19, 20 y 21 de octubre de 2018
Talleres y Comunicaciones de Patrocinadores
19/10
viernes
TARDE
18:00-19:00
| DESCRIPCIÓN DEL TALLER | |
| MARTA GENÍS PEDRA (TRINITY) | |
| DESCRIPCIÓN DEL TALLER The old, rather vague notion of project-based learning has been significantly improved by linking it to a 21st century, competence-based framework. As a result, in language teaching, we have begun to take subject content more seriously, with increased attention to language focused on discipline-specific discourse patterns. In simpler terms, if you’re going to teach Physics though English, you need to understand and produce the language of Physics. A long-term project in the Basque Country, practised in 120 schools, uses the PoPBL method (Project Oriented Problem-Based Learning) based originally on Roegiere’s notion of ‘situational competences’ where students must respond to a situation relevant both to their context and circumstances but also to their cognitive age. | |
 | PHIL BALL (OXFORD) Phil Ball lives in San Sebastián and works as a consultant for the Federation of Basque Schools and for the University of the Basque Country. He is a CLIL materials writer and teacher-trainer and has been closely involved with the award-winning Basque multilingual project, ‘Eleanitz’. He is the co-author of the new book about CLIL, Putting CLIL into Practice (Oxford University Press 2016) and his CLIL textbook series for the Basque curriculum was nominated for the ELTONS Innovation Award in 2016. |
20/10
sábado
MAÑANA
10:30-11:30
| DESCRIPCIÓN DEL TALLER Have you ever wanted to try a flipped classroom model but didn’t know where to start? In this session we’ll be looking at flipped and faux flipped classroom models and exploring some tools that will help you take the plunge. We’ll start by looking at what a flipped classroom is, and what it looks like in practice. We’ll then spend some time exploring simple and easy-to-use tools that will help you set up and manage your flipped science classroom. | |
 | MANDY McLOUGHLIN (OXFORD) Amanda is a teacher, teacher trainer and CLIL materials writer based in the Bilbao area in the north of Spain. She has taught EFL and science in a primary school near Bilbao for 8 years and has been teaching and training teachers for the British Council for the last 13 years, specialising in CLIL and Primary methodology. |
TARDE
16:30-17:30
| DESCRIPCIÓN DEL TALLER Everyone knows that CLIL stands for Content Language Integrated Learning but just teaching the content in English is not enough. As teachers, we need to create a hands-on experience of the content which builds on the 21st Century skills of communication, collaboration, critical thinking and creativity. In this practical session, we will look at activities that ‘ignite’ the brain and help children in primary school to understand and retain content and language best. We will consider activities that provide the maximum language ‘pay-off’. “Since the main purpose of teaching is so that our students will be able to use the language in real situations, we must at some stage provide the opportunities for appropriate practice. The earlier we introduce realistic practice the better.” Meryl Bloor. | |
 | PLÁCIDO BAZO Plácido Bazo has been training teachers for the last 30 years. He is also a professor at the University of La Laguna. His main field of study is the methodology of ELT for young learners, key competences and competency based learning. With Vanessa Reilly they have just published All about us, where they propose a competency based approach for the teaching of English in the XXI Century. |
 | VANESSA REILLY (OXFORD) Vanessa is co-author of the new Oxford Primary course All about us. She has also written the Oxford University Press Teacher Resource Books, Very Young Learners and Writing with children (Duke of Edinburgh English speaking union prize, 2006). She is also the co-author of the Primary course Big Surprise, the pre-Primary courses called Three in a tree (Winner of the British Council Innovation Award 2005) and Splash! |
| DESCRIPCIÓN DEL TALLER Assessing speaking has long been a headache for many teachers. Apart from the transient nature of speech itself, there is the problem of what aspects to focus any assessment on, and even defining what we really mean by ‘speaking’. In this presentation, we will examine speaking assessment past and present and through this attempt to identify which aspects of speech we should be assessing, and different ways in which that assessment can be done. We will round off with a brief look towards the future and how assessment of speaking may be affected by developments in technology. | |
| DAVID BRADSHAW (CAMBRIDGE) David Bradshaw has worked for Cambridge Assessment English for almost twenty years, initially combining his role as a Speaking Examiner for all levels and as Team Leader for B2 First with his job as an EFL teacher and Head of Modern Languages in a series of bilingual schools. He currently works full time in the Madrid Office of Cambridge English as Senior Assessment Services Manager for Spain and Portugal. He holds a degree in English Language and Literature and a M.Ed. in Applied Linguistics. | |
21/10
domingo
MAÑANA
09:00-10:30
Mesa T
| DESCRIPCIÓN DE LA COMUNICACIÓN | |
 | MARK LEVY (BRITISH COUNCIL) Mark is Head of English Programmes for the British Council in Spain with responsibility for the British Council’s initiatives in support of the teaching and learning of (and through) English across the country. |
10:30-11:30
| DESCRIPCIÓN DEL TALLER Changing the perceptions of «work» and «play» in the classroom. By connecting the two, student engagement increases without sacrificing content priority. This workshop will be hands-on, with participants playing the role of students while learning dynamic strategies to increase student engagement. | |
 | SARA KELLS (SANTILLANA-RICHMOND) Colaboradora Santillana-Richmond. |
| DESCRIPCIÓN DEL TALLER Phenomenon-based learning has been proven to be a powerful means with which students learn both cross-curricular material and the essential social cues they need to succeed in their futures. We will share the essential steps necessary to create a successful PBL unit based on pilot programs we have developed in Mexico, Spain, Panama and Finland. Included is the focus on the inclusion of cross-curricular material, multi-culturalism and globalisation. | |
 | DONNA FIELDS (OXFORD) Donna Fields (Ph.D.), author, professor at the International University of Valencia, a collaborator with Oxford University Press, consultant to the BEDA organisation in Spain, and expert teacher-trainer for such international organizations as Educluster, Finland and the Departments of Education in Helsinki (Finland), Guadalajara (Mexico), Valencia and Cataluyna (Spain). She specialises in the CLIL approach, Phenomenon-Based Learning and EFL innovative practices. |