elsa-france• 86 rue de la tour 75116 paris• tel/fax 0145044852 www

AT THE
ECOLE ACTIVE BILINGUE INTERNATIONAL - THE VICTOR HUGO SCHOOL
23, RUE DE CRONSTADT 75015 PARIS
IN PARTNERSHIP WITH SUNY-STATE UNIVERSITY OF NEW YORK
RECOGNIZED BY THE EUROPEAN COUNCIL FOR INTERNATIONAL SCHOOLS
ELSA-FRANCE• 86 RUE DE LA TOUR 75116 PARIS• TEL/FAX 0145044852
WWW.ELSA-FRANCE.ORG•[email protected]
ASSOCIATION RÉGIE PAR LA LOI DE1901• SIRET: 43126229400025
N° FORMATION PROFESSIONNELLE: 11 75 450001 75.
ELSA BOARD 2011
PRESIDENT: DONNA PHILIP, INTERNATIONAL SCHOOL OF LYON
VICE PRESIDENT: NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
TREASURER: SEAN LYNCH, AMERICAN SECTION - LYCÉE SAINT GERMAIN-EN -LAYE
SECRETARY: ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
ELSA ADMINISTRATIVE ASSISTANT: DANIELA BRUNEAU
TDD COMMITTEE 2011
PROGRAM COORDINATOR: ANTONY MCDERMOTT, EABJM
NANCY WILLARD MAGAUD, EDUCATIONAL CONSULTANT
ROSE MARY DUPUY, ECOLE INTERNATIONALE MALHERBE
MARIO CHIOINI, AMERICAN SCHOOL OF PARIS
CONFERENCE COORDINATOR, DANIELA BRUNEAU
The ELSA Board and the TDD Committee extend their warmest thanks to Marie
France Conchard, head of Ecole Active Bilingue International-The Victor Hugo
School, for hosting the ELSA TDD and for her assistance in organizing the
Conference.
The TDD Committee is delighted to present this year’s programme to you. For the
third year running ELSA is holding its annual conference at the Ecole Active
Bilingue International - The Victor Hugo School, which has generously made its
premises available to us for the day, this year with additional space to accommodate
the extension of what is on offer. Please note that participants in TDD 2011 can apply
for graduate credit from Buffalo State, State University of New York –SUNY. ELSA
is also recognised by the ‘Formation Continue’ in France, thus enabling some funding
of the event for teachers from schools wishing to use this possibility. Details can be
found on the ELSA website at www.elsa-france.org.
TDD 2011 has an increased number of lively and engaging workshops for your
benefit – we are sure you will enjoy it and come away inspired both personally and
professionally. Our theme this year is:
‘Hands On, Heads Up’
with active learning as its main focus. Along with the usual general educational
areas, you will be able to attend workshops exploring research based strategies and
activities designed to engage students in their own learning and provide them with
the tools to become creative and critical thinkers in their own right. Key words for the
day’s sessions include ‘interactive’, ‘practical’, ‘collaborative’, ‘hands-on’, with
speakers setting the way to help you make your classroom an even more dynamic and
inspiring place to learn in. All age groups have been targeted this year with a Preprimary stream available for the first time as well as a more general cross curricular
stream, and hints on how teachers can look after themselves at the same time as their
students!
The TDD committee has worked exceptionally hard on quality sessions this year and
is pleased to announce that the spectrum of experts and specialists from the various
areas on offer is even broader than usual, with each leader running an average of two
workshops. We would also like to thank the speakers from member schools who
continue to maintain the ‘by teachers’, for teachers’ ethos with which ELSA began
many years ago.
Don’t forget to visit the conference’s exhibition stands during the day: the number of
exhibitors is increasing in proportion to the conference itself so you will see many
familiar names but also some that are new to our venue. As usual, lunch will be on
offer with a choice of sandwiches and desserts and if you fill in our quality control
questionnaire, you will qualify for the prize draw which will take place immediately
after the last session at the popular closing reception.
Looking forward to meeting you on the day for a rich and enjoyable TDD 2011!
Yours in learning,
Donna Philip
ELSA President
WELCOME TO TDD 2011!
REGISTRATION-ENTRANCE A:
Please sign your school’s attendance form. A cloakroom is available.
SESSIONS AND WORKSHOP ATTENDANCE SHEETS:
You must sign an attendance sheet for each workshop. Your school will
request it. Please be kind enough not to interrupt a session that has already
begun. Plan to be on time as it is first come, first serve. Speakers may choose
to close session that is crowded or refuse entrance to latecomers.
LOCATING AND ACCESSING ROOMS:
Ground floor : library (main hall, left), art + music rooms, rooms 1-5 (main hall,
right)
Floor 1 : rooms 11, 12, 13, 16, 18/19 (take public elevator/public stairs to 2nd floor,
school stairs near room 21 down. Or, school elevator/stairs near room 1, up)
Floor 2 : rooms 21, 23, 25, ICT room 22, small cafetaria (School elevator or stairs
from 1st and 3rd floors. Public elevator/ stairs directly to 2nd floor)
Floor 3 : rooms 34, 35, Science labs (School elevator/ stairs from 1st and 2nd floors.
Public elevator/public stairs to 2nd floor, then school stairs near room 21, up)
Level-1 : cafeteria (ground floor, stairs going down. From 1st, 2nd and 3rd floors,
take school elevator /stairs to ground floor then go to main hall and take stairs
down. From second floor, take public elevator near school’s main entrance.
LOCATING ELEVATORS AND STAIRWAYS:
*The public elevator is located in the main hall, ground floor. It gives access to the
school’s main entrance only, on the 2nd floor.
*The public stairs are located in the main hall, ground floor and give access
to the school’s main entrance only, on the 2nd floor.
*The school elevator and stairs give access to all floors. Both are located near
rooms 1 (ground floor), 11 ( 1st floor), 21 ( 2nd floor), Science Lab (3rd floor)
*Floors 1 + 3 CANNOT be accessed directly by the public elevator or public stairs.
EXHIBITORS:
You will find the Exhibitor stands in the library near Entrance A. Check the
program for the full list of companies and their contact details.
COFFEE:
Coffee, tea and croissants are available from 8:45 am in the level-1 cafeteria.
Coffee and drink machines are located in the 2nd floor cafeteria.
LUNCH:
Lunch is served at 12:30 in the level-1 cafeteria. Choose from the menu and
look for the posted signs in the cafeteria to locate your choice.
Attendees can also go the 2nd floor cafeteria or, weather permitting to the
Parc Georges Brassens just up the street (turn left on rue Cronstadt), in which
case paper bags are available to bag your lunch. Kindly dispose of lunch litter
and avoid eating in the main hall or on the outer stairs of the main building.
Kindly avoid food in the classrooms and smoking in the main entrance (an
ashtray is provided at entrance A.)
Choice of sandwiches:
• Egg, salad, tomato (veg.)
• Chicken, salad, tomato,
• Ham, cheese, salad, tomato
• Tomato, mozzarella, salad, pesto
(veg.)
OR choice of salads :
• Taboulé, salad, chicken + bread
•
Salad, tomato, egg + bread (veg.)
Choice of desserts :
• Chocolate moelleux, lemon tarte,
apple pastry
Evian 50cl
Menu is subject to change.
CLOSING RECEPTION AND PRIZE DRAW:
The closing reception and prize draw are located in the Registration area on
the ground floor.
PRIZE DRAW EVALUATION FORMS:
We rely on your feedback to do better the following year. Look for the
evaluation forms in the library. Please fill one out and drop it in the raffle
basket in the library at the end of the day. At the closing reception, we will
draw names from filled-out forms for prizes generously provided by member
schools and exhibitors.
ELSA-FRANCE.ORG WEBSITE:
Some speakers will make their presentations and resources available to
members in which case they will be uploaded to the ELSA website. Your
school will be informed when they are available.
ELSA E-GROUP FOR MEMBERS ONLY
If you are the head of a department or section in an ELSA member school and
would like to join the e-group to be informed regularly on ELSA activities,
kindly include your email address on the evaluation form.
BUFFALO-STATE UNIVERSITY OF NEW YORK GRADUATE CREDIT
This year again, teachers attending TDD can apply for credit with BuffaloState University of New York (SUNY). You will find the instructions and a
registration form in the program.
We hope you enjoy today’s conference and look forward to your feedback.
16:30-17:00
15:15-16:30
14:45-15:15
13:3014h45
12:30-13:30
11:15-12:30
10:45-11:15
9:1510:45
8:45-9:10
Room 25
Bob Di Yanni
How to think like
Leonardo Da Vinci
Room 25
All
Barbara Bleiman
Practical
Classroom
Approaches to
Poetry
Room 18/19
Middle /High
All
Room 25
Room 18/19
High School
Using Lateral
Thinking to
Generate Ideas-
Teaching Narrative
Texts at Advanced
Level
Middle/High
Bob Di Yanni
Room 25
Middle/ High
Room 18/19
Barbara Bleiman
Deeper Thinking in
the Classroom
David Allsop
Creative ways of
approaching close
reading
Carol Atherton
Middle /High
Room 18/19
Middle/High
Multiple
Intelligences
David Allsop
Carol Atherton
Using Questions to
encourage high
order thinking
Thinking and
Learning
English
Primary
Room 34
Primary
Room 16
Science:
Great Games!
Great Learning
Anne Goldsworthy
Maths and
Science
Pre-Primary
Room 34
Stories:A Direct
line from Heart to
Mind
Judith Black
Middle School
Room 16
Science: Great
Games! Great
Learning
Anne Goldsworthy
Exhibitors-Library
Room 5
Pre-Primary
Speaking
Progression using
Catchy Songs
Carole Nicoll
Pre-Primary
CANCELLED
CANCELLED
Emotional
Wellbeing in
Educational
Settings
Primary
Room 16
Maths : 100 ideas
for 4-7 year olds
Chris Crispus Jones
Primary
Room 16
Practical Ideas for
developing +
understanding of
calculation
Chris Crispus Jones
All
ART Room
Looking after
ourselves – how to
keep the energy
going
Sarah Bentley
CANCELLED
Reception and Prize raw-Registrtion Area
Pre-Primary
Room 5
Educational
Strategies for
Children with
Developmental
Delays
Tracy Coutrix
Exhibitors-Library
Room 35
Pre-Primary
How children’s
brains are formed
and grow
Sally Featherstone
Lunch -Cafeteria level-1 and Exhibitors-Library
Stories:A Direct
line from Heart to
Mind
Judith Black
Primary
Room 5
Speaking
Progression
Using Catchy
Songs
Carole Nicoll
Primary
ART Room
Fun and Games for
Primary
Sarah Bentley
Primary
ART Room
How to bring
puppets alive
Sarah Bentley
Mostly Primary
Coffee-Cafeteria level-1 and Exhibitors-Library
8 :30-9:00
Registration- Main Entrance A
Middle/ High
Room 23
Growing
Remembrance:
helping pupils
make sense of
modern wars
Andrew Wrenn
Primary
Room 23
Teaching Historical
Enquiry
Andrew Wrenn
Primary/Middle
Room 23
Putting the Story
back into History
Alf Wilkinson
Middle /High
Room 23
Significance
Alf Wilkinson
History
Primary
Room 35
Like Bees, Not
Butterflies
Child-initiated
Learning
Sally Featherstone
Primary
Music Room
Music in the
Primary Classroom
for the nonspecialist
Elizabeth Cunliffe
Primary
Room 21
Incorporating Art
in the Classroom
Stacey Wilson
Primary
Room 35
Making the Most of
Interactive
whiteboards
Rachel Griffin
Cross-Curricular
Middle/ High
Room 21
Digital Media Literacy
in the Classroom:
Discussion Panel
Matt Lynch
Room 21
Middle/ High
Brecht’ifying Media
Myths: Developing
New Understanding
through Storytelling
Matt Lynch
Middle /High
Room 22
Google Search and
Website Evaluation
Mario Chioini
Room 21
Middle/ High
Incorporating Art in
the Classroom
Stacey Wilson
Cross-Curricular
The ELSA TDD is recognized by ECIS, Buffalo-State University of New York and the Direction régionale de la formation professionnelle
Hands on, Heads Up!
ELSA Annual Teacher Development Day
Room 13
Administrator
Round table
Rose Mary
Dupuy,
Robynne
Pendariès
Room 13
Nicholas Baker
and Rob Miller
UK College
Counselling
Room 13
US College
Counselling
Round Table
Nancy Willard
Magaud
Room 13
Librarians
Round Table
Jennifer Elliot
Round Tables
ENGLISH
USING QUESTIONS TO ENCOURAGE HIGH ORDER THINKING
Professor Guy Claxton of the University of Bristol states that ‘Good learning
starts with questions, not answers’. Much recent teacher development in the
UK has focused on the skill of questioning – on how to ensure that all
students are involved in question and answer sessions, and on using
questions to promote discussion and encourage creative and speculative
thinking. In this session, Carol Atherton will explore how careful attention to
questioning can facilitate higher order thinking and inspire your most able
students.
CREATIVE WAYS OF APPROACHING CLOSE READING
How do we teach students the skills of close reading? How do we get them to
examine texts carefully, paying attention to details of language, form and
structure? Students are often afraid of close reading, seeing it as a bewildering
process that involves ‘reading things into the text’ that aren’t actually there.
This workshop aims to make textual analysis less scary. It will explore a range
of active approaches to the close reading of prose texts, and will be
particularly suitable for teachers of English in the IB Diploma Programme.
Carol Atherton is Director of Learning at Bourne Grammar School in
Lincolnshire, UK, where she has taught English since 1996. She works in
teacher development and mentoring, and has a whole-school role in
improving teaching and learning across the secondary curriculum. Carol is
also a freelance educational writer and researcher who publishes regularly on
topics related to the teaching of English Literature post-16. Her book Defining
Literary Criticism, a study of the history of English as an academic discipline,
was published by Palgrave in 2005. She is currently co-writing a guide to
teaching A-level English for trainee teachers.
TEACHING NARRATIVE TEXTS AT ADVANCED LEVEL (IB/A LEVEL/PRE U)
Drawing on EMC’s Studying Narrative publication and courses held at EMC,
the workshop will offer practical classroom strategies to develop students’
understanding of key ideas about narrative texts, such as narrative voice and
point of view and the use of time and structure, as well as encouraging them
to place an individual text in the wider context of the genre. There will be
opportunities to try out creative and critical approaches and think about how
to use and adapt them for your own teaching. You will go away with
resources to try out in your classroom, no matter what narrative texts you are
teaching.
PRACTICAL CLASSROOM APPROACHES TO DEVELOP STUDENTS' CONFIDENCE AND
PLEASURE IN READING AND RESPONDING TO POETRY (14-19)
This workshop will offer tasters of classroom activities that support students’
learning about poetry in an active and engaging way. There will be
approaches that both focus on a single poem, to explore ways of developing
students’ close reading skills and confidence, as well as ones that range across
poems, to help them to explore a whole collection by a single poet, or
compare poems by different poets. The activities will be based on tried and
tested strategies from EMC courses and publications, showing how fun
activities can be made to pay their way and challenge students to think
creatively and at a high level about poetry and what makes it special.
Barbara Bleiman is Deputy Director of the English and Media Centre, having
previously been a Head of English in a Sixth Form College. She is the editor of
emagazine, a print magazine for advanced level students of English Literature
and Language, with its own subscription website. She has written numerous
publications for the classroom, including several in EMC’s Advanced Series,
such as Studying Narrative, Studying the Great Gatsby, Introducing the
Gothic and The Poetry Pack, as well as English Allsorts. She is a highly
experienced CPD leader, with a particular interest in advanced level English,
poetry and creative writing.
THINKING AND LEARNING
LEARNING MULTIPLE INTELLIGENCES
There are many theories of education around learning and the way individual
students try to learn. However, trying to apply them in a busy classroom of
30 children can sometimes appear to be an impossible task.
This workshop attempts to look at ways in which an understanding of these
various theories can be practically used in the classroom. We will look at
Gardner’s Multiple Intelligences, VARK, Motivational theories and other
educational ideas, which can have a practical application in your classroom
DEVELOPING DEEPER THINKING IN THE CLASSROOM
Certainly in the UK, more and more of the thinking around a subject is being
done by the teacher in their planning and students are being presented with
their learning pre-packaged. This workshop aims to look at the potential
negative impact this can have on the thinking of students and how we can
develop ‘safe’ ways to encourage students to engage more with a subject and
also have a positive effect on motivation and achievement.
David Allsop: I was educated through the English Grammar School system in
Lincolnshire and was the first in my family including extended family to do A
levels let alone a University degree. I am extremely proud and honoured to
now be the Head teacher of Queen Elizabeth’s High School, Gainsborough;
one of my old schools. My University degree is from St Mary’s College
Twickenham (University of Surrey) and I also studied for a Masters at the
University of Lincoln. Throughout all of my 20 years teaching experience, I
have remained convinced that young people are a pleasure to work with and
that deep down, they all want to achieve and do their best. Although now a
headteacher, I still find that it is the classroom where real differences are
made to students’ educational experience and that must remain our focus.
My own interests lie in the use of educational theories around learning for
practical use in the classroom. I encourage intellectual curiosity whenever I
can with all of my students, as it is that which will develop skills and
creativity needed by young people and society of the 21st century.
USING LATERAL THINKING TO GENERATE IDEAS
Edward de Bono, who coined the term “lateral thinking,” describes it as a
way to generate ideas and as a set of thinking tools to design the future.
Lateral thinking provides a necessary complement to logical thinking, which
is based on linear and sequentially directed thinking, in which you need to be
right, every step of the way. Lateral thinking differs in being a form of
creative thinking that breaks free of the strictures and constraints of logic and
the limitations of analysis. This session will introduce participants to a few of
de Bono’s lateral thinking tools—practical strategies for getting ideas.
Participants will have a chance to practice intensively with one of de Bono’s
lateral tools in this collaborative, interactive, and engaging session.
HOW TO THINK LIKE LEONARDO DA VINCI
Leonardo is perhaps the consummate example of the “Renaissance man,”
deeply skilled across a range of disciplines. Artist, scientist, inventor,
engineer, and more, Leonardo epitomizes the whole-minded thinker who
employs both critical and creative thinking, analytical and imaginative
cognitive strategies. This session explores seven thinking habits of Leonardo
reflected in his finished works, and in the sketches, drawings, and writings in
his notebooks. Teachers and students can learn to emulate Leonardo’s
thinking habits, regardless of their teaching area and grade level. This
collaborative and interactive workshop will engage participants in activities
to strengthen their own thinking and improve the thinking capacities of their
students.
Robert DiYanni is Adjunct Professor of Humanities and Senior Lecturer in
Expository Writing at New York University, where he teaches courses in
writing, literature, critical thinking, and interdisciplinary humanities. He is
also Director of Arts and Aesthetic Education for the Scarsdale, New York
Public School system, where he works with K-12 teachers across the
humanities disciplines. Dr. DiYanni has written and edited a few dozen
books, primarily for college and university students, including Literature: An
Introduction; The Scribner Handbook for Writers; Arts and Culture: An
Introduction to the Humanities; Modern American Poets, and Modern
American Prose. Two new books on critical and creative thinking will be
available in the fall from Prentice Hall, one on thinking about the disciplines,
the other on how to get ideas. His ELSA presentations are based on chapters
developed for these books.
MOSTLY PRIMARY
THE POWER OF PUPPETS
In this session Sarah will aim to show how to bring the puppets alive by
exploring the role of storytelling in primary education, introducing the
puppets and how to develop characters, how you can ‘work’ the puppets to
capture young children’s imaginations and introduce Circle Time games and
rounds using puppets and soft toys. Please bring any of your own puppets to
this session.
FUN & GAMES
In this session Sarah will help you create positive relationships through active
fun and games. Shared laughter and enjoyment create an enabling, warm
ethos for all adults and children to take risks. She will also introduce the
importance of Clapping Games to help children access and stimulate all brain
activity. Be prepared for Fun & Games!
Sarah Bentley
Senior Associate Partner at Jenny Mosley Consultancies
I first heard about Quality Circle Time while studying at college and was
immediately inspired by all the ideas. A teacher for 7 years I then saw first
hand how valuable this concept can be, not only for the class teacher but also
for parents, children, governors, and, indeed, everyone within a school
community.
Following my training with Jenny Mosley I was invited to take 'time out' of
teaching, to promote the Quality Circle Time model across the country to
schools, early years partnerships and LA's. This experience in itself has been
invaluable to me, as I have seen so many educators across the UK use the
model to promote positive behaviour and self-esteem.
I thoroughly enjoy demonstrating the model with circles of children on
training days in schools and early years settings. However, I find one of the
most rewarding developments is the use of circle time with parents
themselves. Their evaluations show a real appreciation of this approach and I
continue to research into this area.
Since joining the consultancy permanently, I have travelled extensively in the
UK and have also had the wonderful opportunity of representing the
consultancy internationally in Chile, Thailand, Egypt as well as Spain and
Ireland. It gives me a huge amount of pleasure to know that so many adults
and children are now benefitting from the Quality Circle Time model. Sarah
is delighted to be attending the ELSA conference for a second year running!
SPEAKING PROGRESSION USING RAPS AND CATCHY SONGS.
Carole Nicoll will demonstrate how the learning of relevant topic based
catchy songs can assist when learning any language. Words attached to music
enable the permanent retention of chunks of vocabulary, generally enhancing
learning across the curriculum. Fantastic teaching results using Raps and
Catchy Songs. Demonstrating IMI – Involuntary Musical Imagery or
‘Earworms’. This will be a fun filled workshop demonstrating how teachers
can enable their pupils to retain extensive language by using Catchy Songs,
Raps and Rhythm. How learning songs, raps and rhymes, containing topical
phrases and relevant questions and answers, can enable pupils to
subconsciously acquire extensive language with correct pronunciation and
intonation…without even trying!
This method also greatly facilitates efficient Speaking Progression.
Video examples will be shown. Interactive Whiteboard resources also
demonstrated as well as use with all mobile learning tools such as ipods and
as mobile phone apps.
Suitable for Young Children with Developmental Delays (Special Needs), PrePrimary, Primary... and any fun loving teens and adults!
Audience participation is encouraged!
(Examples in English, French, Spanish, German and Italian.)
Carole graduated from Aberdeen University with an honours degree in
French with German and Spanish. She gained her PGCE teaching
qualification and taught Modern Languages in Primary School for 10 years at
Robert Gordon’s College, Aberdeen, where her methodology (Speaking
Progression using Song and Rap) was tried and tested.
In 2003 she produced her first CD ‘Français! Français!’ which won the CILT
European Award for Languages. Since then she has written a suite of
resources for her company The Language Factory.
Carole has adapted this methodology to other languages including Spanish,
German, Italian and English (EAL/EFL), which is now being taught
worldwide.
Carole provides workshops that highlight the importance of ‘early CLIL’
techniques ie. the introduction of English and Modern Foreign Languages at
Primary level, through other areas of the curriculum such as MUSIC,
DRAMA, ICT, PE and ART, and now spends most of her time training
teachers of English worldwide.
Carole is currently assisting Goldsmith’s University in London with their
Earworms research programme ‘Learning through Music.’
She lives in Scotland with her husband and enjoys hill running and open
water swimming. She has four children who are now of University age.
Carole Nicoll. The Language Factory
Email [email protected]
Mobile +44 (0) 7990731815
Website for CPD and Training www.carolenicoll.com
[email protected]
Resources are available at www.language-factory.co.uk or
www.carolenicoll.com
STORIES: A DIRECT LINE FROM HEART TO MIND
(Focus on 3rd-6th Grade Learners)
Children identify with the hero or heroine of a tale. For this reason we want
to offer a mirror of themselves so that they can safely step through a window
into new world’s and understandings. The thrust of our work will be
exploring how stories can be used to extend ongoing curricular objectives.
Judith Black’s traditional and original stories have rocked laughing audiences
to their feet. A creator and teller of tales for over 30 years, Judith’s stories
wrestle with everything from familial dysfunction, to the search for spiritual
connection, to the questionable joys of aging. Her background in theater,
early childhood development, political activism, the wryly observed life,
inform her work. Recipient of the Oracle: Circle of Excellence, the most
coveted award in storytelling, Judith has been featured on stages as far
reaching as The Montreal Comedy Festival, The National Storytelling Festival,
The Smithsonian Institution.
PRE PRIMARY
SPEAKING PROGRESSION USING RAPS AND CATCHY SONGS.
Carole Nicoll will demonstrate how the learning of relevant topic based
catchy songs can assist when learning any language. Words attached to music
enable the permanent retention of chunks of vocabulary, generally enhancing
learning across the curriculum.
Fantastic teaching results using Raps and Catchy Songs. Demonstrating IMI –
Involuntary Musical Imagery or ‘Earworms’.
This will be a fun filled workshop demonstrating how teachers can enable
their pupils to retain extensive language by using Catchy Songs, Raps and
Rhythm. How learning songs, raps and rhymes, containing topical phrases
and relevant questions and answers, can enable pupils to subconsciously
acquire extensive language with correct pronunciation and intonation….
without even trying! This method also greatly facilitates efficient Speaking
Progression. Video examples will be shown. Interactive Whiteboard resources
also demonstrated as well as use with all mobile learning tools such as iPods
and as mobile phone apps.
Suitable for Young Children with Developmental Delays (Special Needs), PrePrimary, Primary... and any fun loving teens and adults!
Audience participation is encouraged!
(Examples in English, French, Spanish, German and Italian.)
See Primary section for Carole’s biography.
A DIRECT LINE FROM HEART TO MIND
(Focus on K-2 Learners)
Utilizing stories to reinforce pre-concrete Piagetian learning skills, address
emotional issues, and socially bind the classroom.
There is a reason that stories have been regenerated again and again in
cultures throughout the world. They address vital human needs. During out
time together you will explore those powerful needs that allow these stories
to resonate in the hearts and imaginations of your learners while
simultaneously learning how to use them as a tool for cognitive growth.
Judith Black. See pre primary section for bio.
BRAIN WORKS-HOW CHILDREN’S BRAINS ARE FORMED AND GROW
For teachers and Practitioners working in the Early Years (3-8) and their managers
What do we now know about how young children learn? What is the research
telling us, and how should that affect the way we work? What are the features
of children’s lives that affect their learning? How can we incorporate the
outcomes of research into our practice? What is the place of Brain Gym, and
how do you do it? –How does all this fit with the guidance for the curriculum
for 3s to 8s?
This session will attempt to answer these and other questions about current
thinking on the way children learn best and how we can help them.
The session will aim to cover the following issues:
The latest research on brain development
Links with UK Government Guidance for the Early Years
Key aspects of experience (hydration, colour, movement, music, etc.), and
how they affect learning. The effect of the setting and the environment on
learning. Learning styles and teaching responses from birth to 8.
Sally qualified as a teacher at Goldsmith’s College, London, and began her
career in primary schools in West Ham and Camden Town. She followed this
with a spell as head of the infant department in a primary school in
Cambridgeshire before moving to a similar post in Leicester, and then to the
headship of a large infant and nursery school in an area of acute social and
economic deprivation. During Sally’s period of headship her school won The
Schools’ Curriculum Award for its work in the community and with parents.
Sally moved into support work, and for four years was primary adviser for
Leicestershire. She left in 1993 to work as an independent trainer and
consultant. From 1992-1996 Sally was an OFSTED Registered Inspector.
In 1997 Sally and her husband, Phill, founded Featherstone Education,
originating and publishing books for people working with children from birth
to seven. In the years that followed the company established itself as a leading
publisher in the Early Years, and some of the series developed – Little Books,
Baby & Beyond, Carrying on in Key Stage 1 – are widely used by practitioners
and teachers. In 2007 Featherstone Education won the Education Publisher of
the Year Award. In 2008 Sally and Phill sold the company to A&C Black Ltd
(part of the Bloomsbury Group), which continues to publish under the
Featherstone name. Sally acts as a freelance consultant for the Company.
Sally now divides her time between training, consultancy and writing. Her
training work (managed through her company, Opitus Education) covers a
range of current issues in nursery, primary and special schools. She is
particularly interested in transition, the development of thinking skills, how
gender affects learning, child-initiated learning, raising the achievement of
boys, promoting speaking, listening and writing, and assessment for
planning. Sally provides courses for schools and colleges throughout the UK
and overseas, and for local authorities and other training providers. She is a
frequent speaker at conferences and has done considerable work with British
Schools abroad. Sally also joins with Ros Bayley for Opitus Conferences,
whole day training events provided for large audiences. In 2006 and 2007 she
was a QCA Regional Moderator for the Foundation Stage Profile. Sally is a
Fellow of the Royal Society of Arts.
Sally has written extensively for teachers and practitioners. Her most recent
work includes The Cleverness of Boys and a new edition of Foundations for
Independence (both with Ros Bayley), new editions of The Thinking Child
and The Thinking Child Resource Book (both with Nicola Call) and Catching
Them at It, and a new book on assessment.
Most of Sally’s books are available from A&C Black Ltd
(www.acblack.com/featherstone). The Thinking Child and The Thinking
Child Resource Book are published by The Continuum International
Publishing Group (www.continuumbooks.com).
Sally lives with her husband, Phill, in a farmhouse high on the Pennines in
West Yorkshire. She enjoys walking, cooking, drawing and painting,
photography, reading and travel.
EDUCATIONAL STRATEGIES FOR YOUNG CHILDREN WITH DEVELOPMENTAL
DELAYS
To be a good student one must be able to attend and behave well. Learning
readiness skills include following class schedules, waiting, managing anger,
regulating one’s voice, and interacting with others. Young children with
developmental delays need to learn these skills and can be helped by
employing specific strategies. This workshop will explore several strategies
and give participants hands on experience in creating them. Many of the
strategies are useful for a wider population of visual learners.
Tracy Coutrix holds a Masters in Counseling Psychology from New York
University with areas of specialization in social skills and communication
development, behavior therapy (ABA) and career counseling. She has worked
at the New York University Center For Career and Life Planning and taught
Psychology at the American University of Paris. She supervises team
members and works with children, adolescents, and adults individually in
school, home and hospital settings, combining behavioral and developmental
approaches.
She leads sibling workshops for 7 to 18 year-old brothers and sisters of
children with developmental delays and designs and implements workshops
for teens and adults including co-authoring and co-leading “Voice your
Dreams” with Aliss Terrell.
Tracy is an active member of SPRINT (Sharing Professional Resources, Ideas
and New Techniques), the European Leucodystrophy Association (ELA) and
the USA Girl Scouts Overseas – Paris, where she has received awards for
leadership and citizenship in scouting and the community.
MATHS AND SCIENCE
GREAT GAMES! GREAT LEARNING KS1 AND KS2 (5 – 11)
Anne will introduce you to a range of great games and activities that focus on
developing science skills. Get your children involved and motivated and
having so much fun that they hardly realise they are learning. Sample the
delights of Question Quibble, The Fair Test Scramble, Planning Poser, Table
Talk and many more. Come with a sense of humour. Go away with many
great ideas for the classroom.
GREAT GAMES! GREAT LEARNING KS 3 (11-14)
The only problem with the success of the Science Enquiry Games Book for
primary pupils was that secondary teachers demanded games for their pupils
too! Find out about the KS 3 versions of the games and some entirely new and
very different ways to teach skills. Discover how to get pupils arguing
animatedly over the need for repeat readings in Repeat Readings Rumble,
how to construct a line graph in Grab a Graph, or how to get them evaluating
information in News or Views. These highly effective science enquiry games
will give you many great ideas to take straight back to the classroom.
Anne Goldsworthy taught for 13 years in a variety of schools but since 1995
has run her own very successful educational consultancy business training
teachers throughout the UK and abroad. She was a key member of the AKSIS
Research Project and has written numerous books and articles. Recently she
has worked on projects to support and enhance science in Cardiff, Torfaen,
Bradford, and Bristol. She still gets a buzz out of helping children to enjoy
science. www.annegoldsworthy.co.uk
100 MATHS IDEAS FOR 4-7 YEAR OLDS, USING PLAYDOUGH , ART, CONSTRUCTION,
WATER AND A BEE-BOT!
Learning Maths for young children is always a hands-on activity. It is not
about remembering facts and doing ‘sums’, but about developing concepts
and attitudes. We will look at many ideas and engaging tasks that help
children learn, and, of course, do some practical Maths activities together to
explore the learning process.
PRACTICAL IDEAS FOR DEVELOPING UNDERSTANDING OF CALCULATION
(PRIMARY)
For many teachers, teaching calculation used to be seen as teaching children
how to record calculations. However, should a child ever record anything
they don’t understand? Practical resources and activities can help children to
really grasp calculation concepts and build effective calculation recording that
is owned by the child. In this session we will explore these non-traditional
ways of recording and how they develop in the primary years.
Some of Chris’s resources will be available to download from elsa-france.org
Chris is an independent Maths consultant based in Bedfordshire, England.
She has many years of experience in developing mathematical thinking in
schools and is renowned for her lively, thought provoking and creative work.
She has been a Consultant for the Numeracy Project, Numeracy Strategy and
Primary Strategy, writing materials and leading training for consultants
regionally and nationally. Until recently she was Maths Lead for the Primary
and Secondary teams for Central Bedfordshire.
Winner of the Best Overall Primary Maths resource in the 2009 TES/ATM
competition, her ideas and planning are used by many schools all over
England.
WELL BEING
Pacific Path and Body Image in Pre-Teens and Teenagers Workshops have
been cancelled. Please accept our apologies.
LOOKING AFTER YOURSELF – HOW TO KEEP THE ENERGY GOING
In this session Sarah Bentley will introduce us to the importance of keeping
our own energy high. She will investigate the importance of our own selfesteem and recommend that we bring a Personal Care Plan into our lives! In
order to look after others effectively we have to look after ourselves too.
(For Sarah’s bio go to the Primary section)
HISTORY
SIGNIFICANCE [SECONDARY]
What makes an event, person or idea significant in historical terms? And how
do we teach an understanding of it in the history classroom? This workshop
will explore the concept of significance, and offer some examples to help
students understand why judgments about the significance of historical
events, causes and people change over time; as well as identifying the criteria
and values used to attribute significance.
Bring a memory stick and take away copies of the materials if you wish.
PUTTING THE STORY BACK INTO HISTORY [UPPER PRIMARY, LOWER
SECONDARY]
One of the things pupils love about history is the stories – especially, but not
always, of people. Sometimes we tend to forget that. Stories are often the
‘hooks’ that draw students in to history and capture their imagination. But
how do we ensure the stories are grounded in historical fact? And how do
stories fit into the ‘grand narrative’ of history? This workshop will explore
these issues, and suggest ways to incorporate effective storytelling into the
primary curriculum.
Bring a memory stick and take away copies of the materials if you wish.
I was Head of History, Senior Teacher, and ICT Co-ordinator at a large
comprehensive school in Bedford for 24 years. I then ran the Historical
Association NOF training. I have authored a wide range of history textbooks
and online resources. Until very recently I continued to teach part time, both
in primary and in secondary schools. I have wide experience of delivering
CPD to all phases of education. I was National Subject Lead, New Secondary
Curriculum, supervising the introduction of the NSC in England 2008-2010. I
am currently CPD Manager for the Historical Association three days a week,
and a freelance consultant the rest of the time. Alf Wilkinson
TEACHING HISTORICAL ENQUIRY
This practical workshop of creative classroom activities will show how to turn
any primary history topic into an engaging sequence of lessons that builds
knowledge and skills in equal measure. It will also demonstrate the
importance of using rich original source material combined with higher order
thinking skills with plenty of opportunities for speaking and listening.
GROWING REMEMBRANCE: HELPING PUPILS MAKE SENSE OF MODERN WARS
Powerful states like Britain have been involved in numerous armed conflicts
since 1945 yet many of these have either been forgotten or are rarely, if ever
taught about. This workshop will demonstrate an inter-disciplinary but
historically rigorous approach for pupils to create original war memorial
designs based on research around recent conflicts helping them understand
their country`s identity and role in the modern world. It builds on last year`s
workshops about teaching emotive and controversial history and historical
interpretations.
Andrew Wrenn is an experienced trainer and writer for both primary and
secondary history. He steered a national transition project bridging Key Stage
2 and 3 History on behalf of the Historical Association and co-authored the
2007 report on Teaching Emotive and Controversial History 3-19.Both these
initiatives were funded by the UK government. Andrew is a former head of
history, trustee of the Historical Association and has written for The Times
Educational Supplement, the Council for Subject Associations, HarperCollins, Cambridge University Press, Pearson and the BBC. He also advised
Sir Keith Ajegbo on his government report into Citizenship, Diversity and
Identity and contributes materials to the Who Do We Think We Are? project
website.
CROSS CURRICULAR FOR PRIMARY
MAKING THE MOST OF INTERACTIVE WHITEBOARDS
This workshop aims to develop the way in which teachers use their
interactive white boards. If you have an interactive whiteboard, you will
probably have established your IWB comfort zone and have a set of
programmes, powerpoints, etc. that suit your teaching style and subjects. This
session aims to give you a few new ideas, or maybe just remind you of a few
you’ve dropped along the way. Whatever the age range you teach, whatever
the software or IWB system your school has bought into, whatever the subject
you specialise - learn how to develop your use of this important resource to
easily bring increased interactivity, dynamics and interest to your lessons.
Rachel Griffin is a primary teacher with 15 years of experience of both English
and International schools. Having worked at the Lycée International in St
German en Laye and Ecole Internationale Malherbe as a class teacher and
curriculum coordinator, she now shares her working week between the new
Junior School of the British School of Paris and Ecole Internationale
Malherbe’s Wednesday ESL school in Le Pecq. She has been using her
interactive whiteboard to inspire, enrich and develop learning in all manner
of lessons since she first fell in love with it 5 years ago. Rachel is also the only
Jolly Phonics trainer in France at present.
INCORPORATING ART IN THE PRIMARY CLASSROOM
This session is designed to give each participant a hands-on experience. I will
go over some basic dos and don’ts when incorporating art into the primary
school curriculum to encourage students. In groups, participants will then
have the opportunity to create an art project that covers a diversity of primary
school subject areas. After the session each group will share their experiences,
troubleshoot potential problem areas and learn where tools and materials can
be found. (for Stacey Wilson’s bio see the cross-curricular for secondary section)
MUSIC IN THE PRIMARY CLASSROOM FOR THE NON-SPECIALIST
WAYS INTO LISTENING AND CREATIVE ACTIVITIES
This workshop will be of particular interest to teachers of upper primary and
lower secondary pupils but all are welcome. Musical literacy is not required
although aural recognition of the instruments of the orchestra would be
useful, as would some familiarity with basic musical terms but these will be
covered during the session. With the aid of graphic scores we shall listen to
three examples of music from the light classical repertoire. This will in turn
generate ideas for original creative instrumental work. Classroom percussion
instruments will be available but if you play a (portable!) instrument please
bring it along.
Elizabeth (Liz) Cunliffe took a degree in music from King's College, London
University before studying at the London University Institute of Education
for the Music Teachers' Certificate. She began her teaching career in London
in the early 1980's under the former Inner London Education Authority before
moving back to her home territory in the north of England to work with
Manchester Music Service. From 1994 to 2005 she was a member of the
academic teaching staff at Chetham's International School of Music in
Manchester with special responsibility for World Music and the school's
Community Music programme.
Since September 2008, she has taught at the EABJM in Paris with an emphasis
on practical music for all students from 6° to 3°. She is also responsible for the
organisation of concerts as well as the newly formed EABJM Chorale.
LIKE BEES, NOT BUTTERFLIES– CHILD INITIATED LEARNING IN THE EARLY YEARS
For Teachers and Practitioners working in the Early Years (3-8) and their managers
What is child initiated learning, and why do children need to do it? What are
the essential features of child-initiated learning and what are the indicators of
high quality provision at different ages and stages of development? What
does the EYFS documentation really say about child-initiated learning? How
do we make room for child-initiated learning in our planning and our
settings? How do we ensure challenge and motivation for all children? How
do we recognise our own good practice and plan to improve it even further?
This session will attempt to answer these and other questions about current
thinking on the way children learn best and how we can help them.
The session will aim to cover the following issues:
• Why child initiated learning is important and why children need it
• How to plan for child initiated learning in an already busy environment
• Links with UK Government Guidance for the Early Years
• How to assess what children are learning when they initiate their own
activities
• Achieving a balance between child initiated learning, adult led and adult
directed activities.
For Sally Featherstone’s bio see the primary section
CROSS CURRICULAR FOR SECONDARY
INCORPORATING ART IN THE SECONDARY CLASSROOM
This session is designed to give each participant a hands-on experience. I will
go over some basic dos and don’ts when incorporating art into the middle
and high school curriculum to encourage students. In groups, participants
will then have the opportunity to create an art project that covers a diversity
of middle and high school subject areas. After the session each group will
share their experiences, troubleshoot potential problem areas and learn where
tools and materials can be found.
Stacey Wilson-McMahon currently teaches art and art technology in the
middle school at the American School of Paris. Born to American parents, in
Germany where she spent the first two years of her life before moving with
her family to the United States, she acquired her passion for art from her
mother who was both an art teacher an accomplished artist. Stacey earned a
B.F.A. from Parsons School of Design in Paris, France where she worked for
10 years as an art director. In her 19th year teaching Stacey’s capacity to
combine her artistic and communication design experience has allowed her to
establish a unique teaching style that promotes creativity, imagination and
appreciation of art in students of all ages. Her diverse experience as an art
teacher includes: Resident Artist at the exclusive Jumby Bay Resort in
Antigua, West Indies, Founder-Director of L’atelier Art Studio in Brisbane,
Australia and the Jaco Mobile Art Studio in Antigua, West Indies; Summer
Camp Art Teacher for: Pilgrims, UK; The American School of Paris, Art
Teacher at: Parsons School of Design- Paris, France, Christ the King Catholic
High School – Antigua, West Indies and the American School of Paris- Paris,
France. Her publications include a weekly art column Jaco Art Corner for the
Antigua Sun Weekend; Hello, I am Lily from New York City – (presented at
the Salons du Livres – Montreuil, France 2009) and her latest collaboration
Hello Kids –Learn English with Charlie, Lily, Max and Fiona- Guide
Pédagogique.
There are artists who paint the images of life and there are artists who transform the
images of life into art, it is my passion to empower each person to become the later of
the two. This is her second year presenting at the ELSA conference.
GOOGLE SEARCH & WEB SITE EVALUATION
Audience: All Online comfort: Knowledge of the internet necessary
Does the Google page ranking of a web site guarantee its quality and
reliability? Students often seem to think so. In this hands-on session we will
discuss what makes good search queries and will especially focus on
evaluation criteria to help you and your students become better judges of a
web site’s overall reliability.
Montreal-born Mario Chioini is currently the Upper School Librarian at the
American School of Paris. After graduation, Mario worked in different
schools in Canada before moving onto the international scene. He worked in
Monterrey, Mexico, for 7 years before accepting a position at ASP. This is his
fourth year in Paris.
BRECHT’IFYING MEDIA MYTHS! DEVELOPING NEW UNDERSTANDING THROUGH
STORYTELLING.
This workshop will explore the importance of developing Media Literacy in
the Classroom. It will discuss practical ideas of video storytelling in helping
students become media literate and taking ownership of their own narratives.
Examples from Brecht and the montage effect may be exposed.
DIGITAL LITERACY IN THE CLASSROOM (FORUM / DISCUSSION PANEL) - MIDDLE
AND UPPER SCHOOL
This session is a follow up to Brecht’ifying Media Myths. In this session,
teachers will present ideas on how to teach media literacy in the classroom.
One video storytelling unit from 8th grade will be presented to launch the
discussion. Teachers will be expected to be ready to share ideas of how they
explore video storytelling in their classrooms.
Matthew Lynch studied directing and theatre pedagogy with Jacques Lecoq.
He graduated from his International school of Physical Theatre in 1998 and
has ever since been working in youth theatre, teaching young minds how to
develop their creative voice. He is now director of the theatre arts department
and coordinates the Theory of Knowledge Team at the International School of
Amsterdam.
ROUND TABLES
LIBRARIANS’ ROUND TABLE
Chaired by Jennifer Eliott Le Clainche, librarian at EABJM
US UNIVERSITY ROUND TABLE
Chaired by Nancy Willard Magaud, with guest speakers Tim Levin of
Bespoke Education. (see Exhibiting stands)
UK UNIVERSITY ROUND TABLE
Chaired by Rob Miller, from the Anglophone Section at the Cité scolaire
internationale and Nicholas Baker, from the British Section of the Lycée
International St Germain-en-Laye.
ADMINISTRATORS’ ROUND TABLE
Chaired by Rose Mary Dupuy, head of Ecole internationale Malherbe with
guest professional organizer, Robynne Pendariès.
All of us surely recognize the importance of being organized in our workspace! Through helpful hints and « rules of the road », I will help you
understand how to rearrange your office to create an efficient area – one that
allows you and your co-workers easy retrieval of information. My hope is for
you to improve your work surroundings, in order to reap the benefits longterm. As a Professional Organizer, I help people in the work place to take
control of their space, their time and their paperwork.
Robynne Pendariès received her college degree in Child Psychology from
Tufts University in Boston, and then moved to Paris in 1989. Robynne worked
for 10 years as a fashion buyer in Paris, and subsequently raised her two
children while managing her husband's career as a professional golf player
and instructor. Robynne started her business as a Professional Organizer in
2006, and has come to the rescue of hundreds of business people and families
in the Anglophone community here in Paris.
www.professionalorganizers.homestead.com
Email: [email protected]
EXHIBITOR STANDS
At
Pearson,
we are made up of hundreds of parents, teachers, learners and more than a few technology
experts, who all share the same passion for education and want to help learners achieve more.
So whether you are following a US, UK or International curriculum, in Abu Dhabi or Angola,
Hong Kong or Hamburg, Pearson Global Schools has the very best educational resources to help
you personalise learning and teach memorable lessons, every day.
Why not drop by the Pearson stand and talk to one of the international team and discover new
ways to make sure all of your learners flourish.
For up-to-date catalogues, sample chapters, eNewsletters and to find your local representative
visit www.pearsonglobalschools.com
Nicola Wookey, !International Sales & Data Management Executive
Diane Simmons-Tomczak : [email protected]>
International Schools, Europe !Pearson Education, Edinburgh Gate, Harlow, Essex, CM20
2JE !Email: [email protected] !Tel: +44 1279 623672 Fax: +44 1279
623325 !www.pearsonglobalschools.com
University of Cambridge International Examinations
is the world’s largest provider of international
education programmes and qualifications for 5−19
year olds.
Our qualifications are taken in over 160 countries
and recognised by universities, education providers and employers across the world.
We are part of the Cambridge Assessment Group, a not-for-profit organisation and a
department of the University of Cambridge. We share in their mission of providing excellence in
education.
Our programmes and qualifications develop successful learners and support the economic
performance of countries where we work at national level. Learn more! Visit www.cie.org.uk
University of Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Telephone: +44 (0) 1223 553547
Fax: +44 (0) 1223 553558
Email: [email protected]
www.cie.org.uk
GL Assessment is a leading provider of integrated assessments
for children’s education, mental health and wellbeing.
Our rigorous and high quality assessments have been used by
education, health and psychology professionals for three
decades. Today, we lead literacy, numeracy and ability testing
in UK schools and have delivered 2.2 million online tests to children.
GL Assessment provides assessment services to schools in over 100 countries
worldwide.
·
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Address: 414 Chiswick High Road, Chiswick, London W4 5TF
Tel: +44 (0) 208 996 8440/5
Fax: +44 (0) 20 8996 3660
Email: [email protected]
URL: www.gl-assessment.co.uk
Heinle ELT is a leading provider of materials for
English language teaching and learning and is part of
Cengage Learning. Our list includes course and
supplementary material for primary and secondary
ELT, as well as teacher methodology titles. Of
particular interest to ELSA members will be the range
of titles Heinle ELT have published in partnership
with National Geographic. This dynamic collection of materials is designed specifically for
English language learners, utilizing the rich content of National Geographic - including stunning
photos, graphics, maps, video, and more!
Eileen Fryer
Sales Consultant
Heinle ELT
Tel: +44 (0)7921 582 094
Website: http://elt.heinle.com
Books&
Livres
Books&Livres
Eric JOLY
9, boulevard Edmond Michelet
69008 LYON
France
[email protected]
www.books-livres.com
Office: + 33 4 7289 4226
Cell: +33 6 7198 0832
Skype: thekikus
iChat: [email protected]
Books&Livres wants to provide the French market with the best
foreign books and a superior service. Since 2004 Books&Livres is
the most innovative and agile French foreign books importer.
Collins Education is a leading UK educational publisher of
Primary and Secondary textbooks and software. Our Primary
schemes Collins Primary Literacy, Collins New Primary Maths
and guided reading series Collins Big Cat are all suitable for
use with the Cambridge International Primary Programme. Secondary highlights include the
market-leading New Maths Frameworking at KS3 as well as IGCSE Maths and Science and IB
History and Science. We are also Europe's number 1 bilingual dictionary publisher with a full
range of English and French dictionaries for ages 2+.
Robert Aransiola
International Schools Manager
Collins Education!77-85 Fulham Palace Rd
Hammersmith
London W6 8JB !Tel: +44 (0) 208 307 4047
Fax: +44 (0) 208 237 4242
Mob: + 44 (0) 788 161 5497
email: [email protected] or IPR Europe [email protected]
Alan Sankey: representing Collins at ELSA
Hodder Education publishes a wide range of materials
specifically for International schools and examinations,
including resources from Philip Allan Updates and
Chambers. We produce bestselling textbooks for the IB
Diploma in subjects such as Biology, Chemistry,
Mathematical Studies and Theory of Knowledge. Our
new course for 2011 is PYP Springboard for the IB Primary Years Programme. Find out more at
www.hoddereducation.com.
George Savage
International Schools Consultant
HODDER EDUCATION
Mobile: +44 784 3433875
Fax: +44 207 873 6299
Email: [email protected]
Scholastic is committed to developing
reading and literacy in children, and
supporting teachers and parents. The global
children’s publishing, education and media company recognises that literacy is the cornerstone of
your child’s intellectual, personal and cultural growth and for more than 80 years Scholastic has
created quality products and services that educate, entertain and motivate children, and help to
enlarge their understanding of the world around them. Scholastic is the largest publisher and
distributor of children’s books in the English-speaking world and is a trusted name in learning.
International Sales Office
Tel: +44 1926 813910
Email: [email protected]
Bespoke Education's mission is to provide educational support
for students of all ages throughout their schooling. We work
closely with families to craft customized tutoring programs that
meet individual students' needs, and we do so in a manner that
reduces anxiety and emphasizes communication with families,
teachers, and counselors. Bespoke's program in Paris, France
includes test preparation courses held at a number of high
schools for SAT, ACT, and SAT 2 exams, as well as one-on-one support for students in their IB,
AP, and other English-language based courses, including math, science, history, and literature.
Bespoke is based in New York City, but conducts SAT and ACT courses at several international
schools, including The American School of Paris (ASP) and The International School of Paris (ISP).
We also offer school prep classes for a range of SAT 2 subject tests, such as Biology and Math
Level I/II.
Tim Levin
Founder and CEO
Bespoke Education, Inc.
www.bespokeeducation.com
[email protected]
Macmillan Education is a global publisher of English Language
Teaching (ELT), curriculum, digital and online materials. We
work with local teachers, students, institutions, educational
authorities and Ministries of Education to develop high-quality
course books and supplementary materials to suit the needs of
today's classroom.
Laila Belyazid – [email protected] - +33 06.25.79.79.02
Macmillan Education
Between Towns Road
Oxford
OX4 3PP
UK
The American Library in Paris, established in 1920,
is as a non-profit cultural association and the
largest English-language lending library on the
European continent. With more than 120,000
books, 300 periodicals, movies and other audio-visual materials, reference resources in paper and
electronic form including JSTOR & EBSCO databases. The Library hosts regular literary and
public affairs programs; book groups for adults as well as children's and teen events and activities.
Open to all, annual and short-term memberships available for individuals, families, students, and
seniors.
The American Library in Paris • 10, rue du Général Camou, 75007 Paris, France • Tel. +33 (0)1 53
59 12 60 • www.americanlibraryinparis.org
Oxford University Press is a leading educational publisher
and our specialist International team is dedicated to helping
you choose the best resources for all your needs and budget.
Primary level highlights for 2011 include a brand new
phonics teaching programme Floppy’s Phonics Sounds and
Letters which sits within our much loved Oxford Reading Tree series – loved by children and
teachers in over 130 countries. At secondary level, we continue to expand our resources across a
number of subjects for the IGCSE, IB Diploma and the UK-curriculum.
For up-to-date catalogues, sample chapters, information and e-Newsletters visit
www.oup.com/oxed or email [email protected].
Stuart Keltie – International Sales Manager – Europe
Oxford University Press UK
Tel +44 1865 353820
Fax +44 8458 333052
www.oup.com/oxed/international
At Hi-London, we believe in teaching children and teens English in a natural,
non-threatening setting. We spend a bit of time in a classroom and a lot of time
visiting fantastic sites across London, creating puppets, paintings, hot air
balloons, castles, brownies, juggling routines and the like.
For groups of 12 or more, we can plan and deliver customized courses around a
theme (e.g. drama/literature, science, art, music, sport etc.) or a historical time
period of your choice (e.g. Roman, Tudor, World Wars etc.). We welcome
groups of children and teens between the ages of 5 and 18. Students of all
English abilities are welcome.
Kate Delaney (kate@ hi-london.com)
Portland House
Bressenden Place
London SW1E 5RS
Tel: +44 20 7869 8004
www.hi-london.com
GRADUATE CREDIT FOR
ELSA’S TEACHER DEVELOPMENT DAY: HANDS ON, HEADS UP!
Participants in ELSA’s Annual Teacher’s Development Day: Hands on, Heads Up!, have the
opportunity to obtain one graduate credit from Buffalo State, State University of New York
(SUNY). The cost is $90.00 U.S. dollars per credit. The course will be identified as EDU 594:
Exemplary Practices for American/International School Educators
Those interested in obtaining one credit hours must:
A. Attend sessions of the ELSA conference.
B. Participate in the workshop activities and any assignments directed by the workshop
instructor(s).
C. Complete a paper (one-three pages) that explains possible applications from any of the
sessions attended to your current administration and/or teaching responsibilities.
To register for credit, please submit the following by May 1st, 2011:
1.
Your completed registration form.
2. A photocopy of your diploma or transcript verifying the receipt of your undergraduate
degree. Your degree must be the equivalent of a United States Bachelor’s degree.
3. A personal check, certified check, traveler’s check or money order (sorry, no credit
cards) made payable to the “Research Foundation of SUNY”.
4. Required paper.
Please submit items #1-4 using traceable mail (Federal Express, DHL, or United Parcel Service) to:
Catherine Molenda
International Graduate Programs for Educators
South Wing 430 C
Buffalo State, SUNY
1300 Elmwood Avenue
Buffalo, New York 14222 USA
Fax: (716) 878-6809
E-Mail: [email protected]
Grade reports will not be sent to students because of the inconsistencies of overseas mailings. U.S.
confidentiality law prohibits our staff from sending grades directly to you. Grades and credit for
this course will be recorded on your transcript record at the end of the spring semester (May).
Transcripts with your grades and all coursework up to and including this semester will be
available mid June 2011. Transcript request forms are available at:
http://www.buffalostate.edu/registrar/documents/transcript.html.
1.
International Graduate Course Off-Campus Registration
Complete this International Graduate Course Off-Campus Registration form. (Make a copy of this form
for your own records).
2. A photocopy of your diploma or transcript verifying the receipt of your undergraduate degree is needed,
if you do not have one on file at the International Graduate Programs for Educators office at Buffalo State,
SUNY. Your degree must be the equivalent of a U.S. Bachelor’s Degree.
3. Payment (money order, personal, certified, or traveler’s check, sorry no credit cards) for $90.00 U.S.
dollars, made payable to the “Research Foundation of SUNY.”
4. Submit a paper that explains applications from the sessions attended to your administrative and/or
teaching work.
Items #1-4 must be submitted by May 1st, 2011, via traceable mail, (such as FedEx, DHL or UPS) to:
Catherine Molenda
International Graduate Programs for Educators
South Wing 430 C
Buffalo State, SUNY
1300 Elmwood Avenue
Buffalo, New York 14222 USA
E-Mail: [email protected]
Grade reports will not be sent to students because of the inconsistencies of overseas mailings. U.S. confidentiality law
prohibits our staff from sending grades directly to you. Grades and credit for this course will be recorded on your
transcript record at the end of the spring semester (May). Transcripts with your grades and all coursework up to and
including this semester will be available mid June 2011. Transcript request forms are available at:
http://www.buffalostate.edu/registrar/documents/transcript.html.
I am applying for EDU 594: Exemplary Practices for American/International School Educators by participating in Elsa’s Annual
Teacher Development Day at Ecole Active Bilingue International in Paris.
1credit ($90.00)
NAME: _____________________________________________________________________ ________ (___________________)
Last/Family
First
Middle
Maiden/Other Name(s)
Please use the same name on all of your registrations (no nicknames or abbreviations) and notify our office of any name
changes.
MAILING ADDRESS: ________________________________________________________
___________________________________
________________________________________________________
________________________________
FAX:
PHONE:
E-MAIL ADDRESS:
___________________________________________________________________________________________________
IMPORTANT! Please print clearly. Do NOT use hotmail addresses. Hotmail frequently rejects mail from colleges and
universities.
SCHOOL NAME and COUNTRY: _______________________________________________________________________________
DATE OF BIRTH: _____/_____/_____
Month Day Year
GENDER: MALE ___ FEMALE ___
CITIZENSHIP: ______________________________
U.S. SOCIAL SECURITY OR BUFFALO STATE STUDENT NUMBER: ____________ - _____________ - ______________
Buffalo State Student Numbers will be assigned to non-U.S. Citizens after the first course.
LIST UNDERGRADUATE/GRADUATE DEGREE(S):
Name & Country of Institution
Dates Attended (from-to)
Year Graduated
Degree
Major
___I HAVE COMPLETED COURSEWORK PREVIOUSLY FROM BUFFALO STATE AND MY TRANSCRIPT(S) IS ON FILE.
_______________________________________________________________
_______________________________________________
Signature
Date
For more information contact:
International Graduate Programs for Educators
EDU 594: Exemplary Practices for American/International School
[email protected]
Educators
Phone: 716-878-6832 Fax: 716-878-6809
Spring Semester 2011
ELSA