Baby It’s Cold Outside:  Warm up Activities for the Language Learning Classroom

This interactive workshop provides warm ups that teachers can do during the first 10-15 minutes of their classes.  Both theory and practice support the value of these fun and engaging activities, which introduce the language objectives, prepare students for learning, and activate the switch from L1 to L2.

 

Magíster David Williams

Originally from the farmlands of Michigan. After completing his Bachelor’s in History and English at the University of New Mexico in 2001. He studied  for TEFL (Teaching English as a Foreign Language) certificate in the University of  Guadalajara, Mexico. He has a  Master’s degree in LanguageLiteracy and Socio-cultural Studies (LLSS with concentrations in TESOL –Teaching English to Speakers of Other Languages- and Bilingual Education) from the University of New Mexico.  He has worked in the area of Adult Education, Developmental Education, TESOL, Language Acquisition and Teacher Training. He is currently , English Language Fellow at ATICANA BNC. Trainer” Certificate.

How to develop Vocabulary in the Language Classroom

Teaching vocabulary effectively goes beyond rote memorization of lists of words. It is important that teachers understand the difference between learning and acquisition of vocabulary and include high quality practices in their language classrooms which will enhance acquisition rather than short-term learning of words.

It is the aim of this presentation to explore the conditions under which vocabulary can be best presented, practised and applied and to suggest different activities and tasks for vocabulary develpment together with Word learning strategies that students can use to make words their own.

 

Prof. Luciana Fernández

Luciana Fernández is a graduate teacher of English, Instituto Superior del Profesorado "Pbro. Dr. Antonio Saénz" and has been teaching English for the past twenty-one years. She has specialized in Methodology and Teaching Practice and she holds a Diploma in Educational Research from the University of Cambridge, Faculty of Education.

 

 She is a Reading and Literacy expert and has been training teachers in this area for the past ten years. She is a teacher educator and has designed several presentations and courses for professional development both in Argentina and abroad. Her presentation at ARTESOL 2015 was selected to be presented at TESOL International as a Best Affiliate Session. She is one of the 50 scholarship winners who attended and presented at IATEFL,  held in Birmingham in April 2016.

 

 She is a teacher educator and has been the Head at several bilingual IB institutions in Buenos Aires. At present she is a Learning Consultant and reader for National Geographic Learning. She is also a facilitator at ESSARP (English Speaking Scholastic Association of the River Plate).

 

How to teach a conversation lesson

“Speaking is the skill by which [people] are most frequently judged” (Bygate, 1987) but it is often both as difficult for our students to engage with as it is hard for us teachers to plan a class for. In this session, we will explore the organisation and delivery of a conversation

lesson, through stage-by-stage procedures and guided collaborative tasks, so that we can enjoy the class as much as our students will enjoy the activities.

 

Prof. Alastair Grant

Alastair Grant is an English Teacher, Teacher Trainer and ELT materials writer. He is the Academic Director at Colegio Nuevo Las Lomas. He is a consultant on the Profesorado de Inglés at the Universidad Tecnológica Nacional in Buenos Aires, where he has lectured in Discourse Analysis and Methodology. He holds an Honours Degree in English Literature and Philosophy from the University of Warwick in the UK, has completed the Cambridge CELTA, the International House Certificate of Advanced Methodology, all modules of the Cambridge Delta and the Cambridge “Train the Trainer” Certificate.

How to train your students in 21st century skills

We are all aware that a definite change is needed in our classroom these days so as to

include information and media literacy , creativity, innovation, and mindfulness, , for a

start! In this presentation, I will give concrete examples on how a teacher of English can

contribute dramatically to the development of the skills our students need for life,

citizenship and work in this century.

 

Lic. Martin Villarreal

Martín graduated as a Profesor en Inglés e Inglés Técnico at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional. He is also a Licenciado en Lengua Inglesa (summa cum laude) from Universidad Tecnológica Nacional. He holds the Certificado Universitario de Especialista en Lengua Inglesa from Facultad Regional Villa María de la UTN and Certificado Superior de Especialización en Lengua Inglesa from INSPT- UTN where he also got his Certificado de Profesor Especialista en Fonética y Fonología Inglesas (summa cum laude). Martin has finished his Especialización en Administración de la Educación from Escuela de Gobierno, Universidad Torcuato Di Tella and is currently writing his dissertation for his Maestría en Marketing Estratégico at Universidad UCES . He was a secondary school teacher of English at Colegio Nacional de Buenos Aires (UBA), at Universidad Siglo XXI.He is currently teaching at INSPT-UTN, Universidad Nacional de Lanús, Escuela Normal Superior en Lenguas Vivas “Sofía E. Broquen de Spangenberg”, Facultad Regional Buenos Aires - UTN and Oakhill Bilingual High School. He is the Executive President

of SHARE Education He attended the International Visitors Leadership Program in the US on a scholarship from the Department of State of the US and in 2010 he finished (summa cum laude) his Course on Critical Thinking in the Teaching of English as a Second Language in the Linguistics Department of the Universidad de Oregon, USA.

 

How to create projects that will help learners steam ahead

The mission of this presentation is to help teachers discover innovative ways to incorporate STEAM (Science, Technology, Engineering, Art, and Maths) in their lessons. We will explore ideas and strategies for STEAM integrations in EFL programmes without forgetting our traditional stories, nursery rhymes and themes. This approach helpsour learners to “steam ahead” as they collaborate, problem-solve and think creatively through hands-on experiences.

 

Mgter. Sarah Hillyard

Sarah Hillyard graduated as “Profesora de inglés” from Asociación Argentina de

Cultura Inglesa and Profesorado Daguerre and holds a Masters Degree in Teaching English to Young Learners from the University of York, U.K. She is currently ELT kindergarten consultant for bilingual schools and is tutor on NILE's online course "Teaching English in Pre-Primary Education", UK. She is a teacher trainer and speaker at conferences. She has written guides for teachers and has published articles about teaching English to young learners. She is a singer and also spent two years travelling as an actress with the Performers.

 

How to foster a caring classroom atmosphere

Educators are worried about bullying and increasing levels of violence in

educational settings. However, very little is done at schools to attend, foster and

promote a caring environment. In this session we will see how to create a

classroom atmosphere that facilitates learning by actively teaching kids and

teenagers the cognitive and emotional facets of peace and empathy.

 

Mgter. Laura Szmuch

Magíster Laura Szmuch is a graduate of Institutio Superior del Profesorado “Dr Joaquín V. González”, coach and NLP Trainer.  Author of  Aprendiendo inglés y disfrutando el proceso (Dunken, 2003), Las seis inspiraciones (GAE, 2013), Gramática motivacional docente: las razones para enseñar (2012), for her Master’s Degree in Psicología cognitiva y aprendizaje in Facultad Latinoamericana de Ciencias Sociales, and Proyecto Gratitud (Vergara, Penguin Random House, 2018). She runs leadership, NLP and coaching trainings for teachers and other professionals both in English and Spanish and leads self-development workshops, courses and retreats.

How to Cultivate Thinking Habits and Rich Talk through Picture Books and Performed Storytelling

By refining Visual Literacy skills students can shape habits of thought and engage in

rich talk around picture books. We will explore how illustrations and text can work

together as well as implement strategies to integrate reading, writing and the arts.

We will also draw on the power of Performed Storytelling to add another dimension

to language learning.

 

Prof. María Teresa Manteo

Holds a degree as Profesora de Inglés para la Escuela Primaria y Secundaria, Instituto de Enseñanza Superior en Lenguas Vivas “Juan. R. Fernández”, with an Adscripción a Literatura Inglesa.  She has obtained a Further Professional Studies Certificate in Education Management from the University of Bristol, UK as well as a Practitioner's Certificate in Neurolinguistic Programming Applied to Education. She trains teachers in holistic methods in the weaving of reading, writing and the arts, and runs Support Learning Educational Programme Touch the Author Workshops for children and teens.

María Teresa seeks innovative pathways to strengthen children’s personal connection with books. She participated in 2016 ILA Congress, Boston; 2017 Connecting Collections, New York; and 2018 American Art Therapy Congress, Miami. Additionally, she completed her two-year course in Formación en Pensamiento Junguiano, Autoconocimiento y Vincularidad – Fundación Vínculo.

 

Lydia Stevens

Has been facilitating storytelling workshops for Touch the Author for seven years now. Her repertoire of workshops ranges from a full range of Eric Carle’s iconic children’s books using both puppets and the books’ artwork to bring the stories to life to a number of workshops which delve into Roald Dahl’s wonderful world of adventure and Quentin Blake’s magical illustrations as well as Oliver Jeffer. fascinating world of adventure. She also runs Shakespeare for Teens and Kids workshops, in which she introduces students to various well-loved Shakespearean characters through the Bard’s original or simplified texts respectively.  Lydia`s undergraduate degree was in Modern Languages (Spanish and Portuguese) at the University of Bristol. She also holds an Advanced Level University Course in Applied Theatre & Drama Therapy Certificate from Hawkwood College, University of Worcester, London, and completed her Especialización en Gestión Cultural y Políticas Culturales, Universidad Nacional de San Martín in  Argentina.

How to hook your teen and adult students up with high-impact tasks

Teachers are a little bit too fond of lecturing sometimes. Even though common sense dictates that teachers of English should be extra helpful not to yield to the temptation of delivering a teacher centered-class, sometimes they find themselves at a loss as to what activities to carry out to guarantee full engagement on the part of students. These days more than ever, teachers need to rise to the challenge of getting students equipped for a reality that will call for honed communication skills, critical thinking and collaborative work. It appears that language classes with a dialogic nature will be so suitable to meet these demands. This presentation intends to provide an array of ideas on how to exploit songs, podcasts, movie clips, ted talks, and articles in the way these instances of language were meant to be used: for authentic communication.

 

Prof. Esp. Mariano Nastri

Profesor en Inglés e Inglés Técnico and Licenciando en Lengua Inglesa (abd) from

Universidad Tecnológica Nacional. He is a Profesor Especialista en Lengua

Inglesa from Facultad Regional Villa María, UTN.

UniversityAssistantLecturer in Language III and IV at Instituto Nacional Superior

del Profesorado Técnico de la Universidad Tecnológica Nacional.

Primary and Secondary School teacher at various educational institutions.

He has specialized in in-company EFL teaching training professionals and

executives for more than 15 years.

How to develop a powerful listening comprehension programme

Listening is undoubtedly one of the hardest language skills to master. Some misconceptions among teachers make listening comprehension even more difficult for students than it would normally be in everyday face-to-face conversation. In this talk I will differentiate between listening comprehension testing and teaching techniques for teaching students to listen. We will also explore different criteria for teachers to create their own listening comprehension material, sequence it according to students´ interests and knowledge on the topic. and eventually build a listening comprehension programme and

At the end of the talk, teachers are expected to be able to evaluate video clips for their listening teaching practice and adapt them to different groups of students at any level of L2.

 

Lic. Carlos Alberto Petrini

Carlos Petrini is a Profesor de Inglés from Instituto Superior del Profesorado “Santa Cecilia” and a Licenciado en Lengua Inglesa from Universidad Tecnológica Nacional. He teaches primary, secondary and tertiary levels in Chivilcoy, Provincia de Buenos Aires. He has taught Práctica Docente at Instituto Superior Santa Cecilia for four years and he

currently teaches English at Instituto Integral Católico, Colegio Santa Cecilia and Centro Universitario Chivilcoy

How to help your students build their power to communicate  naturally

It is a fact that Drama techniques can go beyond the stage. Alejandro will be showing us how different Drama games can be adapted into activities that will definitely boost your students´ ability to communicate. Your students will connect the verbal communication with the non-verbal communication of gestures, facial expressions and movement.

 

Prof. Alejandro Diharce

Alejandro Diharce is an experienced English Language Teacher and Academic Coordinator, graduated over 20 years ago at Teachers´Program Alianza Americana Uruguay – Estados Unidos, who has undergone formal training in the Performing Arts.

He has taught English Language and Drama in various bilingual schools and English institutes, always linking Language & Art in the different contexts. Mr. Diharce has attended Drama in Education courses in New Zealand. He is also a Speaking Examiner (Cambridge University), IGCSE Drama Examiner and Teacher Trainer (Oxford University).

 

 

How to use drama to boost your student ´self confidence and learning potential.

 

Mgter. Carolina Echeverría

Carolina Echeverría holds a M.A. degree in Applied Theatre, Drama in the Community and Drama Education from Central School of Speech and Drama (CSSD), London (2004). She has organized and facilitated workshops within NGOs in UK, Brazil, Cambodia, Vietnam and Buenos Aires for various vulnerable groups. Since her return to Buenos Aires, Carolina has been coordinating and teaching Drama within the Primary and Middle Years IB Diploma programme at both sites at St Catherine´s- Moorlands School since 2007, directs the after school drama clubs and she has created her own Theatre for Development Company running workshops in prisons, special needs schools and communities centers. Currently the company, named Magdalena Pura Praxis, is co-founder and active member of the International Magdalena Network , a theatre network that explores women´s rights through theatre in social and educational contexts throughout the world. She has also been a guest lecturer at “Central” for the postgraduate students in Applied Theatre about the use of Theatre of the Oppressed and Theatre for Development and in Education. Carolina has been teaching Drama in institutions of higher education since 1996 in Buenos Aires and has taught for three years at the Gateway Academy in London, where she created a Drama Behavioral Project for challenging and disturbed young people.

 

How to teach writing at secondary school collaboratively with digital tools

In the era of information, the demand for refined ICT skills and learning-to-learn competences is growing rapidly. There is no denying that our students are active users

of digital devices and apps to socialize, play games, organize events, and consume

digital content in general. However, this does not necessarily mean that they know how

to use digital tools for learning and constructing knowledge. With the aim of boosting

our students’ English language learning process, it is imperative that we incorporate

new technologies when working on the four skills. It is the aim of this presentation to

explore different strategies that integrate digital tools in order to both dramatically

develop writing skills and build the digital literacy needed in today’s information society.

 

 

Prof. Paula Ferrari

Paula Ferrari holds a Diploma Superior en Educación y Nuevas Tecnologías, which is a

postgraduate degree from FLACSO. She is a Traductora Pública from Universidad de

Buenos Aires (UBA) and holds a Post-Título de Formación Docente from the Instituto

Superior de Formación Docente Nro 52, San Isidro. She is also a Master Practitioner in

Neurolinguistic Programming from Primera Escuela Argentina de PNL, endorsed by

International NLP and The Society of NLP. At present she is furthering her studies in

Education and New Technologies at the Especialización en Educación y Nuevas

Tecnologías from FLACSO. Paula has taught English at the secondary and university

levels for 22 years now.

 

 

How to design and manage a brain friendly and mindful classroom

A brain friendly and mindful classroom today requires many ingredients that

every teacher should add in their recipes. The recipe is the planning; it is the

real planning not the formal one. Each recipe has its own magic. The way your

mom cooks is very different from yours…you can copy it, you can use exactly

the same quantities...however, and it will not be the same.

This workshop aims at preparing the best recipe ever! We will look at how this

brain friendly and mindful classroom should be to fit your students’ needs and to

guarantee happiness, fun, relax …and LEARNING!

 

Prof. Sandra Frattini

Master Practitioner in Neurolinguistic Programming (NLP) applied to education

from “Escuela de PNL y Coaching”, Coach Ontologico, organizacional y educativo from Escuela de PNL y Coaching, Neurosicoeducadora from Asociacion Educar, Profesora de Inglés form Instituto Superior del Profesorado “Dr. Joaquin V Gonzalez”, She is the founder of SF IDIOMAS and E&N (Educación y Neurociencias). She has given many talks in Spanish as well as in English focusing mainly on Neuroscience and the Teenage brain. She has a “Diplomatura en Educación Emocional“ from Universidad Nacional Villa María, Córdoba. She is attending a specialization in Neuroscience applied to

Education called “Curso Universitario de Neurosicoeducador” con certificado UBA.

 

How to “flood” your classroom with games for a purpose

Teaching children has become more difficult over the last years. Kids are

buzzing bundles of energy, and one of our toughest jobs as teachers is finding

viable ways to channel that energy in the classroom. Come to this fun workshop

and take home a treasury of useful games to banish boredom from your

classes. Because having fun in class is a serious thing!

 

Prof. Natalia Carbonell

Natalia Carbonell is an English teacher (I.N.S.P.T., Universidad Tecnológica

Nacional.) She has been teaching English in primary and secondary schools for

19 years. She also works as a translator and proofreader for School Publishing

Group, translating texts and designing activities for educational books in the

USA. She was an assistant teacher in Didactics for EGB at UTN. She is co-

author of the recently published resource book Games Galore! A Treasury of

Useful Ideas for Teachers.

 

Lic. Nylia Monté

NyliaMonté is a Psychologist (USAL), an English Teacher (I.N.S.P.T., U.T.N.),

has studied Applied Neuropedagogy (U.B.), has done Postgraduate courses in

Neurosciences and Education (U.C.A. and Univ. San Andrés), and has studied

Brain-Based Learning in the USA. She is currently the Head of the Primary

School EnglishDepartment at Nueva Escuela Argentina 2000, and is an English

teacher at ICANA. She was co-founder and Director of Studies in a language

institute for 10 years. She is co-author of the recently published resource book

Games Galore! A Treasury of Useful Ideas for Teachers.

 

 

How to use choice boards to engage and empower your students

In this session we will look at choice boards as a tool for students’ engagement,

empowerment and autonomy. We will analyze its benefits for teachers who are

looking for more interactive learning or need to implement differentiated learning

strategies. I will showcase examples of choice boards for skills, spelling,

pronunciation, vocabulary, reading responses to literature and more. And by the

end of the session you will have created your own choice board according to your

context and objectives.

 

Lic. Vicky Saumell

Vicky Saumell holds the following degrees: Traductor Literario y Técnico Científico

Asociación Argentina de Cultura Inglesa, Licenciado enTecnologíaEducativa ,

Universidad Tecnológica Nacional and a Diploma in the Theory and Methodology

of TESOL (Eurolink and the College of Teachers). She is co-author of Teacher

Development Interactive: Preparation for the TKT (Pearson), and series consultant

for English in Common (Pearson).She has written and presented for Pearson,

CUP, Macmillan and Santillana.

How to accelerate learning with teen and adult students

Adult learners seldom have enough. This hectic world of ours with its ever-changing demands and pace has placed many time contraints on our teenage and adult population. To us teachers, this means developinginnovative strategies and an adapted rationale. It cannot be denied that learning a language does imply continuous, persevering and focused work on skills development. But aren’t there areas where we can offer our students shortcuts to learning?This presentation will dig out of traditional methods and approaches those techniques that help us accelerate the process, challenge those which seem to hinder it and explore novel proven successful practices.

 

Lic. Cecilia Sassone

Cecilia Sassone is a Profesora de Inglés, Instituto de Enseñanza Superior en Lenguas Vivas “Juan. R. Fernández”, and a Licenciada en Lengua Inglesa, Universidad de Belgrano. She holds three diplomas in e-learning (UTN/Net-Learning). In the last 30 years she has worked at all levels of education, delivered teacher training courses in methodology and ICT, managed the Instituto de Enseñanza Superior en Lenguas Vivas “Juan. R. Fernández”,English Teaching Department and coordinated, designed and delivered Business and ESP courses in many multinational companies. Her 22 year-research resulted in the birth of her Spiderweb Method ® for teenage and adult language learning, which has earned her the “Innovation and Achievement Award 2015” by the Share Education Committee.

 

Prof. María Inés Martins

How to start yoga with kids in your classroom

How to implement drama games in a literary context

Drama Games are an excellent tool to help our students in their deeper understanding of a story while having lots of fun. A literary context provides a safe framework to develop creative activities where our bodies, our minds, our senses and our feelings work together as a whole. Drama strategies not only help students use language in a meaningful way but also help groups work together for a shared goal. In this session, you will explore some Drama Strategies and you will also find practical suggestions on how to implement Drama Games in your classroom after reading or telling a story.

 

Prof. Alejandra Alliende

Alejandra Alliende is Profesora en Inglés from Instituto Superior del Profesorado “Dr.Joaquín V. González”. She is a graduate Actriz from Escuela de Arte Dramático de la Ciudad de Buenos Aires. She holds a Diplomatura en Infancia, Pedagogía y Educación and a Curso en Educación Inicial y Primera Infancia from FLACSO.Facultad Latinoamericana de Ciencias Sociales. She is a bilingual storyteller and performs in book fairs, storytelling festivals, theatres and schools. She has work experience as a teacher, storyteller, speaker and as a workshop facilitator. She belongs to Red Internacional de Cuentacuentos and she is a co-founder of Casa Cuna Cuenteros, a volunteering storytelling programme at Hospital de Niños Pedro Elizalde.

 

How to use digital tools with your kids and teens

Over the last few years the use of technology has become an important part of the

language learning process in and out of the classroom. There is certainly no shortage of tech-based tools to be used.Facing the reality that technology is truly here to stay, Prof. Bilopolsky will show you how to integrate educational apps and digital tools into your language learning classesto increase student achievement, student engagement in foreign language learning, and parent involvement

 

 

Prof. Alfredo Bilopolsky

Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado

Técnico (UTN). English and ICT Coordinator at Escuela Scholem Aleijem. He has

delivered workshops on Teaching Young and Very Young Learners in different

conferences in Argentina. He is co-author of the Video "Descubriendo en Inglés". He is an Assistant Lecturer in Didactics II and ResidenciaPedagógica at INSPT UTN. He is a teacher trainer for Pearson. He has completed a postgraduate course in ICT and Education at Universidad CAECE. He is a member of   the International Society for Technology in Education (ISTE) and he is a Google Certified Educator.

 

 

How to best design a teaching programme for older adult learners

For years we have wrongly believed that due to different studies like ¨the

critical period hypothesis ¨ among others it was unthinkable to speak about

older adults learning a foreign language, however, research has proved that

not only is this possible but also beneficial for them in many ways.

In this presentation you will explore the world of older adults and get plenty of

ideas to put into practice in your classes

 

Mgter. Claudia de Martin

Claudia is a Profesora en Inglés e Inglés Técnico from Instituto Nacional Superior

del Profesora Técnico de la Universidad Tecnológica Nacional. She is also

Licenciada en Lengua Inglesa from the same institution and has a Master of Arts in

Teaching English as a Foreign Language (TESOL) University of Jaén, Spain. At

the moment she is Maestranda en Gerontología from Universidad Iberoamericana

de México and Maestranda en Gerontología Social from Universidad Europea del

Atlántico. She taught Didactics (JTP) at INSPT-UTN for more than fifteen years

and has also specialized in teaching very young learners. At the moment she

occupies a position in a governmental welfare department in Greater Buenos Aires

working with older adults.

How to innovate your testing techniques

Some say everything in life is a test or that the test is life itself. This talk will explore how teaching is a test, and not just what we do to pass one. We will see different techniques to be better informed about students, their needs and how to help them while assessing our own actions and work towards wellbeing. The aim isn’t finding weaknesses, it’s discovering strengths, or as Abraham Lincoln said: “If you want to test a man’s character, give him power”.

 

Prof. Florencia Clarfeld

Maria Florencia Clarfeld is a Cambridge certified teacher trainer who wrote the How

to teach IELTS course. She holds the Certificate in English Language teaching, the

Certificate in Teaching Younger Learners and Teenagers and was awarded a

distinction for the Certificate in Teaching Spanish as a Second Language. She has

obtained her Diploma in English Language teaching with Cambridge University

module 1.She trained with Crisis Classroom and Cambridge University in teaching

refugees and completed the Train the Trainer course becoming a CELT-P & CELT-S

certified tutor.

How to make the most of a perfect match: new technologies and project-based learning

Project-based learning and new technologies make a perfect match to help students

develop their linguistic skills in a safe environment while we centre our teaching on

both global issues and students’ interests. In this framework,learners will also develop

21st century skills such as creativity, critical-thinking, collaboration, citizenship, digital

literacy and problem-solving skillsas they go through the different stages of a

technology-supported project.Several technological tools and platforms will be

introduced and put into practice during this presentation for teachers to see their

potential for classroom use.Technology-enhanced projects will be shown to encourage

the audience to try them out in their own teaching contexts.

 

Mgter Silvana Carnicero

Silvana Carnicero has graduated as Profesora de Inglés at Instituto Superior del Profesorado. Joaquín V. González. She has specialized in “Metodología y Observación de la Enseñanza” in the same institution. She has graduated as Licenciada en Educación at Universidad Virtual de Quilmes. She has specialized in Tecnología Educativa at Universidad de Buenos Aires. She coordinated Escuela Madre de la Misericordia and Complejo Educativo Independiente for several years. She was a lecturer in Language III at ISFD “Paulo Freire” and at present she is a lecturer at IES Lenguas Vivas “Juan R. Fernández”. Her main interest is the use of technology in the EFL classroom for global collaboration. She has worked as an online teacher trainer for Microsoft, Fundación Evolución, UTN and IEARN. She has received several prizes for her creative work at schools. She was shortlisted among the Top 50 Finalist for Global Teacher Prize 2018. In 2018, she also received Premio Interfaces at Universidad de Palermo.

 

How to motivate your students by bringing the outside into the inside of the classroom.

Have you ever had to deal with SS who are demotivated looking at the clock as if they can make time go faster just by glancing at it every 5 minutes? Have you ever opened your coursebook in class, asking your SS to do the same and theyreluctantly followed suit whispering words naming your mother and grandmother?

In this presentation, I will share how to reach them successfully by providing you with material coming from real life and clear appealing activities that you can use in your classrooms. You will leave this talk not only resourceful but also full of energy to start planning non-stop.

 

 

Prof y Trad. Gilda Pinciroli

 

Profesora de Inglés from Instituto Nacional de Enseñanza Superior en Lenguas Vivas,“Juan Ramón Fernández” and Traductora Pública en Idioma Inglésfrom Universidad Argentina de la Empresa. She has done post graduate courses at International House in England and at the University of Louisville in the USA.

She has worked asTeacher Trainer at Instituto Nacional de Enseñanza Superior en Lenguas Vivas,“JuanRamón Fernández” in Buenos Aires and as Assistant Teacher in Language II at Instituto del Profesorado “Juan N. Terrero” in La Plata. She has been a Member of Jury at Andrew´s School Final Debate Competition in Chile and has

collaborated in Scientific Medical Congresses in Argentina, Spain, India, France, Hungary and Denmark.

She has run her own institution Inglés 58for the last 20 years and has been in charge of Educational Trips to England and Canada since 2013.

 

How to make Teaching and Learning Visible

The aim of this workshop is to develop strategies and techniques to help learning and teaching become visible. Why is it important? Because visible teaching and learning approach allows the teacher to show respect and enhance the learners’ love for learning among other aspects. It also helps to maximise the learners' potential and helps them become lifelong learners. In this workshop the audience will get the strategies to promote visible teaching and learning in class, with certainty and confidence.

 

Prof. Cecilia Cabrera Martirena

Cecilia Cabrera is an accredited Programme Leader by Cambridge International. She is an experienced educational manager and demonstrated to be an effective team builder, task organiser and problem solver. She led, for more than 3 years, at a bilingual school, the implementation of the Integrated Quality Project, the evaluation and improvement system for educational centres, designed by the Horrěum Fundazion Foundation which was implemented in partnership with the Catholic University of Uruguay. She has worked as educational leader for more than 10 years in different contexts, in Montevideo and the provinces. At the same time, she is a certified EFL teacher from International House, London and Teacher Educator at state and private institute. She has worked in the field of EFL education form more than 25 years. She has also delivered conferences and workshops on in Uruguay, Argentina, Brazil and UK.

She holds postgraduate degrees in: • Critical Thinking from the University of Oregon,

• Enfoque de aprendizaje por proyectos(2),Organization of American States – Educational Portal of theAmericas) www.educoas.org • Effective course tutoring and teaching, The College of Teachers, UK. • At the moment, she is preparing her dissertation to earn an MA in Professional Development for Language Education.

How to raise cultural awareness using songs and films

Talking about our culture… in English? Big challenge! Incorporating elements of

culture in our already busy school life? Even bigger. In this workshop I will share

activities that can help teachers add a twist to their lessons and help their students

become intercultural learners. Working with videos, songs and hands-on activities will

challenge the audience to reflect on the the question: how and when can I teach

culture in the English class?

 

Mgter. Marcela Burgos Pawlak

Profesora de Inglés graduated at Instituto Superior del Profesorado “Dr. José E. Tello”

(Jujuy). She holds a Postgraduate Diploma from East Anglia University and a M.A. in

Professional Development for Language Education from Leeds Metropolitan

University, UK. Fulbright scholar in Ohio (USA) and British Council scholar at the

Hornby Summer School in Brazil. Academic Director at IELI Institute, she also teaches

at secondary and tertiary level institutions in San Pedro de Jujuy. Current President of

AJPI (Asociación Jujeña de Profesores de Inglés).She has presented at national and

international conferences on the importance of incorporating elements of culture in the

EFL class.

Wish me luck! (a one woman show)

Unipersonal humorístico en inglés ,que incluye textos de stand-up escritos por la actriz, más algunos fragmentos de obras de William Shakespeare, y monólogos del autor norteamericano Gabriel Davis. Divertida propuesta en un contexto lúdico, relajado y desacartonado.

 

Prof. Irene Bianchi

Profesora de Lengua y Literatura Inglesas, Facultad de Humanidades, Universidad Nacional de La Plata; bilingual actress and stand up comedian; co-founder and member of Comedy Club”, an improvisation & stand-up Group; Co-founder of “IPEI” “Instituto Piloto de Enseñanza de Inglés (1974-2014); Drama critic and weekly columnist for “El Día” newspaper (La Plata) since 1991; weekly letter writer for “Buenos Aires Times” (Readers Write Section); Drama coach.

 

How to implement Growth Mindset, the New Psychology of Success for students and teachers

What if we knew how to build in our students the power of believing they can improve? What if us teachers believed it ourselves? According to Carol Dweck, there are two types of people: the ones with a fixed mindset and the ones with a growth mindset. The difference is, the latter are aware of their ability to improve. In this presentation we will explore how to smoothly lead our students to gain that power by first taking possession of it, and therefore creating a positive impact in our classroom community.

 

Prof. Lucía Soriano

Teacher of English graduated from St Trinnean’s, San Isidro. Adscripcion’ in methodology & Ingles y su Enseñanza III, currently finishing Licenciatura en Educación (Universidad Nacional de Quilmes). Lucía taught in Primary level for five years and in secondary level for three. She is the creator of the popular and acclaimed Instagram account “Utopia Educación.”

How to empower your students through PBL (Project –based learning)

Passionate and dedicated teachers work their fingers to the bones to MOTIVATE each and every one of their students TO LEARN, hopefully leading them TO BE CREATIVE, TO BE DILIGENT, TO BELIEVE IN THEMSELVES. NO EASY TASK most of the time. However PROJECT WORK and thus TEAMWORK have proved to be key tools to boost INTRINSIC motivation which leads to learner’s autonomy and EMPOWERMENT. Working with interdisciplinary projects can make a difference in a teacher’s practice as well as in the learning process and definitely will make a difference in student’s lives.

 

Prof. y Trad. Betiana Grillone

BETIANA GRILLONE is a Traductora Pública y Profesora Universitaria en Inglés graduated at Universidad Adventista del Plata. She has been a secondary teacher at Instituto Público de Gestión Privada Madre de Jesús D176 for 20 years . She taught for 10 years at primary school at Escuela Primaria Madre de Jesús D 153 and is currently the Department coordinator at primary and secondary level in these schools. She has founded and directed a private language institute Success – School of English since 1997. She coordinates a great team of committed and dedicated teachers at the institute. Her institute was awarded in 2016 & 2017 by SHARE EDUCATION en reconocimiento a su destacada contribución al desarrollo profesional de sus docente y su interés por optimizar la calidad del al enseñanza del idioma inglés en su zona de influencia. She has recently taken a 6 weeks intensive course on TEACHING English Through Drama tutored by Susan Hillayrd en Shelta Online Educational Development.

She has been putting up and performing school plays for more than 20 years with primary and secondary students.

Magíster Marina Kirac

Coordinadora

 

Marina is a Magíster en la Enseñanza del Inglés como Lengua Extranjera from  Universidad de Jaén, España. She holds a Diploma of  Especialización en Metodología de la Investigación Científica from Universidad Nacional de Lanús. She is also a Profesor en Inglés e Inglés Técnico graduated at Instituto Nacional Superior del Profesorado Técnico, UTN  with a a post-graduate course of specialization in English Grammar at Instituto Superior del Profesorado "Dr.Joaquín V. González" and  a Licenciada en Gestión Educativa from Universidad Nacional de Lanús.She has taught English from Primary School through University and has been a Head of School for more than 10 years. She wass a University Lecturer in the Area of English Grammar at Universidad Tecnológica Nacional  and is currently a lecturer and researcher at Universidad Nacional de Lanús. She has also been a Lecturer in Grammar, Linguistics and Teaching Practicum at various Colleges of Education in the Province of Buenos Aires: Institutos Superiores de Formación Docente Nros 41, 35 and 18  and a lecturer in English GRammar at Institito de Enseñanza Superior en Lenguas Vivas "Dr. Juan Ramón Fernández" and Instituto Superior del Profesorado "Dr. Joaquón V. Gonzalez". She was also a Lecturer in Research Methods at Licenciatura en Lengua Inglesa, Universidad Tecnológica Nacional.

 

Marina  has been a co-author of textbooks for the teaching of English, among them, the the 33 components of the series Polimodal English, as well as  Grammar Explorer  and the best seller series Top Teens and English Class all of them published by Macmillan.  She is also the author of a number of papers and articles in her field of specialization.

 

 

How to teach our dyslexic students without neglecting the whole class?

Dyslexic students have always been in our classrooms. However, it is not long ago

we realized we have to adapt our teaching technics to their needs instead of

expecting them to adapt to our methods. But the challenge is how to do it effectively

if we haven’t been trained for that. The chance is now! Let us rethink our ways in

order to become fully inclusive teachers for the XXI Century. It is high time we let

them shine, too.

 

Prof. Ricardo Spizzo

Ricardo Spizzo is a ‘profesor de inglés’ graduated from ‘Instituto Superior de

Formación Docente y Técnica Nº 52’. He holds a degree as ‘Licenciado en Lengua

Inglesa’ from Universidad del Salvador and the Cambridge Certificate in English

Language Teaching to Adults. He has been a teacher for more than twenty years at

kinder, primary, secondary and university levels. He is currently working as teacher

and facilitator at Colegio Los Molinos, Assistant Professor at Universidad de Buenos

Aires and Director of ‘The English House’ Institute. Former ‘Linguistics’ Teacher for

Universidad del Salvador and Profesor de ‘Práctica Docente para nivel Inicial’ for

Centro Cultural Italiano. He has specialized in Teaching students with Specific

Learning Differences and Phonological Awareness.

 

Neurodiversity in the English Classroom

This presentation explores “Neurodiversity in the English classroom”. The term “neurodiversity” is used in this lecture as an umbrella term for the learning disabilities described as Autism, ADHD and Dyslexia. It depicts how challenging is for teachers to be able to deliver inclusive classes when they do not have enough information. The purpose of this research is twofold. Firstly, it will give teachers the hints and a general overview of Autism, ADHD and dyslexia and secondly, it will provide teachers with essential tips to create a strength-based English Classesconsidering students’learning styles, multiple intelligences and brain dominance. The talk will draw a picture of Autism, ADHD and dyslexia. These learning disabilities will be defined and the most important features of each learning disability will be explained. What is more, the lecture will make emphasis on the strength-based learning strategieswhich can be used in the classroom to get ESL inclusive classes.

 

Mgter Liliana Silvina Vidal

Master en Lingüística Aplicada a la Enseñanza del Inglés- Universidad Europea del Atlántico.(Santander –España) 2018.Formación en Neurosicoeducacion. Asociación Educar.2016. Buenos Aires. Argentina.  Neuropedagogia. Universidad de Nebrija. España.2016. Licenciatura en Lengua y Literaturas Inglesas. UCEL, Universidad del Centro Educativo Latinoamericano. 2014 .Rosario. Santa Fe. Argentina. Profesora en Inglés. Profesorado Nro 16 “Bernardo Houssay” .1997.Rosario . Santa Fe. Argentina.

She is a teacher at Colegio del Sol De Funes. Funes. Santa Fe, Liceo Aeronáutico Militar. Funes. Santa Fe., and Instituto Saint Patrick. Funes Santa Fe.

 

 

Como incluyo a un chico con Asperger en mi aula de Ingles

Los niños con Trastornos del espectro autista tienen dificultades en la comunicación,

socialización, integración sensorial y regulación de sus emociones. Esto se ve

reflejado en sus conductas y maneras de aprender. Por este motivo, los docentes

debemos abordar las clases de un modo no tradicional y trabajar con estrategias

que les brinden oportunidades para lograr una inclusión exitosa. Se hará un breve

recorrido por las características de los TEA y sugerencias para el trabajo en el aula.

 

Lic. Cecilia Ramirez

Cecilia Ramirez es Profesora de Inglés, Instituto Superior de Formación Docente Nro 21- Dr Ricardo Rojas y Licenciada en Ciencia de la Educación, Universidad del Salvador.. Realizó un posgrado en Educación Emocional, Universidad Nacional de Villa María y otro en Inteligencias Múltiples Harvard Graduate School of Education. Dirige la consultora CR-eee (Emotionally Efficient Environments) y su Instituto de Enseñanza del Ingles desde 1995. Es autora de “Tales for the beholder”, “Aprendiendo a Encontrar Heroes” y “Tales on the mind- heart highway” y otros cuentos y artículos . Dicta clases de Ingles y su Enseñanza y Espacio de la Práctica en I. D. F. Sarmiento (San A. de Padua) desde 1997.

 

Lic. Patricia Martin

Profesora de Inglés, Instituto Superior de Formación Docente Nro 21- “Dr Ricardo Rojas” y Licenciada en Lengua Inglesa, Universidad de Belgrano. Es Especialista en Investigación Educativa, Universidad Nacional del Comahue y Practitioner in the Art of Neurolinguistic Programming applied to Education. También realizó cursos de Fisiología del Aprendizaje y neurociencias aplicadas a la educación. En el 2014 se graduó como Especialista del nivel superior en Educación y TIC y en 2018 en FLACSO como diplomada Superior en Necesidades Educativas, Prácticas Inclusivas y Trastornos del Desarrollo. Dicta clases en ISFD Nº 21 (Moreno) y en Instituto SuperiorD.F.Sarmiento (San Antonio de Padua) desde 2000.

Charla 1: Resolución de Conflictos – Prevención de Violencia

Este taller se fundamenta en la línea de trabajo de Martín Seligman; en especial, en su

experiencia en escuelas,en las que se dedicó a enseñar a los niños y a sus referentes

adultos a “construir” optimismo, partiendo de la premisa de que el pesimismo y el

optimismo no son innatos; sino que son teorías de la realidad que hemos construido a

partir del estilo explicativo que hemos internalizado de los adultos significativos de

nuestra vida. El “estilo explicativo” es el modo en que explicamos los acontecimientos. Los niñoslo absorben pasivamente de los padres y adultos significativos. Concientizarlo y modificarlo si es posible, desde niños, puede hacer la diferencia entre felicidad e

infelicidad. Se explicita, a través de variedad de ejemplos, de qué manera los pensamientos negativos bloquean el sistema de producción de soluciones. Dichas evocaciones negativas generan, además, depresión, desesperanza, fracasos y enfermedades. En cambio, los autodiálogos y emociones positivas son protectores de la salud. Optimismo puede aprenderse. Pesimismo puede desaprenderse. Este taller lo enseña y brinda herramientas para concientizar nuestro diálogo interno y ayudar a hacerlo a nuestros hijos y/o alumnos, focalizando en modificar las tres dimensiones explicativas de la realidad. Estas son:

* Duración: Sucesos “Permanentes” versus “Transitorios”.

* Alcance: Sucesos “Globales” versus “Focalizados”

* Personalización:Estilo internalizador versus estilo externalizador

Se explicitan estas herramientas con recursos ejemplificadores.

 

Charla 2: Construyendo Alegría – Prevención de la depresión

En este taller se trabaja de modo intenso la comprensión del concepto de percepción

como un fenómeno que se basa en INTERPRETACIONES, no en hechos, ya que lo que

la percepción ve y oye parece real.

 

Para facilitar la comprensión se utilizan recursos visuales, metáforas, historias, acordes

al momento evolutivo y a los intereses de los niños, adolescentes y/o adultos a quienes

va dirigido el taller. Se implementan estrategias que los desafíen a descubrir que la percepción juega un papel central en la generación de conflictos y que podría, a su vez, ser usada para resolverlos eficazmente Para la regulación del enojo y la ira, se recurre a ejemplos concretos recomendados por autores especialistas en la temática de la violencia y del enojo en niños y adolescentes, tales como la mecha de la dinamita, la bomba que está por explotar. La implementación de estos recursos, facilita la autodetección de las primeras señales de ira y, por lo tanto, de conflicto, pudiendo aprender a generarse preguntas dirigidas a detener reacciones violentas.

Se promueven también estrategias para la resolución de problemas o situaciones

conflictivas tal como la técnica del semáforo propuesta por algunos autores de línea

conductivo conductual, o del Zapping mental que implica imaginar que se tienen una

serie de botones en un control remoto que permiten cambiar la forma de pensar una

misma situación según la tecla que se presione.

El taller se desarrolla de manera interactiva y participativa, generando un clima ameno

que facilita la comprensión de lo que se desea transmitir.

 

 

Lic. Patricia Passerieu

Licenciada en Psicología, Universidad Católica Argentina

● Profesora de Enseñanza Secundaria, Normal y Especial en Psicología y

Psicopedagogía, Universidad Católica Argentina

● Posgrado en Escuela Sistémica Argentina

● Posgrado en Psicoterapias Cognitivo- Conductuales en Fundación Foro para la

Salud Mental

● Maestra Normal Nacional

● Co-Directora de Herramientas Transformacionales

 

Lic. Dolores Basaldúa

Licenciada en Psicología, Universidad del Salvador

● Licenciada en Diseño Gráfico, Universidad de Palermo

● Co-Directora de Herramientas Transformacionales

 

Adolescencia, Bullying y Conductas de Riesgo

¿Por qué la adolescencia es una etapa tan difícil? ¿Qué es un adolescente

desde el punto de vista psicológico? La mayoría de los adolescentes sufren en

silencio y nunca hablan del acoso escolar que soportan a diario. También hay

adolescentes que se autolesionan e incluso ponen en riesgo sus vidas. El

boom de los smartphones y de las redes sociales ha dado lugar a nuevas

formas de acoso escolar como elcyberbullying. La adolescencia es un tiempo

de ruptura, de metamorfosis y de duelo que también pone a prueba la

capacidad de transformación de nosotros los adultos.

Si tu alumno calla, habla…

 

 

Lic. Vanina Celeste Loperfido

Vanina Celeste Lopérfido es Profesora de Inglés (Instituto J.N. Terrero). Es

licenciada en la Enseñanza del Idioma Inglés (Universidad CAECE). Se

desempeñó como docente de distintas materias del Profesorado de Inglés en

el ISFD FEB y en el ISFD Nº 49. Es docente de la E.S. Nº 3 hace 20 años. Es

Profesora de Inglés II en la carrera de Trabajo Social y de Inglés Técnico en la

carrera de Seguridad e Higiene en el Instituto Superior Monseñor Lodigiani.

Dictó taller de Inglés a jóvenes y adultos sordos en la Asociación de

Sordomudos de La Plata. Dictó clases en empresas durante 11 años. Es autora

colaboradora en PSICOCODE y en PSICOLOGÍA Y MENTE. Es socia

fundadora de Babel Centro de Idiomas La Plata. Se encuentra actualmente

estudiando Licenciatura en Psicología en la UNLP.

 

Charla 1 : ¿Cómo es un Aula Consciente? Programa Aulas Conscientes: Mindfulness, Educación emocional y Psicología Positiva

 

Charla 2: ¿Qué recursos de Educación Emocional podemos utilizar en el aula? Programa Aulas Conscientes

 

Aulas Conscientes es un Programa educativo basado en Educación emocional,

Mindfulness y Neurociencias.

Abordaremos distintos recursos teóricos y prácticos que nos darán pistas

valiosas acerca del aprendizaje.

Responderemos preguntas como:

-¿Qué es importante que niños y niñas aprendan hoy?

-¿Es importante que aprendan a convivir con ellos mismos y con los demás?

-¿Podemos enseñarles a nuestros alumnos a ser más felices?

-¿Cómo podemos enseñar esto en el aula?

 

Lic. Clara Dadourian

Licenciada en Psicología - Universidad de Palermo. Posgrado en Psicoterapias Cognitivas- Fundación FORO. Formación en Mindfulness MBSR- INECO. Posgrado en Neuropsiquiatría y Neurociencias - Universidad Favaloro. Formación en Psicología Positiva - FORO. Mindfulness – Kabat Zinn Omega Institute.

 

Lic. Magdalena Elcoro

Licenciada en Psicología - Universidad de Palermo. Posgrado en Psicoterapias Cognitivas- Fundación Aiglé. Formación en Psicología Positiva – Fundación FORO.

Formación en Mindfulness MBSR - INECO. Formación en Apego y Mentalización - Universidad de Harvard.

Inclusión escolar en Trastornos del Espectro Autista

La inclusión escolar es el paso más importante hacia la comunidad en niños con autismo y trastornos en la comunicación.

En la charla, Prof. Lucila Vidal presenta estrategias de fácil implementación en el marco de un trabajo interdisciplinario entre la escuela, la familia y el equipo terapéutico. Destinado a docentes, personal de escuelas, agentes de salud, estudiantes de carreras afines, , asistentes sociales, entre otros.

 

Prof. Lucila Vidal

Prof. de Educación Especial. • Profesora de Educación Especial, con especialización en discapacitados mentales y sociales. • Asesora independiente. • Coordinadora de Equipos Multidisciplinarios para niños con TGD. 2016  Capacitación Los Angeles en RAE Resosurses in Autism Education, Inc  cursos especificos  autocontrol, estrategias visuales , imitación  Verbal , comportamiento verbal , VB maap  evaluacion . 2015 Capacitacion  practicas educativas  en ciudad Lavalle Pcia Mendoza. 2014 capacitación practicas educativas  ministerio de educacion en pcia de Mendoza. 2013 coordinación de tratamientos, asesoramiento y  en diferentes lugares de la Argentina. Participación y disertante en varios cursos sobre TEA. 2012 Coordinación  de tratamientos , capacitaciones y cursos en  Buenos Aires y el interior del país. 2011 Asistencia, capacitación  en practicas inclusivas en provincia de Tierra del Fuego 2010 Asistencia, coordinación y capacitación  en TCC  y habilidades sociales. 2009 Cursos  de capacitación  y asistencia técnica. 2008 Capacitación y asistencia técnica  a escuelas especiales para el Ministerio de Educación de la Provincia Santa Cruz 2007  Coordinaciòn y supervisión de tratamientos en interior del país y BS. AS. 2005  Coordinación de tratamientos en Buenos Aires e interior  y exterior del país. Coordinadora de capacitaciones de enfoque cognitivo-conductual dentro del país. 2004 Supervisión de tratamientos en CETNA.

Los retos de la Educación Inclusiva de las personas con discapacidad en un sistema educativo en transición.

A continuación de una breve consideración general acerca de la inclusión de personas con discapacidad en la escuela argentina actual, los ponentes se referirán principalmente a la inclusión de Ciegos y Amblíopes en el contexto aúlico.

 

Lucía Pestana Correia

Magíster Scientiarum en Educación (mención en Educación Superior) por la Universidad Central de Venezuela. Coordinadora del Programa de Inclusión Laboral Ágora Argentina (FAICA).

 

Uriel Weicman

Uriel Weicman: Técnico superior en Pedagogía y Educación Social (Instituto de Superior de Tiempo Libre y Recreación). Estudiante avanzado de la Licenciatura en Educación (Universidad Nacional de Quilmes). Vicepresidente de FAICA. Coordinador de la Red por los Derechos de las Personas con Discapacidad (REDI).