The
oral tradition of storytelling has served to stir the imagination of human kind
since time immemorial yet it has been all but lost in our dry, isolationistic
digital age. We need to revive the art of storytelling for all, as an essential
art form and as a means of emotional and affective communication. This
theopractical presentation considers storytelling techniques for teachers and
for young learners. Practical strategies will be borrowed from the world of
educational drama to develop both vocal and body expression, laying the
emphasis on pacing, rhythm and volume, mime, facial gesture, and action. No
great resources will be suggested but an understanding of the concept of “The
Speaking Body in the Empty Space” will be seen as essential, with the Teacher
and the Student being the real resources. Teachers should leave with lots of
practical ideas to use in their classrooms when term starts.
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22: PLCs for a Change? In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed. _________________________________________________________________
21:Creating Spheres of Interculturality through Performative Activity
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system in creating spheres of interculturality in EFL classrooms . The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making. _____________________________________________________________________________
Creating Spheres of Interculturality through Paerformative Activity from Susan Hillyard
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20:Teaching English as a Challenge
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This experiential workshop relates the theory and practice of a programme, ‘English in Action’, teaching English through Drama, designed especially for the Ministry of Education’s Special Education Department in the City of Buenos Aires, Argentina.The specific needs and challenges of the population of our 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
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19:Teaching for DiversityThis workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
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18:Making Literature Live in ELT
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students._________________________________________________________________________________
17:Drama as Education
This session will serve as an introduction to Educational Drama as a discipline for all in the regular curriculum. The premise is that drama is education and that language teaching can be enhanced by good educational practice. English language teaching will be seen as the big E of EDUCATION through a language rather than the small e of just teaching a language as a system. Educational drama will be viewed as a means to developing true communication using role play and improvisation as the nearest form of real-life human interaction.
16:StorySacks for Teaching English Through Drama in the Primary ELT Classroom.
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This experiential workshop outlines the methodology for teaching English through Drama using personalised ActionSacks, designed and constructed by English language teachers. The basic philosophy of a story sacks project used in the regular literacy programme in the UK will be outlined in order to clarify the theory. This methodology can be applied at all levels and for all abilities. An authentic, original ActionSack will be presented with the contents displayed and practical activities will be explored for participants to enjoy and understand the developmental aspects of Process Drama. The participants should leave the session with some new creative ideas for teaching English through Drama with ActionSacks.
Story sacks for Teaching English through Drama in the Primary Class________________________________________________________________________________________________________________________
15:Aggression as Potential.This workshop will explore possibilities of transforming adolescent aggressive tendencies, through constructive channels, into positive, cooperative and creative behaviours. The emphasis will be on active work and raising awareness of group dynamics to establish a caring community.
This presentation concerns itself with the necessity of introducing real literature to foreign language learners rather than the diluted curriculum of basal readers, abridged versions and guided readers which act as so-called complementary resources to the inevitable textbook. Literature, with a small "l", will be viewed as an effective and affective means to language acquisition and not as a separate subject or an add-on. The question of authenticity will be explored not only in relation to literature but in relation to the teacher and the curriculum.
Get Real!
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Aggression as Potential
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14:Get Real! Using Effective and Affective Literature in ELTAbstract
View more presentations from Susan Hillyard._____________________________________________________
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This presentation concerns itself with the necessity of introducing real literature to foreign language learners rather than the diluted curriculum of basal readers, abridged versions and guided readers which act as so-called complementary resources to the inevitable textbook. Literature, with a small "l", will be viewed as an effective and affective means to language acquisition and not as a separate subject or an add-on. The question of authenticity will be explored not only in relation to literature but in relation to the teacher and the curriculum.
13:The Real Issue: An Overview of CLIL
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
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12:Introduction: Are You a Manager or a Leader?
Abstract
This introductory workshop, for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position. _______________________________________________________________
Introduction: Are You a Manager or a Leader? from Susan Hillyard
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11:Teaching English through Drama using ActionSacks________________________________________________________________________
Abstract
This experiential workshop outlines the methodology for teaching
English using personalised ActionSacks,
designed and constructed by English language teachers. The basic philosophy of
a story sacks project used in the regular literacy programme in the UK will be
outlined in order to clarify the theory. This methodology can be applied at all
levels and for all abilities. An authentic, original ActionSack will be
presented with the contents displayed and practical activities will be explored
for participants to enjoy and understand the developmental aspects of
Storydrama. The participants should leave the session with some new creative
ideas for teaching English with
ActionSacks.
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10:Use it or Lose it!
Games in SLA for the 21st century Creative Learner
Abstract
This
presentation, on creative games in the language classroom, will explore teacher
beliefs about the nature of creativity, break down myths about creativity being
difficult and only for the gifted few
and will suggest strategies for getting students started on the process
of creative speaking. There will be lots of strategies modelled for teachers to
find their creative selves and to tap into the creative nature of all students.
This will be a reflective plenary which will offer teachers food for thought
for changing their classroom practice.
Use it or Lose it! Games in SLA for the 21st Century Creative Learner
9:Get Real!
Abstract
This presentation concerns itself with the necessity of introducing real literature to foreign language learners rather than the diluted curriculum of basal readers, abridged versions and guided readers which act as so-called complementary resources to the inevitable textbook. Literature, with a small "l", will be viewed as an effective and affective means to language acquisition and not as a separate subject or an add-on. The question of authenticity will be explored not only in relation to literature but in relation to the teacher and the curriculum.
8:Procesos Teatrales en la Educación
Presentación: La Semana de Educación Especial, Inglés en Acción, Ministerio de Educación, Buenos Aires, octubre 2011
Procesos Teatrales en la Educación
View more PowerPoint from Susan Hillyard
Ver Blog de Ministerio de Educación : Muestra de Inglés en Acción 2011
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7:The Power of the Arts to Empower
Presentation: Annual Drama Conference, Buenos Aires Players, February 2012 Buenos Aires, Argentina
This PIPP examines the power of the Arts in education to empower the individual to construct a more equitable and sustainable society. We will explore recent changes in global educational paradigms and seek a vision for a better global society taking into account the Earth Charter, worldwide movements for a more creative curriculum and the necessity for a transformative education for all. We will analyse drama as a social art and in particular its capacity to develop empathy. There will be little theory and lots of practice to test out this notion of the power of the arts to empower. The teachers should be able to put into practice many of the activities in their own classrooms whatever the level or age of their students.
Ver Blog de Ministerio de Educación : Muestra de Inglés en Acción 2011
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7:The Power of the Arts to Empower
Presentation: Annual Drama Conference, Buenos Aires Players, February 2012 Buenos Aires, Argentina
This PIPP examines the power of the Arts in education to empower the individual to construct a more equitable and sustainable society. We will explore recent changes in global educational paradigms and seek a vision for a better global society taking into account the Earth Charter, worldwide movements for a more creative curriculum and the necessity for a transformative education for all. We will analyse drama as a social art and in particular its capacity to develop empathy. There will be little theory and lots of practice to test out this notion of the power of the arts to empower. The teachers should be able to put into practice many of the activities in their own classrooms whatever the level or age of their students.
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6:English in Action: Teaching English through Drama for Children with Special NeedsAbstractThis PIPP traces the development of a project based at the Ministry of Education in Buenos Aires, Argentina, to teach English through Drama for children with special needs, for inclusion. It explains the rationale, summarises the theoretical background and presents the basic curriculum of using ActionSacks.English in Action Share Convention 2010
View more PowerPoint from Susan Hillyard
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5:Drama as a Bridge to Literacy
Abstract
This presentation explores drama, a polysemic discipline, as both a literacy itself and an effective resource for the teaching of multiple literacies. It argues that drama can bridge the gap between basic word skills and greater competency in sophisticated literacy skills. It shows how role adoption and contextualization in drama adhere to a number of models of effective language teaching and how drama also appeals to different learning styles. A comparison between improvisation and reading shows that the former is more effective in developing multi modal skills enabling the development of multiple literacies leading to learning a language for life.
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5:Drama as a Bridge to Literacy
Abstract
This presentation explores drama, a polysemic discipline, as both a literacy itself and an effective resource for the teaching of multiple literacies. It argues that drama can bridge the gap between basic word skills and greater competency in sophisticated literacy skills. It shows how role adoption and contextualization in drama adhere to a number of models of effective language teaching and how drama also appeals to different learning styles. A comparison between improvisation and reading shows that the former is more effective in developing multi modal skills enabling the development of multiple literacies leading to learning a language for life.
View more PowerPoint from Susan Hillyard
____________________________________________________
4:Drama as Education
Abstract
This session will serve as an introduction to Educational Drama as a discipline for all in the regular curriculum. The premise is that drama is education and that language teaching can be enhanced by good educational practice. English language teaching will be seen as the big E of EDUCATION through a language rather than the small e of just teaching a language as a system. Educational drama will be viewed as a means to developing true communication using role play and improvisation as the nearest form of real-life human interaction.
____________________________________________________
4:Drama as Education
Abstract
This session will serve as an introduction to Educational Drama as a discipline for all in the regular curriculum. The premise is that drama is education and that language teaching can be enhanced by good educational practice. English language teaching will be seen as the big E of EDUCATION through a language rather than the small e of just teaching a language as a system. Educational drama will be viewed as a means to developing true communication using role play and improvisation as the nearest form of real-life human interaction.
View more PowerPoint from Susan Hillyard
____________________________________________________
3:Seeing your World through Other Eyes.
Abstract
This presentation outlines the development of a personal dramatic pedagogy to help distressed students, either those with diagnosed Learning Difficulties or those privileged adolescents alienated from a society which stresses superficial beauty, fluke talent and blatant consumerism.
If we are to grow democratic citizens with an understanding of diversity who can think critically and creatively towards global issues we need to rethink pedagogical practice for ALL. If we are to develop a sustainable environment we need to develop a sustainable education first. Traditional, non-interactive, individualistic, competitive, arts bare pedagogic practices must change.
This workshop will reveal the backstage theory and the on-stage practice of a dramatic pedagogy which can transform attitudes through thinking action expressed through the mind, the body, the voice and the soul of adolescents around the world.
____________________________________________________
3:Seeing your World through Other Eyes.
Abstract
This presentation outlines the development of a personal dramatic pedagogy to help distressed students, either those with diagnosed Learning Difficulties or those privileged adolescents alienated from a society which stresses superficial beauty, fluke talent and blatant consumerism.
If we are to grow democratic citizens with an understanding of diversity who can think critically and creatively towards global issues we need to rethink pedagogical practice for ALL. If we are to develop a sustainable environment we need to develop a sustainable education first. Traditional, non-interactive, individualistic, competitive, arts bare pedagogic practices must change.
This workshop will reveal the backstage theory and the on-stage practice of a dramatic pedagogy which can transform attitudes through thinking action expressed through the mind, the body, the voice and the soul of adolescents around the world.
View more PowerPoint from Susan Hillyard
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2:Finding your Creative Self
Abstract
This PIPP is not about how to teach a subject creatively. It is about changing your approach to teaching. It will encourage you, the learner and teacher, to change your mind-set and open up your “box” to both receive and transmit new ways of looking at old things. It is essentially about changing perceptions and then learning how to tap into your true creative self. Having made a click in this area you will go on to find out how you can transfer these newly-learnt processes into the daily lived life of your students in your classroom. I will facilitate the process through both practice and a little theory.
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2:Finding your Creative Self
Abstract
This PIPP is not about how to teach a subject creatively. It is about changing your approach to teaching. It will encourage you, the learner and teacher, to change your mind-set and open up your “box” to both receive and transmit new ways of looking at old things. It is essentially about changing perceptions and then learning how to tap into your true creative self. Having made a click in this area you will go on to find out how you can transfer these newly-learnt processes into the daily lived life of your students in your classroom. I will facilitate the process through both practice and a little theory.
View more PowerPoint from Susan Hillyard
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1.Dramathink: Teaching Thinking Skills through Drama.
Abstract
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This workshop will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity. The workshop is based on a replication of a small scale investigation (Obiglio 2002) into “ Teaching Thinking Skills to six year olds in the Second Language” conducted at Wellspring School, del Viso, Argentina, with thirteen year olds.
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1.Dramathink: Teaching Thinking Skills through Drama.
Abstract
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This workshop will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity. The workshop is based on a replication of a small scale investigation (Obiglio 2002) into “ Teaching Thinking Skills to six year olds in the Second Language” conducted at Wellspring School, del Viso, Argentina, with thirteen year olds.
Delighted to have found my way here at last. Thank you so much for sharing your life work so far. Looking eagerly forward to part 2. :-) Dennis
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