Empowering the Educator VII
- Registration 09:00 – 10:20
- Welcoming remarks 10:20 – 10:40
- Workshop 1 10:40 – 11:30
- Coffee Break 11:30 – 11:45
- Workshop 2 11:45 – 12:35
- Lunch Break 12:35 -13:15
- Workshop 3 13:15 -14:05
- Break 14:05 – 14:15
- Plenary 14:15 – 15:05
Cocktail / Prize Draw 15:05 – 15:30
This presentation takes a humorous approach to language learning by giving real life examples from Turkey. Basic language learning statistics from Turkey will be shared and audience will be asked to share their own experiences. These statistics and real life experiences will be connected to language learning mechanisms of brain and how any information is processed and stored in long term memory, with a conclusion of facts from educational neurosciences.
The productive classroom is a place where students are comfortable demonstrating what they have learned. It is an active place full of ideas, opinions, points of view, reasons, experiences and questions. Students know that participation is a must! In this session we will turn our attention to production, and consider ways we can expand our students’ spoken and written development. To do this, we will workshop practical classroom activities which support our speaking and writing aims. Student written exemplars will also be shared
Each and every ELT teacher knows it: games are a powerful teaching tool that fosters learning, raises motivation, and more generally keeps the students engaged. As teachers, we achieve good results we would just be dreaming of in a traditional classroom setting. We will explore several ways to greatly improve the teaching outcomes simply by refining the usual one size-fits-all design of the games, taking into account the fact that all students have different types of intelligences, and different types of learning styles.
Even the famous saying “a picture is worth a thousand words” cannot express how valuable images can be in a language classroom. Producing and comprehending language are two major challenging aspects of learning a foreign language. Images can play a major role in the process of helping students generate ideas, articulate these ideas and show they comprehend what they hear or read especially when these tasks look insurmountable (for some). In this presentation I will not only show some activities to help students in this process, but more importantly, I will go slightly beyond the benefits mentioned above and show how images can also help students and teachers personalise their language learning/teaching experience and help increase their (not only the students but also the teacher’s) motivation. Be prepared to collect a bag full of practical ideas and activities you can use at various levels with various age groups that can best be done with ‘images’!
Model United Nations, also known as MUN, İs an educational simulation and academic competition in which students learn about diplomacy, international relations, and the United Natıons. MUN involves and teaches research, public speaking, debating, and writing skills, in addition to critical thinking, teamwork, and leadership abilities. In this workshop you will get an insight into this activity club and become aware of the benefits of starting an MUN club for your students.
JMUN aims to prepare younger students for MUN, a highly prestigious academic competition held among high school and college students. The participants learn the real working principles and procedures of the United Nations and they get to practice working with the parliamentary language. There is a great emphasis on team work and debating skills as well as self-dependency that enables students to do online research about the countries and issues they have never heard of before. Students who do all this work become more self-confident and better prepared to handle academic challenges in their usual school work. This workshop will present information about running a JMUN club from the first day up to the day of the conference as relating to our own experiences.
As teachers of 21st century, why can’t we escape from telling out students ‘Behave and you shall be rewarded!’? What’s more it seems like we all believe it to be an absolutely wonderful idea to motivate students with extrinsic tools. Unfortunately behaviour and motivation are intrinsic notions and they don’t happen overnight.
Let’s meet in this session to discuss and explore some practical tools on how to make motivation become a real thing for our students.
Your course book is probably full of a variety of texts – dialogues, cartoons, and so on – but you’ll probably find in most cases that they are under exploited. The most common type of task accompanying a reading text is comprehension questions, but these represent only one of a whole range of techniques that can be used to help and check what your students have learned. In this workshop, I’d like to explore a variety of ways that are both creative and fun that will help you assess your students understanding of what they’ve read better.
There is information that we as teachers should know about attention spans in general and in the classroom. This knowledge is then applied to the timing expectations of activities and how to scaffold them within an effective lesson plan. Theory is supported with an adaptable demo activity for primary through uni-level classes.
Reading is comprehension. Writing is composition. How can we better assist our students to bridge the gap between the receptive skills to the productive skills if we are not prepared to teach composition and presentation strategies in the classroom?
This interactive workshop will focus on presenting effective composition and presentation strategies that could be added to any preschool through primary classroom and allows for conversation around how to encorporate into best practice.
Recycling and Revision activities that work
How often do you go to practice something with your students and hear them say ‘We’ve done this’. In our students’ minds, completing a page in a course book is like ticking a box, and it can be difficult for them to understand the need for repetition and revision in a language classroom.
In this workshop we will look at flexible activities that encourage revision in fun and engaging ways, helping your students to really use and deepen their understanding of the language they’re learning.
Mindfulness: Using the Science of Learning to Improve the Art of Teaching
Spotlighting the latest evidence from brain science and learning theory, JT Rehill will guide teachers through an exploration of mindfulness and its application in schools—from increasing focus to developing a growth-mindset in students. Teachers will learn strategies to foster engagement and increase motivation; overcome classroom management difficulties; and generate positivity, confidence and resilience in students (and themselves).
In this session I will be introducing you to the use of drama in the ESL classroom using both theoretical and practical approaches. Drama not only encourages ESL beginners to communicate at the “pre-production” stage of language acquisition, it’s also an engaging way of teaching any language learner.
Drama offers opportunities to stimulate real-life situations, draws on the creativity of students and introduces them to the cultural significance of various gestures and body language familiar to native English speakers. Acting out a story transcends language barriers. It can be used to encourage students to get an authentic “feel” for the weight of the words they are learning. It’s also great for the many students who prefer physical engagement in their learning and can provide an excellent jumping-off point to bridge from oral activities into reading and writing. And, most importantly, it’s super FUN!
However, many different ways and strategies we offer our students to increase their reading skills and improve their receptive vocabulary and grammar knowledge, we still do not seem to have many enthusiastic readers in our classrooms. There must be something wrong going on in our classes!
We are familiar with many contributing to the decline in the number of good readers. Now, there seems to be another significant contributor to the death of reading: schools. Are we, as teachers, part of this process of killing? Let’s find the answer together.
No pupils in the history of education are like today’s modern learners. These are complex, energetic and tech-savvy individual. Learners today want to be challenged and inspired in their learning. They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can. In short, they have just as high a set of expectations of their educators as their educators have of them. They need to respond with five capabilities for living and life-long learning which are:
- Using language, symbols, and text
- Managing self
- Relating to others
- Participating and contributing
Schools design their programs to develop crucial intellectual, personal, emotional, and social skills. Their Learner Profile suggests that students should be conditioned by their learning to be:
So, the consensus is that students need transparency-level skills in these areas:
- Problem solving
- Analytic thinking
- Ethics, action, and accountability
Quentin Wagenheim was educated between France and Great Britain in English literature and teaching. He started his career in the public school system, but quickly moved to the defence industry, where his responsibilities included teaching, coordination, course design, and teacher training. He followed the path that would lead him to enter the corporate world, bringing him the opportunity to widen his experience by designing and implementing technical courses. Having taught all levels, from 1st grade to government officials, in many European countries, including Turkey, he has joined the team at İnkaş, Express Education and Trinity College London, to push forward what he believes in: quality language education.–
Jennifer Mailley Academic Consultant İnkaş / Express Education Biodata Jennifer Mailley graduated from the University of British Columbia´s Education Department with a specialization in EAL. She has taught in Canada, Taiwan, England and Turkey to a wide range of age groups from young learners to high school levels. Jennifer has developed reading programs and facilitated creative writing clubs, built curricula and implemented international projects. She is passionate about drama and student self-expression, and the incalculable benefits of open-ended learning. One of her particular interests is in questioning techniques in the classroom. She believes that supporting students´ innate curiosity is the key to good teaching. Since joining İnkaş, Express Education and Trinity College London, she has presented and provided seminars and intensive teacher-training programs to campuses of all kinds across Turkey.
Completed his masters degree on Molecular Genetics in Linköping University, Sweden and got his Ph.D. degree on Molecular Neurobiology from Karolinska Institute, Sweden.
His main research interest is physiology of learning, with a special focus on genetical and neurobiological foundations of learning process, where he uses visualization methods such as fMRI, PET and CT Scan. He is continuing his post-doc research at Stockholm Brain Institute.
In collaboration with GLOBED, he is trying to translate medical data into applicable practices in the K-12 classroom, by providing schools award-winning digital resources and training teachers about how to engage with new technologies.
Devrim Özdemir was born and brought up in London and has been involved in ELT for more than 10 years, with teaching and teacher-training experience in primary and secondary schools and universities in Turkey, England and China focusing primarily on classroom management, personalised teaching and learning and interactive teaching/learning techniques in his training sessions. Devrim is the K12 Turkey Sales Manager at Macmillan Education. In addition to this, he also continues to teach EAP courses every summer at the University of Leicester in the UK.
Müge Bilgili did her degree in ELT at Dokuz Eylül University. She has completed several courses on various topics in teaching and started her career working with adult learners. After working in the United States Air Force (NATO) as an interpreter, she started working in MEV COLLEGE teaching several age groups ranging from young learners to teenagers. She was responsible for the entire stage production of numerous musicals and plays.
She has been a teacher trainer and a keen follower of the latest developments in ELT for many years. She is a member of the IATEFL where teachers around the world are in touch and share their experiences. She started and worked in clubs like Destination Imagination, World Scholar’s Cup and Model United Nations. Currently, she is in charge of the Model United Nations Club in Izmir MEV College.
Nukhet Ozen graduated from Izmir Ozel Turk Koleji and Hacettepe University with a major in English Language. After teaching 4 years at Izmir Özel Turk Koleji, she has moved to MEV Koleji, where she still teaches English. She has served as the supervisor of JMUN club since its inception 3 years ago. This tenure saw 8 conferences within Turkey for which she trained and guided students. Nukhet has also served in an Erasmus project and INGED drama festivals.
Born in 1984, Miss Gülsüm Şıvgın Baş, graduated from Güzelyalı Primary School in İzmir and then went to London and to continue her studies from 1998 to 2003. During her stay in the U.K., she went to Grey Court High School and Richmond upon Thames College, where she studied Travel and Tourism. She conducted her university education at Gazi University on Teaching English as a Foreign Language. Continuing on to her profession she has worked at Ankara Maya Private Primary School and is currently working at Gelişim College. Since she started her career, she has taken active part in INGED as a Board Member and as a teacher trainer for the British Council since 2010.
Ryan Noakes is an Educational Consultant for Oxford University Press and gives seminars and presentations on a variety of topics. He has been working in the field of ELT for several years and has taught a wide range of age groups based in Turkey. He’s specifically interested in learner autonomy and inquiry based learning.
Chris is a full-time teacher trainer and coordinator with Oxford University Press, based in Istanbul. His twenty years in the ELT field have included all learner profiles from multiple countries, particularly from Asia. Before joining OUP Turkey in late 2014, he was the lead trainer in the corporate sales division of Japan’s largest language company in addition to being a full-time English instructor in several departments in the largest university in western Japan. He has a keen interest in classroom dynamics and student ownership of the learning process
Irene is the Oxford University Press – Children’s Education Division (ED UK) Specialist for Turkey with many years of Elementary Education experience and specializes in IB World School, Cambridge International School and curriculum development from KG – 12th grade. Originally from America, Irene obtained a BS in Elementary Education from Western Michigan University and Master of Teaching English as a Foreign Language from Bahçeşehir University in Istanbul. Co-founder of the Bahçeşehir Social Sciences research group, Irene’s articles and research have been published in international education journals. She also presents at national and international conferences as well as providing teacher training throughout the region with a strong passion for working with Pre-School & Primary students and introducing them to the joy of reading! (Irene)
With teaching and teacher training experience in America, Turkey & the Middle East, I have read a lot, learned a lot, shared a lot and traveled A LOT!
Lara is an experienced teacher, trainer and manager who lives and works in Ödemiş, Izmir. Prior to teaching, Lara worked in a corporate environment, as a Management Development Trainer and Manager of a Training Team. After retraining as a teacher Lara worked first in Spain, where she completed her CELTA and DELTA courses, and then in Turkey, teaching learners from 3years old to adult, and working on teacher and materials development, participating in conferences and seminars, and generally developing her existing love of teaching and learning.
During the year Lara is Head of Foreign Languages in a private primary school in Ödemiş, Turkey and in the summer months she works with international teachers in the UK as Director of Studies for a prestigious Summer.
Lara is passionate about continual development, helping, supporting and encouraging both her students and her teachers to get the best that they can out of every learning opportunity.
Grant Kempton has been involved in ELT for more than 28 years. During that time he has been a teacher, tester, curriculum coordinator, school director and teacher trainer. From 2000-2006 he was the global teacher trainer for Pearson Education and travelled the world training teachers. He received his MA in ELT from Reading University. Since 2006 he has been working as an Educational Consultant and has worked as such both inside and outside of Turkey with K12 schools, universities, ELT organizations and ministries of education. He is also an ELT writer, being involved in such courses as Language Leader, Opportunities, New Success and
New Total English.
Areas of Speciality:21st Century Skills / Leaner-centrism versus Teacher-centrism / The 21st century revolution in education / Syllabus and Curriculum design and renewal/ Assessment / Classroom Management / Teacher roles / Change Management / ELT Management
JT Hill, M.S., Managing Director of LEAD|Turkey: Pearson
JT Rehill is the founder and managing director of LEAD|Turkey, an education consulting firm based in Istanbul that provides professional development support to teachers and capacity building services to schools. He is an experienced teacher, trainer, consultant and instructional coach. An engaging and energetic presenter, JT works to inspire educators inside and outside of Turkey through his work with LEAD|Turkey and as an adjunct professor of Education with Wilkes University in the US.
Meaghan Staff was born and raised in Nelson British Columbia Canada. She has been working in the world of ELT for just over 7 years. While Meaghan specializes in teaching kindergarten and primary school, she has taught students of varying levels and ages throughout Europe and Turkey.
Meaghan currently works as a freelance education consultant and teacher trainer. She is a certified TESOL instructor, holds a post-graduate diploma in Teaching English as a Second Language, and is currently working on finishing her Masters degree in curriculum development in ELT.
She has been in the education field for over 30 years. She started her journey in the field as a teacher of English in k12, then moved to university as a lecturer. She has been a British Council teacher trainer and trainer since 1996 and an e-moderator/mentor since 2007. She has also given many talks as a plenary speaker in different seminars, conferences and symposiums. She moved to Istanbul to become the principal of a private school where she worked for five years. Then she served as the general manager of another education institution for four years.
Currently, she is responsible for carrying out the academic procedures of CaMLA (Cambridge English – University of Michigan language exams) while giving series of workshops on improving literacy in L1 and L2 at early ages, differentiated instructional strategies in EFL, collaborative learning, using technology in class effectively, and curriculum design (using UbD).
After graduating from the University of Birmingham with a degree in ENGLISH LANGUAGE, and receiving a Diploma in English Language Teaching to Adults (DELTA) , Sam Said went on to gain his M.A in Education with a research thesis titled “Learners in Multilingual Education” from Florida State University.
Sam Said’s first classroom experience was in Spain working for Vic University, and to taste another language teaching environment, he sat off to work in Dubai then Turkey.
Just right after graduating from the University in 2000, Sam started to realize the importance of motivation in one’s life, so he moved to the U.S and worked for about 3 years with the American self-help author and success coach Antony ROBBINS, and later on, in 2008 he got awarded and certified by ROBBINS in (Life Mastery, Wealth Mastery and Date with Destiny) as a self-coach and trainer. In order to whip his two majors, ELT and self-help, into one line, he attended a PhD program on ‘Psycholinguistics’ at Florida State University and completed it in 2012 with a research dissertation under the title ‘An Experimental Investigation of the Relationship between Musical Propensities and Foreign Language Propensities’.
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On the day of the conference, please pick up your conference materials tickets from the registration and information desks before you proceed to the conference hall for the morning opening plenary session. The English Language conference will be held in the main building conference hall (capacity 370) Please make your concurrent session preferences known at registration.
Service busses will be provided to and from the conference. When filling in the registration form on-line, you can state your preferences as to pick up point, route and boarding times. Busses will depart from campus at 15:30.
|ROUTE||PICK UP POINTS||DEPARTURE TIMES|
|Karşıyaka||İskele (Anıt Önü)||09:00|
|Buca/ Konak/ Mithatpaşa (Sahil Yolu Üzeri)|
|Mithatpaşa||Mithatpaşa Lisesi Önü||09:15|
Bornova – merkez
|Hatay||Üçyol (Metro İstasyonu)||09:00|
|Amerikan Lisesi||Amerikan Lisesi Durağı||09:20|
|Poligon||Poligon Durağı (Eski BP)||09:25|
|Üçkuyular||Pazar yeri Otobüs Durakları||09:35|
The teachers and pupils of MEV Koleji Özel Güzelbahçe Okulları have volunteered to assist our guests. They will be available to help all conference participants throughout the day.
Free tea, coffee and light snacks will be served on the second and third floors all day long. The dining room, where lunch will be served, is on the ground floor.
MEV Koleji Özel Güzelbahçe Okulları invite you to a cocktail reception, which will be held in the main building, where you can chill out and socialize after your day of academic presentations. The prize draw will take place after the final plenary session. The lucky guests will take home some resource books and surprise gifts provided by our sponsors.
All conference participants will be given a certificate of attendance. Your participation certificates can be obtained from the Certificate Desk during the cocktail.
We would be grateful to receive your feedback. Please remember to fill in the feedback sheets. Please hand them in at the Certificate Desk. Thank you for taking the time to help us improve future conferences.
Please note that all program changes and cancellations (if any) will be posted on this web site.
- Smoking is not allowed in any of the campus buildings.
- MEV Koleji Özel Güzelbahçe Okulları are not responsible for any loss or damage of personal property or accidents that may take place during the conference.