PRESENTER:   Aslihan Akcay Celik    E-mail address: aslihan.celik@pearson.com PRESENTATION TOPIC: Changing roles: From a teacher to a conductor   ABSTRACT:    Since technology started to dominate our lives, the way we learn and teach has changed markedly. Our students, the digital natives and members of Gen-Z, do not need information delivery from a teacher anymore. They have access to information anywhere and anytime. Yet, they are very much in need of learning how to use the information and thereby, how a teacher spends the precious classroom time matters a lot. More emphasis should be placed on collaborative, communicative and creative activities rather than a teacher’s lecture. By doing so, the role of a teacher ultimately changes to a conductor, which can be done in many different ways. In this session, we will look at how drama games can contribute to our classroom and in what ways    can we care not only for our students’ language learning, but also their whole-person development when we put our conductor’s hat on.   BIODATA: Aslihan Akcay Celik, currently working for Pearson Education, completed her B.A. and M.A. degrees on ELT at Akdeniz University, where she conducted academic studies on Teaching Children English, Drama and Language Teaching, 21^st Century Learning and Generations. During her M.A. she had the opportunity to study as a guest student at University of Birmingham, which greatly helped her to master her English language and academic research skills. After serving as an Education Manager, Foreign Languages Department Coordinator, Researcher, English Teacher and Drama Instructor, she started her teacher training career four years ago. As a Creative Drama Instructor and Master Trainer, she has delivered a great many teacher trainings and parents’ seminars all around Turkey as well as drama workshops to children, teenagers and adults both in English and Turkish.

Eda DEMİREL

Educational Consultant and Teacher Trainer

Eda Demirel currently works for Dünya Education as a Teacher Trainer and Educational Consultant. She completed her B.A. degree at Middle East Technical University (METU) on TEFL. She also completed a second B.A. degree on Liberal Studies with a Concentration on ELT at State University of New York, New Paltz, the USA.

 

After graduation, she worked as a trainee English Teacher in New York. Then, she worked as an English Teacher for some of the leading private schools in Turkey such as TED College, MEV Ankara College. While she was working as an English Teacher in MEV College, she also worked as a mentor English Teacher for the senior ELT students in cooperation with METU English Language Teaching Department with the accreditation of MEB. Meanwhile she started her M.A. degree on ELT at METU and she has conducted academic studies on ‘The Motives Underlying High School Students’ Speaking Problems’ and ‘The Practicum and Self-Efficacy of Prospective English Teachers in an EFL Context but she had to drop out.

 

Having completed Educational Coaching Program in Başkent University, she was entitled to be a Professional Coach and delivered a number of presentations for both students and teachers in İzmir College.

 

After that she started her Educational Consultant and Teacher Training career with Dünya Education and has delivered a couple of trainings and presentations to teachers and seminars to parents around Turkey.

DIFFERENTIATION MATTERS!

“Everyone is a genious. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

Albert Einstein

Do you really have to be talented to learn a foreign language? Why can one have some difficulties in learning a foreign language while not the other?

Mixed-ability classes are very common especially when language classrooms are considered. You might have a classroom with some students who are very good at and confident about learning English while others struggle a lot. Is it because of the fact that they are talented or untalented?

Recently, researchers have put a great emphasis on differentiated instruction or differentiation in teaching and learning environment. Considering the individual needs, interests, capacity, background knowledge, etc., process of learning and teaching can be more qualified, effective and ongoing.

Regarding the recent studies, we will cover the theory of differentiated instruction and its implications in language classrooms.

Nick Manthei

(Biodata)

Nick Manthei is a full-time teacher trainer for Oxford University Press. He has previously taught in South Korea, Istanbul and Izmir. He came last year to this same conference to present about the benefits of technology use in the classroom. His mission in every presentation is to help teachers find at least one thing new to try in the classroom on Monday

Abstract

Nick Manthei will describe the five clusters of Global Skills (communication and collaboration, creativity and critical thinking, intercultural competence and citizenship, emotional self-regulation and wellbeing, and digital literacies), how it can be integrated into the English language lesson and give practical examples of how it can be used in class.

 

I was born in Cuba, in the 20th century. I come from a culture of loud music, dancing and very close interpersonal relations. I’m married, with a daughter, and love everything Turkish. I’m always active and love to laugh and make others laugh. My own marriage, along with traveling, have allowed me to interact with different people and experience first-hand the value of languages on a personal level. As a certified ELE teacher I take great pride in teaching languages and have been doing it for years in Turkey. My thirst for knowledge in education fuels me and keeps the flame lit for me to share.   I have a wide variety of experiences as both an English and Spanish teacher, teaching children, teens and adults, all from different levels, backgrounds, skills and interests. My current path is to provide consultancy and support to schools and teachers, and anyone linked to teaching and languages.

 

Plenary Topic: The Gamified Classroom

Gamification is an educational tool. Gamification in our mind is closely connected with technology, but examples of gamification can also be found offline. Even more, gamification not only uses game elements and game design techniques in non-game contexts, but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relaxed atmosphere. Therefore, gamification should be a key component in the lesson and one of our best allies. In this Plenary we will focus on its role and implementation in the classroom following very simple rules to guarantee its success.

game design techniques in non-game  contexts (Werbach  & Hunter, 2012), but also

empowers  and  engages  the  learner  with  motivational  skills  towards  a  learning

approach  and  sustaining  a  relax  atmosphere.

Gamification  not only  uses  game  elements  and

game design techniques in non-game  contexts (Werbach  & Hunter, 2012), but also

empowers  and  engages  the  learner  with  motivational  skills  towards  a  learning

approach  and  sustaining  a  relax  atmosphere.

Gamification  not only  uses  game  elements  and

game design techniques in non-game  contexts (Werbach  & Hunter, 2012), but also

empowers  and  engages  the  learner  with  motivational  skills  towards  a  learning

approach  and  sustaining  a  relax  atmosphere.