EXHIBITION
Saturday 10 April
Exhibition Room
10.00 – 18.00
Sunday 11 April
Exhibition Room
10.00 – 18.00
SEMINAR PROGRAMME
Saturday 10 April 2021
Being contradictory to Positivism, which sees knowledge as objective and static, the epistemological position of Interpretivism views knowledge as subjective and changing. As such, knowledge can be created within a classroom that serves as a sociological learning environment that fosters student interaction through sociological means of free speech, and within a sociological learning process that promotes the externalisation of perspectives. Being voiced, students’ ideas and beliefs may be interpreted, and eventually be translated into values in their being and doing. Knowledge, being constructed within a conversational culture, can direct to the achievement of learning outcomes that cultivate democratic citizenship.
The majority of language teachers these days teach ‘communicatively’: they encourage learner interaction as much as they can and pay a lot of attention to things like style and register, functional language and strategies for getting your message across. However, this focus on communication often comes at the expense of accuracy, and as a result many of our students may be fairly fluent but unfortunately make a lot more mistakes than those who were taught English in a more ‘traditional’ manner. In this presentation, we aim to re-evaluate the role of accuracy in communicative language teaching and demonstrate techniques and activities for enhancing accuracy in a communicative classroom.
…so if we wish to help our students build strong writing skills, we must develop instructional strategies and classroom practices that instill the habit of writing. As habit is second nature.
Given the exponential growth in the popularity of online primary language learning due to the disruption COVID-19 has caused, alternative forms of assessment have resurfaced. This presentation canvasses how the field of assessing young learners of foreign languages has evolved over the past year and how teachers can operationalize online assessment. It will help teachers reassure their students learning achievements and gather information on where they may need further support. The online learning environment gives language learners and teachers the opportunity to explore different approaches of assessment and exposes children to new routes of language learning, reflection and peer feedback. By the end of this presentation, the audience will have been introduced to different ways of exploiting classroom material, tools and activities, and provide practical tips on how teachers can document and evaluate students’ progress through the online assessment process.
Revised ECPE Honors, the best preparation course for the Michigan ECPE, is now fully up-to-date with the new specifications. Great new features include a brand new writing syllabus and documentary videos for each unit. It is accompanied by free interactive webbooks to support online and autonomous learning.
Online environments totally transform our approaches to classroom-based assessment. Teachers can therefore find it challenging to track progress, assess language development and help learners with an action plan for improvement. The role of alternative assessment in this new context becomes more central, albeit harder to implement. In this webinar we will explore practical tips and tools that can be used in principled ways to help teachers to both track progress and motivate learners but also, to help learners become more autonomous and independent in their own assessment process. We will look at specific web-tools through a formative assessment standpoint and a critical pedagogy framework.
Projects are an ideal teaching approach for young learners, building collaborative skills and providing opportunities for creative, personalised work. But it can be easy to over-emphasise the products of project work, and forget about the learning outcomes. In this session we’ll look at some simple strategies for maximising success with your classroom projects, with plenty of examples of activities and techniques from Own It!
This presentation will take an in-depth look at the assessment criteria which comprise the Cambridge English Writing Assessment Scale as it relates to the B2 and C2 levels. The presentation will consider examples of Greek candidate scripts and highlight a range of techniques for providing effective feedback on writing in class
Coping with the health, emotional, social, and financial impact of the Covid-19 outbreak has been challenging for everyone, including students and teachers who are suddenly out of school classrooms. Teachers had to find ways to be creative, daring to do things differently, thus expanding the boundaries of what they have known about teaching and learning to discover new worlds within the confines of online classroom environment. Through this presentation I will share ideas on how to be a creative teacher, enhancing learning and increasing motivation, deepening understanding, and promoting joy. Intrinsic motivation is essential to the creative process and relies on students pursuing meaningful goals. How can we make learning more fun leading to joy and positive emotional engagement in students? As teachers, it’s up to us to establish this kind of supportive online classroom environment. Students’ engagement is a key to successful teaching and it’s up to the teacher to find those creative ways of online teaching to engage all students in a productive learning process.
The new exam specifications, the new tasks and assessment criteria and the brand new Express Publishing Coursebooks & Practice Tests to help prepare students for exam success, in class, online or offline!
Has the ‘new normal’ caused linguistic change? The talk reviews the main effects of the internet on language, illustrating from vocabulary and orthography, and goes on to explore the differences between online and offline conversations, in the ‘new normal’ of increased online interaction.
Sunday 11 April 2021
Mediation is a dynamic multilingual practice which reflects the fluidity with which individuals use their linguistic resources and cultural knowledge to interpret, negotiate and make meaning (see Garcia 2009). In fact, the ability to mediate forms an essential part of a speaker’s plurilingual competence (Picardo and North 2019, Stathopoulou 2016) and is a natural consequence of the superdiverse linguistic environments in which we operate (Vogel and Garncia 2017). Although the concept of mediation was first introduced by The Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) alongside reception, production and interaction in its descriptive scheme, it was not developed nor elaborated upon. It was vaguely defined, associated with interpretation and translation and was not accompanied by relevant descriptors for all levels. It was actually work and related research on mediation carried out in countries such as Greece (see Dendrinos 2006, 2014, Stathopoulou 2015) that significantly contributed to the elaboration of and detailed articulation of mediation in the Companion Volume of the CEFR (2018). This presentation attempts to delineate and clarify the construct of cross linguistic mediation and to illustrate how it is applied and assessed within the KPG exams and the Integrated Foreign Languages curriculum used in public schools in Greece.
In this session we will share what we have learnt from observing teachers teaching online for more than 500 hours during the past year. Successes and triumphs as well as mistakes have inspired us to create a top tips list that we hope will inspire other teachers in their quest for professional development and high level skills as 21st century teachers.
Extensive reading not only improves all language skills and fluency, but also enhances memory and greatly increases students’ motivation and confidence. This talk will examine the principles of extensive reading and the many benefits of reading for pleasure. By exposing young learners to a variety of stories we help them to develop a sense of identity and strategies to promote integration and social skills. We also enhance key thinking and language skills while developing a love of reading
A presentation emphasizing on the ECPE updates taking effect as of May 2021 and the rationale behind them
Ανακάλυψε νέες επιλογές και δυναμικές προοπτικές για την επαγγελματική σου ανέλιξη. Έλα στην ομάδα της So Easy Education και γίνε κι εσύ συνεργός στο όραμα μας. Ο Όμιλος So Easy απασχολεί σήμερα 952 καθηγητές και 28 ακαδημαϊκούς υπεύθυνους. Μέσα από διεθνείς συνεργασίες αναπτύσσει καινοτόμες μεθόδους διδασκαλίας και εξελίσσει την ξενόγλωσση εκπαίδευση σε μια πολυδιάστατη συναρπαστική εμπειρία για περισσότερους από 12.000 μαθητές ετησίως. Επωφελήσου από τα εξειδικευμένα εκπαιδευτικά μας εργαλεία, την διαδικτυακή πλατφόρμα μαθημάτων και την ελκυστική πρόταση συνεργασίας με το επιτυχημένο δίκτυο εκπαιδευτηρίων μας. Άλλαξε την καριέρα σου σήμερα και διεκδίκησε τη θέση που σου αξίζει!
Κάνε ένα βήμα μπροστά με το ΑΡΕΙΜΑΝΙΟ και κατάκτησε την αγορά! Το Αρειμάνιο, με 31 χρόνια εμπειρίας στο χώρο της μέσης εκπαίδευσης , σας προσφέρει ένα μεγάλο εύρος εκπαιδευτικών υπηρεσιών που απευθύνονται σε παιδιά και εφήβους. Με τεχνογνωσία, βραβευμένες μεθόδους διδασκαλίας και εξειδικευμένα προγράμματα σπουδών σας βοηθά να κάνετε το επόμενο βήμα με ασφάλεια και συνεχή υποστήριξη. Διπλασιάστε τους υπάρχοντες μαθητές σας προσφέροντας λύσεις σε όλες τις εκπαιδευτικές τους ανάγκες.
Coursebooks, Workbooks, Companions, Grammar Books, Test books, IWB, Microsites, Extra Resource Packages, downloadable materials and online platforms. These days it takes a village to produce a thorough, well-researched ELT coursebook. What are these coursebooks? Are they agents of improvement, and means of support or do they slowly de-skill teachers, who serve them faithfully yet superficially? This session aims to explore the necessary mindset, tools and skills to promote a creative interaction and symbiosis between teachers and coursebooks.
Language learning is all about connections. To be effective it needs to be both comprehensible and meaningful for the learners – they need to be able to connect it to their prior learning, to themselves and to the real world. But they also need to make connections with each other in the classroom environment, be that in a physical or virtual space. In this webinar we’ll explore how teachers can be more effective in facilitating learning and help students make the connections they need to be successful language learners.
Change is the key word to describe this new year. Changes that have not only affected the way we live and learn but also the way our students are examined. In this presentation we will take a look at the recent changes in the ECCE, ECPE and the MSU-CELC. We will also highlight potential pitfalls and strategies for success.
At a time when blended learning is the new norm, there is a growing need for a successful combination of print and digital material that supports teaching in a flexible way. Express Digibooks is the only gamified, digital ELT platform that facilitates effective teaching in class, online or offline! Track students’ progress, communicate effectively with parents, motivate learners and bring your classes into the future!
In this presentation we will revisit some important issue in second/foreign language learning and teaching. We will explore what current research in L2 acquisition has to offer and make relevant connections between research and classroom practice. I will illustrate how classroom practice can effectively take into consideration the latest research by showing examples of materials, tasks and activities that have proved useful in foreign language settings.
In this webinar we’ll be looking at some fairly simple things we can do to help us cope with the difficult and uncertain times we’ve all had to face over the past year. We can use these practical ideas with our students too, in our (real or virtual) classroom, and help everyone feel just a little bit more cheerful!
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