First: Focus on Canada by David Townsend. This presentation will detail a course designed to tap into the students’ collective knowledge of their own country while at the same time presenting the parallel information of a common travel destination, Canada. Second: Cognitive Load and the Competent Teacher: Considerations and Strategies by Jason Lowes.
This presentation focuses on several years’ research on expatriate ELT faculty participation in English entrance examination creation.
While classroom management issues lie at the heart of the student–teacher relationship, little time is given to discussing them in a more formal setting. The presenters will offer some choice examples of practices that have worked well (e.g., learning names; dealing with problem students; organizing pair/group work), followed by a chance for discussion and the fruitful exchange of ideas.
Collaborative Critical Thinking For Real World Change by Chuck Sandy. What is critical thinking really if it doesn’t lead to real-world action and changes in behavior?
First, An alternative to speech writing by Paul Delaney. Breaking away from the traditional speech writing format of a high school public speaking course by incorporating task based learning to generate a group presentation in which the students teach the audience how to cook a three course meal.
Exploring cultural differences through humor by John Rucynski, Ayako Namba, and Scott Gardner What are the cultural boundaries of humor? This presentation reports on a research project in which students from various cultural backgrounds viewed and discussed a variety of “controversial” comedy clips.
WordEngine e-learning system provides students with a personalized vocabulary supplement, and the V-Admin LMS provides teachers a way to assign, track, and grade their students’ self-directed study.
We can motivate students to stay focused in the classroom through student response systems (SRS) that require all students to respond simultaneously. Low-tech SRS include giving students batsu-maru paddles to show the teacher. In more complex SRS, students use remote clickers to send in answers. Regardless of the level of technology, SRS improve student concentration, and encourage an active engagement with the material.
We learn because the brain is plastic. It is not hard-wired as was long believed, and we are now learning how the reward system affects plasticity and learning, including the super-learning we call addiction.