NCE Keynote speaker: Silvana Richardson
Differentiation in teacher learning: making it happen
The notion of differentiation as a response to the issue of student diversity in the language classroom is now firmly established in English Language Teaching. Over the last few decades materials developers, teacher educators and teachers have developed a range of strategies and resources to ensure that no student loses out and that every learner is given the right level of challenge. And yet the same is not always true of teacher learning. This talk will explore why differentiation is as necessary for teacher learning as it is for student learning, and how teachers can be put in the driving seat of their own professional learning. It will present a number of evidence-informed approaches to teacher learning that offer the kinds of personalisation and choice that teachers need to become producers of context-relevant expertise.Read more »
|09.00 – 09.40||Arrival at conference centre | coffee | exhibition|
|09.40 – 09.50||Introduction | welcome|
|09.50 – 10.50||Plenary session: Silvana Richardson|
|10.50 – 11.15||Herman Wekker prize for Best Reporter|
|11.15 – 11.45||Coffee break|
|11.45 – 12.45||Workshop session I|
|12.45 – 13.45||Lunch | Exhibition|
|13.45 – 14.45||Subplenaries: Jasmijn Bloemert | Leslie Piggott | Alex Warren|
|14.45 – 15.15||Tea break | Publishers’ exhibition|
|15.15 – 16.15||Workshop session II|
|16.15 – 17.15||Evaluation | Meet & Greet with our speakers | Certificates | Drinks & Nibbles (free!)|
SUBPLENARY | 13:45 - 14:45
Jasmijn Bloemert (RUG)
A. Othello … just because? Proposing a criterion to select literary texts
How do you select literary works for your English language lessons? Regarding Personalised Learning and current discussions about student motivation, how do you select literary works for lessons that are relevant and engaging for all students? How do you make sure that the reasons for this selection are reflected in your teaching? In this talk I will address these questions by proposing a criterion for literary text selection to help you with your own literature curriculum.
Leslie Piggott (UU) & Marjolijn Verspoor (RUG)
B. Grammatica-instructie? Kan wel, hoeft niet
In deze presentatie delen wij de resultaten van een promotieonderzoek waarbij is gekeken naar de toegevoegde waarde van grammatica-instructie bij het leren van een tweede taal in het voortgezet onderwijs. Naast de resultaten van het onderzoek komen de docenten aan het woord die lesgaven aan de klassen zonder grammatica-instructie.
Alex Warren (Cengage)
C. Connecting Learners to the World – the power of personalisation
Life in the 21st century is a life living in a global community. As such it’s vital to not only enable students to communicate effectively but for them to have an understanding of that world. We need to teach students about other people, cultures and places of the world, but at the same time we also need to make it relevant to them, to make it personal. Enabling them to make connections between themselves and others is vital. We’ll look at the theory and at practical ideas of how we can connect learners to the world through personalisation and bring the classroom to life.
1 (Public) speaking in a personalised context
Ingrid de Beer (Nuffic)
How can you help your students to become better (public) speakers? One of the ways: by asking your students to use their own experiences. Another idea: by participating in a competition. In this workshop you will get some practical suggestions for activities, some related to the Cambridge exams.
2 Intercultural skills: how to develop them in your classroom
Margriet Dijkstra (Globi)
In our globalised society it is key for students to have knowledge about different cultures and to be aware of their own position in the world. Developing intercultural skills is an important way to achieve this. How do you talk about this in your classroom? Learn about a suitable teaching method.
3 Blended teaching: hoe combineer je offline en online leren?
Wendy van Krimpen (Malmberg)
Hoe combineer je offline en online leren? En wanneer biedt blended teaching ook echt meerwaarde? Veel docenten zoeken naar de ideale mix van offline en online tools in hun lessen. Tijdens deze sessie biedt Wendy van Krimpen je handige tips om de ideale mix te vinden tussen offline en online tools.
4 ‘For real’: authenticity, relevance and credibility in EFL course materials
Marcel Lemmens (Blink)
If you want your English lessons to be effective and engaging, your course materials should include authentic English, relevant contexts and credible situations. This interactive workshop will inspire you to tap into your students’ world and create an atmosphere that's conducive to learning English.
5 Look out! Grammar!
Bruno Leys (Kath. Hogeschool Brugge)
Grammar is all around us, but often still seems to be reduced to rules and contextless exercises. In this talk I present images, sound files and videos and will point out how such samples of real English can be used to introduce, illustrate and generate a variety of grammatical items.
6 Personalised testing: the effects of a self-paced listening test
Alice Middelkoop (Hogeschool Driestar)
Isn’t it time that we get rid of the old-fashioned tape recorder format listening tests? One of the assets of computer-based listening tests is that the test-taker can control the audio. I will show the effects on the test scores, the number of repetitions and the candidates’ test-taking strategies.
7 ‘An host of tongues’ – Integrating home languages into teaching Shakespeare
Lisa Peter (Shakespeare Birthplace Trust)
Classrooms have become ever more multilingual over the years and there are a number of advantages to including the students’ home languages. Multilingual activities can present another tool in the teacher’s toolbox to reach a common aim: an introduction to and exploration of Shakespeare’s plays.
8 Language assignments tailored to motivate diverse learners! Using tech!
Patricia Rose (SLO)
Using all devices for language production and integrating digital activities. These activities will challenge each individual student to improve at their level. When learners can undertake tailor-made challenges and use their own choice of tool, the interest is often higher or even more sustained.
9 De veranderende rol van de docent anno 2020
Roy Hoogland & Maud de Louw (Noordhoff)
Gepersonaliseerd leren, formatief evalueren en leermateriaal om te differentiëren. Wat doet dat met de rol van de docent? Verandert het leren of alleen de vorm van het leren? Aan bod komen de rol van leercoach, het vrijlaten van leerlingen en het voorkomen van digitale eenzaamheid van leerlingen.
10 Dealing with diversity in the English Classroom
Geoff Tranter (Technical University Dortmund)
The increasing diversities among students sets teachers many challenges when trying to meet their individual needs and interests. On the basis of a planning matrix developed for B2/C1/C2 level ESP courses at Dortmund Technical University, we will discuss how this can be adopted in your own courses.
11 Using research to design personalised and engaging classroom activities
Kirsten Waechter (Tailored Trainings)
As teachers, we need to better understand what drives the learning pathways of ourselves and of our students. Neuroscientific research can help, focusing on the interconnectivity of language learning. We will look at how we can use the brain’s functions to enable a more engaging learning experience.
12 Identity text: an opportunity for personal expression and growth
Frederike Westera & Pauline van der Bilt (Universiteit van Amsterdam)
Writing an identity text is a way of finding out who and what you are. Jim Cummins described the merits of identity texts. The tool is very beneficial for students from marginalized or multilingual backgrounds. We will make a start with our own identity texts and design individual lesson plans.
13 Language learning by interactive speech recognition
Mariska Wiersma & Martijn Enter (Deviant)
Wat is spraakherkenning? Wat kan spraakherkenning doen voor uw leerlingen? En hoe kun je dit effectief toepassen in de les? Tijdens deze workshop krijgt u hierover uitleg en gaan we op een interactieve manier aan de slag om te ervaren wat het nut van spraakherkenning en taal is.
14 Tiered instruction: the possibilities of differentiation
Karin Winkel (Hogeschool Rotterdam)
Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness. By working with an example of tiered the possibilities of differentiation are explored.
15 Interactive teaching with diverse learning styles: a dramatic approach
Roland Allen (Big Wheel Company)
Big Wheel Theatre Company proudly describes our drama-based workshops as interactive. What does ‘interactive’ mean? Recent projects with UK clients, especially museums, have made our workshops even more varied, educational and interactive, enabling participants to access inspiring personal learning.
16 Personalised learning for teachers: materials development as a CPD tool
Marina Bouckaert-Den Draak (Fontys Lerarenopleiding)
The rhetoric around personalised learning has focused primarily on learners. But what about the teacher? In this interactive talk, I will make a case for materials development as a potentially valuable tool for personalised CPD, and for considering recent research findings.
17 One size does not fit all – creating an inclusive classroom
Robert Dean (Pearson)
A class of learners will always contain a mixture of abilities, interests, motivations and learning styles. This highly interactive session will begin by looking at the nature of certain learner differences and what implications these create for fostering a successful learning experience.
18 Individueel monitoren van alle deelvaardigheden met TELL
Kim Elzinga (Earlybird)
Individueel, digitaal en automatisch scoren, inzicht in alle deelvaardigheden: EarlyBird helpt scholen met het invoeren van het monitoringssysteem TELL (Test of English Language Learners) van Pearson. Door beter inzicht op de taalvaardigheid kan ingespeeld worden op de verschillen tussen leerlingen.
19 Interactive teaching to screenagers using LessonUp
Eddy Halfwerk (Carmel Hengelo)
Experience how to use the free web based tool LessonUp by joining an English ‘class’ logging in with your own device. You will see different types of questions like multiple choice, open questions or wordwebs. An element of competition can be included in this type of lesson (which motivates boys).
20 Personalized learning: from online to offline in the classroom
Mark Holmwood & Judith Keulers (Holmwoods)
Personalized learning is often closely associated with the internet and computers. However, this is only part of the story. We will be looking at practical examples of personalized learning that can be readily applied in the classroom.
21 Seven steps: the joys of personalised learning!
Ellen Keates (Hogeschool Windesheim)
Buzzword personalised learning: how do we deal with this new idea? Or is it not so new after all? Join this highly interactive talk, taking us through seven steps to personalised learning, the light version. Come away with ideas that will bring a smile to your learners' faces!
22 Questions and some answers to pressing challenges
Ton Koet (Talenland)
How can we deal with students with very different degrees of competence? How can we help our students develop learning strategies? How can our materials foster social integration and diversity? How can we turn our students into critical thinkers? These and other issues will discussed.
23 The British Council – your partner in teacher development
Hannah Mason (British Council)
We’ll highlight some of the most commonly used resources for teacher development in English language teaching forming part of the Continuing Professional Development framework. And you’ll find out more about three language exams in the Netherlands: Cambridge English Qualifications, IELTS and Aptis.
24 Beatles, Bach or Beyoncé? Maximising teaching impact by being yourself
Ocker Repelaer van Driel (AcCompany in Communication)
Are you teaching according to expectations, playing a stressful role? Or are you teaching from an authentic perspective, being yourself and more effective? We reflect on your music choices in order to pinpoint who you are. Is there harmony between inside self-image and outside perception?
25 Increasing student satisfaction regarding a vocabulary expansion programme
Lianda van der Schilden (Leiden University)
Differentiated learning does not have to be rocket science. A very practical and uncomplicated approach to differentiated learning regarding vocabulary training and its effect on gifted students’ satisfaction. Memrise (vocabulary tool) was used to set up the programme and will be introduced as well.
26 Het lezen en gebruiken van toets- en itemanalyses van de centrale examens
Natalie Schols (Cito)
Tijdens deze workshop zal Natalie Schols docenten meenemen door een toets en item analyse van een examen en ze laten zien hoe ze deze informatie kunnen gebruiken om examenvoorbereiding (op maat) vorm te geven.
27 Succes voor iedere leerling: een les uit de praktijk
Alex Schonewille (Noordhoff)
Alex deelt zijn verhalen en ervaringen uit de dagelijkse lespraktijk door middel van een les Engels om te laten zien hoe hij formatief evalueren, activerende didactiek en differentiatie inzet om tot meer gepersonaliseerd leren te komen (de nieuwe 7e editie van Stepping Stones is voorbeeldmateriaal).
28 Creating Stress-free speaking activities for low-level adult learners
Kirsten Waechter (Tailored Trainings)
At lower levels students are reluctant to speak, and well-designed activities are needed to help them build confidence and see their own achievement. We will try out activities for preparing and conducting speaking sessions to better understand how to implement the activities in the classroom.