[tabs slidertype=”top tabs”][tabcontainer] [tabtext]General Information[/tabtext][tabtext]Schedule[/tabtext] [tabtext]Monday[/tabtext][tabtext]Tuesday[/tabtext][tabtext]Wednesday[/tabtext][tabtext]Thursday[/tabtext][tabtext]Friday[/tabtext]
[/tabcontainer]
[tabcontent]
[tab]
[/tab]
[tab]
Click on the course to register!
D406: Reading strategies that boost YL’s confidence when dealing with Reading Tasks
D398: Formative Assessment Tools
D401: Navigating Exam Classes: Designing Learning Itineraries with Students in Mind
D408: Cambridge Resources for Teachers
D402: Cambridge PDQs: An opportunity to transform professional learning
D403: Supporting Mixed-ability Learners at B1
D409: Assessment as a GPS for learning
D399: Cambridge Teacher and School Leader Standards
D404: The Gap between B2 and C1 and How to Address It
D400: Global Perspectives in the Cambridge Lower Secondary class
D405: Prepare for Success at B2
Ask Cambridge English anything
[/tab]
[tab]
(9 am – 10.30 am)
D406: Reading strategies that boost YL’s confidence when dealing with Reading Tasks
The explicit teaching of strategies that will enable students to develop their confidence as critical readers is of vital importance. Strategies are plans that we use and apply when hearing a text that is read aloud or when reading independently. Strategies are complex procedures that provide an approach for completing a task. To use strategies effectively, children need to develop an awareness and understanding of the process, and then practice using the strategies with teacher assistance until they internalize the strategy and can master its application in reading. Students who are strategic have tools that allow them to learn independently. What is more, strategic students learn to trust their own perceptions and to evaluate the quality of their responses and the extent to which they have understood something. Comprehension requires a full understanding of text structures, literary analysis skills, genre characteristics and awareness of text structures.
In this presentation we will explore useful strategies that will empower students to tackle reading tasks.
Luciana Fernández
English teacher specialized in Methodology and Teaching Practice. 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 thirteen 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.
(11 am – 12.30 pm)
D398: Formative Assessment Tools
To understand how the Cambridge Primary and Lower Secondary Progression tests and the CEM (Centre for Evaluation and Monitoring) adaptive online baseline assessments can support teachers and school leaders in making informed decisions, as we return to class in 2021.
Dr. Fiona Jackson – Head of Primary and Lower Secondary, Development, Curriculum & Qualifications
Kate Bailey – Director of Policy and Business Development, CEM
Mark Barber – Head of International Business Development, CEM
Aman Sidhu – Curriculum Development Manager, Cambridge International
Diana Parsons – Curriculum Development Manager, Cambridge International
Sarah Nelson – Curriculum Programmes Manager, Cambridge International
(2 pm – 3.30 pm)
D401: Navigating Exam Classes: Designing Learning Itineraries with Students in Mind
Before teachers embark on a new unit of work, it is of paramount importance that they reflect on the content they aim to teach, its organization and the best way to approach it in an attempt to design learning-oriented lessons. Exam classes pose an added challenge: teachers also need to equip students with an exam-survival toolkit. This presentation purports to explore innovative ways in which teachers can plan learning itineraries so that their students can develop both their linguistic competence and their critical thinking skills while still working on exam-specific strategies.
Mariano Quinterno
Mariano is a graduate teacher of English from Instituto Superior del Profesorado “Dr. Joaquín V. González”. He has also done a post-graduate course in Education at Universidad Nacional de Quilmes. He holds an M.A. in Applied Linguistics to the Teaching of English as a Foreign Language, Universidad de Jaén, Spain. He is currently pursuing his Ph.D. in Education (Programa Interuniversitario de Doctorado, UNTREF, UNLa, UNSAM). He is a lecturer in Language II and III at Instituto Nacional Superior del Profesorado Técnico, Universidad Tecnológica Nacional. He teaches American Literature at Instituto Superior del Profesorado “Dr. Joaquin V. Gonzalez.” He is a tenured teacher at Colegio Nacional de Buenos Aires. He has co-authored the book Construyendo puentes hacia otras lenguas: reflexiones sobre la enseñanza de lenguas extranjeras en la escuela media (La Crujía, 2009). He has lectured on ELT methodology in Argentina, Bolivia, Brazil, Chile, Perú, Paraguay and Uruguay.
[/tab]
[tab]
(9 – 10.30 am)
D408: Cambridge Resources for Teachers
At Cambridge Assessment English, we strongly believe that effective preparation for language teaching and assessment depends on effective teacher support. Therefore, we have gathered a range of free materials which are easy to access and are ready to use with learners of any age and level, for online or offline teaching, for both synchronous or asynchronous lessons. Join us to explore some of the latest and most exciting material available in our digital channels, from downloadable resources and exam handbooks to lesson plans, online activities for learners, preparation course planners, and even online tools for writing practice with immediate feedback.
Alberto Costa
He holds the Cambridge RSA Diploma for Overseas Teachers of English (DOTE) and have a specialization in teacher training (PRINSELT) from the College of St. Mark & St. John in Plymouth, UK. I have worked as a teacher, teacher trainer and academic consultant for 30 years, having also worked as a Cambridge English Speaking Examiner and course tutor for the teaching qualifications CELTA, ICELT and DELTA.
Pablo Toledo
English teacher and teacher trainer (IES “Joaquín V. González”). He holds a Diploma in Education Policy from Universidad Torcuato Di Tella. Before joining Cambridge Assessment English as Assessment Manager for the Southern Cone and Andes, he managed projects in the areas of remote teaching, internationalisation of higher education and language teaching to refugees for the British Council and led the Education department of the Buenos Aires Herald. He is a board member of LAALTA (Latin American Association for Language Testing and Assessment)
(5 – 6.30 pm)
D402: Cambridge PDQs: An opportunity to transform professional learning
During the past years, Cambridge International Professional Development Qualifications have become an engaging and challenging programme which enables educators from all over the world to boost their professional learning and development.
Specifically, the Diploma in Educational Leadership offers candidates the opportunity to explore their own leadership skills and improve their understanding of successful educational leadership in order to enhance their own performance as 21st century educational leaders.
During this session attendees will explore an overview of the whole programme through an interactive discussion and hands-on activities.
Marcela Golpe de Andrade
Is currently Senior School Head and member of the Research & Development Department at Northfield School Nordelta as well as staff developer and consultant. She holds a degree in Political Science and Foreign Affairs from Universidad Católica Argentina, a teaching degree in History and Political Science and a post-graduate degree in curriculum development. She also holds a CIADER (Cambridge International Advanced Diploma on Educational Research). She holds a Diploma in Educational Policies from Universidad Di Tella.
[/tab]
[tab]
(9 – 10.30 am)
Ask Cambridge English anything
Do you wish to know more about Cambridge English? Join us in this drop-in session where Pablo Toledo and Lisandro Terenzi will be answering all your questions. Click on the link, no enrolment needed. Please specify your name and school.
Zoom ID: 95723360410
(11 am – 12.30 pm)
D403: Supporting Mixed-ability Learners at B1
This session will explore ways in which we can design activities to help weaker and stronger students make the most of our classes.
Nancy Johnstone
English teacher (I.N.E.S en Lenguas Vivas “J. R. Fernández”) and Licenciada en Inglés (UNL). She holds a Specialisation degree in Education and Constructivism (FLACSO), and is currently working on her master’s thesis. She has always taught English at bilingual schools, teacher training colleges and the School of Engineering – UBA, where she is the Head of the Languages Department. She has been a Cambridge Speaking Examiner since 1995 and an Examiner Trainer and Coordinator/Team Leader since 2008. She was awarded the IATEFL Cambridge English Peter Hargreaves Scholarship in 2016.
(2 – 3.30 pm)
D409: Assessment as a GPS for learning
How much did students learn during lockdown? How far can I go this school year? What about the learning objectives? Any learner-centred approach starts from knowing our learners and their learning process. Now more than ever, you and your learners need a clear picture of where you are and how well you are doing – we need more, better, richer assessment.
Assessment for learning is an approach that will help you transform every learning interaction into an opportunity for rich feedback and self-directed insights. This will help you find your way towards your learning aims, will make learning visible for everyone and will help your students become more autonomous and confident about their achievement. Join us to explore some concepts and practical ideas for your assessment toolbox!
Pablo Toledo
English teacher and teacher trainer (IES “Joaquín V. González”). He holds a Diploma in Education Policy from Universidad Torcuato Di Tella. Before joining Cambridge Assessment English as Assessment Manager for the Southern Cone and Andes, he managed projects in the areas of remote teaching, internationalisation of higher education and language teaching to refugees for the British Council and led the Education department of the Buenos Aires Herald. He is a board member of LAALTA (Latin American Association for Language Testing and Assessment)
[/tab]
[tab]
(11 am – 12.30 pm)
D399: Cambridge Teacher and School Leader Standards
School leaders and teachers are rightly focused on the impact the pandemic has had on the confidence and learning of their students. However, it is also critical that we consider how teachers have been affected and the knock-on effect this may have had on their classroom practice – whether that classroom be physical or virtual. The Cambridge Teacher Standards provide a starting point for doing just this. Colleagues from Cambridge International will discuss the Cambridge Standards and tools, and how the findings can be used to ensure that teacher quality remains at the heart of everything we do. The Standards have been translated into Spanish and Portuguese, so that every Head and Teacher in the school has equal opportunities to reflect on their practice.
Sarah Turner – Head of Professional Development Qualifications, Cambridge International
Lucila Marquez – Senior Manager, Latin America, Cambridge International
(2 – 3.30 pm)
D404: The Gap between B2 and C1 and How to Address It
Students often find it hard to bridge the gap between B2 and C1. Have you ever wondered what to do about it? This session will examine the main difficulties at C1 and suggest ways in which the gap can be bridged.
Nancy Johnstone
English teacher (I.N.E.S en Lenguas Vivas “J. R. Fernández”) and Licenciada en Inglés (UNL). She holds a Specialisation degree in Education and Constructivism (FLACSO), and is currently working on her master’s thesis. She has always taught English at bilingual schools, teacher training colleges and the School of Engineering – UBA, where she is the Head of the Languages Department. She has been a Cambridge Speaking Examiner since 1995 and an Examiner Trainer and Coordinator/Team Leader since 2008. She was awarded the IATEFL Cambridge English Peter Hargreaves Scholarship in 2016.
[/tab]
[tab]
(11 am – 12.30 pm)
D400: Global Perspectives in the Cambridge Lower Secondary class
A closer look at what the curriculum offers and how to enable learners to develop skills for their future in a scaffolded and measurable way. We will also go over the support that Cambridge International and Cambridge University Press have available for teachers and learners.
Dr. Fiona Jackson – Head of Primary and Lower Secondary, Development, Curriculum & Qualifications
Fleur McLennan – English Teacher and Educational Consultant, Cambridge University Press
Rebecca Watkins-Wright – Curriculum Development Manager, Cambridge International
Sarah Nelson – Curriculum Programmes Manager, Cambridge International
(2 – 3.30 pm)
D405: Prepare for Success at B2
This session will consider typical difficulties or mistakes made by candidates at this level and explore ways of helping students to avoid these problems.
Nancy Johnstone
English teacher (I.N.E.S en Lenguas Vivas “J. R. Fernández”) and Licenciada en Inglés (UNL). She holds a Specialisation degree in Education and Constructivism (FLACSO), and is currently working on her master’s thesis. She has always taught English at bilingual schools, teacher training colleges and the School of Engineering – UBA, where she is the Head of the Languages Department. She has been a Cambridge Speaking Examiner since 1995 and an Examiner Trainer and Coordinator/Team Leader since 2008. She was awarded the IATEFL Cambridge English Peter Hargreaves Scholarship in 2016.
(4 – 5.30 pm)
This presentation will highlight what language teachers should know with reference to how young learners learn vocabulary and what needs to be considered when planning lessons and activities. Best EFL classroom practices are those rooted in this knowledge and will therefore enhance both high quality instruction and learning.
The presenter will give an overview of theory and research relevant to children´s vocabulary learning and will make connections to classroom practices, approaches and activities.
Luciana Fernández
English teacher specialized in Methodology and Teaching Practice. 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 thirteen 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.
[/tab]
[/tabcontent]
[/tabs]
