ELT Professional Development Workshops (24.03.20~24.06.12)
2024.03.20 Wed. 13:50-15:50 Online
ELT: Classroom Management
Learn to optimize class management in lead support roles by utilizing warmers behavior strategies, rapport building, student engagement interaction s in both teacher and student centered activities.
2024.04.03 Wed. 13:50-15:50 Online
ELT: Presenting & Practicing New Language
Delve into the significance of lead ins, conveying meaning, modeling, highlighting of form controlled practice, and guided discovery, while also discussing the collaborative efforts between lead support teachers in presenting practicing new language.
2024.06.12 Wed. 13:50-15:50 Online
ELT: Developing & Integrating Language Skills
Examine essential principles for cultivating listening, speaking, reading, and writing skills including the stages processes involved in language skill development. Followed by a dive into communicative activities that can integrate all four of these skills for learners.
Simulated Teaching Workshop (24.01.12)
In a join venture between individuals on the the ELTA and TEFTP programmes, English Language Teaching Assistants (ELTAs), English Teaching Assistants (ETAs), and Foreign English Teachers (FETs) collaborated in groups to design an activity that would facilitate communication, engagement, and an optimised learning environment for their students. The workshop aimed to consolidate the key points that teachers had learned for the courses on Bilingual Education and ELT Continuing Professional Development by translating theory into practice in a simulated and controlled environment.
Foreign Teaching Advisor, Daniel Juckes, discussed the process of collaborative planning and the various criteria that should be met when designing and delivering a communicative activity. Teachers were introduced to prevalent communicative activities which can be adapted to fit the students' various learning styles, age groups, and levels.
This was followed by a short communicative grouping activity named “Find your Dragons” to demonstrate student-centered interactivity using an information gap.
Through co-operative learning, teachers planned out their activity in groups, pooling ideas from their own rich teaching experiences and knowledge base, to deliver an optimal activity to their peers.
During the simulated teaching phase, groups would explain their rationale for the activity, followed by playing out roles as co-teachers and students while others observed the classes in action using the TAG framework.
Professor Yu-hsiu Lai and our advisors at the KETRC provided each group with detailed feedback of their activity delivery in order for them to reflect on the postive aspects but also on where to make adjustments in their teaching for the future.
We would like to thank all of the teachers who attended this workshop in providing their expertise in delivering successful activities as well as for working together to building a professional community. We look forward to seeing you all again in the future!
