You walk into the classroom. The students are at the back chatting with friends, sitting in silence, checking their phones, or resting their heads on the desks. Then, suddenly, the bell sounds. It is the start of the class. How do we as teachers change the classroom dynamic to one where learning can take place for all concerned?
Our October 8th meeting will be a Pecha Kucha Night, so everyone who comes should bring along a 20-slide presentation related to language teaching or learning, timed to change every 20 seconds, on a thumb drive. For more information on Pecha Kucha, start with this link: http://www.presentationzen.com/presentationzen/2007/09/pecha-kucha-and.html
This talk will begin by briefly examining the following distinctions: (1) implicit vs. explicit learning, (2) implicit vs. explicit knowledge and (3) implicit vs. explicit instruction. It will examine the significance of these distinctions for language pedagogy by addressing the following questions:
Whether using open access online materials or subscription databases, locating the most relevant books, journals, and articles for your research topic can be a challenge. A few simple online search strategies and the effective use of existing physical collections can reveal a wealth of English language materials available to scholars and researchers in Japan.
Since 2007, I have been stunned at my students' response to extensive writing (EWr). Their engagement and self-confidence in writing, their speed and fluency have all increased dramatically. EWr offers a chance for teachers to connect with students in an innovative, meaningful way.
FAB1: Kitakyushu Conference
Connecting Neuroscience with EFL in Japan/Asia
A charity event for the Tohoku children
Robert S. Murphy (Memory and Learning), Curtis Kelly (Neuroplasticity of the Brain), Marc Helgesen (The Science of Happiness), Tim Murphey (The Brain on Agency). Local presenters too!
This multifaceted presentation will begin with a brief theoretical review of the major types and functions of language assessments, as well as fundamental criteria and desirable properties of good tests. Practical advice regarding easy mistakes and critical things to avoid in constructing, mediating, and applying test items will also be given.
It will detour into the interesting field of automated scoring of speaking and writing tests (both English and Japanese) and examine the latest trends.
Participants will then be asked to consider (in small groups) some issues in applied testing such as: the role of L1 in examining L2; the role of translation techniques in oral tests; or considerations for raters when assessing test items. An open forum opportunity will also be given to teachers to discuss assessment issues relevant to their current teaching situation.
Michael Phillips graduated with an honours degree in environmental sciences. He came to Japan as part of the JET Programme in July 2001, and has since taught at kindergarten, primary, junior-high, high-school, junior college, community centres, eikaiwa, and business schools. He is currently completing a Masters of Education (TESOL), and enjoys the challenge of having to reflect on and apply knowledge directly.
This presentation will demonstrate how you can stimulate your students to read outside of class time. The freely available MoodleReader quiz program allows students to take brief quizzes at home (or school) and collect "stamps" for each quiz successfully passed.
Thomas Robb, Kyoto Sangyo University, is a founding member and past president of JALT. He is currently interested in ways to better use computers for language learning.
What is Dogme ELT? It is a philosophy that says our dependence on materials and technology can actually slow down the learning process. It is also an approach to teaching that is materials light, conversation-driven, and focuses on emergent language.
More importantly, what does Dogme in English Language Teaching have to offer English teachers in Japan? This workshop will focus on answering this question. Using a Dogme approach, we'll uncover the principles that characterize Dogme ELT, how these principles might work in "unplugging" our own teaching.
Barbara Hoskins Sakamoto has been an EFL teacher and teacher trainer since 1985. She has conducted workshops throughout Asia, the U.S. and Latin America, and is co-author of Let's Go (OUP). Her motto is "Always try new things," so these days, when she's not teaching, writing, or giving workshops, you'll often find her online exploring the potential of social media for professional development.
Undoubtedly the best way to engage students is to get them to enjoy themselves. However, despite all efforts, at all levels of education, there are times when some student plays up, messes with a cell phone, or overdosed on karaoke the night before and is sleepy in class. As teachers, how should we deal with such situations?
Matthew Jenkins will briefly discuss current theories to help teachers deal with inappropriate behavior. He will then elaborate on his own techniques at a university and a high school, and lead into a discussion of how others in the group deal with behavior in their own contexts.
Matthew Jenkins has an MA in applied linguistics, a business degree, and is currently completing his second MA in Teaching. He has taught at university, and currently teaches junior high school and elementary school children in the Kitakyushu area. He has more than ten years teaching experience. His hobbies include surfing, camping, martial arts, and travel.