Summary
In this talk, I draw on critical incident narratives produced by tertiary-level English language teachers to
show how responding to these incidents enabled teachers to develop personally and professionally.
These critical incidents were classified as such on the basis of four structural characteristics: they 1)
recount past events, 2) signify significant change in professional knowledge, 3) are treated as formative
thus informing current and future teaching practice, and 4) contain emotionally charged discourse. In
describing past emotional turmoil and ethical dilemmas, the teachers reflected on how the critical
incidents helped them to understand themselves, regulate their emotions and develop resilience.
Summary
What are Transferrable Skills?
What are Transferrable Skills?
What is Task-based Language Assessment? (TBLA)
How are Backward Design and Instructional Design related to TBLA?
What do learners need to know to be successful?
How can we make TBLA meaningful to our learners?
How do teachers turn learners into creators of content?
What role do graphic organizers play in TBLA?
What does the Assessment Center Approach have to do with TBLA?
How do these concepts, frameworks, and approaches influence the way we teach?
How do teachers develop themselves to become Business Communication Trainers
who concentrate on teaching Transversal Skills?
Is TBLA for everyone?
Summary
Actually, there is no direct connection between continuous professional development (CPD) and
ChatGPT. But did the title make your curious? Why? It may be because hot topics like this create
motivation, particularly intrinsic motivation. In this plenary, we will examine how aspects of motivation
and principles of andragogy (teaching adult learners) affect CPD. We will consider the impact of the
process of change as a factor.
Participants will come away with a better understanding of ways to excite and motivate teachers to
participate in CPD, and suggestions of how AI tools such as ChatGPT can be harnessed to enhance it.
Summary
The Owl Factor assumes that the teaching and learning process is built around exchange and resources.
This process can be narrowed down to what I call the KNOW-SHOW-GROW approach. Teacher and
students know different things. Each one needs to show the other what they know so that they can grow
in the process. This session explores it!
