This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
Working in the Global Classroom: A Guide to Connecting & Collaborating Global...Michael Graffin
Presentation by Michael Graffin (@mgraffin) and Nigel Mitchell (@1nbm) at the Australian Computers in Education Conference, held in Perth Western Australia (October 1-3, 2012)
Practical Guide_Unblocking Limits Together (1).pdfEmi10
This is a material created by a team of teachers involved in an Erasmus + project, cofinanced by the European Commission.
It is a guide with practical activities and methods the schools have implemented during this project in their schools.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Diversity, Inclusion and the Learning, Speaking Body in the Empty Space
1. Diversity, Inclusion
and the Speaking, Learning
Body in
ELT
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/
2. g hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning
AbstractAbstract
This presentation explains the development and
refinement of the programme English in Action,
now established in 20 remedial schools in the City
of Buenos Aires, including hospital schools,
orphanages and a school for wheel chair users. The
theoretical background, based on the notion of
The Speaking, Learning Body in the Empty Space
and the pioneering work of Heathcote’s
Educational Drama, will be discussed and some
practical activities will be experienced by the
participants.
3. Questions for todayQuestions for today
What is the Speaking Body in the Empty
Space?
What is the Learning Body/Embodiment?
What is Performative Activity?
What is Inclusion?
What is Enclothed Cognition?
What is SEN?
What are SLDs?
How do we do it?
7. Dorothy HeathcoteDorothy Heathcote
Drama has long been used inDrama has long been used in
education in the UKeducation in the UK
a pioneer of Educational Drama in the 60sa pioneer of Educational Drama in the 60s
the creator of Drama training in ITTthe creator of Drama training in ITT
promoted Drama as a tool for learning forpromoted Drama as a tool for learning for
all in the regular curriculum and in allall in the regular curriculum and in all
subjects at primary and secondary levelssubjects at primary and secondary levels
fostered an awareness of a social consciencefostered an awareness of a social conscience
through Dramathrough Drama
9. Her deeply held mission to bring joy and
challenge into learning:
in townships such as Soweto in South Africa
in New Zealand with Maori communities
in the depths of inner cities in the UK
in numerous countries throughout Europe, Asia,
Africa, North America and Australasia
in borstal institutions in the UK and USA
in residential care homes and learning centres for
people with significant disability
in special schools and with those who work with
very vulnerable people
10. ““The child laws passed to save children fromThe child laws passed to save children from
exploitation in mines, sweat shops and upexploitation in mines, sweat shops and up
chimneys, have reaped a whirlwind whichchimneys, have reaped a whirlwind which
any adolescent recognizes at least by instinctany adolescent recognizes at least by instinct
if not by cognition, that we have successfullyif not by cognition, that we have successfully
also ‘protected’ our young from influencingalso ‘protected’ our young from influencing
society in any way which seems to matter.society in any way which seems to matter.
We have made them toys of society whenWe have made them toys of society when
small, and exploited them shamelessly assmall, and exploited them shamelessly as
consumers when large.”consumers when large.”
Heathcote 1985Heathcote 1985
11.
12. LEY: 26.378 de 2008LEY: 26.378 de 2008
Artículo 7º Niños y niñas con discapacidadArtículo 7º Niños y niñas con discapacidad
1. Los Estados partes tomarán todas las
medidas necesarias para asegurar que todos
los niños y niñas con discapacidad gocen
plenamente de todos los derechos humanos
y libertades fundamentales en igualdad de
condiciones con los demás niños y niñas.
14. La igualdad de oportunidades y elLa igualdad de oportunidades y el
derecho del acceso del sistema educativoderecho del acceso del sistema educativo
La Constitución de la Ciudad Autónoma de Buenos
Aires en el Título Segundo, capítulo 3, art. 23,
refiere que la Ciudad “Asegura la igualdad de
oportunidades y posibilidades para el acceso,
permanencia, reinserción y egreso del sistema
educativo. Respeta el derecho individual de los
educandos, de los padres o tutores, a la elección de
la orientación educativa según sus convicciones y
preferencias. Promueve el más alto nivel de calidad
de la enseñanza y asegura políticas sociales
complementarias que posibiliten el efectivo
ejercicio de aquellos derechos.”
15. La Introducción de Inglés enLa Introducción de Inglés en
Acción a Educación EspecialAcción a Educación Especial
El proyecto “Inglés en Acción” tiene por
finalidad brindar igualdad de oportunidades
de acceso a un área de conocimiento no
incluida en la Educación Especial y agregar
valor a la oferta educativa de las Escuelas
Integral y Interdisciplinaria de la Ciudad de
Buenos Aires.
16. S.E.N. in Bs AsS.E.N. in Bs As
Remedial Schools
Shantytown
Schools
Hospital Schools
(Transplant unit, psychiatric unit,
cancer ward)
Orphanages
Physically
Challenged
Street kids
Home Visits
Learners with varying
disabilities such as
broken bones
diabetes
HIV
physical disabilities
terminal illnesses
28. LanguageLanguage andand
Performative ActivityPerformative Activity
Performativity refers to the Performativity refers to the doingdoing of of
language. It opposes more abstractlanguage. It opposes more abstract
conceptions of language as a structure ofconceptions of language as a structure of
meaning or symbol system, and puts themeaning or symbol system, and puts the
emphasis on the role of language in theemphasis on the role of language in the
concrete, particular transactions ofconcrete, particular transactions of
speakers and hearers at specific sites.speakers and hearers at specific sites.
Performativity focusses on language asPerformativity focusses on language as
action. action. Rico Diaz 2012Rico Diaz 2012
34. Krashen and SwainKrashen and Swain
ComprehensibleComprehensible
InputInput
ComprehensibleComprehensible
OutputOutput
35. Herbert Puchta: Taking ourHerbert Puchta: Taking our
Learners SeriouslyLearners Seriously
““Main focus on repair strategiesMain focus on repair strategies
Little research available on the collaborate natureLittle research available on the collaborate nature
of the multi-modal solutionsof the multi-modal solutions
Not enough research into what happensNot enough research into what happens
collaboratively through the joint multimodalitycollaboratively through the joint multimodality
of language, silence, gesture, gaze, andof language, silence, gesture, gaze, and
movement in the learning space “movement in the learning space “
Gullberg 2011Gullberg 2011
36. The Learning BodyThe Learning Body
Scott ThornburyScott Thornbury
“First, cognition depends not just on the brain, but“First, cognition depends not just on the brain, but
also on the body (the embodiment thesis). Second,also on the body (the embodiment thesis). Second,
cognitive activity routinely exploits structure in thecognitive activity routinely exploits structure in the
natural and social environment (the embeddingnatural and social environment (the embedding
thesis). Third, the boundaries of cognition extendthesis). Third, the boundaries of cognition extend
beyond the boundaries of individual organisms (thebeyond the boundaries of individual organisms (the
extension thesis).”extension thesis).” (Robbins and Aydede, 2009:3)(Robbins and Aydede, 2009:3)
39. The Speaking, Learning BodyThe Speaking, Learning Body
“Language learning through drama as supported by
the drama, brain and language research reviewed
here can no longer be ignored. Drama involves the
whole body and the whole brain in learning in a
fictional context; it engages all of the multiple
intelligences (Gardner, 1985) and matches the
learning styles (Kolb, 1983) of all children.
Enjoyable physical movement embeds the
emotional impact of multi-sensory experiences on
the cells of the body to form deep neuronal
patterns in the brain and thereby enable memory
and recall more readily than methods having lesser
sensory impact” Wilkinson 2000
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