WORKSHOP ONE:

Developing Virtual Reality Lessons Using 360° Photos

Facilitators: Susan Gaer and Blair Roy – Technology (one 3-hour)

 

Make your classroom the world with 21st Century learning and teaching and take it to the next dimension with 360 photos and Google Cardboard. In this 3-hour workshop, you will participate in a model lesson, learn how to create a 360 photo, and utilize Google Cardboard to see the finished product. Lesson design ideas for using Google Cardboard with students along with tips and tricks will be covered. Cardboard glasses will be given to the first 30 participants.

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Susan Gaer is a professor at Santa Ana College School of Continuing Education since 1994. She is currently on leave and teaching at Mount San Antonio College part time. She is an advocate for the integration of technology and a frequent presenter at  conferences. She is a series consultant for Project Success with Pearson publishing and has written many articles on technology integration for CATESOL, TESOL, and other journals. She is an OTAN trainer, certified Google Innovator, Remind Certified Educator, Thinglink Educator, and Kahoot and Quizlet Ambassador. She has taught levels of ESL from literacy to advanced and integrating technology into her classes since the late 1980’s. 

Blair Roy has worked for the Outreach and Technical Assistance Network (OTAN) since 2010 as a project specialist for educational technology. Before moving to OTAN she taught at Garden Grove Adult Education in high school subjects and ESL. Blair’s excitement for integrating technology into the curriculum developed into a passion and a pursuit of the best ways to share new technologies with her students as they worked toward their academic, employment, and civics goals. In her role at OTAN, Blair continues to explore promising practices with new technologies. She champions online/blended learning by administering and teaching California adult education providers how to use a learning management system with their learners. Additionally, Blair trains colleagues to share their promising practices through online presentations. She also produces videos highlighting the successes of adult education learners. She enjoys encouraging teachers as they discover new ways to integrate technology into their curriculum through online and face-to-face workshops in California, and conference presentations both statewide and nationally.

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WORKSHOP TWO: 

What can and should teachers do about ESL grammar in 2017?

Facilitator: Keith Folse, Ph.D. (two 1.5 hour sessions)

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In this session, we will consider current research-based teaching practices in the teaching of ESL grammar. We will consider why so little research in ESL grammar exists today, especially with regard to ESL vocabulary, ESL writing, or ESL reading. The bottom line is that teachers need to have an idea of what our profession is thinking about grammar in 2017 and beyond.

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Dr. Folse is a Professor of TESOL at the University of Central Florida where he has taught in the undergraduate TEFL program, the master’s in TESOL program, and the PhD in TESOL program. He is the author of 67 textbooks and has done teacher training all over the world. He has published his language research in TESOL Quarterly, CATESOL Journal, TESL Reporter, Language Teacher (JALT), Perspectives (TESOL Arabia), Sunshine State TESOL Journal, TESOL Matters, Nexus, and Modern English Teacher. His main research interests are best research-based teaching practices in teaching grammar and vocabulary in ESL.
 

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WORKSHOP THREE: 

Agency, Teamwork, and Language Strategies: Taking the 21st Century to Task.

Facilitator: Jayme Adelson-Goldstein, Lighthearted Learning – Adult Level (one 3- hour presentation with a break to allow attendees to attend another workshop)

Within the world of the classroom, we do everything in our power to ensure our adult learners acquire the English they need to reach their life goals. Outside the classroom, our learners encounter the challenging complexities of 21st century societies and systems. Learners' ability to persist in the face of those challenges does not reside in our power, but in theirs. Task-based and project-based instruction reinforce learners’ awareness of, and belief in, their self-efficacy and agency while helping them develop the language strategies they need to engage in their communities, postsecondary settings, and workplaces.
 

In this three-hour session, we examine (and experience) a collection of task types that allow learners to acknowledge, define and expand their abilities. Each task is analyzed through the lenses of relevance, rigor, responsibility, reciprocity, and reflection. We also consider the roles of differentiation, digital literacy and contextualization in each task.

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Jayme Adelson-Goldstein specializes in adult ESOL teacher education and curriculum development. Over the last several years she has worked with adult instructors across the U.S. to increase rigor and contextualization in English language teaching. She is a frequent presenter at TESOL, COABE and CATESOL and provides online teacher education through TESOL and CALPRO. Jayme is also the co-author of The Oxford Picture Dictionary 3e and series director of Step Forward 2e.

 

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WORKSHOP FOUR: 

Essential Principles for Success: Teaching Emergent Bilinguals in the 21st Century

Facilitator: Mary Soto, Ed.D., K-12 strand (two 1.5 hour workshops)

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Emergent bilinguals face new challenges in the 21st Century. They must meet Common Core standards to compete in school and adapt to a rapidly changing society. In order to do this, they need the academic language of school to read, write about, and discuss the challenging content of school. The presenter explains seven research-based principles for teaching English learners. For each principle she describes activities and shows PowerPoint slides from classrooms of teachers who use a variety of strategies to scaffold instruction and help emergent bilinguals develop the academic language and subject matter knowledge needed to succeed in school. Participants will be involved in activities that help them apply the principles to their own contexts.

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Mary Soto, Ed.D., is an assistant professor at California State University East Bay. She is in the Teacher Education Department and teaches classes that prepare candidates to work with Emergent Bilinguals. Dr. Soto has written journal articles and book chapters on topics such as long-term English Learners, teaching academic language, effective literacy for English Learners, and translanguaging. She presents regularly at CATESOL, TESOL, NABE, CABE, and NCTE.

 

 

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