Content and Language Integrated Learning (CLIL) has become the umbrella term describing the teaching of a subject (content) such through the medium of a foreign language (in this case English). The attendants of this course will be introduced in the ways to integrate CLIL in their English classes and its importance.They will also be critical and analyse CLIL based tasks and activities and they will also design their own by taking into consideration the aforementioned approach. By providing peer-feedback they will discuss the contexts in which CLIL can be beneficial.
By the end of the course, the participants will be able :
To understand why CLIL is important.
To familiarise themselves with ways they can integrate CLIL in an English Language course.
To appreciate the advantages of CLIL and design activities and tasks based on this approach.
To recognise the disadvantages of CLIL and be critical of the contexts where it is used.
Frequent, low-stakes ‘assessment’ has been shown to be a highly effective driver of students’ learning. The course will bring you to use formative assessment more often, and more effectively by improves teaching and students’ outcomes.
You will be introduced to a wide range of formative assessment strategies to experiment within your own classroom. This teacher training course will bring you to understand that when this process is incorporated into classroom practice, it provides information needed to adjust teaching and learning while they are still happening. The formative assessment process will enable you to check your student’s understanding during their learning process that will guide you in making decisions about future learning instructions. After the course, you will be able to use formative assessment process to gather evidence of your students learning.
Living in a world which embraces diversity, Global learning explores the similarities and differences between people and places around the world as well as their interconnections. After being introduced to the main concepts of Global learning, the participants of this course will be shown how to design a global curriculum. The course asks how existing tasks and activities can be redesigned to include the global perspective as well as on how a Global Learning Approach can expand learners’ thinking and horizons in such a way that cultivates and develops critical literacy with the aim of improving, learners’ empathy, respect for diversity and understanding of local, national and global communities.
To understand the main concepts of Global learning by critically examining their own values and attitudes as teachers.
To understand the Global learning context that emphasises self-expression and communication skills with others and between communities
To increase teachers’ confidence in relation to developing Global learning approach awareness by designing tasks and materials that combat injustice, prejudice and discrimination.
To be aware of the resources, materials and people available to support global teaching.
The “Using Creativity in the Classroom” course is designed for experienced English teachers who are working with primary, secondary schools and adult students. The course helps the teachers to be more creative in teaching English, helping the students to improve their English throughout language games, music, songs, art, drawing etc.
You will learn a specific skill set in order to boost more creativity in the classroom, you will be able after the course to prepare students for their learning beyond the classroom by engaging them through creative concepts which tend to let the students retain more from the lesson and boost their self-esteem and sense of achievement. The course methodology takes into account new learning trends and theories, as well as (creatively) revisiting some well-established ones; this will bring you to learn how to generate and exploit creative grammar, skills and vocabulary activities by blending a wide range of learning materials with the life knowledge your learners bring to class.
In this workshop you will:
Experience and design creative activities
Experiment with new trends in language teaching to promote creativity
Explore creative uses of authentic materials, visuals, realia and ICT resources
Extend your own repertoire of engaging and motivational class activities
Positive pupil behaviour is a pre-requisite for effective teaching and learning. Based on up-to-date research and effective classroom practice, this course will offer practical strategies for managing pupil behaviour in schools so that learning can take place in calm, ordered and positive classroom environments where pupils can achieve their full potential in every lesson. Participants will initially focus on effective approaches for managing whole-class behaviour by employing routines and strategies to build positive relationships, motivating pupils to engage in learning and preventing low-level disruption. Following this, participants will consider how to support pupils who display challenging behaviour through the use of de-escalation techniques and long-term programmes for behaviour improvement.
Understand how to develop ‘classroom presence’ through the effective use of voice and body language.
Understand how to develop positive relationships and motivate pupils to engage in learning.
Explore how to establish routines and procedures that lead to the smooth running of classrooms and across the school.
Know how rules, rewards and sanctions can be used effectively to manage whole-class, groups and individuals.
Know how to respond to challenging behaviour using appropriate de-escalation techniques and behaviour recovery systems.
Explore strategies for improving the long-term behaviour of challenging pupils.
Consider how to prevent and respond to incidents of bullying in schools.
Our course concept based planning will bring you to use your subject’s ‘big ideas’, or ‘powerful knowledge’ to drive the lesson, rather than focusing on specific and separate pieces of information, knowledge, or tasks.
This teacher training will let you understand how to integrate different lessons by giving students a more coherent experience, after this course, you will be able to help your students to journey deeper into your subject by leading students to consider the context in which they are going to use their understanding. After this course concept-based learning you will be able to bring content knowledge and skills to “real world” meaning. You will get a deeper knowledge how to let the students become critical thinkers and how to develop your students’ ability to creatively solve problems in the 21st century. You will lead your students to think about content and facts by bringing them to understand how they can transfer their knowledge between personal experiences, learning from other disciplines, and the broader global community, and this, by using teaching and learning techniques that are driven by overarching concepts.
This course will bring you to introduce to your students to universal themes by engaging them in active learning concept-based instruction which will:
Creates connections to students’ prior experience.
Brings relevance to student learning.
Facilitates deeper understanding of content knowledge.
Acts as a springboard for students to respond to their learning with action.
This course is for experienced teachers of English, with a good standard of English, working with secondary or adult students. You will explore the current trend in English language, giving you the chance to enhance your skills in areas such as teaching pronunciation or to explore areas that are perhaps new to you such as teaching with mobile technology.
The course will provide you with the opportunities to develop techniques by presenting practical ideas for teaching English. This unique structure enables you to experience a different dynamic by providing language development and practice as well as ideas for teaching the topics covered. These methods of teaching will allow you to cast aside the textbook whenever you can by approaching much more topic based on as little grammar as possible and by examining the current trends in the contemporary use of English, in Britain and internationally.
The course is taught through a series of informal lectures, seminars and workshops. Topics can include:
• language change
• teenage language
• taboo/political correctness
• exploiting authentic materials
• trends in lexical change and new words
• slang and idiom
• varieties of English
Technology can be a very useful tool in the classroom, not as an end in itself, but as a means for helping students to make better progress. You will be introduced to a range of technologies to enhance teaching and learning, including a number of highly accessible and free apps for use on smartphones and tablets. The course will let you enhance the imagination, creativity, innovation and digital wisdom of your students.
During the course, you will learn to match specific pedagogical challenges or opportunities with capabilities of various digital technologies to design new learning experiences. In addition, you will learn the different examples and uses of digital learning technologies in the classroom. The course content includes models for thoughtfully integrating pedagogy and technology, examples of innovative use of digital learning tools and environments, and professional support and resources to develop digital media and other learning content.
After our teacher training course you will be able to:
Integrate different models of technology and pedagogy technique in your classroom
Design, develop and implement a learning solution by integrating technologies into your lessons plans
Understanding cross-cultural communication is very important when teaching students from different backgrounds as communication involves an understanding of how students from a specific background in terms of “Cultures Speak” communicate and perceive the environment around them.
With our workshop “Scaffolding” you will understand in more details how to support second language learners by providing helpful hints to help students as they access challenging concepts. Introducing Scaffolding techniques as a method of teaching you will allow learners to take part in the complex process by assisting them to move beyond modifying lesson materials and teaching fundamental components of language.
By the end of the workshop you will learn how:
Introduce highly challenging task
Simplify language learning (vocabulary, grammar or length of utterance)
Use visual technique to facilitate the learning of the language
Use gestures to establish predictable routines
Reflect on which method will work best in specific context
Developing Higher Order Thinking requires teachers to establish with their student a knowledge base of thinking skills, reasoning, critical thought, and problem-solving. Our workshop will introduce you how to create higher levels of thinking by restating the facts, therefore, by involving the students to do something with the facts by creating an understanding of the arguments taught in the class and connecting them to other facts or concepts. During this process, the teacher will introduce the students to how categorise and manipulate those facts and concepts in order put them together in new or novel ways, and apply them as we seek new solutions to the new problem.
By the end of the workshop you will understand how to:
Integrate thinking skills into your classroom
Facilitates the design of learning tasks
Engage your students
Apply a series of learning activities to develop higher order thinking around one theme or story
Expos alternative perspectives on different topics
Supporting pupils with Special Educational Needs and Disabilities
This course develops the skills of those involved in the education of pupils with Special Educational Needs and/or Disabilities (SEND) so that these children are able to achieve their full potential in schools. After considering the key principles of inclusive practice, participants will develop a thorough understanding of the most frequently diagnosed forms of SEND and explore practical strategies that will support these children to achieve in the classroom and participate in the wider life of the school. Participants will also consider how children with SEND can be supported socially and pastorally by working alongside families and friends to enhance social inclusion.
Understand the key principles of inclusion within education.
Develop knowledge of the most common Special Educational Needs such as Autistic Spectrum Disorder (ADHD), Attention Deficit Hyperactivity Disorder (ADHD), speech and language difficulties and dyslexia.
Explore strategies and interventions to support children with SEND in the classroom and wider school life.
Consider how to adapt the physical and emotional environment to support children with SEND.
Explore effective strategies for working alongside families and friends to support the education and social inclusion of children with SEND.
Drawing on the latest research in mathematics education, this course will deepen your understanding of mastery, rich tasks, and teaching to the top. Based on the expectation that all students are capable and expected to achieve high standards, we will explore how rapid intervention can be used effectively to prevent pupils falling behind. Rich tasks offer different opportunities to meet the different needs of learners at different times. Learners are not passive recipients of knowledge, accepting what is given, but independent assertive constructors of their own understanding who challenge and reflect. We will try out practical strategies and identify what makes them “rich”.
Understand how we can encourage higher-order thinking skills.
Know how to create rich mathematical tasks for deeper learning.
Understand the mathematical and problem solving skills required to solve different activities.
Gain practical experience of skilful questioning, probing questions and deepening thinking.
Consider how to set deep learning objectives, asking questions or setting challenging activities, feedback and involving children in the process of learning.