CELTA tutor and IELTS examiner. Anya has a keen interest in online teaching and learning and how to maximise learners' participation and engagement, volunteering as a mentor on the British Council's FutureLearn online courses and for the Hand Up project, an online storytelling and English language learning project for young learners in Gaza and the West Bank. She has a degree in French and Hispanic studies from the University of Nottingham and has the Cambridge ESOL Delta.
Mind the gap: bridging distances in online teaching to get learners interacting
Mind the gap: bridging distances in online teaching to get learners interacting
In the face-to-face classroom, getting learners to interact can sometimes be a struggle; learners aren’t keen on the topic, don’t know what to say or don’t have the language to say what they want. When you add the physical and emotional distance or gap that comes with online learning, especially in today’s circumstances, it has become a key area where we teachers need to focus our efforts. How can we bridge this gap effectively to ensure our learners are in a safe, comfortable learning environment that makes them want to engage and interact? Are there other types of ‘gaps’ that us teachers can actually exploit? Join me in this workshop where we will look at practical, engaging activities to get our learners interacting in the online classroom.
The brave new world of online task authenticity
The brave new world of online task authenticity
As English teachers thrown into the online medium, has our scramble to use remote-working technology to recreate the face-to-face learning environment come at the expense of exploiting what younger learners actually use the internet and digital media for? After all, how often do any of us use a Zoom breakout room outside the ELT setting?
This session will look at how online teaching can harness the internet to meet several core conditions for effective second language acquisition: relevant and meaningful input, authentic practice and use, and that most elusive of components: engagement. Drawing from theories from Jane Willis and Scott Thornbury, we will explore the endless resources available for our online classes and see how authentic and motivating tasks that conform to key principles of English language teaching can be found right at our fingertips.
James Taylor
James Taylor
James Taylor is a DELTA qualified EFL teacher, teacher trainer & materials writer, based in Brasilia. (https://taylormadeenglish.com/ ). He has taught English to adults and teenagers in Brazil, South Korea, Belgium and Costa Rica since 2007. In 2018, he self-published his first ebook “How Was Your Weekend?”, and is the co-founder of ‘Raise Up!’ a charitable project publishing inclusive coursebooks. He's also written coursebooks for FTD Educaçao and TransFor.Me and is the project manager at Active English. He produces the ELTON nominated TEFL Commute Podcast, and is a committee member of IATEFL TDSIG and BRAZ-TESOL Brasília.
English Teaching in the Post-Truth Era
English Teaching in the Post-Truth Era
“Fake news” is seen as one of the most pressing issues of our time, but does it have any relevance to English teachers? ‘The post-truth era’, as it is known, provides us with a unique opportunity to develop how we define our roles as educators and offers our students of any age the chance to improve a digital literacy that is sorely needed at this time. In this workshop, we will look at the history of disinformation and an explanation about how fake news works before moving onto how this can work in the ELT classroom with resources and activity ideas.
How to make sure your online lessons are inclusive
How to make sure your online lessons are inclusive
A lot of people are now talking about ‘inclusive teaching’ but what does this mean? Who are we including, and how can we make sure that our lessons do a better job of representing the lives of our students? And how has this become even more relevant when our classes have moved online? In this workshop, I’ll give you an overview of the two main aspects of inclusion, learning differences and identity, and help you understand how you can adapt your lessons to make sure that your students feel a sense of belonging and engagement, online or offline.
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