Session 3

06 May 2017
12:40 -13:10

Session 3

Tim Gifford & Jo Sayers
Developing products your learners need

Do you have an idea for a product or service that will improve the lives of your learners? Have you noticed a problem in the industry that needs addressing, but haven’t been able to come up with a cohesive, compelling way of solving it? This presentation provides a concrete set of steps for going from an idea to a product that really benefits you and your learners.
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Pathway: Edtech enthusiast

Ilá Coimbra
Critical pedagogy, coursebooks and what is 'normal'

Covert syllabus, or hidden curriculum, is a term used by J.Hadfield to describe the values, behaviors, beliefs, and perspectives that are subtly expressed in classroom activities in course books. The aim of this talk is to identify what lies behind some common classroom activities and how teachers can adapt these activities in order to lead learners to critically question what is ‘normal’ inside and outside the classroom.
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Pathway: Theories and approaches

Mary Ramirez
Low affective filter' and 'teacher talk' come together

This talk reviews Krashen’s ‘affective filter hypothesis’ embedded in a great understanding of the ‘teacher talk’ concept. By analyzing this two topics together, the author believes that second language teachers can find better ways to enable students’ learning.
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Pathway: Theories and approaches

Michael Carrier
English for the underserved: technology to close the digital divide

Much of our work in ELT technology helps ‘first world’ kids with first world tech access. This talk looks at the other world – the next billion learners, in rural areas of Africa & Asia. These learners and communities have difficulty accessing electricity, connectivity, textbooks – we can fix that with new edtech. The talk addresses how we can & should use new technologies to help reach these learners, giving them links to global knowledge and English, moving past their local disadvantages.
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Pathway: Edtech enthusiast

Ben Beaumont
The student voice in observation feedback: they can contribute too! (With learners)

This workshop will consider why student feedback is rarely sought in teacher development programmes and then, by way of a mini-lesson, will experiment with getting lesson feedback from both students and teacher participants. I will teach a short class and then compare feedback between students and teachers. Using this ‘hot’ data, we will draw out suggestions about how we can use the student voice, in addition to that of teacher educators, to help teachers develop their day-to-day practice.
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Pathway: Learner stories and reflections

*This session will run during 60min (Session 2 + Session 3).*

Marina Kladova
How can students benefit from a teacher-teacherpreneur?

We as English teachers have many transferrable skills which we can use outside our English language classrooms. We as English teachers have students who look up to us and follow our examples. When we develop a teacherpreneurial mindset, we can lead our students by example and encourage them to develop 21st century skills – initiative, collaborating, creative thinking ,etc. During the workshop we will have a look at some examples of teacherpreneurs and what impact they had on their students
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Pathway: Theories and approaches

Nicola Meldrum & Nicky Whitely
Empowering learners through teacher training

In this talk the course director and a course participant will share their stories of how OxfordTEFL’s Dip TESOL helps teachers to empower their learners. They will offer some ideas for fostering learner independence through teacher research and reflection. They will also discuss how preparing this talk helped Nicky, the “learner” presenter, develop and feel empowered to do more talks in the future.
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Pathway: Coaching, management & mentoring