TESOL Seminar 1 – March 20th 2021

In 2021 the Department of Education, in collaboration with the University of Technology Sydney, will again present a series of TESOL Seminars. As with the seminars for 2021, these will be delivered via ZOOM.

Last year, in response to COVID, an online platform was developed and this has proved to be very successful. It has enabled us to reach a larger and much more dispersed audience. Continuing with this mode of delivery, the seminar on March 20th will be made available online as a recorded sessions followed by a live Q & A session.

TESOL Seminar 1, March 20th 2021

This seminar will be delivered in two parts. A video recording will be made available for participants to access during the week prior to March 20th.

The second part will be a live QandA session that will take place from 10:30 am on Saturday, March 2oth. The access codes for both the recordings and the QandA Session will made available to participants as they register.

Questions on notice for the presenters can be sent via the comments bar at the bottom of this page. Just enter your question in the ‘Leave a Reply’ box at the bottom of this page.

You will also have the opportunity, on the day, to ask questions via the Chat function in ‘Zoom’. Please make sure you identify yourself and your school before you add your question. These questions on notice will be discussed by our presenters on the day.

Target Audience

Participants must have TESOL qualifications and be currently teaching in an EAL/D position in a primary, secondary school, IEC or IEHS.

Seminar 1 Details

Classrooms of Possibility – research and resources

The Classrooms of Possibility resource has been developed by academics from UTS in collaboration with the NSW Department of Education. The site provides professional learning resources based on the research ‘Classrooms of Possibility: Working with students from refugee backgrounds in mainstream classes’ which was conducted by Dr Jenny Hammond, Dr Stephen Black, Maya Cranitch (AM) in conjunction with the Multicultural education team and teachers from four government schools.

Classrooms of Possibility resource The Classrooms of Possibility resource has been developed by academics from UTS in collaboration with the NSW Department of Education. The site provides professional learning resources based on the researc

These resources can support primary and high school teachers who are working in mainstream classes with recently arrived EAL/D students, including those from refugee backgrounds. A series of videos demonstrate different elements of EAL/D pedagogy in the classroom with accompanying discussion questions, suggestions for professional learning activities and further professional readings.

Using the Classrooms of Possibility resource in schools

In this recorded session Rachel Hennessy, Caitlin Park, Anette Bremer & Kerry Cheeseman discuss the ways they have used the resource with schools  

Once you have listened to the recordings – please add questions or discussion points via the ‘Leave a Reply’ bar below

 

 

 

9 thoughts on “TESOL Seminar 1 – March 20th 2021

  1. Classrooms of Possibility is a really interesting and useful program. I work with high school EAL/D students and while they enjoy working on similar activities and they will quietly sit and complete a range of writing activities, they are reluctant speakers. They are not comfortable answering/asking questions and class discussions are limited. The students in videos seemed to quite confident speakers but have you any tips on how to encourage students to talk? Thank you

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  2. Very informative and insightful research findings.
    In primary school as well we have EALD students who love to do writing but hesitant to talk. My concern is for those who are self mute, wondering how to encourage them to shorten their silence period.
    I do agree that the level of social support, mutual respect and inclusivity, with Deep Knowledge and High Expectations plays an important part in their learning

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  3. How do you suggest high schools can structure time for planning between EAL/D specialists and subject teachers, particularly in high schools with very high populations of EAL/D students?

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