Early Spring Conference Sapporo

February 4-6, 2019

Performance-Assisted Learning


The conference will be held during the Snow Festival, and while it will be exciting, it will be crowded, so make plane and hotel reservations early.

CONFERENCE SITE


1-2 Kawazoe 4-jo, Minami-Ku, Sapporo, Sapporo, Japan, 005-0804


Complete the form below to submit a presentation proposal

DEADLINE JANUARY 4

Selected Presentations



1. Chhayankdhar Singh Rathore

Forum Theatre Workshop

The workshop will introduce Forum Theatre - one of the main components of Augusto Boal's Theatre of the Oppressed. The participants will first engage in creating a scene depicting some form of oppression. The scene would be performed a second time using the Forum Theatre approach of interrupted performance. Multiple ancillary drama activities will be introduced and used as a means of developing the story line

2. Emily Mindog

Digital Drama: Using Technology to Support Monologue Presentations

Giving monologues can be challenging especially to second language students. They have to allocate a lot of energy and focus on language production that it can be easy to forget the performance aspect of the monologue. Assessments can raise students’ awareness if they are lacking in the language or performance aspects of their monologues. Both self- and peer assessment can provide very beneficial feedback to performers. However, it is very challenging to critique one’s performance based on memory. Also, many students are reluctant to give honest feedback because their comments may be perceived as negative and they are afraid of offending their peers. This presentation will show how technology to use technology to facilitate effective self-assessments and anonymous peer-assessments that can lead to improvement in students’ performance.

3. Chhayankdhar Singh Rathore

Process Drama Workshop

This 2-day workshop would be divided into two parts - Process Drama Basic (Day 1) and Process Drama Intermediate (Day 2). Day 1 will introduce the participants to the basic aspects of Process Drama, its background, and its function as an element of Performance-Assisted Learning (PAL). The participants will engage in hands-on activities and discuss their application in the language classroom. Day 2 will build-upon Day 1 and the participants will engage with process drama at a deeper level. Suggestions and reflection sessions would be included to develop concrete ideas for incorporating process drama at different points of the syllabus timeline.

4. Mani Ram Sharma

Technology Integration in Performance in Education

The idea of mixing technology into education is received by educators with mixed emotions. Some educators feel inspired and excited by the fact that they can now use emerging technologies to educate and help prepare their students to become active members of a democratic society, while other educators seem much more concerned with the possibility of having to find technologies to educate their students in an already stretched thin resource pool. Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills and may feel inadequate in their own use of technology. Technology education can come in various shapes, sizes, and forms allowing educators to utilize their own creativity to engage their students in the content and learning process. This presentation will try to explain class wikis and how they can be used in performance classes.

Tara MacIlroy

Teaching Presentations as Pedagogy

This presentation describes a teaching license course in which learners read a class novel over one semester and complete group micro-teaching assignment at the end of the course. Students were required to 'teach' the class as part of the course requirements, creating short lesson sequences for their peers. Drawing on sociocultural theory (Lantolf, Thorne & Poehner, 2015) and its application to collaborative engagement, the micro-teaching activity and student responses to it provide insight into the application of novels in a specific trainee teaching context. In this presentation I will first introduce the course design, choice of text, and teacher reflections on developing this course over the past three years. Next, I will talk about how to deal with mixed-level classes and some considerations for creating differentiated classroom tasks. Participants will be invited to participate in a sample classroom task at the end of the presentation.

David Kluge

Performance in Education: A Nation-wide Group Research Project

One problem with the use of presentation in the classroom is that there is very little quantitative research with the power to convince colleagues and administrators that performance activities are valuable academic tasks. This presentation proposes a large-scale evaluation based on Ellis' concept of Task-Based Learning and his system of task evaluation (1996) to be conducted by a group of teacher/researchers doing small-scale studies that in the aggregate will provide important information for proponents of performance in the classroom . This presentation will go through the steps of conducting a small task evaluation and how the group research project will be conducted.

Gordon Rees

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Vivian Bussinguer-Khavari

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Schedule

(Tentative--details later)

February 4

10:00-12:00 Workshops/Presentations

12:00-13:00 Lunch

13:00-15:00 Workshops/Presentations

15:30-17:30 Professional Discussion

18:30-20:30 Networking Event (Family members welcome)

February 5

10:00-12:00 Workshops/Presentations

12:00-13:00 Lunch

13:00-15:00 Workshops/Presentations

15:30-17:30 Professional Discussion

20:00- Cultural Event (Family members welcome)

February 6

10:00-12:00 Workshop

Complete the form below to register for the conference, Networking Event, & Cultural Event (Snow Festival)