October 1st, 8.30 to 15.45
Segundo Encuentro de Profesores y estudiantes de Inglés en el ISFD 6
ISFD N° 6 - Av. José León Suárez 25, Chivilcoy, Pcia. de Bs. As.

ENROLMENT

FEES:

● APIBA members and new APIBA members (completing your membership application process is required): Free of charge
● Students and teachers at ISFD N°6: $100 - Bono contribución Cooperadora del ISFD N°6 (on-site payment)
● Others: $200 - Bono contribución Cooperadora del ISFD N°6 (on-site payment)

SCHEDULE

8.30 - 9.00: Registration

9.00 - 9.15: Opening words. Presentation of APIBA's mission and services

9.15 - 10.30: 1. GONZALO ROSETTI: Flip Your Classroom So Your Students Can Learn

10.30 - 11.00: Coffee break

11.00 - 12.15: 2. MERCEDES FOLIGNA: Reducing the affective filter in teenagers and adults

12.15 - 13.15: Commercial presentation - Cecilia Sassone: Challenging some views of traditional ELT approaches to speed up adult language learning: introducing the Spiderweb Method®

13.15 - 14.15: Lunch break

14.15 - 15.30: 3. LUCIANA FERNANDEZ: Effective Classroom Practices for Developing Reading Comprehension in Young Children

15.30 - 15.45: Raffles

PRESENTATIONS & SPEAKERS' BIODATA

1. GONZALO ROSETTI: Flip Your Classroom So Your Students Can Learn (Sponsored by APIBA)

Many students today are not learning in the same way students learned a decade ago. Actually, they socialize and communicate differently as well. Books, libraries and teachers seem not be the source of information they go to when they need to evacuate some queries. If students prefer to learn in a high-tech way, are you teaching them in that way? Have you wondered why many of your students are not following your lessons? This workshop intends to show some tools and strategies teachers can use to teach the way students in the 21st century prefer to learn. Be ready to learn how to flip your classroom so your students can learn.
Aaron Sams Flipped Learning Pioneer: “I might not be training my kids for specific jobs, but I am giving them the tools, the ability to think in the process of the problem solved that they will need for whatever they end up doing.”

GONZALO ROSETTI is an EFL teacher educator specialized in ICT applied in Education. Gonzalo is writing his dissertation towards a Master's degree in ICT in Education at the University of La Plata.
He has worked in primary, secondary and higher education. He has been distinguished as a Teacher Ambassador to the U.S by the U.S. Embassy in Buenos Aires. He has worked at IES en Lenguas Vivas “Juan R. Fernández", for the Multilingual Education Programme of Buenos Aires and Conectar Igualdad, the Argentine OLPC (one laptop per child) Programme. Gonzalo has authored INGLÉS 2 – Serie para la Enseñanza en el modelo 1 a 1 and co-authored Lenguas Extranjeras Inglés Lectocomprensión, both published by the National Ministry of Education. Gonzalo has worked as an instructional designer for Cengage Learning, National Geographic and Royal Dutch Shell, in UK and The Netherlands.
Gonzalo is currently working as an EFL teacher educator for the in-service professional development programme of the province and the city of Buenos Aires. He also works as an instructional designer and facilitates ELT learning events in Argentina and abroad.

2. MERCEDES FOLIGNA: Reducing the affective filter in teenagers and adults (Sponsored by APIBA)

As an English teacher, I aim at getting learners to learn English. As an educator, I want much more than that: I aspire at improving people´s lives. Being a Teaching Practice supervisor at a teacher training college, I have noticed that it is common for my teacher trainee’s secondary students to show a strong reluctance to learn English. I have also observed that this situation becomes more critical with many university students who have English as a compulsory subject in their course of studies. In both context, students show signs of what Stephen Krashen (1983) has described as a high affective filter. This has led me to develop a set of strategies to help students who show signs of this problem. These strategies have been designed taking into account each one of the factors which intervene in the building of the affective filter: anxiety, self-confidence and motivation. In this presentation I will explore the origin of the affective filter in teenagers and adults, and I will share the strategies I have created in order to facilitate these students’ learning.

MERCEDES FOLIGNA is a Teacher of English (IES en Lenguas Vivas “J.R.Fernández”), “Licenciada en Gestión Educativa” (UNTREF), “Experta Universitaria en Enseñanza de Idiomas en Entornos Virtuales 2.0” (UTN-Netlearning). She is a teacher and a teacher trainer at UNTREF and at “Instituto Superior Palomar de Caseros”. She was awarded the 2016 International House Training and Development Scholarship to attend the 50th IATEFL conference in Birmingham, UK. She has presented talks in Argentina and abroad.

3. Cecilia Sassone: Challenging some views of traditional ELT approaches to speed up adult language learning: introducing the Spiderweb Method® (Commercial presentation - Sponsored by Spiderweb Method®)

4. LUCIANA FERNANDEZ: Effective Classroom Practices for Developing Reading Comprehension in Young Children (Sponsored by APIBA)

According to the dictionary, reading comprehension is “the ability to read text, process it, and understand its meaning”. This ability is not inborn in students and heavily relies on systematic and purposeful instruction of strategies and skills that lead to decoding and comprehending, in that order. Lack of fluency and difficulty in recognizing words get children to devote too much of their processing capacity to reading individual words. This is the reason why teachers should teach children decoding skills that will free them from this effort. Once students read with sufficient fluency and automaticity, teachers have to empower children with reading strategies and questions and activities beyond the literal level, which will deepen their understanding of what they read.
In this presentation, we will explore what reading implies, what the reading continuum suggests and how we can best teach and develop reading through high quality instruction.

LUCIANA FERNANDEZ is a graduate teacher of English who has been teaching English for the past twenty-one years. She has specialized in Methodology and Teaching Practice and she holds a Diploma in Educational Research from the University of Cambridge, Faculty of Education. She is a Reading and Literacy expert and has been training teachers in this area for the past ten years. She is a teacher educator and has designed several presentations and courses for professional development both in Argentina and abroad. Her presentation at ARTESOL 2015 has been selected to be presented at TESOL International as a Best Affiliate Session. She was one of the 50 scholarship winners to attend and present at the IATEFL Conference held in Birmingham in April 2016. She is a teacher educator and has been the Head at several bilingual IB institutions in Buenos Aires. At present she is a Learning Consultant and reader for National Geographic Cengage Learning. She is also a facilitator at ESSARP (English Speaking Scholastic Association of the River Plate), where she trains heads and teachers from the most important bilingual institutions in Argentina.