TETRA’S June CPD Sessions

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TETRA'S June CPD sessions

TETRA’s CPD sessions are designed and created by teachers for teachers. We look at the classroom experience as a whole with a particular focus on engagement. We want you to feel the way your students feel, by putting you in their shoes. Our intention is to empower and to nurture empathy whilst providing you with the tools to make your experience in the class more effective, efficient and rewarding

As we celebrate our 3rd birthday we will be delivering the 8 sessions that received the highest ratings over the past 3 years across 2 dates at the end of June. That’s 16 hours of CPD in total! 

Individual sessions cost €10 each per person (sessions are 2 hours each)… but keep reading. In line with the theme of birthdays, but going against tradition, we are giving something back to you this time… in 3 ways 🙂 

 

Giveaway 1 (Can be used in conjunction with giveaway 2)

 

 

Book 3 Sessions Get 1 Free

Choose and 3 sessions and get the 4th session for free! That’s €30 for 8 hours of CPD sessions! Or 60€ for 16 hours!

 

Giveaway 2

 

Book for 3 people get 1 Free (Can be used in conjunction with giveaway 1)

It’s that simple – Book the same package together with another 3 friends and one of you gets in for free – Or else you can just split the bill and get it cheaper for everyone! Just to give you an idea… if used in conjunction with Offer 1 you can get up to 16 hours of CPD for just €45!

 

Giveaway 3

 

Cash Back Competition!

We will be giving 3 lucky winners their money back on the day. All you have to do is come along to the session – take a couple of pics and share it on your instagram, facbook or twitter feed throughout the day. Make sure you tag TETRA in anything you do and you will automatically be in to win.

Winners will be announced live on facebook at the end of the sessions on the 29th June. 

 

Click on the dates below for schedules and a link to request more info and application forms

 

 

Keep Scrolling for session descriptors.

22 / 06

Saturday 22nd June 2019

830 am – Registration

0845 am – You know what you want, but do you know what you need?

1045 am – Enjoying it but are you learning enough?

1245 pm – Lost in Translation: A closer look at language and cultural differences

1500 pm – Brain Training for Vocabulary

 

Price: €10 per session*

*See special offers and giveaways above 🙂

 

For the full day programme including session descriptions click below to request a pack

29 / 06

Saturday 29th June 2019

830 am – Registration

0845 am – Gamification in ELT

1045 am – ELT through STEM – Can robots help us learn English?

1245 pm – Digital Storytelling with LEGO Story Visualizer

1500 pm – Teaching English to younger learners with 6 bricks!!

 

Price: €10 per session*

*See special offers and giveaways above 🙂

 

For the full day programme including session descriptions click below to request a pack

Venue - iGaming Academy

session descriptors

You know what you want but do you know what you need?

This session is introduced by providing an overview of 3 stereotypes of teachers from a disciplined course book/curriculum led teacher to a liberal, and to a certain extent, random teacher. Participants will discuss and compare the characteristics of these styles, their pros and cons, and their place in today’s ELT classroom. From the get go, the purpose of this section is that the main point of reference when deciding what or how to teach is the learner him/herself as opposed to a course book, curriculum or the teacher’s personal preferences irrelevant of the learner’s needs. The focus of the session will then shift to an authentic example of a student using a student profile consisting of background details, a piece of written work focussing on his reasons for learning English and a full video interview. Participants will be asked to analyse and discuss the information provided in an attempt to list the wants and needs of the student in order to emphasise the differences between them. This needs/wants analyses is then followed up with a collaborative session that aims to provide the student with recommendation based on the above, together with the best methods on how to handle the gap between the student’s perception of his own needs and teacher’s evaluation of the student’s needs. In closing, a discussion will be held in order to clarify how the student centered approach still fits within a course that is majorly course book or curriculum based and how one can benefit from the best of both worlds.

Enjoying it but are you learning enough?

After looking into comments from students across Malta through various sources, it is evident that the trend is the same. The feedback being given about teachers and the amount learned in class does not tally. It is quite clear that that although the students are enjoying their classes and genuinely like their teachers, they feel that they are not learning enough in terms of quantity or speed. The 2 main issues are: a) Students are not being challenged enough; b) Students are not being made aware of what they are learning. The session will focus on both the theory and practical examples on how to address the issues listed above through up-scaling current lessons, reflection and gamification. An overview of the current student profile with a particular focus on satisfaction of amount learned and teachers will be provided and analysed together with actual student comments on the topic.

Lost in Translation: a closer look at language and cultural differences

The talk will focus on examples of conflicts of meaning with regard to some different customs and languages throughout the world. The presentation will be addressed across 4 sections, namely: Customs – Punctuality, Greetings, common practices such as the handing over of business cards and compliments Body language – various gestures that used differently in various cultures Written translation – examples of translations gone wrong, some with severe outcomes Spoken translation – Similar words with different meanings, problems with pronunciation, incompatible expressions The desired outcomes for the talk are mainly to create awareness of the differences that are found from one culture to another so as to communicate more effectively, efficiently and appropriately and also to be more tolerant and understanding towards other cultures.

Brain Training for vocabulary

he main aim of the session is to increase awareness of the need of a structured method of study in order to increase retention and recall with regard to lexis. This will be achieved through a walkthrough of real life examples of the danger of direct translation and the lack of depth that is gone into when learning new vocabulary. By providing trainees with the knowledge and samples of activities that can take place in order to overcome these obstacles, the end result is a learner that has a more structured and layered method of learning new vocabulary that does not only focus on meaning but incorporates all other aspects related to learning new vocabulary. The speed at which results are obtained during the session will provide a sense of achievement and accomplishment which in turn increases motivation.

Gamification in ELT

The session will tackle the principles behind gamification and how they can be applied within the context of ELT through a gamified workshop. The theoretical foundations of gamification will not only be presented, but more importantly, experienced first-hand by the participants so as to demonstrate the impact of gamification on the learning process. The session will make reference to the effect of gamification on learner engagement and motivation, self-assessment, academic planning and outcomes based learning. The session aims to get teachers to question their beliefs and knowledge with regard to traditional methods in the classroom. Particular focus will be placed on the main areas: Agency – The awareness of being in control of one’s future whilst knowing that different choices produce different results. External Motivators – Tapping into the benefits of the mechanics of play where engagement over extended periods of time are possible. Grading – Moving away from a negative marking system towards a point-progression system where achievements are the main focus as opposed to errors. The session will allow the participants to experience the benefits of adapting methods using video game principles and mechanics to tackle the areas mentioned above as well as being provided with concrete and practical examples of how to implement these techniques in class.

ELT through STEM - Can robots help us learn English?

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. STEM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives. STEM isn’t a standalone class—it’s a way to intentionally incorporate different subjects across an existing curriculum including literacy and ELT.

Digital Storytelling with LEGO Story Visualizer

EFL Teachers at all levels can use Digital Storytelling in many ways, from introducing new material, to helping students learn to conduct independent research, synthesize large amounts of content and gain expertise in the use of digital communication and authoring tools within an English Language speaking environment. It also can help students organize these ideas as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way. Throughout the session participants experience and learn how digital storytelling can be used to: Appeal to the diverse learning styles of students by using Digital Storytelling as a presentation media; Generate interest, attention and motivation for the “digital generation” in our classrooms; Capitalise on the creative talents of students as they begin to research and tell stories of their own; Publish student work for viewing and critiquing by others; Promote the accomplishment of cross-curricular academic standards and learning objectives.

Teaching English to younger learners with 6 bricks

Through fun and short activities with sets of LEGO® DUPLO® bricks in six bright colours, children can practice their memory, movement, creativity and more. You can adapt activities and of course make your own activities to match the children’s skills and interests. When children are engaged and challenged in playful ways, children practice skills for learning: Language such as describing in rich detail, giving clear instructions, explaining your reasons, and telling stories, which helps you to communicate with others and express your ideas. Problem solving including to stay focused, and remember a task or a challenge, set goals and make plans, come up with creative ideas, and reflect on what you do and how you do it. Collaboration as in working together in pairs or teams, share turns and the materials you work with, learn from your peers and their ideas, and give each other roles and responsibilities.