Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
The ELSA Board and the TDD Committee extend their warmest thanks to Marie
France Conchard, head of Ecole Active Bilingue International-The Victor Hugo
School, for hosting the ELSA TDD and for her assistance in organizing the
Conference.
The TDD Committee is delighted to present this years programme to you. For the
third year running ELSA is holding its annual conference at the Ecole Active
Bilingue International - The Victor Hugo School, which has generously made its
premises available to us for the day, this year with additional space to accommodate
the extension of what is on offer. Please note that participants in TDD 2011 can apply
for graduate credit from Buffalo State, State University of New York SUNY. ELSA
is also recognised by the Formation Continue in France, thus enabling some funding
of the event for teachers from schools wishing to use this possibility. Details can be
found on the ELSA website at www.elsa-france.org.
TDD 2011 has an increased number of lively and engaging workshops for your
benefit we are sure you will enjoy it and come away inspired both personally and
professionally. Our theme this year is:
Hands On, Heads Up
with active learning as its main focus. Along with the usual general educational
areas, you will be able to attend workshops exploring research based strategies and
activities designed to engage students in their own learning and provide them with
the tools to become creative and critical thinkers in their own right. Key words for the
days sessions include interactive, practical, collaborative, hands-on, with
speakers setting the way to help you make your classroom an even more dynamic and
inspiring place to learn in. All age groups have been targeted this year with a Preprimary stream available for the first time as well as a more general cross curricular
stream, and hints on how teachers can look after themselves at the same time as their
students!
The TDD committee has worked exceptionally hard on quality sessions this year and
is pleased to announce that the spectrum of experts and specialists from the various
areas on offer is even broader than usual, with each leader running an average of two
workshops. We would also like to thank the speakers from member schools who
continue to maintain the by teachers, for teachers ethos with which ELSA began
many years ago.
Dont forget to visit the conferences exhibition stands during the day: the number of
exhibitors is increasing in proportion to the conference itself so you will see many
familiar names but also some that are new to our venue. As usual, lunch will be on
offer with a choice of sandwiches and desserts and if you fill in our quality control
questionnaire, you will qualify for the prize draw which will take place immediately
after the last session at the popular closing reception.
Looking forward to meeting you on the day for a rich and enjoyable TDD 2011!
Yours in learning,
Donna Philip
ELSA President
Floor 1 : rooms 11, 12, 13, 16, 18/19 (take public elevator/public stairs to 2nd floor,
school stairs near room 21 down. Or, school elevator/stairs near room 1, up)
Floor 2 : rooms 21, 23, 25, ICT room 22, small cafetaria (School elevator or stairs
from 1st and 3rd floors. Public elevator/ stairs directly to 2nd floor)
Floor 3 : rooms 34, 35, Science labs (School elevator/ stairs from 1st and 2nd floors.
Public elevator/public stairs to 2nd floor, then school stairs near room 21, up)
Level-1 : cafeteria (ground floor, stairs going down. From 1st, 2nd and 3rd floors,
take school elevator /stairs to ground floor then go to main hall and take stairs
down. From second floor, take public elevator near schools main entrance.
*The public stairs are located in the main hall, ground floor and give access
to the schools main entrance only, on the 2nd floor.
*The school elevator and stairs give access to all floors. Both are located near
rooms 1 (ground floor), 11 ( 1st floor), 21 ( 2nd floor), Science Lab (3rd floor)
*Floors 1 + 3 CANNOT be accessed directly by the public elevator or public stairs.
EXHIBITORS:
You will find the Exhibitor stands in the library near Entrance A. Check the
program for the full list of companies and their contact details.
COFFEE:
Coffee, tea and croissants are available from 8:45 am in the level-1 cafeteria.
Coffee and drink machines are located in the 2nd floor cafeteria.
LUNCH:
Lunch is served at 12:30 in the level-1 cafeteria. Choose from the menu and
look for the posted signs in the cafeteria to locate your choice.
Attendees can also go the 2nd floor cafeteria or, weather permitting to the
Parc Georges Brassens just up the street (turn left on rue Cronstadt), in which
case paper bags are available to bag your lunch. Kindly dispose of lunch litter
and avoid eating in the main hall or on the outer stairs of the main building.
Kindly avoid food in the classrooms and smoking in the main entrance (an
ashtray is provided at entrance A.)
Choice of sandwiches:
Egg, salad, tomato (veg.)
Chicken, salad, tomato,
Ham, cheese, salad, tomato
Tomato, mozzarella, salad, pesto
(veg.)
OR choice of salads :
Taboul, salad, chicken + bread
Choice of desserts :
Chocolate moelleux, lemon tarte,
apple pastry
Evian 50cl
Menu is subject to change.
We hope you enjoy todays conference and look forward to your feedback.
16:30-17:00
15:15-16:30
14:45-15:15
13:3014h45
12:30-13:30
11:15-12:30
10:45-11:15
9:1510:45
8:45-9:10
Room 25
Bob Di Yanni
Room 25
All
Barbara Bleiman
Practical
Classroom
Approaches to
Poetry
Room 18/19
Middle /High
All
Room 25
Room 18/19
High School
Using Lateral
Thinking to
Generate Ideas-
Teaching Narrative
Texts at Advanced
Level
Middle/High
Bob Di Yanni
Room 25
Middle/ High
Room 18/19
Barbara Bleiman
Deeper Thinking in
the Classroom
David Allsop
Creative ways of
approaching close
reading
Carol Atherton
Middle /High
Room 18/19
Middle/High
Multiple
Intelligences
David Allsop
Carol Atherton
Using Questions to
encourage high
order thinking
Thinking and
Learning
English
Primary
Room 34
Primary
Room 16
Science:
Great Games!
Great Learning
Anne Goldsworthy
Maths and
Science
Pre-Primary
Room 34
Stories:A Direct
line from Heart to
Mind
Judith Black
Middle School
Room 16
Science: Great
Games! Great
Learning
Anne Goldsworthy
Exhibitors-Library
Room 5
Pre-Primary
Speaking
Progression using
Catchy Songs
Carole Nicoll
Pre-Primary
CANCELLED
CANCELLED
Emotional
Wellbeing in
Educational
Settings
Primary
Room 16
Primary
Room 16
All
ART Room
Looking after
ourselves how to
keep the energy
going
Sarah Bentley
CANCELLED
Pre-Primary
Room 5
Educational
Strategies for
Children with
Developmental
Delays
Tracy Coutrix
Exhibitors-Library
Room 35
Pre-Primary
How childrens
brains are formed
and grow
Sally Featherstone
Stories:A Direct
line from Heart to
Mind
Judith Black
Primary
Room 5
Speaking
Progression
Using Catchy
Songs
Carole Nicoll
Primary
ART Room
Sarah Bentley
Primary
ART Room
How to bring
puppets alive
Sarah Bentley
Mostly Primary
8 :30-9:00
Registration- Main Entrance A
Middle/ High
Room 23
Growing
Remembrance:
helping pupils
make sense of
modern wars
Andrew Wrenn
Primary
Room 23
Teaching Historical
Enquiry
Andrew Wrenn
Primary/Middle
Room 23
Alf Wilkinson
Middle /High
Room 23
Significance
Alf Wilkinson
History
Primary
Room 35
Sally Featherstone
Primary
Music Room
Music in the
Primary Classroom
for the nonspecialist
Elizabeth Cunliffe
Primary
Room 21
Incorporating Art
in the Classroom
Stacey Wilson
Primary
Room 35
Rachel Griffin
Cross-Curricular
Middle/ High
Room 21
Matt Lynch
Room 21
Middle/ High
Brechtifying Media
Myths: Developing
New Understanding
through Storytelling
Matt Lynch
Middle /High
Room 22
Mario Chioini
Room 21
Middle/ High
Incorporating Art in
the Classroom
Stacey Wilson
Cross-Curricular
The ELSA TDD is recognized by ECIS, Buffalo-State University of New York and the Direction rgionale de la formation professionnelle
Room 13
Administrator
Round table
Rose Mary
Dupuy,
Robynne
Pendaris
Room 13
Nicholas Baker
and Rob Miller
UK College
Counselling
Room 13
US College
Counselling
Round Table
Nancy Willard
Magaud
Room 13
Librarians
Round Table
Jennifer Elliot
Round Tables
ENGLISH
USING QUESTIONS TO ENCOURAGE HIGH ORDER THINKING
Professor Guy Claxton of the University of Bristol states that Good learning
starts with questions, not answers. Much recent teacher development in the
UK has focused on the skill of questioning on how to ensure that all
students are involved in question and answer sessions, and on using
questions to promote discussion and encourage creative and speculative
thinking. In this session, Carol Atherton will explore how careful attention to
questioning can facilitate higher order thinking and inspire your most able
students.
CREATIVE WAYS OF APPROACHING CLOSE READING
How do we teach students the skills of close reading? How do we get them to
examine texts carefully, paying attention to details of language, form and
structure? Students are often afraid of close reading, seeing it as a bewildering
process that involves reading things into the text that arent actually there.
This workshop aims to make textual analysis less scary. It will explore a range
of active approaches to the close reading of prose texts, and will be
particularly suitable for teachers of English in the IB Diploma Programme.
Carol Atherton is Director of Learning at Bourne Grammar School in
Lincolnshire, UK, where she has taught English since 1996. She works in
teacher development and mentoring, and has a whole-school role in
improving teaching and learning across the secondary curriculum. Carol is
also a freelance educational writer and researcher who publishes regularly on
topics related to the teaching of English Literature post-16. Her book Defining
Literary Criticism, a study of the history of English as an academic discipline,
was published by Palgrave in 2005. She is currently co-writing a guide to
teaching A-level English for trainee teachers.
TEACHING NARRATIVE TEXTS AT ADVANCED LEVEL (IB/A LEVEL/PRE U)
Drawing on EMCs Studying Narrative publication and courses held at EMC,
the workshop will offer practical classroom strategies to develop students
understanding of key ideas about narrative texts, such as narrative voice and
point of view and the use of time and structure, as well as encouraging them
to place an individual text in the wider context of the genre. There will be
opportunities to try out creative and critical approaches and think about how
to use and adapt them for your own teaching. You will go away with
resources to try out in your classroom, no matter what narrative texts you are
teaching.
have remained convinced that young people are a pleasure to work with and
that deep down, they all want to achieve and do their best. Although now a
headteacher, I still find that it is the classroom where real differences are
made to students educational experience and that must remain our focus.
My own interests lie in the use of educational theories around learning for
practical use in the classroom. I encourage intellectual curiosity whenever I
can with all of my students, as it is that which will develop skills and
creativity needed by young people and society of the 21st century.
USING LATERAL THINKING TO GENERATE IDEAS
Edward de Bono, who coined the term lateral thinking, describes it as a
way to generate ideas and as a set of thinking tools to design the future.
Lateral thinking provides a necessary complement to logical thinking, which
is based on linear and sequentially directed thinking, in which you need to be
right, every step of the way. Lateral thinking differs in being a form of
creative thinking that breaks free of the strictures and constraints of logic and
the limitations of analysis. This session will introduce participants to a few of
de Bonos lateral thinking toolspractical strategies for getting ideas.
Participants will have a chance to practice intensively with one of de Bonos
lateral tools in this collaborative, interactive, and engaging session.
HOW TO THINK LIKE LEONARDO DA VINCI
Leonardo is perhaps the consummate example of the Renaissance man,
deeply skilled across a range of disciplines. Artist, scientist, inventor,
engineer, and more, Leonardo epitomizes the whole-minded thinker who
employs both critical and creative thinking, analytical and imaginative
cognitive strategies. This session explores seven thinking habits of Leonardo
reflected in his finished works, and in the sketches, drawings, and writings in
his notebooks. Teachers and students can learn to emulate Leonardos
thinking habits, regardless of their teaching area and grade level. This
collaborative and interactive workshop will engage participants in activities
to strengthen their own thinking and improve the thinking capacities of their
students.
Robert DiYanni is Adjunct Professor of Humanities and Senior Lecturer in
Expository Writing at New York University, where he teaches courses in
writing, literature, critical thinking, and interdisciplinary humanities. He is
also Director of Arts and Aesthetic Education for the Scarsdale, New York
Public School system, where he works with K-12 teachers across the
humanities disciplines. Dr. DiYanni has written and edited a few dozen
books, primarily for college and university students, including Literature: An
Introduction; The Scribner Handbook for Writers; Arts and Culture: An
Introduction to the Humanities; Modern American Poets, and Modern
American Prose. Two new books on critical and creative thinking will be
available in the fall from Prentice Hall, one on thinking about the disciplines,
the other on how to get ideas. His ELSA presentations are based on chapters
developed for these books.
MOSTLY PRIMARY
THE POWER OF PUPPETS
In this session Sarah will aim to show how to bring the puppets alive by
exploring the role of storytelling in primary education, introducing the
puppets and how to develop characters, how you can work the puppets to
capture young childrens imaginations and introduce Circle Time games and
rounds using puppets and soft toys. Please bring any of your own puppets to
this session.
FUN & GAMES
In this session Sarah will help you create positive relationships through active
fun and games. Shared laughter and enjoyment create an enabling, warm
ethos for all adults and children to take risks. She will also introduce the
importance of Clapping Games to help children access and stimulate all brain
activity. Be prepared for Fun & Games!
Sarah Bentley
Senior Associate Partner at Jenny Mosley Consultancies
I first heard about Quality Circle Time while studying at college and was
immediately inspired by all the ideas. A teacher for 7 years I then saw first
hand how valuable this concept can be, not only for the class teacher but also
for parents, children, governors, and, indeed, everyone within a school
community.
Following my training with Jenny Mosley I was invited to take 'time out' of
teaching, to promote the Quality Circle Time model across the country to
schools, early years partnerships and LA's. This experience in itself has been
invaluable to me, as I have seen so many educators across the UK use the
model to promote positive behaviour and self-esteem.
I thoroughly enjoy demonstrating the model with circles of children on
training days in schools and early years settings. However, I find one of the
most rewarding developments is the use of circle time with parents
themselves. Their evaluations show a real appreciation of this approach and I
continue to research into this area.
Since joining the consultancy permanently, I have travelled extensively in the
UK and have also had the wonderful opportunity of representing the
consultancy internationally in Chile, Thailand, Egypt as well as Spain and
Ireland. It gives me a huge amount of pleasure to know that so many adults
and children are now benefitting from the Quality Circle Time model. Sarah
is delighted to be attending the ELSA conference for a second year running!
SPEAKING PROGRESSION USING RAPS AND CATCHY SONGS.
Carole Nicoll will demonstrate how the learning of relevant topic based
catchy songs can assist when learning any language. Words attached to music
enable the permanent retention of chunks of vocabulary, generally enhancing
learning across the curriculum. Fantastic teaching results using Raps and
Catchy Songs. Demonstrating IMI Involuntary Musical Imagery or
Judith Blacks traditional and original stories have rocked laughing audiences
to their feet. A creator and teller of tales for over 30 years, Judiths stories
wrestle with everything from familial dysfunction, to the search for spiritual
connection, to the questionable joys of aging. Her background in theater,
early childhood development, political activism, the wryly observed life,
inform her work. Recipient of the Oracle: Circle of Excellence, the most
coveted award in storytelling, Judith has been featured on stages as far
reaching as The Montreal Comedy Festival, The National Storytelling Festival,
The Smithsonian Institution.
PRE PRIMARY
SPEAKING PROGRESSION USING RAPS AND CATCHY SONGS.
Carole Nicoll will demonstrate how the learning of relevant topic based
catchy songs can assist when learning any language. Words attached to music
enable the permanent retention of chunks of vocabulary, generally enhancing
learning across the curriculum.
Fantastic teaching results using Raps and Catchy Songs. Demonstrating IMI
Involuntary Musical Imagery or Earworms.
This will be a fun filled workshop demonstrating how teachers can enable
their pupils to retain extensive language by using Catchy Songs, Raps and
Rhythm. How learning songs, raps and rhymes, containing topical phrases
and relevant questions and answers, can enable pupils to subconsciously
acquire extensive language with correct pronunciation and intonation.
without even trying! This method also greatly facilitates efficient Speaking
Progression. Video examples will be shown. Interactive Whiteboard resources
also demonstrated as well as use with all mobile learning tools such as iPods
and as mobile phone apps.
Suitable for Young Children with Developmental Delays (Special Needs), PrePrimary, Primary... and any fun loving teens and adults!
Audience participation is encouraged!
(Examples in English, French, Spanish, German and Italian.)
See Primary section for Caroles biography.
Sally has written extensively for teachers and practitioners. Her most recent
work includes The Cleverness of Boys and a new edition of Foundations for
Independence (both with Ros Bayley), new editions of The Thinking Child
and The Thinking Child Resource Book (both with Nicola Call) and Catching
Them at It, and a new book on assessment.
Most of Sallys books are available from A&C Black Ltd
(www.acblack.com/featherstone). The Thinking Child and The Thinking
Child Resource Book are published by The Continuum International
Publishing Group (www.continuumbooks.com).
Sally lives with her husband, Phill, in a farmhouse high on the Pennines in
West Yorkshire. She enjoys walking, cooking, drawing and painting,
photography, reading and travel.
EDUCATIONAL STRATEGIES FOR YOUNG CHILDREN WITH DEVELOPMENTAL
DELAYS
To be a good student one must be able to attend and behave well. Learning
readiness skills include following class schedules, waiting, managing anger,
regulating ones voice, and interacting with others. Young children with
developmental delays need to learn these skills and can be helped by
employing specific strategies. This workshop will explore several strategies
and give participants hands on experience in creating them. Many of the
strategies are useful for a wider population of visual learners.
Tracy Coutrix holds a Masters in Counseling Psychology from New York
University with areas of specialization in social skills and communication
development, behavior therapy (ABA) and career counseling. She has worked
at the New York University Center For Career and Life Planning and taught
Psychology at the American University of Paris. She supervises team
members and works with children, adolescents, and adults individually in
school, home and hospital settings, combining behavioral and developmental
approaches.
She leads sibling workshops for 7 to 18 year-old brothers and sisters of
children with developmental delays and designs and implements workshops
for teens and adults including co-authoring and co-leading Voice your
Dreams with Aliss Terrell.
Tracy is an active member of SPRINT (Sharing Professional Resources, Ideas
and New Techniques), the European Leucodystrophy Association (ELA) and
the USA Girl Scouts Overseas Paris, where she has received awards for
leadership and citizenship in scouting and the community.
WELL BEING
Pacific Path and Body Image in Pre-Teens and Teenagers Workshops have
been cancelled. Please accept our apologies.
LOOKING AFTER YOURSELF HOW TO KEEP THE ENERGY GOING
In this session Sarah Bentley will introduce us to the importance of keeping
our own energy high. She will investigate the importance of our own selfesteem and recommend that we bring a Personal Care Plan into our lives! In
order to look after others effectively we have to look after ourselves too.
(For Sarahs bio go to the Primary section)
HISTORY
SIGNIFICANCE [SECONDARY]
What makes an event, person or idea significant in historical terms? And how
do we teach an understanding of it in the history classroom? This workshop
will explore the concept of significance, and offer some examples to help
students understand why judgments about the significance of historical
events, causes and people change over time; as well as identifying the criteria
and values used to attribute significance.
Bring a memory stick and take away copies of the materials if you wish.
PUTTING THE STORY BACK INTO HISTORY [UPPER PRIMARY, LOWER
SECONDARY]
One of the things pupils love about history is the stories especially, but not
always, of people. Sometimes we tend to forget that. Stories are often the
hooks that draw students in to history and capture their imagination. But
how do we ensure the stories are grounded in historical fact? And how do
stories fit into the grand narrative of history? This workshop will explore
these issues, and suggest ways to incorporate effective storytelling into the
primary curriculum.
Bring a memory stick and take away copies of the materials if you wish.
I was Head of History, Senior Teacher, and ICT Co-ordinator at a large
comprehensive school in Bedford for 24 years. I then ran the Historical
Association NOF training. I have authored a wide range of history textbooks
and online resources. Until very recently I continued to teach part time, both
in primary and in secondary schools. I have wide experience of delivering
CPD to all phases of education. I was National Subject Lead, New Secondary
Curriculum, supervising the introduction of the NSC in England 2008-2010. I
am currently CPD Manager for the Historical Association three days a week,
and a freelance consultant the rest of the time. Alf Wilkinson
Does the Google page ranking of a web site guarantee its quality and
reliability? Students often seem to think so. In this hands-on session we will
discuss what makes good search queries and will especially focus on
evaluation criteria to help you and your students become better judges of a
web sites overall reliability.
Montreal-born Mario Chioini is currently the Upper School Librarian at the
American School of Paris. After graduation, Mario worked in different
schools in Canada before moving onto the international scene. He worked in
Monterrey, Mexico, for 7 years before accepting a position at ASP. This is his
fourth year in Paris.
BRECHTIFYING MEDIA MYTHS! DEVELOPING NEW UNDERSTANDING THROUGH
STORYTELLING.
This workshop will explore the importance of developing Media Literacy in
the Classroom. It will discuss practical ideas of video storytelling in helping
students become media literate and taking ownership of their own narratives.
Examples from Brecht and the montage effect may be exposed.
DIGITAL LITERACY IN THE CLASSROOM (FORUM / DISCUSSION PANEL) - MIDDLE
AND UPPER SCHOOL
This session is a follow up to Brechtifying Media Myths. In this session,
teachers will present ideas on how to teach media literacy in the classroom.
One video storytelling unit from 8th grade will be presented to launch the
discussion. Teachers will be expected to be ready to share ideas of how they
explore video storytelling in their classrooms.
Matthew Lynch studied directing and theatre pedagogy with Jacques Lecoq.
He graduated from his International school of Physical Theatre in 1998 and
has ever since been working in youth theatre, teaching young minds how to
develop their creative voice. He is now director of the theatre arts department
and coordinates the Theory of Knowledge Team at the International School of
Amsterdam.
ROUND TABLES
LIBRARIANS ROUND TABLE
Chaired by Jennifer Eliott Le Clainche, librarian at EABJM
US UNIVERSITY ROUND TABLE
Chaired by Nancy Willard Magaud, with guest speakers Tim Levin of
Bespoke Education. (see Exhibiting stands)
EXHIBITOR STANDS
At
Pearson,
we are made up of hundreds of parents, teachers, learners and more than a few technology
experts, who all share the same passion for education and want to help learners achieve more.
So whether you are following a US, UK or International curriculum, in Abu Dhabi or Angola,
Hong Kong or Hamburg, Pearson Global Schools has the very best educational resources to help
you personalise learning and teach memorable lessons, every day.
Why not drop by the Pearson stand and talk to one of the international team and discover new
ways to make sure all of your learners flourish.
For up-to-date catalogues, sample chapters, eNewsletters and to find your local representative
visit www.pearsonglobalschools.com
Nicola Wookey, !International Sales & Data Management Executive
Diane Simmons-Tomczak : Diane.Simmons-Tomczak@pearson.com>
International Schools, Europe !Pearson Education, Edinburgh Gate, Harlow, Essex, CM20
2JE !Email: nicola.wookey@pearson.com !Tel: +44 1279 623672 Fax: +44 1279
623325 !www.pearsonglobalschools.com
Books&
Livres
Books&Livres
Eric JOLY
9, boulevard Edmond Michelet
69008 LYON
France
eric@books-livres.com
www.books-livres.com
Office: + 33 4 7289 4226
Cell: +33 6 7198 0832
Skype: thekikus
iChat: thekikus@mac.com
1.
Complete this International Graduate Course Off-Campus Registration form. (Make a copy of this form
for your own records).
2. A photocopy of your diploma or transcript verifying the receipt of your undergraduate degree is needed,
if you do not have one on file at the International Graduate Programs for Educators office at Buffalo State,
SUNY. Your degree must be the equivalent of a U.S. Bachelors Degree.
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dollars, made payable to the Research Foundation of SUNY.
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Items #1-4 must be submitted by May 1st, 2011, via traceable mail, (such as FedEx, DHL or UPS) to:
Catherine Molenda
International Graduate Programs for Educators
South Wing 430 C
Buffalo State, SUNY
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Buffalo, New York 14222 USA
E-Mail: molendca@buffalostate.edu
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I am applying for EDU 594: Exemplary Practices for American/International School Educators by participating in Elsas Annual
Teacher Development Day at Ecole Active Bilingue International in Paris.
1credit ($90.00)
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ELSA