This year we’ll be asking IATEFL Harrogate conference delegates to contribute their own Harrogate Online Roving Reporter reports.

We will be featuring accounts of sessions attended by conference delegates on each day of the event.

If you’re attending the conference and you are interested in writing session reports for the Harrogate Online website, please come to our Harrogate Online studio and we’ll explain what this involves.

Enter part of name to only display reports by that reporter.

Vicki Hollett, Lewis Lansford and Gareth Rees: 21st Century Skills for ELT

Adam Simpson's picture

Submitted by Adam Simpson on Thu 22 Mar, 17:55

The Pearson signature event focused on three of the four Cs; communication and collaboration; creativity; and critical thinking.

 

Each panelist shared their views as to why each C was the most important.

 

1. Communication and collaboration

 

Vicki Hollett focused on communication and collaboration. Vicki noted that the degree of collaboration in the modern technological world is much greater than before.

 

Revising and recycling lexis by Leo Selivan

Nahla Schowahne's picture

Submitted by Nahla Schowahne on Thu 22 Mar, 13:34

Leo Selivan began the workshop with a great activity of matching. The workshop deals with lexis which refers to collocations, lexical chunks, and formulaic language. The workshop consists of three cycles which are great for teaching students how to use and understand collocations.

Cycle 1:
a- Match two pairs of collocations: give the students a change to walk around the classroom to match two pairs of collocations.

Six key questions for teachers and trainers at the crossroads by Jeremy Harmer

Nahla Schowahne's picture

Submitted by Nahla Schowahne on Thu 22 Mar, 13:18

I have been dreaming of attending one of the sessions by Jeremy Harmer and it actually happened today. In his session, Jeremy Harmer discussed six important and thought provoking topics which teachers must deal with.

Extensive reading through guided web-based book clubs by Ian Rogers

Nahla Schowahne's picture

Submitted by Nahla Schowahne on Thu 22 Mar, 13:08

Are you trying to motivate your students to read books? Ian Rogers, in his session, explains some methods he uses to do that.

a) Reading circles: the students read a story and are each designated a specific task. They meet once a week through the term to talk about their tasks. The student roles rotate each week and include:
- Discussion coordinator
- real life connector
-vocabulary finder
- language structure master
-blog critic
-media reviewer
-passage presenter.

Heather Buchanan - Out of the media and into the classroom

Ana Kodric's picture

Submitted by Ana Kodric on Thu 22 Mar, 11:22

We all use media in our lessons because it develops listening skills and strategies, gives exposure to real language in use, natural pronunciation and different accents and it should equip students to cope with language outside the classroom (radio, TV, Youtube, movies, documentaries, talk shows etc). However, the basically long preparation time we need to make worksheets is what bothers us!

She has created 4 uniform worksheets with standard exercises for different TV programmes that can easily be always used with just slight adaptations:

 

1. LISTENING TO THE NEWS

Esra Girgin - Digital storytelling - Cinderella vs Cyberella

Ana Kodric's picture

Submitted by Ana Kodric on Thu 22 Mar, 11:10

A wonderful workshop and presentation of Digital and online tools!

She presented six of them, all easy to use, fun, creative, interactional, motivational and simply lovely!
 

1. GOOGLE SEARCH STORY VIDEO CREATOR

2. BLABBERIZE

3. FIVE CARD STORIES

4. GLOGSTER

5. PHOTO PEACH

6.STORYBIRD

 

The Plenary - Diana Laurillard - Supporting teacher as innovative learning designer

Ana Kodric's picture

Submitted by Ana Kodric on Thu 22 Mar, 11:04

How to use new tools to make teaching more effective?

There is currently no clear e-learning policy! It shouldn´t be only putting things on the web and copy-pasting them and sending them into the classroom. If in other sciences theories are shared and developed why couldn´t it be like that with sharing teaching designs?

 

We look to technology to learn through discussion (chat, playback, asynchronous text forums), collaboration (role play simulations with users), practice (adaptive digital interactive tools with meaningful feedback on actions) and production.

Jon Rowberry: Putting the learner at the heart of the curriculum

Adam Simpson's picture

Submitted by Adam Simpson on Thu 22 Mar, 11:00

Traditionally, curricula have been documents created by teachers and institutions for classroom implementation and actualization. So, where does the learner fit into the grand scheme of things?

 

Given my ‘day job’ involves working in my institution’s curriculum team, I was naturally interested to see how Jon Rowberry was placing focus more firmly on the learner. Working in the context of Sojo University in Japan, Jon gave anecdotal descriptions of how the learner has been placed at the heart of his curriculum.

 

Clare Furneaux - Developing academic writing skills at Masters level in a British University

Ana Kodric's picture

Submitted by Ana Kodric on Thu 22 Mar, 10:49

Writing at Masters level is complicated, all students need support while studying. They basically do it for themselves and we can only try to help them. It is a "mess" and it varies from learner to learner and it is local (just my students in my context).

Theoretical background:

- English for Academic purposes: product and process (Flowerdew and Peacock, 2001, Hyland 2003)

- Academic Literacies: social activity (Lea and Street 1998, 2006, Lillis 2001 2003)

- discourse community (swales 1990)

- community of practice (Lave and Wenger 1991)

 

T K Kharbamon - Peer translating: a teacher´s strategy in difficult circumstances

Ana Kodric's picture

Submitted by Ana Kodric on Thu 22 Mar, 10:25

The presenter demontrated 4 difficul situations she found herself in while teaching english language learners (beginners). She had a group of Cambodian millitary personnel. They didn´t know any English expect 3 of them who knew "some", so she used them as peer translators. The teacher was systematic in speaking only in English while the 3 peer translators were in charge each of one group of learners and during the lessons "transmitted" what she said.