As humans, our relationships are important and we thrive when we feel a sense of connection in our daily lives. In education, connection extends beyond this idea of social connectedness to include the deep connections required to make learning effective. However, it can be hard to form these deeper connections in today’s world. This talk will look at the importance of deep connection in learning and techniques we can use to maximise our own and our learners’ sense of connectedness.
Presenter(s):
Matthew Cotter (Hokusei Gakuen University Junior College)
Speaking is often one of the least practiced of the four English skills. Oral English class for first year students at Hokusei Gakuen Junior College English Department has one main aim. That is, students should be speaking for 80% of class time. With four, 45-minute classes a week, each with a different teacher, these classes involve high paced active learning where the teacher’s role is mainly a facilitator. For this scenario to be successful, students learn much of the relevant vocabulary and grammar via flipped use of the textbook and specific functions of the online learning management system. This webinar explains the methodology of the class and how the textbook and online materials are utilized.
Language is a problem-solving tool. Our first language impulses are about getting what we want. Much language education extends this simple function but, increasingly, language education involves thinking critically about the world and engaging with it in creative ways. In the ecosystem of language teaching and learning, there remain traditional connections among teachers, students, books, and assessments, but there are also new digital resources and paradigms to exploit them. This presentation explores how teachers can engage students in critical and creative thinking, fueling motivation and making learning more efficient and effective.
This recorded presentation talks about, by using the Global Scale of English, how schools/ English teachers can set learning objectives and assessments that measure progress to meet the goals targeted by curriculum guidelines, and then how they can filter down the learning objectives into the activities on a per class level.
One significant challenge in language learning is finding the right balance between supporting students enough, and supporting students so much that progress cannot be achieved. The introduction of the Global Scale of English (GSE) allows for an improved understanding of how to develop lessons that can support learners who need help, while challenging learners who are ready to go further. In this session we will examine how to use the GSE to develop lessons that will engage and delight all learners while providing many opportunities for support and growth.
Performance assessment allows teacher direct insight into the day to day language development of their students. Using the Global Scale of English (GSE) to develop performance assessment can help provide additional insight into the specific areas of learner progress. Additionally, the application of the GSE in performance assessment can improve understanding of learner strengths and needs, improving the overall flow of teaching and learning for all. This session reviews the development and assessment of performance applications and discusses how to track and measure progress based on observable achievement
This session provides an overview of the Global Scale of English, a comprehensive research-based framework of granular Can-Do statements, and explores the connection between classroom assessment, program performance and long term learner success to have better visibility on learners’ language progress.
Impact Issues is a flexible textbook. It can be used for speaking, reading, listening, writing or discussion classes. It is also student-friendly and teacher-friendly. Most importantly, students are able to enjoy real communication as they get engaged in the activities to go with each hot topic in the textbook.
The past few months challenged us all. We’ve now got firsthand experience. We’ve learned and adapted. In some ways we’re better. What will we be bringing back to face-to-face classes (other than a few extra kilos around the waist)? What did we learn? What do we want to keep? English Firsthand authors will share some of what they have been doing. We’d love for participants to share what you are doing, learning, discarding, and keeping.
