Documenti di Didattica
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ELSA - FRANCE
T EACHER D EVELOPMENT D AY
T HE L ANGUAGES OF
L EARNING
AT THE
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 ELSA TDD and helping to organize the conference.
ELSA BOARD
PRESIDENT: DONNA PHILIP, INTERNATIONAL SCHOOL OF LYON
VICE PRESIDENT: NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
TREASURER: SEAN LYNCH, AMERICAN SECTION - LYCE SAINT GERMAIN-EN -LAYE
SECRETARY: PADDY SALMON, SECTIONS INTERNATIONALES SVRES
VICE SECRETARY: ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
ADMINISTRATIVE ASSISTANT: DANIELA BRUNEAU
2 010 TDD COMMITTEE
PROGRAM COORDINATOR: ANTONY MCDERMOTT, ECOLE ACTIVE BILINGUE JEANINE MANUEL
NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
MARIO CHIOINI, AMERICAN SCHOOL OF PARIS
CONFERENCE COORDINATOR, DANIELA BRUNEAU
8 :30
9 :00-9 :15
9 :15-9 :30
9:30-11:00
11:00-11:30
11:30-12:45
12:45-13:30
13:30-14h45
14:45-15:15
15:15-16:30
16:30-17:00
DRAMA
Sarah Bentley
Chemistry Lab
Science
Appetizers 1
MS / HS
Alan Damon
Bob DiYanni
Room: 25
Improve Your
Thinking:
Parallel
Thinking
All
Bob DiYanni
The Dyslexic
Pupil in the
Classroom
All
Lee Pascal
Room: 18
The Gifted
Child
All
Katy Bogin
Room: 23
Interpretations in
the History
Classroom
MS/HS
Alf Wilkinson
MS/HS
Room: 23
Skills, concepts
and content:
using the power
of ICT
Alf Wilkinson
Room: 21
On-line Literacy
All
Mario Chioini
Room: 21
MS/HS
Turnitin.com
Plagiarism
John Kim
Marie France
Conchard
Room: 34
Understanding and
working with child
protection services
in France
Anne Belgram
Lee Pascal
Planning Creative
History
P/MS
Andrew Wrenn
Room: 21
-
Debate
MS/HS
David Lynn
Madolyn Nichols
Room: 34
Nathalie La
Balme
Room: 34
EXHIBITORS: LIBRARY
Practical Science
Experiments I:
Light, Space and
Weather
P/MS
Chemistry Lab
ROUND TABLES
Conor Short
Theyre driving
me mad: Children
beyond our
motivational
strategies
P/MS
Room: 35
Alan Damon
Perception
Broadening
Thinking Tools
All
Room: 18
Study Skills
for Special
Needs
All
Room: 23
Pilar Cabeza de
Vaca
HISTORY
ENGLISH
Playing
Shakespeare in
Rehearsal and
Classroom
MS/HS
Sarah Bentley
Science
Appetizers 2
MS / HS
Room: 25
Adrian Barlow
Stage level-1
Story telling
across the
curriculum
P/MS
Chemistry Lab
Evelyn Rosset
Room: 18
Andrew Wrenn
Mia Vieyra
Teaching
Emotive and
Controversial
History
MS
Room: 34
Librarians
Round Table
University
Admissions
Round Table
Evelyn Rosset
Executive
Functioning
All
Room: 23
ONLINE &
LEARNING
Questioning
literary
language
Conor Short
Room: 35
Kathleen
Rutherford
LEARNING
SUPPORT
HS
Playing
Shakespeare in
Rehearsal and
Classroom
MS/HS
Stage level-1
Danielle Soumy
THINKING &
LEARNING
Room: 19
Susan Harloe
Incorporating
Music into the
Classroom
P/MS
MOSTLY
SCIENCE
Adrian Barlow
Literature as
Theater
P
Music Room
MOSTLY
PRIMARY
Stage level-1
Trevor Millum
Room: 18
ECIS International
Teaching
Certificate +
International
Management
Certificate
Room: 21
Language and
the Mind: Some
research and
applications for
teaching II
All
Room: 25
EXHIBITORS: Library
Trevor Millum
Susan Harloe
Kathleen
Rutherford
Practical
Experiments II:
Earth and
Physical Science,
Magnetism and
Electricity
P/MS
Chemistry Lab
Administrators
Round Table
Jane Mobille
Literature as
Theater
S
Creative
Approaches to
the study of
language and
literature
(including ICT)
MS/HS
Room: 19
Writing for
Personal
Charisma
HS
Stage level-1
Please note the level appropriateness codes after the session titles: P = Primary; MS = Middle School; HS= High School; G = General
ELSA-France - 86 rue de la Tour 75116 Paris France - elsa-france.org - info@elsa-france
Trevor Millum
This session will focus on the ways in which creative approaches, especially the use of ICT,
can be used in the study of literature and language at secondary level. The workshop will
demonstrate some of these techniques and provide follow-up help-sheets for participants, as
well as finding time for some creative writing.
Jane Mobille
Workshop participants will explore how writing about significant past life learning
experiences can be used to generate self-reflection, offering adolescents the possibility of
building their confidence by discovering their core values and unique personal charisma. On
the flip side, participants will look at how harnessing the human need for self-expression can
provide an intrinsic motivation to write and thus an easier way to work on writing skills. The
workshop will feature an interactive writing activity designed to demonstrate the power of
this approach.
Jane Mobille
Jane A. Mobille - executive/life coach, communications consultant, teacher, writer and pianist
- has created a unique personal development curriculum for young people which combines
coaching with communicative learning and process writing. Her ability to leverage her
experience as businesswoman, artist and teacher is what distinguishes her work. Indeed, Jane
worked for ten years in the telecommunications field, two of them as VP Corporate Planning
& Communications for France Telecom North America, and she has spent many years
working with young people teaching piano, directing musical theatre and mentoring. Jane
began to weave together these two disparate strands during a four-year consulting
assignment for HEC School of Managements MBA Admissions, where she evaluated over
1,000 candidate applications and 5,000 essays. Jane is currently developing & running
workshops, coaching individual clients, and writing a book based on her TEFL project:
Writing your Learning Memoirs. She leads the HEC MBA workshop: Writing for Charisma.
Other workshops in her repertoire include: Writing your Personal Statement, Is there a Place for
Vulnerability in your Leadership Style?, Learning Memoirs - Crossroads of Life
B.A. Management Science, Duke University, USA B.A. Piano Performance, University of
Maryland, College Park, USA Master of International Management, Thunderbird School of
Global Management, USA TEFL Certificate, Rutgers-The State University of New
Jersey/WICE, Paris Intermediate Diploma, Coaches Training Institute
DRAMA
LITERATURE THROUGH THEATER P, MS, US
Susan Harloe
With theater games and exploration of short stories and poems in English, Susan will take
you on a journey combining theater and literature. This workshop is a very dynamic way to
explore the English language, improve confidence, work as a team, and most of all--to have a
great time and FUN in building an ensemble to create a work of art.
This mini-workshop is an abbreviated form of the workshops that Susan gives for young
people and adults. Please wear comfortable clothing and shoes for freedom in movement.
Susan Harloe
Susan Harloe is Founding Artistic Director of Word for Word Performing Arts Company, San
Francisco's (California) professional literature-based theater company that transforms great
fiction into great theater. She holds a Master's of Library Science from the University of
Pittsburgh (Pennsylvania) and a Master of Fine Arts in Acting from the University of
California, and has appeared onstage throughout the West Coast of the United States, and in
France. In 1993, she founded Word for Word Performing Arts Company and has managed
the company ever since, bringing excellent works of fiction by writers such as Amy Tan,
Tobias Wolff, Mavis Gallant, and James Baldwin to the stage. Word for Word has received
much critical acclaim, numerous awards for ensemble acting, direction, and design, and is
sought after by audiences for its innovative style and artistic creativity. In 1996, due to her
love of France, Susan created Word for Word's Tour de France, and has toured Word for
Word throughout France every year since, augmenting performances with Word for Wordstyle workshops for adults, university students, and high school and elementary school
students. In France, she has given workshops consistently at the Ecole Bilingue Jeanine
Manuel, Lyce Honor de Balzac, as well as at numerous high school and university
programs throughout France. In August of 2009 she received a Comptences et Talents Visa to
bring her Literature through Theater workshops to schools, libraries, universities, and
businesses in France.
PRIMARY
INCORPORATING MUSIC INTO THE CLASSROOM P
Danielle Soumy
During my session I will talk about music as a language of learning and describe and
demonstrate how music can be used widely across the curriculum in the Primary and Middle
School. During my introduction I will try to define music and the role of music within a
school. I will then teach sample lessons to show how music can be incorporated into English,
Foreign Language, Mathematics, Science, Art, Drama, and Sports lessons as well as into the
daily classroom routine. This cross-curricular approach will also show how music can be
used to shape thought and encourage creative and critical thinking. I will also talk a little
about Suggestopaedia and Musicophillia.
Danielle Soumy
After completing a BA Honours Degree in modern languages at the University of Hull in the
UK, I obtained the duel qualification of a PGCE (Post Graduate Certificate of Education) and
Matrise FLE (Franais Langue Etrangre) at Homerton College, University of Cambridge,
and the University of Paris VIII respectively. I then went on to study for a Doctorat in
Linguistics researching the acquisition of English as a foreign language, whilst working as an
English Lector at the Sorbonne University. In the year 2000 I started work as an English
teacher at the Ecole Active Bilingue Jeannine Manuel and on Wednesdays I taught music at
the Institut de la Tour as part of the Anglophone Section Step Ahead in English programme.
My daughters were born in January 2003 and January 2006 and I spent a wonderful six years
on Parental Educational Leave. In January 2009 the Head of the Ecole Internationale Malhebe
in Le Vsinet asked me to replace the music teacher who was on long-term sick leave and that
is how I returned to the classroom.
Music has always been my passion. From a very young age I began to play a variety of
instruments: the recorder, the flugel horn, the clarinet, the piano, the guitar, the flute - the
clarinet being my main instrument. I passed the Royal Society of Music theoretical and
practical examinations and I have played in various bands and orchestras in England and in
France, including a marching band, a guitar group and a clarinet choir. During my year
abroad as an English assistant I founded the Club de Musique in the town. Between
pregnancies I played with the Harmonie Municipale du Vsinet and still promise myself I
will go back someday! At the Ecole Internationale Malherbe I aim to share and encourage a
love of music within the school. Through work on the basic skills - the development of the
singing voice, listening skills, aural memory, and physical skills - the children discover
rhythm, pitch, tempo, timbre, and meet the instruments from the orchestra and around the
world. The classes are fun and energetic and everyone is encouraged to get up and move
around, make sounds and simply enjoy music in all its forms.
THEYRE DRIVING ME MAD: CHILDREN BEYOND OUR MOTIVATIONAL
STRATEGIES P
Sarah Bentley
Are you troubled by the challenging behaviour of the children you teach? If so then this
workshop could help you. In this workshop delegates will discover alternative ideas for
children who do not respond to standard classroom strategies.
Participants will leave more confident to adopt ways to
How to rebuild bridges back to your challenging child/children
Help prevent classroom disruption
Reinforce safe boundaries
For staff to support each other and
Implement small circles of support
HISTORY
SKILLS, CONCEPTS AND CONTENT: USING THE POWER OF ICT TO MAKE THE
MOST OF THE NEW FLEXIBILITIES IN TEACHING AND LEARNING HISTORY. MS, HS
Alf Wilkinson
The New Secondary Curriculum in England offers us much greater flexibility in how we plan
and deliver our history curriculum, as well as encouraging us to work with other subjects
and/or the dimensions and cross-curricular themes. ICT is specifically listed as a curriculum
opportunity the old excuse that you cant get into the computer room no longer applies!
This workshop offers some practical examples of integrating ICT into effective delivery of
history teaching and learning, and especially to the development of concepts and skills. Bring
a USB memory stick and take away your own copy of any of the materials you wish.
Alf Wilkinson
When the National Curriculum History orders were revised in 2000 a new requirement
emerged that pupils should be taught about historical interpretations. Very few History
teachers disagreed with this requirement, since historical interpretation is central to the
discipline of History. However, once teachers started to teach this concept it became clear that
we had set ourselves a very ambitious aim. Teaching interpretations was difficult. This
workshop will explore the latest examples of best practice, and offer advice to develop
Interpretations of History with our pupils.
Contents
1.1 Starter
1.2
Defining historical
interpretation
1.3 Classifying
interpretations
1.4 Why is
interpretation
hard to teach?
1.5 What
expectations
should we have?
1.6 Extension
Resource(s)
Teacher tasks
Informal /
optional teacher
action
Post
answers on
forum and
discuss
Extract from
Deconstructing
History by Alun
Munslow
Using OFSTED
Conference and other
sources to consider
definitions
Voting task
on a number
of examples
Voting task
are some
types of
interpretatio
n more
important /
more valid?
Teachers TV work
(Dale and BW)
Loewen Lies My
Teacher Told Me
WW1 in Literature
McCallum Stewart
Post
answers on
web forum
Alf Wilkinson
National Subject Lead, History, New Secondary Curriculum. 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 am currently National Subject Lead, New Secondary Curriculum, supervising the
introduction of the NSC for the Historical Association.
Andrew Wrenn
This workshop will explore how creativity can be introduced into the teaching of Primary
History showing how the subject can contribute to a more creative curriculum. There will be
practical examples of activities taken from a range of different history units across the key
stages.
LEARNING SUPPORT
THE DYSLEXIC PUPIL IN THE CLASSROOM AND STUDY SKILLS FOR SPECIAL
NEEDS All
Lee Pascal
The session addresses the problems that pupils with Specific Learning Difficulties encounter
throughout the curriculum. Teachers are made aware of the special needs of these pupils, and
they are encouraged to rethink the vocabulary that they use, replacing such commands as
Learn this or Read over carefully with practical exercises designed to teach academic
skills relating to reading, spelling, organisation, proofreading and study skills. Special
attention is given to addressing ability differentiation, and to ensuring that the work done in
Special Needs departments relates directly to class requirements Other topics covered include
motivation, confidence boosting, marking and homework. Participants are encouraged to
offer specific difficulties encountered in the classroom, with a view to discovering practical
solutions. Teachers will find that the study skills introduced for dyslexic pupils are relevant
across the ability range, are easily applied, and will raise the achievement levels of all
students in the classroom.
Lee Pascal
Lee Pascal is a teacher, specializing in Dyslexia. He is a co-author of the B.B.C. Adult Literacy
Handbook, and of the study skills books Get Better Grades and Get Better Grades - Maths,
and has contributed articles to several educational publications including The Dyslexia
Handbook, the Special Needs Information Press and the C.E.M. journal, Focus.
Lee provides INSET (In-Service Education and Training) courses to teachers in schools
throughout Europe and is a guest lecturer for NASEN, the British Dyslexia Association and
the National Association of Head Teachers. His lectures are lively, stimulating and, above all,
offer practical solutions to specific difficulties that pupils face at school and at home.
Bob DiYanni
Its hard to imagine anyone saying that thinking isnt one of the most important of human
capacities. Nor are we likely to find people who would not put a premium on quality
thinking for school leaders, teachers, and students. There is no doubt that we can all benefit
from strategies to improve our thinking. Often, though, we dont know where to go for
practical guidance in developing our thinking capacities. One proven method is the parallel
thinking approach developed by Dr. Edward de Bono, best known as the six thinking hats,
a method that provides a viable alternative to the binary, adversarial kind of Im Right,
Youre Wrong! thinking so prevalent in our lives. Parallel thinking is a thinking tool that
can be used by students and teachers, parents and school administrators. De Bonos Thinking
Hats approach to parallel thinking is used in hundreds of corporations worldwide and is now
being piloted in schools in the US, China, India, Singapore, and South Africa. In this session
I will introduce you to this proven method for improving your thinking with a tool designed
to make your thinking more comprehensive, more efficient, more effective, and a lot more
fun.
Bob DiYanni
The way we see the world, our perception of it, determines the decisions we make and
influences what and how we act. Perception, in short, is one of the critical keys to thinking,
and is certainly one of its most important aspects. Broadening our perception is, thus, a
necessary and critical way to develop our critical and creative thinking capacities. Edward de
Bonos tools for increasing our powers of perception offer a kind of software for the brain.
These tools are used in schools with children as young as four years old and on through high
school. They are also used in businesses worldwide. De Bonos perception tools are
designed to sharpen your perception and focus your thinking to make it more
comprehensive, effective, and efficient. The tools are easy to learn and apply. They can make
an immediate difference in how you make judgments and decisions, how you consider
consequences, and they can strengthen your critical and creative thinking capacities. In this
session we will explore two of de Bonos ten perception broadening thinking tools: PMI (plus,
minus, interesting); and either C & S (consequences and sequels), or OPV (other peoples
views). Our session will be interactive, engaging, and guaranteed to supercharge your
thinking.
Bob DiYanni
Robert DiYanni is Director of K-12 International Services at the College Board in New York
City. Dr. DiYanni, who holds a B.A. from Rutgers University and a Ph.D. from the City
University of New York, has taught English and Humanities at Queens College (CUNY), Pace
University, Harvard University, and NYU, where he teaches interdisciplinary humanities and
critical thinking. He has written and edited more than thirty-five books, primarily for college
students of writing, literature, and humanities and he has conducted over a hundred
workshops, presentations, and lectures worldwide, including many visits to the ELSA
Conference.
LANGUAGE AND THE MIND: SOME RESEARCH AND APPLICATIONS FOR TEACHING
All
Evie Rosset
These two sessions will present six topics of language research that can be informative in
teaching children in multilingual environments. Each topic will include a combination of
research presentation and collaborative discussion to explore how the research can inform
specific situations and individual teaching practices. Each of the two sessions covers three
topics; they are designed so that they may be attended separately or as a double-session
package.
Session I
Words: (word learning & lexical development)
Rules: (grammar & the underlying structure of language)
Sounds: (phonology & speech perception)
Session II
Language acquisition (idea of critical periods; differences in L1 & L2 acquisition)
Language & thought (the relationship between the two)
Language & intelligence (how they are independent and interdependent)
Evie Rosset
Evelyn Rosset is a behavioral scientist interested in bringing research out of the lab and into
the real world. She earned her PhD from Boston University, where she is an adjunct
professor. In France she continues to do research through affiliations with the Ecole Normale
Suprieure in Paris and the Universit Pierre Mends-France in Grenoble. She recently
created Aboutmind (www.aboutmind.fr), an educational organization that gives workshops
to schools and businesses about research in the brain and behavioral sciences. She
occasionally likes to write about herself in the third person, and can be reached at
erosset@aboutmind.fr.
SCIENCE
PRACTICAL SCIENCE EXPERIMENTS I: FOCUS ON LIGHT, SPACE, AND WEATHER P,
MS
Kathleen Rutherford
Teaching science to elementary and middle school students offers ample opportunities for
helping them develop their critical and creative thinking capacities. This session provides an
approach to teaching key science concepts through simple yet elegant hands-on experiments
that can be done in the classroom with everyday materials. Her in-class experiments employ
common materials, such as soap, water, steel wool, metal washers, plastic soda bottles, toilet
paper roll holders, and the like. The session will be interactive, inquiry-based, and
collaborativelike the experiments themselves, which are designed to stimulate students
curiosity, creativity, and critical thinking. Participants can expect to come away from the
session with some practical teaching strategies for key science concepts that engage students
in active, authentic learning. They will also each receive a packet of suggested experiments
with the necessary everyday materials and a list of resources that they can refer to.
Kathleen Rutherford
Teaching science to elementary and middle school students offers ample opportunities for
helping them develop their critical and creative thinking capacities. This session provides an
approach to teaching key science concepts through simple yet elegant hands-on experiments
that can be done in the classroom with everyday materials. Her in-class experiments employ
common materials, such as soap, water, steel wool, metal washers, plastic soda bottles, toilet
paper roll holders, and the like. The session will be interactive, inquiry-based, and
collaborativelike the experiments themselves, which are designed to stimulate students
curiosity, creativity, and critical thinking. Participants can expect to come away from the
session with some practical teaching strategies for key science concepts that engage students
in active, authentic learning. They will also each receive a packet of suggested experiments
with the necessary everyday materials
Kathleen Rutherford
John Jay Middle School, Cross River, New York, Katonah-Lewisboro School District
Kathleen Rutherford has been teaching science to elementary school and middle school
students for more than twenty years. She has organized the science fair for the KatonahLewisboro elementary schools for nearly as long. This is her first ELSA Conference.
SCIENCE APPETIZERS 1 + 2:
Alan Damon
A range of low-tech or no-tech activities will be presented to spark the process of inquisitive
thinking and lead to the scientific testing of a hypothesis. Teachers will learn how to make
things go pop! using vitamin C tablets, make gooey liquids which can behave like solids,
explore the egg-ceptional properties of eggs, use dominoes to investigate which kind of
earthquake waves go faster and maybe even make elephant toothpaste. In addition, teachers
will check out some short YouTube videos which allow students to see experiments we
wouldnt be able to do in school but which spark the same kinds of inquiry-based thinking.
Ideas for challenging students with questions such as Is it true that more babies are born
when there is a full moon? or Does cold weather really make you catch the common cold?
will generate intense debate. The idea is to use this range of appetizers to then get
students to formulate their own hypotheses, design their own simple experiments and
develop their critical thinking in seeking out the weaknesses and limitations of the
investigations. The brighter students will realize that these activities help us to answer the
fundamental questions, How do we know what we know? and When can we be sure we
are right? With any luck, the students might actually have some fun along the way. In any
case, theyll be Googling this stuff after school and talking about your science lessons at the
dinner table! The sessions can be both attended or independently.
Alan Damon
After graduating from Boston University's School of Education in 1991, Alan Damon moved
to France and has taught Science and computers at the Ecole Active Bilingue Jeannine Manuel
in Paris since 1993, both in middle school and high school. He has taught IB Biology and
Information Technology in a Global Society since 2003 and is a contributing author for the
two Biology textbooks in the Pearson Baccalaureate series published in 2008. When not
swamped with papers to mark or working on his computer, he struggles with Mozart sonatas
on the piano, is lead vocalist in two rock bands, tries to spend some quality time with his wife
and three children or works on his house and garden, but not all simultaneously.
John Kim
The Plagiarism and www.turnitin.com session is designed for middle and upper school
students. Instead of focusing on the policing and punitive aspects of plagiarism-detection
websites (which will be covered), the session is geared towards the teaching of good, effective
research on the Internet. It will explore the use of this website as a teaching tool. In addition,
we will go over the technical aspects of the site and teach members to effectively and
efficiently put it to use in their classes.
John Kim
John Kim currently teaches English literature and composition at the American School of
Paris. From Chicago, Illinois (U.S.) and in his 14th year teaching, he received his B.A. in
English and Economics from the University of Illinois, and then he earned his M.A. in English
Studies at Northern Illinois University. He taught for 6 years at Adlai E. Stevenson High
School in Illinois before moving abroad to Italy, where he served as the IB English teacher for
11th and 12th graders and also directed the completion of the English and Social Studies
curricula for grades 6-12. This is his second year in Paris.
DEBATE MS, HS
David Lynn
Debate is more than just arguing! It involves a diverse range of skill sets including effective
research, organization, critical thinking, teamwork, creativity, listening and public speaking.
More importantly, debating strategies can be incorporated into just about any subject area.
This workshop will examine different forms of debate used in classrooms and offer
suggestions regarding how best to prepare students for debate activities. Do not be surprised
if we end debating amongst ourselves at some point during the presentation.
David Lynn
David Lynn is currently in his fifth year teaching middle school social studies and debate at
the American School of Paris. Originally from the United States, he has also taught in
Hungary and China. In addition for classroom debate, he also advises and the ASP Middle
School Debate and Model United Nations Clubs.
ROUND TABLES
UNDERSTANDING AND WORKING WITH CHILD PROTECTION SERVICES IN FRANCE
Anne Belgram
During this session, participants will learn about child protection in France: laws,
organization of child protection services, warning signs of danger, what to do and who to
contact if a child in your school is in danger, or appears to be so.
Madolyn Nichols is Library Director for the American Section of the Lyce International in
Saint Germain-en-Laye. Ms. Nichols, who holds Masters degrees in both English literature
and Information Science, has taught English and research methods at university and K-12
levels in the United States and France. She is currently writing her doctoral thesis at the
University of Warwick on the Irish revival and the cautionary tale.
Ms. Natalie La Balme is EABJM's college counselor. Both French and American, she received
her B.S. from Georgetown Universitys School of Foreign Service and holds a PhD in political
science from the University of Paris I - Panthon/Sorbonne. Ms. La Balmes previous
experiences include appointments at Sciences Po Paris as well as at the German Marshall
Fund of the United States.
Marie France Conchard is head of Ecole Active Bilingue International-The Victor Hugo
School.
EXHIBITORS
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Boussingault, 75013 Paris! Tl: 01 49 29 27 29 !espacepro@attica.fr!!
Catalogue complet et commandes en ligne!www.attica.fr
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International Sales Manager - Education
Cambridge University Press
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Buffalo State, SUNY
1300 Elmwood Avenue
Buffalo, New York 14222 USA
E-Mail: molendca@buffalostate.edu
1.
Grades reports will not be sent to students because of the inconsistencies of overseas mailings. U.S. confidentiality law prohibits our
staff from sending grades directly to you. Grades and credits for this course will be recorded on your transcript record at the end of
the spring semester (May). Transcripts with your grades and all coursework up to and including this semester will be available mid
June 2010. Transcript request forms are available at: http://www.buffalostate.edu/registrar/documents/transcript.html.
I am applying for EDU 594: Successful Strategies for Learning and Leadership in American/International Schools
by participating in ELSAs Annual Teacher Development Day at the Victor Hugo School, Paris, France.
1 credit ($85.00)
NAME: _____________________________________________________________________
________ (___________________)
Last/Family
First
Middle
Maiden/Other Name(s)
Please use the same name on all of your registrations (no nicknames or abbreviations) and notify our office of any name changes.
PHONE: ________________________________
Year
CITIZENSHIP: ______________________________
Buffalo State Student Numbers will be assigned to non-U.S. Citizens after the first course.
___
___
Year Graduated
Degree
Major
I HAVE COMPLETED COURSEWORK PREVIOUSLY FROM BUFFALO STATE AND MY TRANSCRIPT(S) IS ON FILE.
_______________________________________________________________
Signature
___________________________________________________
Date