Flipped Instruction for Millennial English Language Learner (DEBRA BURGESS)
Access to the internet has resulted in English as the unifying language of communication in a global society. As a result, teachers may be asked to differentiate instruction and include technology in their ELT instruction without sufficient preparation or resources. The New Millennium student, highly motivated and engaged by technology, usually knows more than their teachers about technology and access to content information. This presentation will explore creating a responsive classroom that embraces the content, particularly as a tool to enhance and expand English learning beyond the walls of our classrooms. A few teachers have embraced a new trend, “Flipped Instruction” that allows students to access content outside the classroom and utilize class time for practice, discussion and problem solving.
Divergent education: An unpredictable project based way to educate for problem solving. (KENNETH STEENHUISEN)
Colombian students are eagerly requesting teachers to break paradigms, to revitalize their teaching and avoid using a grammar based approach that each day deviates more from the real student´s needs and challenges. Therefore, Divergent thinking plays a paramount role to cognitively update the English learning process in Colombia and focus on problem solving through projects done by students with meaningful and unpredictable results.
Using Tasks in Language Teaching (Rod Ellis) (Curtin University, Perth, Australia)
In the first part of my talk, I will define what a task is and illustrate how tasks differ from exercises. In the second part, I provide a classification of tasks with examples to illustrate different task characteristics and also suggest which types of tasks are best suited to different groups of learners. The third part will then consider how tasks can be incorporated into language lessons in terms of task-supported and task-based language teaching, the rationale for these two ways of using tasks, and the advantages and disadvantages of both approaches. The final part of the talk will then consider how teachers can tell if a task has worked. This involves defining what is meant by ‘worked’ and then evaluating whether a task has achieved what it was designed to achieve. The talk will conclude with an example of how a teacher set about evaluating a task.
Educating the next generation of teachers: 21st century skills, research and ICT competences through PBL (Rosa Guilleumas)
Living in the 21st century demands from all citizens, but particularly from teachers, the development of specific skills to face the challenges of a society in which information and communication are the key to successful fulfillment of most work and life needs.
According to the Partnership for 21st century skills (2011), these skills include learning and innovation skills (creativity and innovation, critical thinking and problem solving, and communication and collaboration), Information, Media and Technology skills and Life and Career skills (flexibility and adaptability, Initiative and Self-Direction, Social and Cross Cultural Skills, Productivity and Accountability, Leadership and Responsibility).
At the same time, the improvement and modernization of educational practices in the EFL field require reflective teachers with strong research skills that enable them to observe and analyze their educational contexts in order to propose creative and viable alternatives to traditional methodologies.
PBL provides an ideal framework to guide teachers in training towards the development of the aforementioned abilities in an engaging and motivating way and gives them a first-hand experience on the usefulness of this methodology for developing language and research competences as well as 21st century skills.