1 Creativity in Elf teaching
Creativity in ELT - Making not doing
Dr Diana Hicks
Ever since Ken Robinson's powerful call to arms in his TED talk on creativity in education in 2006, many educators have been trying to put creativity back into the curriculum. Although it is notoriously difficult to define, we all recognise creativity when we see or experience it but we, and, more importantly, our students, may not have much experience of it in our ELT classes. Creativity is one of several 'C's' which I feel has been absent from ELT state school classrooms since uniformity in L2/L3 teaching became the goal of international coursebooks. One of the other key 'C's' is cognition and it is the absence of both which has stultified originality in ELT and generated much teacher and student demotivation in the last few years..
Any originality of thinking, which underpins creativity, requires higher order cognition; in fact, the student needs to draws on a complex set of cognitive processes to produce originality within a given set of constraints. This, I believe is one of the main aims of 21st century education. I am prepared to argue that it would be impossible to have creativity without cognition.
The plenary will provide examples of creative activities for pupils in Primary and secondary classes and appraise differences firstly , between closed and open tasks and those teachers who enjoy creativity and those who encourage creativity in learners.
This is essential as many teachers are concerned about their perceived lack of creativity and possible lack of understanding of its importance in an educational setting. The presentation focuses on providing examples of learners cognitive, creative and critical production of language. Such production should reflect their originality, thereby ensuring that ELT tasks become more intrinsically worthwhile and have more action, value and purpose. This is fundamental as most time in class is spent on 'doing' activities: the teacher says 'Do exercise 4' or 'Do the puzzle' or 'Do the gap fill' or 'Do the comprehension questions'. The pupils 'do' them, as best they can: the outcome is transient and often without personal gain or satisfaction. Respond activities such as these usually lack creativity and cognition. However, a change of verb from 'do' to 'make' allows opportunities for the outcome to be an original production which helps students make sense of the language and makes them feel proud. It is the shift from responsive to productive which would allow for greater creativity in any classroom.
Creativity - a challenge for classroom teacher
Nurturing Creativity in the Language Class
1. eTwinning supporting creativity.
2. Let's give our class a creative makeover!
For Primary school teachers
3. Creative teaching or teaching for creativity?
Manuela Kelly Calzini, Trinity College London Italy
Why is it that for some, thinking creatively and generating new ideas come easy while others struggle? Whether you see yourself as creative or not, creativity is in fact part of our survival strategies and it's a force behind personal and professional development. Everyone can learn some useful skills and techniques which will promote creative 'right brain' thinking and bring a new perspective to language teaching and learning.
Description of Session:
The first part of the workshop will provide teachers with an insight into how they can build innovative and creative activities and techniques into their lessons while developing students' creative skill sets as well as improving their communicative abilities. Participants will be asked to experiment with the activities during the workshop which will immediately engage 'the whole person' in creative language production before being asked to analyse the didactical and pedagogical value.
The second part of the workshop will introduce teachers to the theory and practice underpinning Trinity's Integrated Skills Exam. Teachers will be provided with ideas on how to implement the use of integrated reading and writing tasks and integrated speaking and listening tasks into their classroom practice. These hands-on activities will also help give students the know-how to effectively communicate in the real world, while at the same time encourage them to find their creative 'voice' and prepare for successful performance in an English language qualification.
By the end of the workshop, participants will be energized and ready to teach creatively, cultivating curious and creative minds.
2 Digital skills in Efl teaching
The Future Is Now
This talk will give an overview of teaching and learning in the classroom of the future with the focus on the impact of technology on teacher-student interaction. Over the past years the roles of teachers and students have been transformed: From Education 1:0 where teachers were lecturers and know-it-alls and where students were passive onlookers and receivers of information; through Education 2:0 with teachers as moderators and facilitators and students as active participants and consumers of information to where we are right now in Education 3.0: there where the line between teachers and students is blurred, where they are all learners, discoverers of information, producers of new content and creators of new knowledge.
Is technology transforming education?
If you read in the papers, look on Twitter or Facebook or open up any educational magazine, then you would think that educational technology is transforming education but is that really true? In this talk, Russell will draw on lots of examples of how technology is being used in education and show that it is NOT the educational technology that transforms learning but the way teachers use it. Russell will show examples of the way that technology can transform education but also explain what in the 21st Century an educational transformation might look like.
Professional Development: Teaching English with Technologies
Anthony Calanducci, OUP
1. Why blogging is so useful
Blogging is perhaps one of the most misunderstood technologies that have emerged in education. Many teachers see it as a rather old technology that has been tried and tested. In this workshop Russell will demonstrate the amazing power of the free blogging tool Blogger and show why he has used it so much in his teaching and learning. It is ideal for CLIL, for assessment, for writing, for group work, for developing student's speaking skills and much more. Not only that but we can use create a whole range of blogs including class blogs, teacher blogs, student blogs and even profile blogs. This is your chance to really learn what blogging is about!!
2. Lesson Planning with Digital Resources for the Primary Class
Jennifer Single, OUP
For Primary school teachers
3. eTwinning - the most exciting community for schools in Europe
In this workshop we will give an overview of eTwinning, a community for schools in Europe. We will explore the advantages of becoming a member and learn how to get started, how to link up with other teachers, start a new project, connect students and participate in projects. We will look at different ways of online and onsite professional development opportunities on the eTwinning platform.
3 CLIL and Pluriliteracies
Why Content is a good partner for Language...
Since the 2014 LEND summer school where Teresa entitled her plenary "The marriage of Language with Content: a good deal for Language?" much progress has been made to delineate the type of CLIL-Mindset that is needed to make this marriage work so that both Content and Language come out better, despite the difficulties. In particular, this talk will look at how the familiar TEFL-friend, Task-Based-Language-Teaching (TBLT) strengthens the Language-Content interface.
1. CLIL... a solution for both Task Complexity (the FL challenge) and Text Complexity (the Content challenge).
While FL teachers seek ways to increase task complexity so to encourage learners to produce more complex language, Content teachers must seek ways to decrease text complexity so to enable learners to comprehend complex information. This workshop will accompany participants in a "guided walk" through upper secondary learning materials which illustrate how CLIL can be optimized for decreasing the complexity of content-input, yet increasing the complexity of language-output. Indeed, if upper secondary Content is already complex and unknown, even in the mother tongue, CLIL at upper secondary boils down to "learning unknown content through a foreign language"... not something we would wish upon ourselves. At the same time, if students already have problems using their mother tongue eloquently to speak and write about complex content, is CLIL the right way forward? Yes it is. This workshop will illustrate how a CLIL-Mindset enables teachers to develop learning progressions which position "complexity" at the right place, at the right time.
2. Making CLIL work for everyone
This workshop will look at different strategies we can use to make CLIL work for teachers and pupils without making teachers work more than they already are. As a catalyst for educational change, CLIL requires that we rethink how classrooms work best and shift the workload from teacher to pupil. I will present different ways to show how we can reduce the teacher's workload and, at the same time, increase pupils involvement, motivation and outcomes. Efficient and effective use of classroom time is a key factor in CLIL success especially with large, mixed ability classes.
We will look at different tasks to see how they work in class and appraise why some tasks are more productive than others in all contexts as a means of developing teachers' skills in materials analysis and design. I encourage teachers to bring tasks and materials with them to the workshop so that they can be analysed using the tools and framework that I will provide. This is a practical session which will focus on the heart of what we and our pupils actually do in class.
For Primary school teachers
3. Teacher Talk and Student Talk in the CLIL classroom. For CLIL teachers
A practical workshop focusing on classroom language in a CLIL context. In the workshop we will identify the purpose of classroom language for the teacher and focus on questions teachers can use to promote thinking. We will also look at different methods to encourage student talking time. The seminar is for CLIL teachers , everyone is welcome!
For Clil Teachers
4. Do Coyle
Identify what is meant by an integrated approach to learning in terms of core principles.
Explore how these principles can be translated into practices.
Consider the kinds of strategies teachers need to develop an integrated approach in their own classrooms.
Engage in problem-solving – potential and real.