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In August 2015, iTDi and Gallery Teachers hosted a series of live, one-hour online classes with some of the brightest people working in ELT. All session recordings are archived and free to view for iTDi members. Log in to your iTDi account (or sign up for a free iTDi account) to access the class recordings, and to purchase an optional Professional Development Credit Hour & Certification package.

Juan Uribe

 

Special Preview Session: Being Affective Is Truly Effective!

Juan Uribe

Scott Thornbury

 

Correct Me If I'm Wrong

Scott Thornbury

Barbara Hoskins Sakamoto

 

Teaching for the 21st Century, and Beyond

Barbara Hoskins Sakamoto

Teachers can validate their learning by purchasing an iTDi Professional Development Certificate. Simply submit short (200-300) word papers on sessions of your choice for evaluation by iTDi Faculty. One paper is worth 3 PD Credit Hours. Successful candidates will receive a CV ready Certificate of Accomplishment by email. Signed, printed certificates suitable for framing are available for an additional cost.
Select PD Hours
Alexandra Chistyakova

 

A Journey into the World of ELT Methods

Alexandra Chistyakova

Barbi Bujtas

 

Fake it till you Make it

Barbi Bujtas

Theodora Papapanagiotou

 

Be Different!

Theodora Papapanagiotou

Kevin Stein

 

But That's Not Literature, is it?

Kevin Stein

Shelly Sanchez Terrell

 

I emoji 1 My emoji 2: Teaching the Emoji Generation

Shelly Sanchez Terrell

Tyson Seburn

 

Beyond the Comprehension Question: Digging Deeper into Texts

Tyson Seburn

Teachers can validate their learning by purchasing an iTDi Professional Development Certificate. Simply submit short (200-300) word papers on sessions of your choice for evaluation by iTDi Faculty. One paper is worth 3 PD Credit Hours. Successful candidates will receive a CV ready Certificate of Accomplishment by email. Signed, printed certificates suitable for framing are available for an additional cost.
Select PD Hours
Josette Leblanc

 

Play Big: Start Small

Josette LeBlanc

Divya Madhavan

 

Action Research and Your Teacher Voice

Divya Madhavan

Debora Tebovich

 

Unplugged Goals and Outcomes

Debbie Tebovich

Luke Meddings

 

Punctuation Marks?! Exploring Learner Stories and Teacher Interventions in the Unplugged Classroom...

Luke Meddings

Karen Frazier Tsai

 

Children Playing with Words

Karen Frazier Tsai

Vivian Wang

 

Teach English Within a Framework of 21st Century Skills

Vivian Wang

Teachers can validate their learning by purchasing an iTDi Professional Development Certificate. Simply submit short (200-300) word papers on sessions of your choice for evaluation by iTDi Faculty. One paper is worth 3 PD Credit Hours. Successful candidates will receive a CV ready Certificate of Accomplishment by email. Signed, printed certificates suitable for framing are available for an additional cost.
Select PD Hours
Syke A. K.

 

Teaching English Through Poetry of Other Languages

Syke A.K.

Matthew Noble

 

(Un)consciousness & (In)competence: Tracing & Traversing Routes, Roots, Ruts, & Rules in Learning & Teaching

Matthew Noble

Andy Boon

 

Setting up an Extensive Reading Program: The Beginning, the Middle, and the End

Andy Boon

Steven Herder

 

Online Tools that Spur Improvements in TOEFL iBT Essay Writing

Steven Herder

Rose Barrd

 

Creating Activities with GForms

Rose Bard

Jason R. Levine

 

Practice Makes Perfect... Perfect Opportunities to Use English

Jason R. Levine

Vicky Loras

 

Not Only Staying Afloat, But Also Making Waves

Vicky Loras

Become an iTDi Patron

If you enjoy the archived recordings, consider helping iTDi help other teachers. Become an iTDi Patron. Click here for details.

Earn Professional Development (PD) Credit Hours with an optional paid package that includes submitting short (200-300 word) papers which will be evaluated by iTDi Faculty.

Buy PD credit certificates
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Select PD Hours
12 hours $24
18 hours $30
24 hours $40
30 hours $50

Teachers who receive passing evaluation will have a PDF certificate emailed to them. Printed certificates are optional for an additional $20 shipping and handling fee.


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teacher-juan-uribe

Special Preview Session: Being Affective Is Truly Effective!

 

Come learn how affective learning can engage and empower your students' learning and your teaching. During this presentation we will explore how practical affective pedagogical practices can create nurturing mental models about student's own learning, language uses, and their own linguistic competence. Join me in a journey with lots of play, imagination, and curiosity. Destination: language learning ownership.

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Juan Uribe is a teacher trainer whose passion is studying & sharing how children learn languages affectively through play, games, storytelling, & puppeteering. He has been in an amazing journey visiting language schools for children around the world where he has both conducted teacher development programs as well as enchanted young audiences with Buddy the Frog. He writes a well-known blog called Children Learning English Affectively.

teacher-scott-thornbury

Correct Me If I'm Wrong

 

Based on the speaker's own recent experience of 'de-fossilizing' his Spanish, a case is made for the key role that correction (including explicit negative feedback) plays in boosting student achievement and enhancing teacher effectiveness. In our well-intentioned efforts to promote authentic communication in the classroom we sometimes overlook the one component of classroom interaction that distinguishes it from other forms of interaction, and which makes it especially effective: i.e. corrective feedback. In this class we will look at different options for the form, frequency and timing of corrective feedback, with special reference to oral production, and discuss how these might impact on learning.

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Scott Thornbury is a teacher and teacher educator, with over 30 years' experience in English language teaching, and an MA from the University of Reading. He is currently Curriculum Coordinator of the MA TESOL program at The New School in New York. His previous experience includes teaching and teacher training in Egypt, UK, Spain (where he lives), and in his native New Zealand. His writing credits include several award-winning books for teachers on language and methodology, as well as authoring a number of papers and book chapters on language and language teaching. Scott is series editor for the Cambridge Handbooks for Teachers (CUP), co-founder of the dogme ELT group and an associate of the International Teacher Development Institute (iTDi). Finally, here's a link to Scott's Amazon site.

teacher-barbara-hoskins-sakamoto

Teaching for the 21st Century, and Beyond

 

What are 21st century skills, really? And, do they have any place in language class, where time is limited and the focus is on learning English? Fifteen years into the new century, researchers have had time to look at innovative teaching practices around the globe to identify those approaches make the greatest impact in preparing our students for life in the 21st century, and beyond. In this session we'll look at teaching techniques that will help your learners become strong English users and also critical and creative thinkers. By making every moment of class time count, you can help your students succeed - whatever their future holds.

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Barbara Hoskins Sakamoto is a Director of the International Teacher Development Institute and co-author of the iTDi's online course, English for Teachers. Barbara is also co-author of one of the world's best-selling English courses for children, Let's Go (OUP). She has taught ESL in the US and EFL in Japan, and has conducted teacher training workshops around the world. She blogs at Teaching Village and Teaching Children English.

Alexandra Chistyakova

A Journey into the World of ELT Methods

 

All aboard! Our hot air balloon is departing soon! We are going to take a nice ride across the vast world of ELT methods, looking at the most prominent and the most interesting ones from the height of our experience and knowledge. As we go from one method to another we will consider the benefits each approach can give and will pick up some practical ideas of how to make the most of the existing ELT methods in our classrooms.

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Alexandra Chistyakova is an English teacher at the Physics faculty of Moscow State University, Russia. She also works as a freelance teacher giving one-to-one English lessons to the large range of learners: from preschoolers to senior adults. She's always been engaged in the continuing professional development, taking teacher-training courses, studying specialized literature and taking part in ELT conferences and seminars. She received her CELTA at BKC-in, Moscow, in 2011. Her professional interests include: professional development, ELT methodology, teaching 1-2-1, and language course design.

Barbi Bujtas

Fake it till you Make it

 

Do you know this huge gap between what your students want to say and what they can say in English? Nowadays technology allows you to create cool videos in which your students actually speak a level of English far beyond their actual stage in their interlanguage. They are based on their ideas and choices, which means an ownership of their learning, it also means a higher level of motivation and more effort than usual. The end product shows them a possible future self that can say what they want in English. This session shows you some examples and ideas of how to use 'fake it till you make it' video projects with young learners.

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Barbi Bujtas is a freelance EFL instructor in Hungary. She has been teaching for 15 years in various teaching environments from one-to-one to high school, depending on local demands. Her professional interests are dogme, ICT, engagement, materials design, teachers' communities.

Theodora Papapanagiotou

Be Different!

 

Are you bored with the traditional foreign language lesson? Tired of performing your lessons based on a course book? Have you ever thought of integrating your students' personalities and interests in your teaching? In this presentation I am going to show you how my last year has been, trying out revolutionary methods in my classrooms, using the differentiated instruction approach and blended learning.

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Theodora Papapanagiotou is a teacher of EFL and DaF in Greece since 1992. She has worked at various language schools in Thessaloniki with various levels and ages. In the past few years she has been taking part in conventions, webinars and online courses, trying to become a better teacher. Currently working as an educational consultant at Hyphen SA. She is the author of Keep on Teaching and also blogs for iTDi. Find her on Twitter: @DoraPap72.

Kevin Stein

But That's Not Literature, is it?

 

There is all kinds of literature out there in the world and much of it is just waiting to be used in a language classroom. In this lesson we will take a look at some short poetry and stories and explore why students might have difficulty engaging with and understanding 'literature.' Participants will walk away with some concrete techniques for helping students engage with a text and ideas for how to use literature as a jumping off point for classroom activities and conversations which can engage our learners on a deeper, more intellectually challenging level.

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Kevin Stein is a high school teacher, curator of the iTDi blog, and singer of silly songs. He also believes in the power of students to find their own path forward and the importance of relationships in building a community of learners, whether it be students, teachers, or a mixture of the two.

Gamers in my Class - Learning and Building Community Through Digital Games

Christina Chorianopoulou

 

Could a video game, or lots of them, Be our syllabus? From incorporating digital games to our textbook-based classes to making the game our material, there is a lot to earn by opening our students to a world of learning and creativity. We will explore the potential of digital games as a learning tool, discover where cognitive ability and cognitive functions meet and experience how community building can happen in the language class and what it means for our students and our world.

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Christina Chorianopoulou is an EFL teacher from Greece, working for the last fifteen years with students of all ages in a variety of contexts. After a few years in Primary and Secondary education, her true passion came forward and she dedicated her life to teaching and learning languages. As a lifelong learner, her efforts are focused on creating a safe and productive environment for all her students, while passing on to them her own love for learning. She is a Volunteer Coordinator for the YWCA Greece Children's BookClub and a Volunteer EFL Tutor for Community Schools around Athens. She blogs at mymathima and you can always find her tweeting as @kryftina.

Shelly Sanchez Terrell

I emoji 1 My emoji 2: Teaching the Emoji Generation

 

Our learners are fluent in different languages, especially emoji! They translate, decode, read and write in emoji throughout the day. Join Shelly Sanchez Terrell for an active session learning emoji. We will also learn ways to get students motivated to learn English and improve their fluency by integrating text speak and emoji activities into our curriculum. We will also participate in icebreakers to help us effectively teach digital literacy and citizenship.

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Shelly Sanchez Terrell is a teacher trainer, elearning specialist, and the author of The 30 Goals Challenge for Teachers and Learning to Go. She has trained teachers and taught language learners in over 20 countries as an invited guest expert by organizations, like UNESCO Bangkok, the British Council in Tel Aviv, IATEFL Slovenia, HUPE Croatia, and VenTESOL. She has been recognized by the ELTon Awards, The New York Times, NPR, and Microsoft's Heroes for Education as a leader in the movement of teacher driven professional development as the founder and organizer of various online conferences, Twitter chats, and webinars. Recently, she was named Woman of the Year 2014 by the National Association of Professional Women and awarded a Bammy Award as a founder of #Edchat.

Tyson Seburn

Beyond the Comprehension Question: Digging Deeper into Texts

 

While the comprehension question prevails in reading-focussed lessons as one tool for validating understanding of text concepts, supplementing it with learner-centred, co-constructive activities can engage students further and improve their comprehension. In this talk, we will explore ways in which we can complement this tool, by equipping learners with methods that encourage deeper questioning of a text and more collaborative interactivity with it. Activities from the book, Academic Reading Circles (the round), will be used and built upon so that participants will leave with enough ideas to adapt them to their teaching contexts.

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As an EAP teacher in higher education, Tyson Seburn focuses on meaningfully engaging students with their L2 reading to afford stronger application of academic writing skills. This led to authoring Academic Reading Circles (the round). As a teacher within the ELT community, he is driven to create new public spaces for and aid self-directed action among language teachers to increase agency in their own development paths. These have led him to his MA in Educational Technology & TESOL, writing at 4CinELT, and organizing #tleap.

Josette Leblanc

Play Big: Start Small

 

You may have heard of S.M.A.R.T. action plans when it comes to creating lesson objectives or teaching goals. Although "smart" in theory, these action plans may leave teachers feeling dissatisfied to the point of inaction. One way to change this is to turn S.M.A.R.T. into a S.M.I.L.E. Based on research in neuropsychology and personal development, S.M.I.L.E. is an approach to action planning that can relieve the weight of overwhelm or perfectionism, and enhances our sense of satisfaction. During the session, we will examine this approach in order to develop the type of teaching practice we desire.

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Josette LeBlanc has been working with English language teachers in Korea since 2010. During this time, she developed an interest in reflective practice for professional development and writes about it on her blog Throwing Back Tokens. This experience also motivated her to research the topic of teacher well-being as many spoke of feeling unhappy and burnt-out. As a result, she now curates a website, www.redthumbforlove.wordpress.com, where teachers from around the world share their stories and strategies for self-care and self-compassion. You can find her on Twitter at @JosetteLB or on Facebook at, KMU-SIT Professional TESOL Certificate.

Divya Madhavan

Action Research and Your Teacher Voice

 

This session is a step-by-step description of what an action research project looks like, from broad questions like "why do it?" to specific questions like "how can I write up data?". This will be your chance to talk to me and other people interested in action research, and think about why you might want to become an action researcher.

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Divya Madhavan is a Senior Lecturer in Language and Education at Centrale-Supelec, Universite Paris-Saclay. She teaches English language courses, and lectures on Education and Society. Her areas of research include, Critical Pedagogy, Assessment and English as a Medium of Instruction. She is the current Website Editor for the IATEFL Teacher Development SIG and an iTDi Mentor. Divya has just completed an MEd in Education Research, and has an MA in Language Education. She is also a Fellow of the Royal Society of Arts.

Debora Tebovich

Unplugged Goals and Outcomes

 

How can we predict goals and outcomes when we ditch lesson plans? How can this free us up and allow learners to lead the journey? As connected educators, we will explore these questions from a Rhizomatic Learning perspective. I will share an example of a real Business class which emerged as we started searching for answers to my learner's feelings and questions.

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Debbie Tebovich is a freelance English Language Trainer and iTDI mentor based in Buenos Aires, Argentina. She has been teaching English for over 20 years and teaches General English and Business English on a 1-1 basis online and offline. She is passionate about teaching and learning and she is a technology enthusiast to create memorable learning moments. Above all, she strongly believes in the power of Education to transform people's lives, to help and encourage freedom of thought and to develop bonds to make our world a better place for all of us and for future generations.

Luke Meddings

Punctuation Marks?! Exploring Learner Stories and Teacher Interventions in the Unplugged Classroom...

 

Teaching unplugged means responding to information, eliciting contributions and offering on the spot language help and advice. This session uses punctuation marks as an analogy for different kinds of teacher intervention - both during conversation, and when conversation is paused for language development. Punctuation may not carry the content of a text, but it helps to make sense of it - and these little marks are an essential part of the story.

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Luke Meddings is an award-winning author, international speaker and teacher trainer. In 2000 he co-founded Dogme in ELT with Scott Thornbury, and their book Teaching Unplugged (Delta, 2009) won a British Council ELTon award in 2010. He co-founded e-publishing collective The Round with Lindsay Clandfield in 2011, and their book 52: A year of subversive activity for the ELT classroom, was published in 2012. 2015 will see plenaries in Mexico, Greece, Ireland and Malta.

Vivian Wang

Teach English Within a Framework of 21st Century Skills

 

We live in an age of rapid change. Students in the 21st century need to do more than acquire information. The way we teach needs to take into account the students that are in front of us, the skills they have, what interests and motivates them and, perhaps most importantly, what we can and should offer them. This session is for teachers who believe that learning and creativity go hand in hand; and for teachers who want to spice up their curriculum, break the mold and meet the needs of 21st century students.

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Vivian Wang has an M.A. English and American Literature, B.A. English Language, Linguistics and Literature, is an experienced teacher with thirteen years of teaching experience. She has taught practically every age group, from toddlers to adults, and has worked for private language schools, high school and educational corporation. She is a certified trainer of Oxford Teacher's Academy. She has also been a university instructor for seven years. Vivian is particularly interested in skills of motivating students in learning English. She currently teaches in Shih Hsin University, works as ELT Trainer (Taiwan) for Oxford University Press, and continues to enjoy sharing ideas with teachers.

Syke A. K.

Teaching English Through Poetry of Other Languages

 

Poetry is definitely the soul of a language ...an embodiment of its cultural identity. Have you ever thought of using poems in other languages in your English class room ? Here, I would like to show you, how the poems in L1 or L3 can be used effectively in an ESL classroom.

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Syke A.K. holds a Bachelors of Education as well as a Masters in English, and has been teaching English for the past 13years in high schools and universities in his home state in India. He is an iTDi Mentor, presenter, materials writer and a coordinator/host of webinars and virtual conferences. Syke has presented papers at many national and international conferences.He spoke at the Associates' Day of IATEFL Manchester 2015, representing the ELTAI.

Matthew Noble

(Un)consciousness & (In)competence: Tracing & Traversing Routes, Roots, Ruts, & Rules in Learning & Teaching

 

There are things we don't know we don't know, things we know we don't know, things we know we know, and things we don't know we know. Ya know? Come explore the use of an intuitive skills acquisition process matrix to sketch, stretch, scaffold, and vitalize planning, teaching, and learning. Sound a bit theoretical, perhaps even a pinch poetical? Well, it's both...but extremely practical applications are also guaranteed! :)

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Matthew Noble is a teacher and teacher trainer from Boston, MA who joined the ELT field as a volunteer in Sri Lanka in 2004. Since then he has taught children and adults abroad and in the US, helped train new and experienced teachers F2F and online, and discovered the wonderful world of web-based professional development at iTDi and elsewhere. He's thrilled to be a part of this amazing event for a 2nd time and looking forward to learning and sharing along with teachers all over the planet this summer! Tweet him here.

Andy Boon

Setting up an Extensive Reading Program: The Beginning, the Middle, and the End

 

This session will provide an outline of how to set up an extensive reading (ER) course or program at your school. It will describe how you can orient students to ER, how you can finance ER, what students can do in the ER classroom, how you can assess ER, and how ER can help to improve your students' English.

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Andy Boon is an associate professor at Toyo Gakuen University, Japan. He has been teaching for over 17 years and is near completion of a PhD. He has presented at many conferences, and has published articles on teacher development, motivation, ER, and methodology. He is the co-author of textbooks - Discover the News (Language Solutions, 2013), Inspire (National Geographic Learning), author of Research & Write (Macmillan), and author of various graded readers (Macmillan and Atama-ii)

Steven Herder

Online Tools that Spur Improvements in TOEFL iBT Essay Writing

 

Japanese students planning to study abroad at a foreign university for a year need to score significant points in the TOEFL iBT or IELTS exam. Over the past 5 years, I have helped hundreds of students improve (to varying degrees) their essay writing for such a standardized test. In this session, I will share approaches and techniques that have been the most successful to date. These include collaboration, fluency, reflection, data analysis, cohesion, coherence, and error correction.

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Steven Herder has been teaching within the Japanese EFL context for over 25 years. Having many years teaching experience at the elementary and junior/senior high school level, he is currently an assistant professor in the Department of International Studies at Doshisha Women's College of Liberal Arts, teaching TOEFL iBT preparation, and a 3rd/4th year seminar on Exploring Leadership. He is an author and editor of two Palgrave Macmillan teacher resources, Innovating EFL Teaching in Asia (2012) and Exploring EFL Fluency in Asia (2014). In 2012, he and a network of like-minded educators co-founded the International Teacher Development Institute (www.itdi.pro), an online community for teachers by teachers, with over 5000 members and a global reach into over 100 countries.

Rose Bard

Creating Activities with GForms

 

Have you ever used Google Forms? Have you ever thought of using them to expand the contact hours with English which learners need to continue improving their reading and listening skills as well as their language knowledge? GForm is a free online tool that can be easily embedded in other free online spaces (Wiki, Blog, Google Site, etc.) . In this session, let's look at the possibilities of using GForm to engage, support, test and collect feedback in order to make homework more interesting to learners and personalize learning.

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Rose Bard has been an English teacher in Brazil for more than 17 years. She's an iTDi MENTOR/BLOGGER and the CO-Moderator of BRELT FB community. She's been actively learning and sharing online through her blog ELT Diary and PD opportunities since 2012, and also with and from iTDi community.

Jason R. Levine

Practice Makes Perfect... Perfect Opportunities to Use English

 

Practicing English, like practicing a sport or a musical instrument, leads to accurate and fluent performance. Yet most English learners do not get the practice they need to use English with confidence in or out of the classroom. As a result, they lose motivation. In this talk we will discuss what we can do as teachers to help students get the language practice they need to achieve their communicative goals.

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Jason R. Levine is Ambassador and Knowledge Entertainer at Gallery Languages, where he conducts webinars and workshops for English students and teachers at schools worldwide. He is the creator of ColloLearn, an approach to English language learning based on the songs he writes and performs as Fluency MC. He also writes songs and chants for several publishers, including Oxford University Press. As an English Specialist with the U.S. Department of State, Jason has led teacher training programs in fourteen countries in Europe, the Americas, Africa, and the Middle East.

Vicky Loras

Not Only Staying Afloat, But Also Making Waves

 

There are a lot of teachers around the world, more than ever, who have to face a lot of difficulties when teaching - budget cuts, restrictions, little or no support from their administrators. Do they give up? No - and they do much more! We will look at this wonder of educators and what they do.

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Vicky Loras is an English teacher, born in the beautiful city of Toronto, Canada. She has been teaching English as a foreign language and literature to students of all ages, since 1997. She now lives in Switzerland and she is the co-founder and owner of The Loras English Network, a school she has opened with her sister Eugenia. They teach English, train teachers and also hold children's events. She blogs at: vickyloras.wordpress.com