Ente Accreditato per la Formazione Del Personale Docente della Scuola (D.M. MPI 177/2000)

DoS Days 2015 BUILDING ON EXCELLENCE; ACHIEVING THE ACHIEVABLE

September 10th to September 12th 2015

The Dos Days will be held at the Centro Residenziale Universitario di Bertinoro – Via Frangipane, 6 – Bertinoro (FC).

Thursday 10th September 2015

TIME MEETING ROOM 1 MEETING ROOM 2 Exhibitor’s hall 10-­‐30 AISLi Update

Getting to know you Action plan for future AISLi seminars

Committee meeting

12.30 LUNCH Exhibitors set up stands 13.45 Opening 14.00 Plenary 1

Jo Watson (EAQUALS) 14.45 Sponsor talk: 15.00 Plenary 2

Michael Carrier (Cambridge English) 15.45 COFFEE BREAK OPEN 16.15 Plenary 3 Is managing teachers different?

Maureen McGarvey (IH LONDON) 17.00 Sponsor talk: Let’s Learn English www.letslearnenglish.co.uk 17.45 Plenary 4 Content Culture and Critical Thinking

Lindsay Clandfield (Freelance) 18.00 APERITIF 19.30 DINNER CLOSED 21.30 AFTER DINNER EVENT Jamie Keddie

Friday 11th September 2015

TIME MEETING ROOM 1 MEETING ROOM 2 Exhibitor’s hall 09.00 Sponsor talk: Damien Lonsdale Macmillan Education www.macmillanenglish.com/italy 09.15 Workshop 1

Jo Watson Workshop 2 Michael Carrier

10.50 COFFEE BREAK OPEN 11.15 Plenary 5 THE CHIMP PARADOX AND THE SEARCH FOR A STRESS-­‐FREE LIFE

Diarmuid Fogarty (Freelance) 12.00 Plenary 6 PROFESSIONAL DEVELOPMENT THAT WORKS

Silvana Richardson (Bell English) 12.45 Sponsor talk: Casimir Kukielka Macmillan Education www.macmillanenglish.com/italy 13.00 LUNCH 14.30 Workshop 3

Maureen McGarvey Workshop 4 Lindsay Clandfield

16.00 COFFEE BREAK 16.30 Plenary 7 Developing Teacher Autonomy to Develop Learner Autonomy

Chris Farrell (CES Dublin) 17.15 Sponsor talk: Chaz Pugliese Pilgrims http://www.pilgrims.co.uk/ 17.45 Plenary 8 The teacher as a storyteller

Jamie Keddie (Freelance) 18.30 BREAK 19.30 DINNER CLOSED 21.30 AFTER DINNER EVENT – Pecha Kucha; ideas for sharing

Saturday 12th September 2015

TIME MEETING ROOM 1 MEETING ROOM 2 Exhibitor’s hall 09.00 Workshop 5

Diarmuid Fogarty Workshop 6 Silvana Richardson

10.30 COFFEE BREAK OPEN 11.00 Workshop 7

Chris Farrell Workshop 8 Jamie Keddie

CLOSED

12.30 12.35 OPEN FORUM – Q & A session 13.00 RAFFLE AND A LOOK BACK AT THE EVENT 13.30 CLOSURE

LINDSAY CLANDFIELD (FREELANCE) Lindsay Clandfield is an award-­winning writer, teacher, teacher trainer and international speaker in the field of English language teaching. He has written more than ten coursebooks and is the main author of the adult course Global (Macmillan). Lindsay is the series editor of the Delta Teacher Development books and has co-­written various methodology books for teachers., notably Teaching Online and Dealing with Difficulties (Delta Publishing). Lindsay is also the creative force behind various web projects including the popular blog Six Things and the e-­publishing collective The Round. You can find out more about him at his website www.lindsayclandfield.com Plenary: Content Culture and Critical Thinking

Given English's status as an international language, what does this mean for the topics and texts we use with students? ELT, and especially ELT materials, have been criticised for begin Anglocentric, cosmopolitan, bland, celebrity-­driven or a combination of all these. In this plenary I'd like to look at different views of culture and the role of critical thinking in language teaching. Workshop: Let's get critical If, as some claim, we are living in an age of information then it’s very important that students think critically about the information they are exposed to. Developing learners’ critical thinking skills has become a hot topic. What exactly does this mean? This talk looks at practical ways that teachers can help learners think critically. I look at topic and task design as well as a series of activities that you can begin using with your students right away.

MICHAEL CARRIER (CAMBRIDGE ENGLISH) Schools cannot survive without Innovation: theory, case studies & best practice in the management of successful innovation

One of the key business drivers in the 21st century is innovation – and especially disruptive innovation, as outlined in the work of Clayton Christensen. Kodak’s film business died;; the CD business is dying;; the textbook business looks like the next to collapse. All have been attacked by disruptive innovation that has undermined their business by bringing new products and services to market at a lower cost with enhanced convenience, providing a more attractive value proposition for customers.

How could this affect language education businesses? Will the rise of innovations like translation apps or remote teaching undermine your business? We need to understand and learn from this so we can identify best practice and design innovations in language education.

This workshop will look at how innovation works and how to drive it. Workshop tasks will help participants look at innovation in their institution, how this can be improved, and how to future-­proof the school through improving the customer experience.

MAUREEN McGARVEY (IH LONDON) Maureen has been working in ELT as a teacher, teacher trainer, manager and online trainer for more years than she cares to think about. She is Programme Development Manager responsible for evaluating and managing the development of new programmes for IH London, both online and face to face. Her areas of special interest are management and distance learning. She has worked for International House for more years than she cares to make public. She is a CELTA trainer and has taught and trained in the UK, Spain, Hungary and France. She wrote and runs the suite of online management training modules offered by IH London and also wrote the Educational Management module for the MSc in TESOL/TESP offered by the University of Aston. She sits on the IATEFL Leadership and Management SIG Committee and the International House Trust Development Committee. Her areas of special interest are management and distance learning, and she is a frequent conference speaker on these topics Is Managing Teachers Different?’

JO WATSON (EAQUALS) Jo Watson: has worked as a part time teacher, a senior teacher, a Director of Studies, a centre manager, an Academic Manager, a teacher trainer (CELTA and DELTA OC). She is also an IH Visitor, an Eaquals inspector, an Eaquals board member and is also involved in inspector training. PLENARY …

DIARMUID FOGARTY Diarmuid Fogarty is the Director of Studies for English Language Programmes at INTO Manchester. He has been working in English Language Teaching since 1994 and still finds it to be a challenging, stimulating field to work in. Over the years, he has worked as a teacher, an examiner, a manager and a reviewer. His MA was a consideration of the true worth of evaluative observations and his most recent pondering concerns his feeling that English language learning might a lot more straightforward than many people believe. He has worked in Ireland, Greece, Spain, Oman and Manchester and has blogged for some years at www.taoteaching.wordpress.com. THE CHIMP PARADOX AND THE SEARCH FOR A STRESS-­FREE LIFE

In 2013-­14, the Health and Safety Executive logged 487 000 cases of work-­related stress, depression or anxiety. 244 000 of these were new cases. 11.3 million working days were lost because of stress. One of the main industries which reports stress as a major problem is education. Workloads, changes at work and interpersonal conflicts are the most commonly-­cited causes of stress.

Is it possible to work in the field of language teaching and to enjoy a relatively stress-­free existence? I think so. In this talk I will introduce you to The Chimp Paradox. This is a mind model devised by leading Sports Psychiatrist, Steve Peters. The talk will outline the three major components of the model and will explore how the interplay between them can be regulated to minimise any sense of stress and anxiety.

In the work shop we will work together to explore the various truths and values that govern our lives and we will aim to make a start on creating the centerpiece of the model that will stabilize your existence and help you to minimize the stress in your life. By the end of the session, you will have reflected under guidance and have drafted an initial version of your Stone of Life.

The workshop presupposes little to no understanding of the Chimp mind-­model and will seek to inspire you to find out more about how this model can improve your working life.

SILVANA RICHARDSON (BELL ENGLISH) Silvana Richardson is Head of Teacher Development at Bell Educational Services. She has worked in English Language Teaching for over 25 years as teacher and academic manager, and has trained EFL, MFL, ESOL, EAL, CLIL and subject teachers and trainers in the state and private sectors both in the UK and abroad. She has been Director of the Bell Delta Online and Director of Studies at Bell Teacher Campus, Cambridge. Silvana is a speaker in international conferences and a Quality Assurance inspector. She holds an MA in Teacher Education, is PGCE and Delta qualified. PROFESSIONAL DEVELOPMENT THAT WORKS By its very nature, the INSETT model of Continuous Professional Development (CPD) that assumes a group of teachers with different backgrounds, experience, expertise, and learning preferences learning in the same room at the same time with the same materials at the same pace cannot cater for the diversity of teachers in your staffroom, or address the individual learning needs of each teacher. It's time to move on to more useful and personalised CPD approaches that put teachers in the driving seat of their professional development. This session explores ways in which an organisation's CPD programme can become more differentiated and relevant, and it introduces two approaches to classroom investigation for the teacher -­ Action Research and Supported Experiments -­ that engage teachers as researchers as well as practitioners.

CHRIS FARRELL (CES-­SCHOOLS) Chris Farrell is a Teacher, Teacher Trainer and the Head of the Continuous Professional Development across the CES group of schools. He has been teaching since 2006 and holds a Cambridge DELTA qualification. As well as teaching, Chris holds a MA in Early Modern History from UCD and has worked as a research assistant in Trinity College Dublin and the Irish Parliament. His current position involves bringing together both teaching and research skills in order to create and deliver suitable workshops and action research projects for CES, maintain and run the internal registered user CES Teacher website, and to organise an ongoing mentor programme for inexperienced teachers, among other duties.

Developing Teacher Autonomy to Develop Learner Autonomy

A large number of academic programmes, both teacher and language development programmes, fail to highlight the importance of learning to be a learner. The explicit development of learning skills should be as central to an academic programme as knowledge of the content.

At CES we highlight the centrality of the learner in the learning process, and try, as much as possible, to ensure the learners responsibility for their own learning. This focus must be reflected in the Teacher training and Continuous Professional Development programmes, and we must therefore try to develop teacher autonomy and provide teachers with the tools to develop learner autonomy.

Facilitating this involves a myriad of factors, including knowledge of the teacher’s style and key motivators, an understanding of what they bring to the classroom and how it can be best directed, and the creation of a staffroom spirit of development, experimentation and knowledge sharing.

JAMIE KEDDIE (FREELANCE) Jamie Keddie is an English teacher, teacher trainer, writer and storyteller. His areas of interest include the use of video, video cameras and storytelling in the classroom. Jamie is the founder of Lessonstream, a resource site for English teachers. He is also the author of ‘Images’ (OUP 2009) and ‘Bringing online video into the classroom’ (OUP 2014). The teacher as a storyteller It is often teachers of young learners who are the quickest to embrace teacher-­led storytelling as a way of engaging students and structuring lessons. But we are considering a classroom art which is far too valuable and versatile to be associated exclusively with one group alone. In this practical talk, I would like to share a number of teacher-­led storytelling activities and devices which will be suitable for all types of language teachers and learners. We will consider a wide range of techniques which aim to turn a story monologue into a whole class dialogue with learning opportunities along the way.

AISLi DoS Days 2015 sponsors (In alphabetical order)

Bell English https://www.bellenglish.com/

Cambridge English Language Assessment http://www.cambridgeenglish.org/ CES

CES-­‐Schools http://www.ces-­‐schools.com/

EAQUALS http://eaquals.org/

IH London http://www.ihlondon.com/

Oxford University Press https://elt.oup.com/

Let’s Learn English http://www.letslearnenglish.co.uk/

Macmillan Education http://www.macmillaneducation.com/

Pilgrims http://www.pilgrims.co.uk/

Eli

Pearson

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