Pre-Conference Venue Information
All pre-conference sessions will be at the new Copenhagen International School Nordhavn Campus.
Here is a draft schedule of the pre-conference day:
8:30am: Buses pick up attendees from the Tivoli Hotel entrance.
9:00-9:45: Arrive at CIS campus and visit the registration table, coffee available. Tours around the new CIS campus
9:45-11:30am: Session 1 in your pre-conference room
11:30-12:00pm: Morning break with some light snack and coffee
12:00-1:30pm: Session 2
1:30-2:30pm: Lunch in the CIS Nordhavn canteen
2:30-3:45pm: Session 3
3:45-4:00pm: Afternoon break with some dessert and coffee
4:00-5:00pm: Session 4
5:00-6:00pm: Cocktail evening in the CIS Nordhavn canteen
6:15pm: Buses pick up attendees and speakers from the CIS Nordhavn entrance.
6:45pm: Arrival back at the Tivoli Hotel
If you will be arriving on your own via public transport, the best way to get to the CIS Nordhavn campus from the Tivoli Hotel area is to walk to the Central Train Station or to the nearest S-Train station which is Dybbølsbro Station.
Get on any S-train going North because they all go to the stop nearest to the CIS Nordhavn: Nordhavn
From the Nordhavn S-Train stop it is a 15-20 minute walk to the campus.
The addresss of the CIS Nordhavn campus is: Levantkaj 4-14, 2150 Nordhavn Tel +45 39 46 33 00
Pre-Conference Session Information
We will have five pre-conference sessions on 2 March, 2017 (Thursday). Each day-long session costs EUR 250 (plus 25% VAT), which includes lunch. All sessions will be held on the new Copenhagen International School campus, and will be from 9-4pm. The exact schedule of the day is TBD.
Please take a look at the follow session presenters and presentation abstracts:
Title: Collaboration: Building on Student Assets and Teacher Assets (EUR 250 + 25% VAT)
Abstract: Collaboration is emerging as a new norm in today’s schools. When educators plan, teach and inquire together, we model the 21st century learning skills we hope to develop in our students. Participants in this session will explore how professional collaboration supports student learning, and how WIDA’s asset-based approach can enhance co-planning, co-teaching, and co-assessing to serve multilingual learners. Together we will examine the collaboration cycle through a lens of integrated language and content learning, while also connecting collaborative practices to professional learning. Participants will also be introduced to the WIDA framework and leave with tools to initiate new partnerships and deepen existing co-teaching relationships.
Intended audience: K-12 Teachers
Presenter: Jon Nordmeyer (with support by Margo Gottlieb)
Presenter Bio: Jon Nordmeyer is the International Programs Director at WIDA, a research center at the University of Wisconsin-Madison. He has been an international educator and consultant for 25 years, teaching at international schools in Quito, The Hague, Taipei, Istanbul, Shanghai and Bangkok. He has been a regular presenter at regional international conferences and has taught graduate seminars at Harvard Graduate School of Education and Tibet University. Jon has written articles for International Schools Journal and Journal of Staff Development, contributed chapters to Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom and Breaking the Mold: Classroom Management, and, co-edited the book Integrating Language and Content (TESOL 2010). Jon believes that an asset-based approach to professional collaboration can both ignite student learning and fuel teacher growth.
Title: A scaffolded approach to meaning making across the curriculum (EUR 250 + 25% VAT)
Abstract: As students across all levels of schooling engage in learning across the curriculum, they are expected to comprehend and compose a range of complex texts of all kinds. These texts can vary from spoken texts of the teacher to the multimodal texts of their textbooks to the multiplicity of texts they have to produce in response to the tasks set for them. One response to having ESL students in the classroom is to simplify difficult texts so that they are more accessible to ESL students. In doing this, we end up limiting the capacity of those same students to comprehend and in turn compose more complex texts required by the curriculum. In this workshop, we will explore how we can support ESL students in accessing the meanings of this complex textual landscape by showing how these texts work to make meaning. We will draw on a range of complex texts from across the curriculum and show how we can open up the meaning to all students by making explicit the workings of both the language and the visuals through an explicit focus on the ‘grammars’ of both those meaning making systems. The activities suggested will be considered within the framework of a rich teaching and learning cycle that moves through four key stages: setting the context, modelling and deconstruction, joint construction and independent construction.
Intended audience: Teachers from middle primary to senior secondary who are interested in seeing how a language based approach can support ESL students to make meaning in school contexts.
Presenter: Brian Dare
Presenter Bio: Brian Dare is an educational consultant in language and literacy across all levels of schooling. He is one of writers and tutor trainers of a number of professional development programs, including the How Language Works (HLW) course, the Teaching ESL in the mainstream classrooms (TESMC) course and the Teaching young children in multilingual contexts (TYCEMC), all of which have been taken up nationally and internationally.
Brian has a keen interest in the role of language in teaching and learning across the curriculum. He has delivered workshops on the language of History, Science, Art, Mathematics and Geography. He has a particular interest in building a systematic functional meta-language for teachers across all learning areas including languages other than English. In recent years, he has been working as a mentor in the secondary Literacy Improvement Program (SLIP) with a number of secondary schools who are seeking to improve educational outcomes for their students. In 2015, he took on the role of president of the Australian systemic functional linguistics association.
Title: Differentiation Strategies for ESL Students (EUR 250 + 25% VAT)
Abstract: Do you have students at many different levels of language acquisition in the same class? Do some of them sound fluent, but struggle to comprehend complex texts or produce grade level written work? This interactive pre-conference session will provide practical strategies for differentiating content lessons and scaffolds for students at different stages of language development. You will leave with an understanding of language acquisition and actionable steps for supporting students in content and language classes.
Experience and analyze differentiation strategies in model lessons.
Identify the academic language demands of texts and coursework.
Identify students’ strengths and language development needs for different classroom tasks and assignments.
Develop scaffolds and supports in each language domain (listening, speaking, reading, and writing) for students at different levels of language acquisition including visuals, manipulatives, graphic organizers, cooperative learning structures, and sentence frames.
Intended audience: General Education Teachers from Grades 1-12, subject area teachers and English Language Development Specialists
Presenter: Beth Skelton
Presenter Bio: Beth is passionate about language learning and especially about making academic content accessible to English Language Learners (ELLs). She has taught English Language Learners at many age levels and in a variety of school settings since receiving her Masters Degree in Multicultural Teacher Education from the University of New Mexico, USA. She is a certified WIDA trainer and an Affiliated Consultant for the Council of International Schools. From 2010 to 2013, she served as the program coordinator for EAL at the Bavarian International School in Munich, Germany. She currently supports schools in their quest to provide equitable education for ELLs and provides professional development for educators around the globe. Her workshops incorporate Visible Thinking Routines from Harvard Project Zero, cooperative learning structures, and strategies that make content comprehensible. She has also published TPRS based student and teacher materials for adult English Learners entitled Putting it Together, which have been translated into Spanish and Dutch.
Title: Teaching Proficiency through Reading and Storytelling (TPRS/CI) (EUR 250 + 25% VAT)
Abstract: TPR storytelling (TPRS) is a method for teaching foreign languages that has thus far been shown to be profoundly successful with students of almost all ages and all abilities. It focuses on language acquisition through Comprehensible Input. During this one-day workshop, you will acquire some Mandarin in a fun way, experience the magic of TPR storytelling, learn the 3 steps of TPR storytelling and practice some TPR storytelling strategies. Dr. Stephen Krashen will be joining this workshop as a special guest.
Special guest: Dr. Stephen Krashen, an enthusiastic student of Mandarin. He will have a supporting role in the presentation, commenting on TPR Storytelling practice and how it relates to current research and theory.
TPR Storytelling (TPRS) workshop includes:
A Mandarin Chinese demo
Theory and research about Second Language Acquisition (SLA)
Total Physical Response (TPR)
The three steps of TPR Storytelling
TPR Storytelling teaching strategies
Intended audience: TBA
Presenter: Linda Li
Presenter Bio: Linda Li was born and raised in Shanghai, China. She is a master teacher and an author as well as an experienced TPRS trainer. Linda has presented on TPRS at school inservices, workshops and conferences around the world. She co-authored Beginning Mandarin Reader “Who is good looking” with Dr. Stephen Krashen. She is also the co-author of “I Love Learning Chinese” (Books 1, 2), containing TPRS teaching materials for beginning students. Linda has taught Mandarin to middle and high school students as well as adult learners for over 10 years. Her experience includes teaching at a number of international schools in China, Thailand and Saudi Arabia in addition to an urban school in Denver, Colorado. Linda is currently teaching Mandarin at American Embassy School, New Delhi, India.
Special Guest: Stephen Krashen, "the most influential voice in second language acquisition for about four decades" (The New Indian Express, September 26), and an enthusiastic student of Mandarin. Dr. Krashen became a strong supporter of TPRS after attending Linda Li's Mandarin class ten years ago. He will have a supporting role in the presentation, commenting on TPRS pratice and how it relates to current research and theory.
Title: Integrating Educational Technology with ESL Teaching (EUR 250 + 25% VAT)
Intended audience: "Learning to speak another's language means taking one's place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.” -Savignon (1983)
Effective learning is an inherently social and highly-connected process, and nowhere is that more evident than the language classroom. Technology can provide us with a powerful vehicle for connecting us and our understandings across languages. Used creatively, it can allow for significant choice and certainly amplify our individual voices. The goal of this hands-on workshop is to explore technology that will enhance your classroom learning community. We will actively explore tools and strategies that can be used to engage and support students within a language-learning context. This workshop is appropriate for teachers of all ages as all activities can be differentiated to work across different grade bands. As this is a hands-on, practical workshop, participants must bring a laptop or tablet that can connect to the internet.
Presenter: Sheldon Bradshaw
Presenter Bio: Sheldon is a passionate believer in technology’s ability to connect us and amplify our ideas. Currently the Director of Information Technology at the International School of Prague, he has also taught in China, Indonesia, Japan and Kuwait over his 18 years in international education. Sheldon has been an Elementary and Middle School teacher as well as a technology coach before taking on his current role. He is an Apple Distinguished Educator and has been an Apple PD Consultant and PYP Workshop Leader. Please connect with Sheldon on Twitter at @sbradshaw.