Learning to Teach, Teaching to Learn
Oct. 12-15 2012, Act City, Hamamatsu, Shizuoka
http://jalt.org/conference
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What does "Serious Fun: Creativity in the Classroom" entail? It involves taking typical language learning objectives and WHACKING THEM ON THE SIDE OF THE HEAD! You'll learn how to use humor, improvisational comedy and storytelling to develop student interest, motivation and fluency. See how to engage your students in discovering language talents they never knew they had.
Are you interested in understanding your students' actual learning processes? Verbal reports, or think-aloud protocols (TAPs), are an effective way to get inside your students' minds and see the learning process from their point of view.
Marcos Benevides will present and explain several of his unreleased ELT coursebook materials and proposals, and how he came about conceiving of them. These materials are under various stages of completion, from soon to be commercially released, to own-classroom-use only, to on indefinite hold.
"Montessori is a well-respected, but often misunderstood educational philosophy that focuses on maximizing student potential. This will be a dynamic presentation with plenty of hands on training with unique didactic materials, that will open up peoples eyes to new options in early childhood education.
Cross-curricular ELT lessons combine English with other subjects to interest and motivate young learners and give them a chance to use the English they have learned in a real context. These types of lessons are quite common in ESL classes throughout Europe, but are rare in EFL classes in Japan.
Low motivation to study English is a common concern among teachers because it adversely affects students’ attendance, participation and L2 gains and can make teaching more difficult. This workshop outlines, exemplifies and works through a framework for developing discipline-specific projects intended to increase students' motivation by virtue of their more obvious academic and vocational relevance. Participants will apply this framework to generate ideas for, and design projects relevant to their own contexts.
This talk looks to examine what elements in a communicative classroom can be taught and what elements can only be developed through enough exposure and practice and then at how these two groups of elements should be introduced/emphasized. It will then look at how learning materials should perhaps be structured in order to take these emphases into account.
This presentation will introduce concordancing as a means of investigating language. Words will be analysed in terms of their typical behaviours and patterns. By applying this approach, words can be categorised into 'families' for a more organic and authentic description of language.
Practical classroom applications will be demonstrated with a number of exercises, tasks and handouts for students at different levels. Participants will engage in materials development and concordancing tasks with genuine corpus data to investigate and evaluate this approach.
BIO
Matt Smith received his MA TEFL from The University of Birmingham and has
been teaching in Japan for the last ten years. He is currently teaching at Chubu
University where his interests include the study of learner corpora and teaching academic
writing.
Date:! ! Saturday, April 17, 2010 - 19:00-21:00
Venue: Gifu JR Station – Heartful Square 2nd Floor
The presenter will propose six principles to guide the selection and design of materials for young learners. Participants will have the opportunity to reflect on how they currently select or produce materials, with a view to integrating their current practice with these six principles.
Catherine Littlehale Oki has been teaching in Japan for 9 years and enjoys doing Young Learners (YL) Research.
Educators often speak of using activities appropriate for each language learning stage. However, when incorporating "cultural elements" into lessons, there is usually little consideration of the learners' developmental stage of intercultural learning. Consequently, ill-matched activities can reaffirm or deepen cultural misunderstandings, with questionable growth in intercultural competency. This workshop will demonstrate incorporating activities according to the learners' intercultural developmental stage, age, and language ability, and how to adjust the activities for learning stage appropriateness.
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