Commercial Presentations

  • ALMENDRO, Patricia “The Future of Education; Measuring Progress for better results”
A Teaching , Learning and Assessment pack  for measuring progress.
Be part of this ELT Challenge for Innovation and Efficacy.

PEARSON Education

  • MONTÉ, Nylia ¨ Games Galore!¨

The book Games Galore! A Treasury of Useful Ideas for Teachers has been created to
make your job a little easier, banishing boredom from your classes. The book facilitates
the frequent use of games in class. Come and learn simple ways to spice up your
lessons with lots of games!

 

  • FLORES, Mónica

Boosting vocabulary learning through technology

(Workshop)

This workshop aims to provide English instructors of all levels with engaging technological tools to support students’ vocabulary learning process. First, the rationale behind the goals and benefits of using technology to teach vocabulary will be presented and participants will explore the use of technological tools individually, in pairs or in groups. To conclude, the presenter will then pose some reflective questions to the audience.

 

  • BREIBURD, Silvia

Assess Gen Zers for success. And save the stress

(Workshop)

ELT professionals face unprecedented challenges to reach 21 century students. This presentation will reveal how addressing distinct attributes of the digital generations and using effective assessment strategies, may create better classroom climate, facilitate teaching and enhance Gen Z learning. Along the workshop, the presenter will relate generational traits to evidence-based successful assessment practices while providing participants with dialogic spaces to adjust findings to their contexts. Attendees’ tangible takeaway will also include: ideas to enhance visual input, tools to develop students’ metacognition and useful tips to progress from ‘what works’ to ‘what works best’ to improve students’ results.

 

  • GÓMEZ, María Laura;  GARCÍA, Aurelia

Particularity in Action

(Workshop)

During this workshop, attendants will work collaboratively on developing a didactic sequence considering the specific needs of a particular group of students. The assessment of needs will indicate what learners have to learn, what they like to learn, and what they have not yet learned, corresponding to learner needs, wants, and lacks. Attendants will be challenged to explore the application of a TBL framework where students become involved in some instruction decisions. In the last stage of this workshop, the presenters will foster a round up reflection, where the attendants will discuss considerations on applying the developed sequence.

  • ORTIZ, Patricia; INSIRILLO, Patricia

The impact of reading instruction on students’ VLS profile

(Research paper)

The purpose of the study is to explore how reading comprehension instruction without overt vocabulary learning strategy (VLS) treatment impacts on the students’ strategic profile detected at the beginning of their instruction period in the School of Philosophy and Arts at state university in Argentina. The results and discussion here presented are a continuation of a previous work where students’ VLS profile previous to instruction was mapped out as a starting point to inquire about how reading instruction may or may not modify such profile.

  • PISTORIO, María Inés

Explicit and implicit listening strategy instruction in EFL 

(Research paper)

This study presents a model of listening strategy based instruction applied to secondary school students in Córdoba with an elementary level of English. A Background Questionnaire and a Strategy Questionnaire were used in order to collect information at the beginning and at the end of the study. The listening strategy training involved explicit and implicit instruction in cognitive, compensation, metacognitive and social affective strategies used in listening comprehension. It is concluded that explicit instruction improved students’ listening competence more than implicit instruction. This work also reveals that motivation positively influences the teaching and learning of English as a foreign language.

 

  • VILLALBA, Alfredo Andrés

Flipped Learning activities with smartphones, tablets and laptops

(Workshop)

In this workshop, the presenter will discuss how flipped learning techniques can be used in the teaching of English. Technology is used in flipped learning classrooms to teach languages as well as other subjects. During the workshop, teachers will learn how to plan, organise, design and create flipped activities to use in class when teaching literature and getting students to practice writing, reading, listening and speaking.

 

  • NACAMULI KLEBS, Débora

Customized tests for 21st C (customized) students

(Demonstration)

Assessment is an important process to evaluate and measure students’ learning progress and acquisition of skills (Hughes, 2017; Ur, 2012). Measurement procedures should consist of varied tools and instruments. Although many times assessment tools come in the form of pre-prepared tests, teachers may feel they fail to mirror classroom work because of their ‘generic nature’ (Tennant, 2018) leaving no other alternative but to resort to a customized instrument. This presentation will disclose issues around designing “customized” tests so that they reflect students’ abilities and capacities.