Categories for KTT Presentations

Assessment/Testing

Developing Assessment with Rubric (Sara Davila)

A look into the creation of rubrics and how to apply rubrics for assessment in the classroom. This workshop includes activities for the teacher to help with the construction and development of rubrics for immediate use in the classroom.

Performance Assessment in Language Teaching (Sara Davila)

This serves as an introduction to developing a performance assessment program to support language learners in task based or group based EFL/ESL classrooms. This includes information on how to organize assessment tools and rubrics for report to students and parents. Based on my own personal experience with performance assessment and semester reports sent to 800 students over a two year period.

Testing. How to Do It and How NOT to Do It. (Tim Dalby)
Testing is something that very few people know about in theory, yet many people do on an everyday basis. In this workshop we will explore some of the issues involved in testing such as 'what to test' – i.e. skills or language, 'how to test' – i.e. summative or formative, proficiency or achievement, and how tests affect teaching or ‘washback’. We will examine different tests types, how tests are developed and the range of ‘high stakes’ tests that are available along with their advantages and disadvantages. By the end of the session, attendees should have a better understanding of tests and how to use them as more than just a tool for student assessment.

Testing Speaking: Methods, Techniques and Tips (Tim Dalby)
Assessing a student’s spoken English ability is something that many teachers do on a regular basis. However, we are not always aware that we may be hindering our students’ ability to communicate effectively. For example, testing a student’s conversational ability through an interview-style, teacher-student test has questionable validity because the skills being tested are different. In addition, the unequal power relationship between the teacher and the student will affect the learner’s ability to have a natural conversation and thus demonstrate the skills that are (supposedly) being tested. During this short workshop, the presenter will discuss various methods of oral assessment, identify the various pitfalls and make recommendations for better quality testing based on current literature and on research carried out at a private Korean University.

CALL

Smart Use of Smart Phones - QR Codes in the Classroom (Michael Jones)

The use of smartphones in the classroom has become a controversial topic among teachers. Some teachers embrace the phones and the pedagogical opportunities they provide, while others ban the devices due to decidedly non-educational use by students.  As smartphones explode in popularity, a steadily increasing number of students will be using the devices in the classroom. This is something that teachers are going to have to deal with whether they like smartphones or not.

Anyone who has been in a classroom can tell you that students of all ages are enamored with the use of their smartphones. In this hands-on workshop, we will examine how to harness that interest in technology to increase motivation in the L2 classroom. Instead of reducing the phones to nothing more than glorified electronic dictionaries, we will explore using QR codes to deliver content, set up paperless tasks, create easily accessible multimedia projects, and attend to administrative tasks.

Tools to Keep Students Active and Involved Outside the Language Classroom (Tim Thompson)

Contact time with students in EFL classes is severely limited considering the amount of time it takes to learn a language.  Teachers need to be able to keep students working in the target language outside of the classroom if we hope to truly help the students master that language.  This presentation will introduce fun and practical activities and projects that will keep your students thinking and working in their L2 after class is finished.  All of the activities discussed will be easy to assess and suggested rubrics will be provided.  The presentation will also introduce software that can help your students practice specific speaking skills such as for a job interview or presentation without having to assemble a live audience and risk negative feedback.  Students who have a computer with a webcam, microphone, and speakers can practice virtual job interviews and presentations and then watch videos of themselves immediately afterwards.

Voicethread in ELT (Michael Jones)

The last decade or so has seen the emergence of communicative language teaching (CLT), and one of its components, task-based learning, as one of the most prominent approaches in ELT pedagogy. Concurrent with the rise of CLT as a classroom approach has been the rapid evolution of technology, represented most notably in the appearance of what has come to be called the Web 2.0. The possibility of taking advantage of both of these phenomena and merging them to create a flexible, stimulating learn-from anywhere classroom is an exciting prospect for educators around the world.

Computer aided language learning (CALL) has been around for quite some time, so the idea is not new to the ELT discipline. The difference however, is that in the past, CALL was largely limited to one-way information flow. Essentially, the students completed workbooks, but these workbooks were online. There was very little communication happening. The challenge, or opportunity, then is to make this new technology work for us. How can we engage learners with this technology and at the same time present them with truly communicative tasks? How do we move away from what is essentially a high-tech workbook and towards an environment where the learners interact with the technology, and other learners, and communicate in an authentic, meaningful way? We will examine where Voicethread fits within this paradigm.

Webgems: Resourcing Your Classroom on the Internet. (Tory Thorkelson)

This new workshop looks at what makes a good website for students and teachers to use as well as offering some of my favorite sites for skills development as well as use inside and outside the classroom – most of which are free. I also ask attendees to share their own favorite sites as well.

Word to the Webwise. Useful Websites That Are Easy to Use for You and Your Students. (Tim Dalby)
There are myriad websites out there all purporting to provide English language instruction for free. The quality of these sites varies considerably, so to save you time and effort, this workshop will show you some of the better sites out there, how to use them and why your learners will love them.

Classroom English

English Only Classroom (Sara Davila)

An overview of keeping and maintaining and English Only Classroom. Including what English Only means and supportive strategies for learners working in an English Only environment.

Strategies for Teaching English Through English. (Heidi Vande Voort Nam)

Teaching English through English (TETE) can have many benefits: it increases comprehensible input and multiples the amount of authentic communication in the target language. In recognition of these benefits, the Ministry of Education has recommended TETE; however, many teachers find TETE difficult to implement in their own classes. Successful introduction of TETE requires not only familiarity with key teaching expressions, but also teaching techniques that help students comprehend the classroom instructions. This workshop will demonstrate
five techniques for increasing student comprehension of classroom English: using simple language, using manageable chunks, modifying delivery, using body language, and monitoring comprehension. Workshop participants will practice translating complex classroom instructions into student-friendly expressions and generating effective comprehension questions.

The Art of Checking Comprehension (Heidi Vande Voort Nam)

No lesson is successful unless the students “get it.” To find out whether students are "getting" the material, teachers need to monitor their students’ comprehension. Unfortunately, questions like "Do you understand?" rarely reveal how much students have understood. This workshop will address common pitfalls in checking comprehension and demonstrate six comprehension checking techniques: eliciting back translation, requiring a physical response, grading the difficulty of comprehension questions, monitoring written work, using pairwork, and cold call. Workshop participants will practice generating and evaluating comprehension checks.

Who is Afraid of a Little Teacher Talk? (Michael Griffin)

TTT (Teacher talking time) is often considered a "bad word" in training circles.  While there are certainly good reasons for this, avoiding teacher talk can also have negative effects. In this presentation, a more nuanced view is offered and participants are asked to consider the benefits of principled teacher talk after examining a variety of examples.

Classroom Management

Classroom Management (Sara Davila)

Information on how to manage EFL classrooms in English only. Including creating of the rules, consequences, and point and reward systems, and general tips to help stop problems before they start.

Classroom Management and Classroom Management Measures (Sara Davila)

A look into classroom management issues and how strategies for addressing areas of management in the ESL/EFL or general classroom. This workshop includes activities for the teacher to consider the classroom management needs of their own classroom, and how to apply classroom management measures and strategies for success.

Classroom Management and Discipline in Korean Secondary Schools (Tim Thompson)

This presentation discusses the importance of classroom management in order to avoid having to resort to disciplinary measures. Specific examples of how to make rules and enforce them are given and tips on how to keep students interested and on task are also provided. This presentation has received excellent feedback is invaluable to new teachers who need help controlling their classes.

Setting Rules in Young Learner EFL/ESL Classrooms (Sara Davila)

In this workshop style presentations teachers apply useful tips for creating and enforcing classroom rules in English language classrooms. This workshop focuses specifically on working with young learners.

Student Anxiety and Teacher Stress: Theory and Reality of Problem Solving in the University Classroom. (Tory Thorkelson)

This workshop focuses on how to meet your students in the middle and deal with many of the most common issues faced by teachers and students in an English only environment.

Content Based Instruction (CBI)

Creating a Successful Content Based (CBI) Course. (Tory Thorkelson)

Based on many years of trial and error in this area as well as designing and creating a number of successful courses to meet a variety of student and program needs, this is a practical workshop for anyone who wants to know the nuts and bolts of CBI.

Conversation/Pronunciation/Listening

Teaching Pronunciation (Tim Dalby)
What is a phonemic chart? What are those strange symbols on it? How do I use it? Is it useful? All of these questions and more will be answered in this highly practical and hands-on session. Phonemes are basic sound units which can be used to help our students distinguish between similar sounds in English. By highlighting the differences in sounds, our students can become aware of them and take appropriate action to correct pronunciation difficulties. The method of ‘listen and repeat’ is commonly used, but is not always the most successful or appropriate method of correcting pronunciation. A student’s awareness of sounds and how to make them is not only more efficient, but also leads to deeper learner. This session will not go into phonetics or more advanced aspects of pronunciation such as labials, dentals and plosives. Nor will it deal with tones and rhythm. Instead, this session is for the curious, and for those that want to have a more effective tool for improving a student’s intelligibility.

Cooperative Learning

Cooperative Group Strategies (Sara Davila)

Using cooperative groups in the EFL classroom with cooperative group activities that work.

How to Set Up a Learner-based Syllabus and Set Group-defined Rules for Better Classroom Harmony. (Tim Dalby)
Tired of plodding through a coursebook? Students bored with progress? Try something radical - let students decide what they learn. Scary, yes. Unreasonable, no. Can you imagine going into a travel agent, giving them a large wad of money and saying 'you decide'? We all work better when we have some control over our destiny, so in this workshop we will discuss how to motivate students by involving them in the traditional teacher-led decisions of syllabus design. By involving students in the learning process, you will notice an immediate improvement in attentiveness, attendance and alertness. The best thing of all - it's not difficult to do!

Course/Materials Design

How to Use Newspapers in the Classroom. (Tim Dalby)
A good variety of print newspapers in English may not be readily available in Korea, but they are more freely available on the internet. Newspapers provide a great source of authentic English which can be accessed by most pre-intermediate-and-above level students. They also provide stories that develop over several days giving valuable repetition of key vocabulary. This workshop will show you a variety of activities that you can do using newspapers in the classroom.

I Hate My Course Book! How to Reflect, Adapt and Thrive with a Course Book. (Tim Dalby)
If you have ever been in a situation where you have to use an assigned course book which doesn’t suit the needs of the class, this workshop is for you. In this practical and informative workshop, you can learn to critically evaluate course book activities and adapt them to make them better fit the classes you are teaching. Armed with this arsenal of adaptable techniques, you will be able to thrive with any course book thrown at you.

Image and Imagination: Pictures and Picture-Based Activities in the EFL Classroom. (Tory Thorkelson)

This workshop highlights some of my favorite lessons with pictures – especially the ones that have a track record of never failing with any class and any level.

Materials Development for the EFL Classroom (Sara Davila)

An overview of the creation, development and use of materials for teachers working in ESL/EFL classrooms. This workshop includes activities for the teacher to create lessons for middle school and high school that use authentic and constructed materials. Includes six (6) lesson ideas for the EFL classroom.

The Five Stages of Setting Up a Successful Extensive Reading Course (Tim Dalby)
You’ve heard about Extensive Reading and you know that it’s a good idea, but you are not sure about how to get started. This presentation will take you through the five main stages of setting up a successful Extensive Reading course. These are: 1) Selling the concept to both the institution and the students; 2) Sourcing the books; 3) Running the course (including ideas for activities); 4) The problems that you may need to deal with and; 5) Student feedback. This session is based on recent, practical experience.

Understanding the Four Skills: An Introduction for ELL Teachers (Sara Davila)

Have you heard someone talk about using four skills? What are the four skills of language teaching? What do those skills mean to the teacher and the learners? This paper breaks down teaching English through four skills with basic information about the skill and how the skills are incorporated into ELL/ESOL/ESL/EFL classrooms.

Cross-Cultural Education

How to Use Taboos and Other Controversial Topics to Bring Cultural Issues into the Classroom. (Tim Dalby)
The teaching of taboos in the classroom can be a dangerous undertaking, possibly causing tension and upset among the students. This workshop looks to explore ideas and methods for teaching taboos as a way to bring an awareness of other cultures in to the classroom. First we will define taboos and how different taboos operate using examples from different countries. Then we will explore the advantages and disadvantages of teaching taboos in the classroom and discuss how the disadvantages can be avoided. Finally, we will discuss positive methods for introducing and talking about taboos in a way that is sensitive and that enhances the students’ understanding of other cultures.

Stereotypes: Cracking the Mirror. (Tory Thorkelson)

Based on my 20 years or so overseas in variety of cultures, this workshop reviews both the theory on stereotypes and prejudice as well as offering some practical advice on how to deal with living in a foreign culture as well as the return home.

Team Teaching in Public Schools in Korea: Some Principles, Practices and Ideas (Tim Dalby)
Team teaching is a very common phenomenon in many parts of the world and especially in the public schools systems of Asia. The logic of having a fluent English speaker working alongside a trained public school teacher is to combine the strengths of each individual and so enhance the learning experience for students. However, there are ideological issues, such as ‘linguistic imperialism’ (see Canagarajah, 1999; Phillipson, 1992) which is when a foreign language displaces the native language in a country, the furthering of ‘Western’ interests (see Pennycook, 1998), and the myth of the superiority of the native speaker (see Cook, 1999). These issues can distract from the well-intentioned ideals of programs such as EPIK (in Korea), JET (in Japan) and PNET (in Hong Kong) and won’t be discussed during this session. Instead, we will try to focus on everyday issues faced by teachers here in Korea. We will begin by examining and defining different types of team teaching. Then we will discuss some of the problems you have encountered in your experiences so far and look for solutions including some successful examples of team teaching in Korea and abroad. Finally, we will take a look at the cultural aspects of team teaching and how to make a better accommodation between all players in the team.

Drama

A Teacher Training Program in Focus: Drama in the Public Schools. (Tory Thorkelson)

Part I: The Vision: As one of the original curriculum designers for the program, with a small team of 3 others, I will outline the essential details of the initial program as it was designed and proposed in 2006 and launched in January, 2007.

Part II: Reality: Although the original program was shelved briefly due to lack of students, the Ministry of Education became a partner in mid-2007 and the program was launched in September, 2007 with 75 trainees enrolled. However, there were some major changes made that will be noted.

Part III: Lessons given and Learned: The presenter will explain and illustrate some of the materials and course work he created and used for teaching the “Drama Workshop” component of the program. Copies of the course workbooks and student assignments will also be available to look at.

Part IV: Results and Feedback: Based on the end of program report and feedback from the trainees, an overview of the good and bad points of this program (in the presenter’s opinion) will be presented and discussed. Also, some trainee’s comments will be looked at. Questions will be welcomed at any time throughout the presentation.

Using Drama to ACTivate Your Classroom. (Tory Thorkelson)

Based on many years of drama classes and Community Theater, this workshop looks at traditional theater games as well as few of my own invention and shows how to make them productive for language learning as well.

ESP/EAP

Games

Games and Communicative Activities: Not Just for Entertainment. (Tory Thorkelson)

Having heard many teachers in recent years belittling the value of games in the language classroom, this presentation aims to encourage the planned and meaningful usage of games and communicative activities as an integral part of a lesson or unit or simply as a reward for good behavior on the part of students. Beginning with definitions of games and activities, I will compare the strengths and weaknesses of both. Next, I will look at students' behavior, the uses of games and communicative activities, some samples of both types and conclude with some suggestions for the proper usage of these activities in the classroom.

Grammar

Three of my Favorite Grammar Activities (Michael Griffin)

The presenter will share his favorite grammar activities. Participants will decide what they think are the important attributes of good grammar lessons after experiencing these activities as students.

Learning Styles/Preferences

Examining Korean University Students' Expectations of Native-Speaker English Teachers (Tim Thompson)

This presentation discusses findings on Korean university student's expectations for their English teachers.  The answers might surprise you.  The presenter will explain the research, summarize the results and discuss the implications for teachers as well as entire programs.  Bring your boss!

Learner-informed Teaching. How a Simple Survey Can Radically Change Your Teaching Approach. (Tim Dalby)
How good is our teaching and how can we improve it? To answer these questions we usually have formal evaluations from our institutions, observations from senior teachers, or some other similar method. However, at Jeonju University five teachers got together and decided to ask the
students. The results were not only surprising; they were also informative and motivating and led to great changes in the methods we used in the conversation classroom. This presentation will help you see the benefits of targeted surveys, how to design them and how to use them for maximum benefit. Really, it’s not as scary as you might think!

Lesson Planning

Creating Practical and Original English-based Lessons (Tim Thompson)

This presentation begins with a discussion of lesson objectives and expected outcomes.  Sample lesson plans which meld general knowledge topics and English topics are then introduced. A workshop on new lesson plans for after-school programs and camps is conducted, followed by an overview of how to design creative and practical lessons.  There is usually time for Q&A after this two-hour presentation.

Lesson Planning: Using PPP for Dynamic Lessons (Sara Davila)

Understanding the Present Practice Produce framework for organizing lesson. Includes a lesson plan template and advice on how to organize different methodologies (Task Based, Communicative, Multiple Intelligences) into the PPP framework.

(Re)Thinking About Lesson Planning  (Michael Griffin)

Lesson planning can sound like a scary and prescriptive thing. Many teachers have horror stories about plans that they have been required to complete. In this interactive workshop, participants think and talk about their personal lesson planning strategies after evaluating various lesson plans and creating criteria for lesson plans.  The key issues of lesson planning are drawn out and demystified. Finally, participants improve an existing lesson plan in groups.

Warmers and Warmdowns. A Selection of Quick and Easy Activities that Work. (Tim Dalby)
Learning English is much like physical activity in that a warm up before starting the lesson will get your learners ready for the mental exertions ahead. Likewise, a warm down at the end of class will help learners consolidate what they have learnt during the class. This workshop will provide teachers with a selection of tried and tested warmers and warmdowns on a variety of topics and for a variety of levels.

80/20 Activities, Where Effort in the Classroom is 80% Student and 20% Teacher. (Tim Dalby)
How can you get your students to do more of the work in the classroom? In this practical workshop you will learn how to apply the 80/20 rule in your classroom so that your time is used more effectively and students feel they are contributing more to their learning.

Listening

Did You Hear That? How to Teach a Listening Class Effectively (Michael Jones)

Many teachers, especially those new to ELT, are not quite sure how to use the audio CD that comes with their textbooks effectively. Some teachers question the value of teaching a listening class. They argue that whenever the teacher speaks the students are, by default, "practicing" listening, so the CD is unnecessary. For others, the move towards a student-centered, communicative approach leaves them unsure of how to make a listening class communicative.

This workshop will use CELTA-based methodology to show how to plan and conduct an effective listening class. It will demonstrate the importance of establishing context for a listening exercise and how to improve listening comprehension by explaining the differences between listening for gist, listening for specific information and listening for details. The purpose of each of the three types of listening exercise will be addressed as well.

We will explore the various methods of using an audio track to set meaningful, student-centered communicative tasks within the context of a listening class. The workshop will also show how to conduct effective feedback/correction upon completion of each stage of the lesson. Also to be discussed are effective time management, different methods for delivering audio content, the role (if any) of video in a listening class and the value (or not) of pre-teaching lexis prior to the listening task.

Literacy/Reading

Schema Theory for Beginners. How English Ability is Not the Only Determiner of Textual Understanding. (Tim Dalby)
It was an easy reading comprehension exercise but my students just didn’t get it! In order to read any given text, a language student needs a certain level of lexical and syntactic knowledge. In order to comprehend a text effectively, a language student additionally needs a sufficient level of background knowledge, context and cultural cues. In this presentation, the role of a person's schemata in the reading and comprehension of a text will be identified and examined through a series of example texts. Reading is not simply a passive act, but rather an interaction between the individual and the text. The level of interaction is dependent on several factors which can help as well as hinder effective comprehension. By understanding these factors and by seeing English through the eyes of a language learner, attendees will be able to appreciate the need for a more structured approach to reading exercises in order to get more from them. In addition, it will be seen that the process of reading is similar to the process of learning and it is therefore important that we understand how to motivate students to read more.

Teaching Multiple Reading Skills with Minimal Time or Resources. (Tim Dalby)
Research has shown that being able to read well is a good indicator of overall English-language proficiency and that developing reading skills helps other skills, such as listening, writing and even speaking. Students already possess most of the skills that they need to read well in English, but lack the confidence to use them. The biggest problem for many is believing they need to be able to understand every word of a text to understand it.

Motivation

Getting Students Involved Outside of the Classroom (Tim Thompson)

Getting students involved outside the classroom is a formidable task for any language teacher.  While homework can be assigned, most assignments do not involve communication with others.    In this presentation, Tim Thompson will describe his Apprentice English class which focused on outside-of-class projects that were then reported on during actual classes.  Through these experiences, the students understood that they could gain practical skills in addition to the opportunity to practice using the target language.  The pros of cons of having students work outside of class will be discussed and suggestions on how to create unique classes for university level students will be given.

Motivation: My students don’t want to learn English the way I teach it in my class. (Michael Griffin)

Participants are asked to consider typical problems related to motivation and are asked to re-think how they approach them. Through the use of quotes and examples from different fields teachers can feel motivated to help motivate their students.

Smiles per class: The REAL sign of success. (Tim Thompson)

The presentation introduces the concept of Smiles Per Class (SPC) and suggests practicals ways to make classes more "edutaining" for students.  It includes ways to make classes more student-centered, more practical, and more useful than before.  You will look at your classes in a whole new way after attending.

Presentation Skills

Preparing to Deliver Effective Presentations (Tim Thompson)
This presentation will explain common presentation mistakes to avoid and help audience members reflect on what they are doing right and what they need to work on when making presentations.  Many of the tips can cross over into classroom lectures and job interviews.  Learn how to become a better public speaker.

Controlling Your Nerves and Persuading Your Audience (Tim Thompson)
You can't persuade and audience if you can't persuade yourself first.  This presentation provides tips on controlling your nerves so you can deliver effective and efficient presentations.  Get what you want and learn how to win when you make a persuasive presentation.

Reflective Practice

Reflection Practice: Formulating Your Teaching Experience (Josette LeBlanc)

Reflective practice can be a magic formula for better teaching, but the trick is that you are the only one who possesses the knowledge to make it work. Luckily, this formula – based on the Experiential Learning Cycle (see Dewey, Kolb, and Rodgers) – is not out of reach. During the workshop, attendees will reflect on a classroom experience by taking it through each step of the cycle: description, interpretation/analysis, and action planning. With the guidance of the facilitator, attendees will gain clarity into each step, as well as insight into the value of pausing and taking a good look at each of these points. Attendees can expect to leave the workshop with a solid understanding of how to use the Experiential Learning Cycle to deepen their reflective practice and their awareness of what goes on in their classroom. With this awareness, it is the facilitator’s hope that attendees will realize how the Experiential Learning Cycle can make a positive difference in their teaching and learning.

Second Language Acquisition (SLA)

Task Based Learning

Communicative Strategies to Teach Reading and Writing (Sara Davila)

Learn how to teach reading and writing that will support EFL/ESL learners while encouraged reading and writing skills development. Strategies include tasks that encourage vocal and vibrant communication between learners while improving reading and writing skills.

Further Strategies for Task Based Learning (TBL) (Sara Davila)

This paper builds on previously introduces task based learning strategies and introduces teacher to six more strategies for using TBL in the EFL/ESL classroom. This includes activities for pairs, groups, and the whole class. With reflective tasks for EFL learners.

Low Budget Task Based Learning (Sara Davila)

An introduction to task based learning with a discussion for how to create low budget tasks for the classroom. Examines how to create task based learning activities around text and coursebooks required for use in the classroom.

Reading and Writing with Task Based Learning (Sara Davila)

This paper looks outlines task based strategies to improve reading and writing skills in general. Includes techniques for skimming and scanning, and group tasks for writing.

Task Based Learning with Song and Chants (Sara Davila)

Here teachers will find several song and chant activities to be used with small groups or the whole class. Includes information on how to use song and chants, chant development, how chants improve student language abilities, and several tasks for the classroom.

Teacher Development

Change and Flexibility in the EFL Classroom (Tim Thompson)

 One of the most valuable traits shared by successful people in any aspect of life is flexibility.  The ability to change and adapt quickly to challenges gives an advantage to those who possess it.  Therefore, the flexibility required to respond to changes that occur in EFL classrooms is vital.  Changes occur in the books we are required to teach, the times we are allotted to teach, and the number of students we are given to teach.  This presentation will detail three classes that have been taught over multiple semesters and the administrative decisions that facilitated the need to make significant changes in order to be conducted smoothly.  It will describe changes that happen between semesters and from week to week as well as how to deal with these challenges effectively.

Don't get mad, get creative. (Tim Thompson)

It’s easy to become frustrated when student don’t perform the way we want them to.  When setbacks occur, we need to find ways to keep the class motivated and challenged without allowing them to give up.  Examples of challenging teaching situations and the successful solutions that make the classes work will be presented.  A brainstorming session will follow to address issues from audience members.

Notes from a Teacher-Training Course (Tim Dalby)
The presidency of Lee Myung-Bak has given new and increased impetus to the teaching of English in Korea. The government has recognized that many of its public school teachers are inadequately skilled in English and inadequately trained to teach English in any way other than by using outdated, audio-lingual style methodologies. As a response, many education boards are contracting universities to provide six-month training courses to rapidly increase teachers’ skills, abilities and confidence in the using and teaching of English. In this presentation, the author will share some of his findings and observations after following two groups of elementary school teachers on such a course. As well as a course outline, areas covered will include attitudes towards native and non-native English-language teachers, cultural awareness, improvements in English skills, the use of Extensive Reading and attitudes towards testing and towards technology. This presentation is designed to be informative, and will also invite participants to share their observations from similar courses.

Publishing and Presenting Classroom Experiences (Tim Thompson)

This presentation will highlight several avenues for professional development and give advice on how to get started.  First, the speaker will introduce a list of publications which are not research-based.  There are many educational magazines, smaller journals, and other media outlets which prefer to publish good ideas from classrooms around the world.  Teachers can take experiences from their schools and share them with other educators while at the same time begin to establish themselves as education experts.  Second, places to present and the benefits of sharing your experiences with others will be addressed.  From holding small workshops at your school to becoming a teacher trainer and speaking to hundreds of people at a time, the possibilities for presenting your classroom successes and failures is endless.  Finally, the presenter will describe how opportunities virtually to fall into place once you have started down the professional development route and how building an academic portfolio can improve your career prospects. 

What teachers say: What students hear: What we can change (Josette LeBlanc & Tana Ebaugh)

“Wow! You’re a genius” and “You can do better than that” may seem like words of encouragement, but is it possible that these expressions could decrease student motivation or hinder student learning?

What we say as teachers in the classroom may not be what our students hear.  The message we intend to send to our students may be distorted by the words we choose to use. The presenters believe that certain types of language that teachers use to talk to, and about students, can reduce learning, and create a state of classroom disharmony.

During this presentation we will explore these expressions experientially to examine the effects of language choices used by teachers in the classroom. The audience will work in groups and with the presenters to develop harmonious solutions. Expect to leave this presentation with a new awareness of their language use and new language to use!

90 minutes

Vocabulary

How to Teach Vocabulary - a Beginner's Guide. (Tim Dalby)
In this practical workshop we will discuss eleven different ways to elicit vocabulary from students, what students need in order to ‘know’ a word, how to help students store vocabulary and some methods to help retention. We will also cover some lexical jargon for those that are interested.

Konglish in the Classroom: The Teacher's Back Door (Workshop). (Tory Thorkelson)

This presentation highlights both the evolution of Konglish as an integral part of Korean as well as showing a number of ways to use this as a means to make English studies more practical and meaningful for students as well as teachers.

Vocabulary Practice Activities (Michael Griffin)
Participants are guaranteed to thoroughly learn 8 new words in this interactive presentation! After going through a series of learning activities participants will be asked to re-create “lesson” and compare it to their other vocab teaching and learning experiences. Finally, participants will be asked to consider how they might adapt the activities and ideas to their classes.

Writing

Communicative Writing Workshop (Michael Jones)

One challenge that faces English conversation teachers is how to integrate writing into a conversational English class. Many feel that that there should be more going on in a conversation class than a room full of learners silently working on a writing assignment. This workshop will be a hands-on demonstration of how to set up a writing activity in such a way as to transform it into a meaningful communicative task utilizing live listening and collaboration. 

The activity requires very little preparation. You will need fifteen strips of paper or so per learner, several blank sheets of A4 paper, and some tape, magnets or yellow tack. The instructor begins with a story. During the story-telling, the instructor involves the learners by eliciting the lesson’s target language using verbal hints, contextual clues, or miming. Each student writes down as much of the story as they can remember on the strips of paper. The learners work in small groups to put their pooled strips of paper together in such a way as to reconstruct the story. Once complete, they write the story out in full on a blank sheet of A4 paper. The instructor then conducts the feedback session for the activity.

Miscellaneous

Good News and Bad News: English as a Lingua Franca (Michael Griffin)

The world has changed. English as a lingua franca is now a reality. What does this mean for English teachers in Korea? Both the opportunities and threats associated with these dramatic changes are discussed.