Tony Gurr

Archive for the ‘Conferences’ Category

How to Spot and ‘Nail’ an EDUFraud!

In Conferences, Educational Leadership, News & Updates (from the CBO), Our Schools, Our Universities, Quality & Institutional Effectiveness on 21/10/2017 at 1:23 pm

 

As I was finishing up the 2017-18 Conference Calendar yesterday, I was also glancing at a couple of the more recent conference programmes and biodata of speakers. It dawned on me that so many speakers describe themselves as consultants, trainers, teachers and coaches – all in the same breathe!

Fraud alert (sign)

Oh, and the worst one is when they feel the need to tell you ‘I’m the Founder of so-and-so (insert Company Name here)’ – that’s when you know you have got an egotistical twerp who loves to exaggerate or stretch the truth to breaking point!

I did actually talk about these wonderfully-talented, multi-skilled individuals – who love nothing more than to project the image that they are ‘the smartest and most experienced guys (or gals) in the room’in an earlier post.

Lucky for us…they very rarely are!

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However, I did not really come up with any suggestions or solutions for how we can ‘pop their little bubbles’, expose them for what they are, and protect ourselves from them:

Snake Oil Sellers (TG ver) 080517

or

Blog Post (Curric Pt 02) Image 02 230717

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It’s actually not that difficult to sniff them out:

  • Their biodata just seems too good to be true!
  • Their actual age just does not seem to match the number of years experience they claim to have!
  • Their ‘sessions’ are just not as authentic or passionate as those from ‘real’ teachers who really know their stuff – and smell like they have been ripped off from some blog listicle!

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I know, I know…you just can’t trust anyone these days!

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Questions (Chinese proverb and donkey) Ver 03

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I’ve often found that a good way to sort the wheat from the chaff is to corner one of these EDUFrauds and ask them a few simple questions:

  1. So, how many actual (full-time) years of experience have you had in the classroom?
  2. What type of teaching qualifications do you have? Where did you get them? Was there a practicum component?
  3. What about your coaching qualifications – where did you get those? Did you complete every module?
  4. And, teacher training? What type of experience and training have you had for that? Where they accredited programmes?
  5. So, a consultant? I guess you have an MBA, then?

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Some of these chaps can quite entertaining (with their unlikely but well-rehearsed stories) and are often voluble and verbally facile – so put them on the spot:

  1. What type of formal leadership positions have you held in institutions? What type of training did you find most useful to help you succeed in these positions?
  2. Tell me about 3 or 4 of your long-term coaching relationships. What areas have you helped clients develop in?
  3. What about your consultancy projects? Could you give me a list of 5-6 recent clients that I can approach for references?

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These questions are also great when these people come cold-calling trying to ‘flog their wares’ – and really help you sort out who has the experience and talent to help you…from those who are just ‘faking it till they make it’.

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Take care…sadly, it’s a jungle out there!

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That having been said, it’s always good to know:

Doner

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The 2017-18 EDU, ELT/ELL and EDTECH Conference Calendar for Canım Türkiyem…Ver 1.0

In Conferences, ELT and ELL, News & Updates (from the CBO), Teacher Learning on 20/10/2017 at 7:59 pm

Sevgili Hocalarim,

I really wanted to get this one out by the first of the month (last month!) – but kept hoping that a few others would be confirmed.

Neyse, I’ll add them when I do Ver 2.0 or Ver 3.0 – don’t forget to let me know, if you hear before I do…

Tony (logo new) 260316 ACG

OK – so first we have our events in canım Turkiyem:

 

OCTOBER 2017

EVENT: 2nd Intl. Conference on Best Practices and Innovations in Education (INOVED 2017)

EVENT: The 18th International INGED ELT Conference

  • DATE: 20-22 October 2017
  • LOCATION: İstanbul Aydın University, Florya Campus – İSTANBUL
  • THEME: Winds of Change
  • INFO: http://www.inged.org.tr/

EVENT: ICONFLE’17 – 1st International Conference on Foreign Language Education

  • DATE: 20-21 October 2017
  • LOCATION: Eastern Mediterranean University, FLEPS – FAMAGUSTA / NORTHERN CYPRUS
  • THEME: Current Practices in Language Teaching
  • INFO: http://iconfle.emu.edu.tr/en

CPD Blog Post 170717 slide 05 TG

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NOVEMBER 2017

EVENT: 5th Global Conference on Linguistics and Foreign Language Teaching (LINELT-2017)

EVENT: The 6th Ata Fun Fair

EVENT: Eğitimde Gelecek Konferansı (EGK17)

EVENT: 3rd International Conference on New Trends in English Language

  • DATE: 13 November 2017
  • LOCATION: Hotel Hilton Bosphorus – İSTANBUL
  • THEME: Teaching and Testing
  • INFO: http://www.ntelt.com/

EVENT: 4th International Conference on New Trends in Education

  • DATE: 17-18 November 2017
  • LOCATION: Bahcesehir University Besiktas Campus – İSTANBUL
  • THEME: CLIL: Crafting Bilingual Minds
  • INFO: http://bit.ly/nte2017

 Most people can only SEE

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FEBRUARY 2018

EVENT: 5th International Conference on Education and Social Sciences (INTCESS 2018)

CPD Blog Post 170717 slide 02 TG

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MARCH 2018

EVENT: 5. Eğitim Teknolojileri Zirvesi (ETZ18)

21C LEARNing FIRST

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APRIL 2018

EVENT: 4th Cukurova International ELT Conference (CUELT 2018) 

  • DATE: 05-06 April 2018
  • LOCATION: Çukurova University, Faculty of Education – ADANA
  • THEME: Generic ELT Issues
  • INFO: https://www.cueltconferences.org/ (Contact: Ali Ceyhun Müftüoğlu)

EVENT: 2nd International Conference on Education and Learning 

Lunacy 02 (Eistein Quote)

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MAY 2018

EVENT: The 13th METU International ELT Convention

  • DATE: 03-04 May 2018
  • LOCATION: METU Convention Centre – ANKARA
  • THEME: TBC
  • INFO: More details coming soon!

EVENT: Sabancı School of Languages Conference

EVENT: 4th International Conference: Plagiarism across Europe and Beyond

  • DATE: 9-11 May 2018
  • LOCATION: Palm Wings Hotels & Resorts – EPHESUS / İZMİR
  • THEME: Fostering Academic Integrity Through Consistent and Transparent Approaches
  • INFO: https://plagiarism.pefka.mendelu.cz/

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Then, we add some ‘sauce’ – for those of you with a half-decent ‘conference fund’ and a School operational plan that covers ‘foreign jollies’:

06 Creativity FQs (balance TG ver)

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FEBRUARY 2018

EVENT: ELT Ireland – 4th Annual Conference

 

MARCH 2018

EVENT: 24th TESOL Arabia International Conference and Exhibition

EVENT: The 53rd RELC International Conference

  • DATE: 12-14 March 2018
  • LOCATION: SINGAPORE
  • THEME: 50 Years of ELT and Assessment – Reflections, Insights and Possibilities 
  • INFO: http://www.relc.org.sg/Conference2018/ (Contact: Dr Alvin Pang)

EVENT: TESOL 2018 International Convention & English Language Expo

 

APRIL 2018

EVENT: The 52nd IATEFL Conference

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MAY 2018

EVENT: 5th International Language in Focus Conference

EVENT: GlobELT 2018: An International Conference on Teaching and Learning English as an Additional Language

 

JUNE 2018

EVENT: The European Conference on Language Learning 2018 

  • DATE: 29June – 01 July 2018
  • LOCATION: BRIGHTON, UK
  • THEME: Surviving and Thriving: Education in Times of Change
  • INFO: http://ecll.iafor.org (Contact: Kiyoshi Mana)

Thats a wrap

Till Ver 2.0…

So…What Exactly Should PD Look Like?

In Conferences, ELT and ELL, Teacher Learning, Teacher Training on 17/07/2017 at 1:55 pm

CPD Blog Post 170717 slide 05 TG

There I am…under my favourite olive tree, looking out at the point where the Aegean almost meets the Mediterranean…on the Turkish Riviera.

Sounds like heaven, yes?

So what the hell am I doing on my MacBook Air?

I’ll tell you – looking at the marketing bumf for the training courses that support a book entitled ‘A Handbook for Personalized Competency-Based Education (PCBE)’ from Robert Marzano and his gang at Marzano Research. Yes, as the sun goes down, the soft Aegean twilight floods the mountains and bay around Akbuk (near Didim)…here’s me reading about the type of Professional Development (PD) needed to ‘inspire’ teachers to breathe life into PCBE.

BTW – Did you know that the word inspire is derived from the Latin ‘inspirare’ which literally means to breathe life into another? Stephen Covey learned me that a few years back…

I am such a sad, sad man!

Neyse, and I know I have been critical of such terms as ‘competency’, ‘personalised instruction’ (esp. when linked to ‘standard operating procedures’…sorry, that combination just makes me pee a little in my underpants every time I see it!) and ‘content delivery’ (in earlier blog posts), but what I found in this set of marketing materials was a model for ‘getting PD right’.

Douglas Finn III, one of the authors of the book and designer of these training courses, tells us that ‘…this customizable on-site training will prepare your team to begin your school’s transition and offers practical strategies for addressing seven key design questions’ – which are:

  • What content will be addressed within the system?
  • How will the learning environment support student agency? 
  • How will instruction support student learning?
  • How will student proficiency be measured?
  • How will scheduling accommodate student learning?
  • How will reporting facilitate student learning?
  • How do we transition to a personalised, competency-based system?

OK – these questions have been imagineered to ‘change’ teachers (never a good move) but a sensible set of questions to structure a training module or PD event to be sure – especially if you want your PD to have an impact on student success. I like many of them…I do!

However (you knew it was coming…you know me so well), I can’t help feeling that this set of questions (and the type of PD it would lead to) is light-years ahead of the actual, real-world needs of most schools and teachers…it certainly isn’t the type of PD that we need in my adopted homeland – canım Türkiyem!

CPD Blog Post 170717 slide 11 TG

What’s the alternative, Tony Paşa? I hear you cry…

Well, it certainly ain’t the kind of PD and conference sessions I mentioned in my last post – what I should have dubbed, in hindsight, the ABCD’s of PD and Conference practices:

  • Amuse (or ‘titillate’ with BS stories…half of which are made up)
  • Bribe (with free books or even tablets…extorted from publishers)
  • Comfort (with guitar recitals)
  • Distract (with magic tricks and the like…)

I used to blame publishers for a lot of this but have come to see that it is schools, colleges and universities (at least in Turkey) that have caused this awful situation (as well as presenters, with far too little classroom experience trying to fake-it-till-they-make – it in a business they really have no right to be in) – by failing to make teacher learning an integral part of how they conduct busyness and by refusing to create PD budgets that can be used to develop fit-for-purpose learning opportunities and events for teachers.

This is even in the wealthier private sector – where conferences and PD events are seen as little more than PR or marketing opportunities ! These are the same schools, BTW, that tell teachers and Heads that they are ‘too fat’ or ‘not attractive enough’ for the schools ‘image’ (yes, they exist…and know who they are)!

So this is my heartfelt listicle for getting PD ‘right’ in a context like canım Türkiyem…Let’s start with a pretty obvious one:

CPD Blog Post 170717 slide 07 TG

A ‘C’ definitely needs to be added to the ‘PD’ component (and not just because it is trendy or sexy to do so). Teaching has changed so much since the 1960s, the mid-80s and even over the 17 years we have been in the 21st century! PD must enable teachers to move to the next level of expertise and enhance their ability to make changes that will result in increased student success and learning – this will only occur if teachers are provided with expanded learning opportunities, loads of peer support, and extended time to practice, reflect, critique, and practice what they have been learned.

Teacher learning is an ongoing process of reflection, risk-taking, feedback, reading, talking and adaptation – it needs to be continuous and ongoing, continuously supported and funded on a continuous basis.

Despite this shift in (global) conventional wisdom in PD practices, the vast majority of professional development in canım Türkiyem still consists of teachers attending one or two workshops on traditional themes or on topics containing the latest, sexy buzzwords in education. Participants listen passively to so-called ‘experts’ and are waved off with an encouraging pat on the back to apply the strategies in their own classrooms – no one ever does! We offer no support to link these new professional development events to past training and follow-up activities are rarely applied when teachers return to their classrooms.

And…we wonder why teachers start to hate PD!

 

CPD (look…sadded the ‘C’ already) should never aim to change teachers and their beliefs. As Peter Block noted, ‘We cannot change others, we can just learn about ourselves’.  However, CPD opportunities and events can be conceptualised as ‘learning conversations’ driven by questions – such conversations are not just ‘talk’ (from a ‘sage on the stage’ as is usually the case)…they need to be viewed as ‘action’.

Just as is the case with students:

CPD Blog Post 170717 slide 01 TG

Afterall, The best way to solve a problem is to first come up with a better question…

CPD activities organised around questions (not answers spoon-fed via an over-crowded powerpoint slide) help teachers reflect on how they present content to students themselves and demonstrate the value of thinking (and sharing) productively rather than simply ‘reactively’. This type of approach also allows presenters to really engage with participants in an authentic and meaningful manner – making sessions more interactive, spontaneous and (dare I say it) ‘fun’!

CPD Blog Post 170717 slide 08 TG

CPD opportunities should be also built on a progressive (and research-based) model of what good teaching looks like – to counter the effects of the fact that many teachers still teach the way they were taught. Teachers need to see this ‘model’ and be given the chance to weigh and measure themselves against it.

I’m not advocating the introduction of a formal set of standards at the start of every professional development activity – but teachers need to know where they should be going (esp. in an institutional context) and clarity in this area can be a friend to both teachers and school leaders.

CPD Blog Post 170717 slide 04 TG

 

CPD Programmes must help teachers understand that ‘poor teaching’ is essentially down to the over-emphasis on ‘teaching’ itself (especially when ‘content’ is spoon-fed via PPP and translation-driven approaches models and ‘practice’ is little more than textbook grammar boxes or handouts packed with fill-the-blank exercises) and the lack of attention to the ‘processes of learning’ by teachers themselves. This is hard for many teachers to ‘hear’  – but it’s important that CPD opportunities emphasise that our job is about expanding and improving student learning…not just about increasing the number of teaching tools and activities we have in our armoury.

Of course, CPD sessions that provide teachers with (easily-adaptable) tasks activities that help teachers get out of these vicious cycles really help reinforce these messages – if we ask teachers to reflect on why these activities / tasks impact learning so much more than simplistic worksheets.

It also goes without saying that schools dropping those infamous ‘pacing guides’ they create every week would be a great start – least that might give us a chance at cutting down the amount of coverage-based (or CYA) teaching and timetable slots given over to teaching the same tired ‘grammar McNuggets’ again and again.

 

CPD Blog Post 170717 slide 06 TG

 

CPD and professional development opportunities need to be grounded on an approach that recognises that all teachers (regardless of experience) need to further develop a ‘reflective disposition’. I have never met a teacher educator that has disagreed with this idea – or not criticised the reflective skills of their teachers-to-be.

Maybe it is a bit more about ‘cultural baggage’ here in Turkey (reflection is not a big part of our DNA…and we are doing a lot to ensure that what we do have is expunged) but I have also met many native speakers from the UK or USA that lack this disposition. You see…it’s also about character as much as it is about reflective skills – being open-minded (and open to learning), entering into CPD activities with whole-heartedness and accepting the imperfect and paradoxical world that is teaching…with humility and sensitivity to the needs of others (trainers and facilitators included).

REFLECTION 02 (Wheatley quote)

 

Then, we have two thorny issues:

  • What topics or themes should we focus on in CPD opportunities?
  • Who should ‘lead’ them?

CPD Blog Post 170717 slide 12 TG

Let me tackle the second of these first. While many teachers do enjoy listening to ‘experts’ (if they know how to engage participants and keep them from falling asleep), I’ve always found that teachers really enjoy CPD sessions grounded on personal experience, facilitated by people they trust (and who demonstrate both passion and integrity…bit like regular students in class!) and are infused with challenge and an abundance mentality.

It is this last characteristic that inspires others to become ‘students of their own teaching’ (my lead-in quote at the very top of the post), reflect on their strengths and ‘soft spots’ and share these insights by finding their own voices. In this light, leading CPD sessions is about leadership (and not just ‘formal positions of power’) and collaboration…and draws on Stephen Covey’s ‘8th Habit’ – CPD that helps educators and teachers move from ‘effectiveness’ to ‘greatness’. Anyone in a school (including students) can do this…

What about that first issue – topics and themes? Well, in the last few years we have seen a lot more research into this area:

CPD Blog Post 170717 slide 03 TG

Teachers clearly want these issues addressed…they want more of a ‘grass-roots’ or ‘bottom-up’ approach to be taken. Come on…we are talking about Teacher Learning…after all and it ain’t rocket science, guys!

Teachers want CPD that is relevant to their students and classrooms, treats them as professionals (not burger flippers) and, as noted above, is led by someone who understands their experience and issues.

but...

…what about CPD that teachers ‘need’and is hidden from sight by that lack of reflective disposition we noted earlier? 

 

In an institutional context, there has to be a role for CPD that deals with the wider challenges the school has identified…and the strategic priorities highlighted for both school and teacher improvement. This means there will be need for PD that teachers have not ‘requested’ – and this is where we need the wholeheartedness and humility I noted earlier…the most.

The problem here, of course, is that so many schools in Turkey are pretty awful at planning and despite the growing interest in accreditation, still fail to see that ‘quality enhancement’ is very different to ‘wall decoration’. Many schools do not have improvement plans (fewer have annual operational plans…god-forbid you mention…a 5-year Strategic Plan)!

It’s difficult to plan CPD, if you do not have a culture of planning and quality enhancement – but just muddling through and making last minute calls to trainers or publishers to help you keep bums on seats ain’t gonna win you any friends… 

 

CPD Blog Post 170717 slide 09 TG

 

While the CPD models being developed in the States by Marzano and his pals appear, on the surface, to represent ‘Next Practice’ in connecting student and teacher learning, on closer inspection we have to admit that they were not developed for countries with educational cultures like Turkey in mind.

While Marzano is totally correct in believing the effectiveness of professional development should not be measured by how teachers feel about it, but by the impact that it has on their practice and – more importantly – the achievement of their students, we have to recognise that we first need to have more impact on teachers…if we want to have more of an impact on student learning…in the long run.

CPD Blog Post 170717 slide 10 TG

For now, this needs to be teachers…and the type of CPD opportunities we co-create with them.

I’ve tried to outline a few of the priorities I have seen with my own eyes in this post (which is now much longer than I ever planned it to be).

Canım Türkiyem (TG Ver 03)

Would YOU add any others?

 

Is ELT ‘Broken’? – Part 01: Is it the training or the trainers?

In Conferences, ELT and ELL, Teacher Learning, Teacher Training, Uncategorized on 08/05/2017 at 1:21 pm

Telling the truth (TG ver) 080517

I started this post as a bit of a ‘rant’ on FaceBook prompted by a session I did at a conference in Kool, Kalm Kocaelli.

Hulk 01 (TG ver) 080517

 

I asked a simple question:

Is ELT Broken (TG ver) 080517

…and suggested a wide range of reasons why the so-called ‘ELT profession’ is not functioning at optimal efficacy:

The reasons (TG ver) 080517

 

A lot of the participants were a bit gob-smacked at first…but, funnily enough, very few of them disagreed with me!

The Dogs (updated ver) 080517

 

One of the areas I noted was the quality of ‘training’. I didn’t get into the whole Undergraduate Teacher Education or CELTA debate (that would be another 3 to 5 sessions on its own) but noted how so many of our conferences are a total waste of time and how the input/guidance of people that call themselves ‘trainers, consultants and researchers’ is frequently of such low quality – here in canım Türkiyem.

 

Over the past few weeks, I have had the pleasure (or not…) of seeing a wide range of trainers / presenters at an even wider range of events and conferences around the country – and it would not be an understatement to say I am still totally UNDER-whelmed with the knowledge, skills and attitudes of most of these self-proclaimed ‘experts’.

It’s almost as if many of them have never heard the old saying…‘it doesn’t matter what you say about YOURSELF, it’s more important what OTHERS say about you!’

I have decided to be one of these OTHERS…today!

Truthiness Zamanı (updated ver) 080517

 

Now, don’t get me wrong…I’m not saying everyone on the ‘circuit’ (I really hate that phrase, too) is total crap. There are many trainers and presenters that really help conference participants ‘thunk‘ by asking meaningful questions and sharing great hands-on ideas and materials. These real trainers invest serious time in their sessions, work hard to draw on research (quoting sources), combine this with some original insights of their own, and make their materials ‘reader-friendly’ and ‘useful’. They also use humour effectively, demonstrate their wealth of experience and come across as having integrity and/or being authentic human beingsheck, some are even ‘inspiring’ and help teachers ‘motivate themselves’ to be the best teachers they can be.

AND…I’m even happier that more and more of these rock-solid presenters and trainers are Turkish.

BUT, they are few and far between!

 

Sadly, so many of our ‘sages-on-the-stage’ that stand up (and, ohhhh…how they love standing on the stage!) and then tell us to be ‘guides-on-the-side’ simply are NOT good enough!

Yes, there…I said it!

These so-called training experts do not walk their talk, have more ‘ambition’ than ‘talent’, and more often than not spoon-feed teachers junk from the internet!

Hulk 02 (TG ver) 080517

 

I find it’s easier to group these ‘trainers cum consultants cum researchers’ (that’s actually how many tourism businesses describe themselves in canım Türkiyem – restaurant / bar / disco – değil mi)?

 

TYPE 01 – The ‘Fake-it-till-I-make-it’ Trainer

These trainers usually come with a level of training / experience that you could fit on a postage stamp. Often, they tend to be native speakers (but not always) who find the classroom too ‘hard’ and will grab any opportunity to escape a future of ‘kids in the classroom’.

Some of them are actually quite good learners themselves – but frequently fall foul of the ‘read-a-blog-post-and-tell-the-world’ syndrome. Sad really!

Snake Oil Sellers (TG ver) 080517

Many of them are also quite good ‘salesmen’ (or women) – the problem is that many real educators see them for what they are…‘snake-oil sellers’ who can’t quite pull off the authenticity required for a sustained relationship with teachers or schools. This is mostly as they tend to repeat the same tired ‘stories’ again and again and try to build their ‘brands’ (yes, they use this type of language) with teachers via use of pathetic, little one-liners like ‘What did you learn today’? …one-liners they have, in fact, ‘stolen’ from others!

They tend to have the ego the size of a bus…and lack respect for those Turkish teachers that know what it means to really learn a language and ‘earn your stripes’ through years of trying, failing and learning. This ego, however, is so often very fragile…and hides far bigger issues than a lack of ‘real experience’ in teaching.

 

TYPE 02 – The ‘Know-it-all’ Trainer

Sheldon quote (TG ver) 080517

Loathe to refer to themselves as ‘teachers’ or ‘learners’, these trainers have a dusty M.A or PhD somewhere on their CV’s (if the latter, woe betide you if you forget to add the title ‘Dr’ to your conference poster)! However, most of them have done nothing original since they got their beloved bit of paper – indeed, chances are they did nothing original to get the said bit of paper…they certainly would not have obtained their qualifications if they had been in a higher quality, more serious educational environment.

They still hang onto their love affair with the scientific / academic method and fill their slides with stuff even Superman (with glasses) could not read. To make matter worse, they churn out the same ‘tired’ semi-academic PPTs every time they are invited to an event (some use the same ones for bloody years…that having been said, many of the older ELT native speaker ‘hacks’ do the same)!

The more savvy among them have learned how to edit pictures they download from the internet – but frequently do not cite their sources. Indeed, many of these trainers and presenters try to pull off ‘little fibs’ or ‘white lies’…when they say, for example, ‘This is something I prepared’ or ‘…this is what I call…’! –  and lose all credibility with those of us that are in the know (and we are growing as a group – wifi is free with a cup of coffee these days)!

Teacher Learning (Sackstein quote)

Ego is also an issue for these trainers, too – however, it is their inability to recognise (and praise) the strengths of other presenters or presentations that really stands out (if they bother to stay and watch others…they usually don’t…why would they – they know everything). They tend to opt for back-stabbing and passive-aggressive forms of critique – both essentially driven by jealousy and the fear of being discovered for what they really are – mediocre intellects who have also largely avoided the classroom.

Many of these trainers also like to work on themes like ‘motivation’, ‘inspiration’ and other ‘bleeding-edge topics’ in ELT (also forsaking their academic principles and adopting the ‘read-a-blog-post-and-tell-the-world’ just to say its one of my key research interests’) – the problem is these trainers are so dull, so boring and just leave most of us wanting to cut our wrists!

 

TYPE 03 – The ‘Not-quite-there’ Trainer

Wide quote (TG ver) 080517

I almost did not add this group to my list – their hearts are in the right place, they are eager to share with other teachers and they have the ‘humility’ that Type 01 and 02 trainers sadly lack.

Many of them are very experienced (and successful) teachers…BUT, all of their classroom abilities just do not ‘come together’…they do not ‘gel’ – a good teacher does not always a good trainer make! I think Yoda said this…

Sadly, they are encouraged by commercially-driven or vanity-based TTT (Train The Trainer) Programmes that frequently over-promise, under-deliver and do very little ‘screening’!

 

All three types of trainers are ‘real’ (you probably know a couple by name), they live amongst us and they are waiting in the wings to ‘deliver’ their next ‘performance’. The really sad thing is that many of them just lack the interpersonal abilities, emotional intelligence and reflective skills to realise they are just not cutting it.

It’s almost as if they have never heard the (other) sports saying ‘You are only as good as your last game!‘ Many of these guys have been playing the last 5-6 seasons like this…

…and Publishers have been inflicting them on us by continuing to sponsor them! Now, that is what I call really dumb – not good busyness at all!

These trainers and their sponsors just don’t get what Rita Teyze learned us…

Rita Peirson (TG ver) 080517

…and the fact that teachers do NOT really learn from any of these three Types!

 

A worrying trend, however, is the rise of the ‘Type A / Type B Hybrid’ – a presenter that still wants to hang onto the kudos of being a so-called ‘academic expert’ in an area they really know very little about.

The solution?

Bit of ‘googling’, lot of cutting ‘n pasting and maybe a video from YouTube – just to distract the audience from the lack of real content, thought or analysis. And, if this isn’t quite engaging enough, these hybrids might even throw in a magic trick or (God forbid) pull out the musical instrument that just happened to be in their travel bag!

Canım Türkiyem deserves more!

 

The Bottom Line (TG ver) 080517

Time for our schools and teachers to demand more…

Time for sponsors to lift their game…

Time for these trainers to evolve…from ‘KNOW-it-alls’ to ‘LEARN-it-alls’…

– or EXIT…stage right!

The 2016-17 EDU, ELT/ELL and EDTECH Conference Calendar for Canım Türkiyem…Ver 1.0

In Conferences, ELT and ELL, Teacher Learning on 03/07/2016 at 11:17 am

And…here’s you guys thinking I had died…passed on…ceased to be…expired…gone to meet my maker…kicked the bucket…shuffled off my mortal coil!

 

No such luck…

Tony (logo new) 260316 ACG

…is very much alive and kicking!

 

Having strayed from the path of light (OK…not as much as Kylo Ren) and avoided me bouts of bloggery for as long as I have, I thought I’d re-launch the ‘ole blog with one of the best-selling, regular posts that seems to have been missed the most…esp. over AY2015-16 (so, please stop mailing me and sending FB hate-messages)!

 

As a fair few of you have noted, Canım Türkiyem has still not come up with a way to keep all of us (consistently) informed of the major EDUevents taking place in a given year – so, I guess, it still falls to me…

 

Problem is that…I have jumped the gun a wee bit! There are not many confirmed for 2016-17…good job this is only VER 1.0 and also that I will update the post as soon as I hear of any others.

 

As usual, I’ll kick off with the specific events here in Canım Türkiyem – before moving onto the International (and Regional) BIG BOYS…yani, those conferences that are far too far away (and too expensive for most of us to get to) …unless we work for an EDUorganisation that sends all its TEACHers on an international ‘jolly’ (while all the administrators / managers stay back at home to look after the shop)!

 ELT & ELL Conf Calendar (TG ver)

Here we go…

 

 

  • DATE: Sept 08 – 10
  • LOCATION: Boğaziçi University – Istanbul, Turkey.
  • EVENT/THEME: ITHET 2016 – The 15th International Conference on Information Technology Based Higher Education and Training
  • CONTACT/SITE: http://www.ithet.boun.edu.tr/ 

 

 

 

  • DATE: March 04
  • LOCATION: Radisson Blu Hotel – Istanbul, Turkey
  • EVENT/THEME: EdTech Summit (Eğitim Teknolojileri Zirvesi)
  • CONTACT/SITE: www.edtechturkey.com 

 

Canım Türkiyem (TG Ver 03)

 

As promised…the BIG BOYS! I’ve even added a couple of flipping good ideas for holidays in the States (if you have not made plans, yet)!

 

 

 

 

 

 

As ever, if you overhear a whispered conversation in a dark car park…let me know and I’ll get it up onto VERSION 1.1 – coming soon to a server near you!

 

T..

The 2014-15 EDU, EDTECH and ELT/ELL Conference Calendar for Canım Türkiye Ver 3.2 (…the Çanakkale “Upgrade”)!

In Conferences, News & Updates (from the CBO), Our Schools, Our Universities, Teacher Learning on 16/01/2015 at 8:32 am

I’ve decided to make a few tiny, tweeny-weeny changes to this year’s Conference Calendar!

8

Betting against canım Türkiyem (1915)

8

Yes, that image is the first one – heck…if Warren Buffett can say something outrageous about the States (and 1776), I thought I’d just borrow his words a wee bit (and apply them to our conferences here in canım Türkiyem)!

“Bizim konferanslar”, here in Turkey, have been getting a pretty good reputation over the last few years…and this year is shaping up to be the same!

8

The second change is that I am not kicking off with the International “big boys” this time around. Yani, those conferences that are far too far away (and too expensive for most of us to get to) …unless we work for an EDUorganisation that sends all its TEACHers on an “international jolly” (while all the administrators / managers stay back at home to look after the “shop”)!

You can find all the major international events at the end of this post.

8

The third change was not really up to me!

With the events this year (well, the ones that have been confirmed thus far) we are starting to see a bit of a “shift” towards…more and more joint events (this is good…cool even!) and a lot more EdTech Conferences (but not as many online or UNconferences as perhaps we should).

For this reason, ’tis no longer just the ELT/ELL Calendar

…but rather the EDU, EDTECH and ELT/ELL Calendar!

8

As usual…big, bad İstanbul dominates the calendar but word has it that a couple more are in the pipeline for “mother Anatolia” (a few schools are still being a bit coy about publishing their dates) – I’ll update this post as and when we get more information on these…I think we got up to Version 6.2 last year!

So, without further ado…here we go:

8

  • I. Eğitim Kongresi (1st Education Congress – Turkish) – 21.Yüzyılda Bir Eğitim Felsefesi Oluşturmak Ve Özel Okullar
  • Antalya, Turkey
  • 28 – 30 November 2014
  • INTCESS15 – 2nd International Conference on Education and Social Sciences
  • İstanbul, Turkey
  • 02 – 04 February 2015
  • 11th ELT CONFERENCEA Portrayal of Great Teaching
  • Çevre College – İstanbul, Turkey
  • 28 February 2015
  • LIF2015 (Language in Focus) – Contemporary Perspectives on Theory, Research, and Praxis in ELT and SLA
  • Caddadocia, Turkey
  • 04 – 07 March 2015
  • GlobELT 2015 – Teaching and Learning English as an Additional Language (with Hacettepe University)
  • Antalya, Turkey
  • 16 – 19 April 2015 
  • edtechİST 2015 – International Educational Technology Conference in Istanbul
  • İstanbul, Turkey
  • 18 – 19 April 2015 
  • AGUSL15Blended Learning into Autonomy
  • Abdullah Gul University (AGU) – Kayseri, Turkey
  • 24 – 25 April 2015
  • 5th BİLGİ ELT Conference  – The Post Method Era in ELT
  • İstanbul Bilgi University (Santral Campus) – İstanbul, Turkey
  • 09 May 2015
  • ICEFIC 2015 (International Congress on Education for the Future: Issues and Challenges)
  • Ankara University (Faculty of Educational Sciences) – Ankara, Turkey
  • 13 – 15 May 2015
  •  UDES 2015 (1st International Symposium on Language Education and Teaching)
  • Nevşehir Hacı Bektaş Veli Üniversity – Nevşehir, Turkey
  • 28 – 30 May 2015
  • 6th T-PLUS Event – The Impact of Training and Development
  • TOBB Unıversity of Economıcs & Technology – Ankara, Turkey
  • 12 – 13 June 2015

ELT & ELL Conf Calendar (TG ver)8

As promised – the International (and Regional) “BIG BOYS”…

8

  • LeWeb
  • Paris, France
  • 09 – 11 December 2014
  • BETT
  • London, UK
  • 21 – 24 January 2015
  • TACON2015 (21st TESOL Arabia International Conference) – Teaching and Learning in the Digital World
  • Dubai, UAE
  • 12 – 14 March 2015
  • TESOL 2015 – Crossing Borders, Building Bridges
  • Toronto, Canada
  • 25 – 28 March 2015
  • IATEFL 2015 – 49th Annual International IATEFL Conference and Exhibition
  • Manchester, UK
  • 11 – 14 April 2015
  • BALEAP 2015 EAP in a rapidly changing landscape: issues, challenges & solutions
  • Leicester, UK.
  • 17 – 19 April 2015
  • ISTE 2015 – Connected Learning. Connected World.
  • Philadelphia, USA
  • 28 June – 01 July 2015
  • BAAL 2015 – The British Association for Applied Linguistics Annual Conference
  • Aston University – Birmingham, UK
  • 03 – 05 September 2015

8

AND, a little bit of “sauce”:

8

  • LAL4 4th Language Arts and Linguistics Conference
  • Hong Kong, Hong Kong
  • 25 – 26 October 2014
  • Innovate ELT Conference – Now and into the Future
  • Oxford TEFL – Barcelona, Spain
  • 08 – 09 May 2015

As ever, please forgive me if I have missed any (just let me know and I’ll fix it, promise)…if you are still planning an event at your institution, get your skates on and let us all know (with a comment).

8

Take care…sevgili hocalarım!

Some THUNKS on Giving a Conference Paper (from GUEST BLOGGER Laurence Raw)

In Adult Educators, Conferences, Guest BLOGGERS, Research on 23/10/2014 at 5:33 pm

What if 06

One of the essential aspects of any academic (or educator’s) existence is the need to give papers at conferences.  This not only demonstrates a commitment to research, but provides an opportunity to share one’s insights with others in the field.

8

Unfortunately things seldom work out like that.  I have been to many events where academics and graduate students simply come in, deliver their papers as fast as possible, answer a few questions and then leave.  One more notch on the résumé; another step accomplished in the search for a better job.

8

Best way to be BORING (Voltaire quote)

8

Even if delegates do stay, their style of presentation often prevents listeners from understanding precisely what they want to say.  Even in these days of unlimited technical innovation, the majority of presenters still choose to read aloud from printed sheets of paper and/or the iPad without actually looking at their audiences.  They also fail to grasp the fact that a paper written for academic readers is fundamentally different from a conference paper; in a conference the watchword is simplicity of style, enabling the interlocutors to understand precisely what the presenter is saying.  While reading a paper aloud is quite permissible – especially for those who are unconfident about speaking in public – but it should be read in such a way that listeners can understand what the writer is trying to say.  Gabbling one’s words just induces boredom.

8

For the last few years or so, the popular vogue amongst presenters has been to summarize their arguments on PowerPoint presentationsFair enough; but care needs to be taken as to how they are constructed.  Each slide should have as few words on it as possible, and such words should be printed in a font that enables everyone to understand them.  Images should be simple yet powerful, and support what the presenter is saying; it’s no use simply summarizing the content of one’s presentation on slides, and expecting audiences to understand it.

Death 028

I could go on at length about the so-called ‘guidelines’ for conference presentation, but I’d rather prefer to turn the argument round and look at the issues facing anyone confronted with the need to present their work in public.

8

Yesterday I had to give a piece to an audience of learners and senior faculty members.  My voice is not really powerful enough at present to project to the back of an oblong-shaped hall, so I used my microphone – or enhancer – as an aid; I feel rather like one of those presenters on a television quiz show, with the microphone hanging over my ears and the speaker close to my mouth.  Entering the hall at eleven o’clock gave me a few butterflies; I had to entertain an audience of fifty-plus people with an age-range from the late teens to retirement-age, all looking at me (or not looking at me) in expectation.  The only means I had to sustain my attention were my voice and a few images (if I wanted to use them).

88

I experienced the feelings shared by every conference presenter at every event: how can I cope with the forthcoming ordeal?  The only way I could deal with this was to imagine myself like a high diver jumping off the board into a swimming-pool (or creek) several feet below me; I had to jump and subsequently trust in my own abilities to land safely.  If I failed, I would hurt myself (mentally, at least).  This was precisely what I did: armed only with a small notebook with a few ideas scribbled down, I began to talk.  To try and maintain audience interest, I kept looking at them; my head moved from side to side, then to the front and back of the hall.  If I saw someone’s eyes moving away from me, I made my best efforts to rescue their interest by glancing briefly at them.  Sometimes the technique worked; on other occasions I knew the task was beyond me.  Or maybe I was wrong: someone once told me that people’s listening strategies are often very different: when they seem outwardly uninterested, they are in fact taking note of what is being said and trying to make sense of it.

8

Twilight Zone 01b (TG edit).jpg

8

As I warmed to my argument, so my confidence grew.  I departed a little from my prepared script and illustrated my speech with anecdotes.  Some of them worked (in the sense of drawing a reaction from the audience); others fell flat as a pancake.  Nonetheless, I kept going; whatever my audience thought of my presentation, I was enjoying myself.  I had dived into the pool and was now swimming happily.

8

The presentation ended, and the audience applauded.  There had been a few laughs; indeed, some of the audience had exchanged banter with me, which proved most satisfying.  At least I had appealed to their sense of fun.  I was sweating with excitement – I felt beads of perspiration on my brow – but at least I had done what I was expected to do.

8

What did this experience tell me about delivering papers? 

I think I realized once more that audiences react in unpredictable ways: when they appear not to be listening, they might be interested; when they look at me, they might be thinking of something completely different.  To deliver a presentation not only involved speaking abilities but body language too: looking at your audience is of paramount importance.  Hence I’ve avoided reading papers verbatim for several years now.  If you, as the speaker, feel you’ve done your very best to communicate your enthusiasm for the topic under discussion, then your paper has been a success.

8

REFLECTION 06 (Socrates quote)

8

Enthusiasm” is an important term here:

…just doing a conference paper for the sake of it is a waste of time!

8

And, above all, if you can try to deal with your inevitable nerves and realize that conference papers should be FUN, for yourself and for your listeners, then you’re well on the way to becoming a good speaker.  At least, I hope so anyway.

8

Laurence Raw (aka @laurenceraw on Twitter)

Baskent University – Ankara, Turkey
Editor: Journal of American Studies of Turkey
http://baskent.academia.edu/LaurenceRaw
http://www.radiodramareviews.com

The 2014-15 EDU, EDTECH and ELT/ELL Conference Calendar for Canım Türkiyem…Ver 3.1 (…even NEWer “Upgrade”)!

In Conferences, Our Schools, Our Universities, Teacher Learning on 23/10/2014 at 2:05 pm

OK – the “quiz”how many differences can you see – from Ver 2.3?

8

I’ve decided to make a few tiny, tweeny-weeny changes to this year’s Conference Calendar!

8

Betting against canım Türkiyem (1915)

8

Yes, that image is the first one – heck…if Warren Buffett can say something outrageous about the States (and 1776), I thought I’d just borrow his words a wee bit (and apply them to our conferences here in canım Türkiyem)!

“Bizim konferanslar”, here in Turkey, have been getting a pretty good reputation over the last few years…and this year is shaping up to be the same!

8

The second change is that I am not kicking off with the International “big boys” this time around. Yani, those conferences that are far too far away (and too expensive for most of us to get to) …unless we work for an EDUorganisation that sends all its TEACHers on an “international jolly” (while all the administrators / managers stay back at home to look after the “shop”)!

You can find all the major international events at the end of this post.

8

The third change was not really up to me!

With the events this year (well, the ones that have been confirmed thus far) we are starting to see a bit of a “shift” towards…more and more joint events (this is good…cool even!) and a lot more EdTech Conferences (but not as many online or UNconferences as perhaps we should).

For this reason, ’tis no longer just the ELT/ELL Calendar

…but rather the EDU, EDTECH and ELT/ELL Calendar!

8

As usual…big, bad İstanbul dominates the calendar but word has it that a couple more are in the pipeline for “mother Anatolia” (a few schools are still being a bit coy about publishing their dates) – I’ll update this post as and when we get more information on these…I think we got up to Version 6.2 last year!

So, without further ado…here we go:

8

  • I. Eğitim Kongresi (1st Education Congress – Turkish) – 21.Yüzyılda Bir Eğitim Felsefesi Oluşturmak Ve Özel Okullar
  • Antalya, Turkey
  • 28 – 30 November 2014
  • INTCESS15 – 2nd International Conference on Education and Social Sciences
  • İstanbul, Turkey
  • 2 – 4 February 2015
  • 11th ELT CONFERENCEA Portrayal of Great Teaching
  • Çevre College – İstanbul, Turkey
  • 28 February 2015
  • LIF2015 (Language in Focus) – Contemporary Perspectives on Theory, Research, and Praxis in ELT and SLA
  • Caddadocia, Turkey
  • 4 – 7 March 2015
  • GlobELT 2015 – Teaching and Learning English as an Additional Language (with Hacettepe University)
  • Antalya, Turkey
  • 16 – 19 April 2015 
  • edtechİST 2015 – International Educational Technology Conference in Istanbul
  • İstanbul, Turkey
  • 18 – 19 April 2015 
  • AGUSL15Blended Learning into Autonomy
  • Abdullah Gul University (AGU) – Kayseri, Turkey
  • 24 – 25 April 2015
  • ICEFIC 2015 (International Congress on Education for the Future: Issues and Challenges)
  • Ankara University (Faculty of Educational Sciences) – Ankara, Turkey
  • 13 – 15 May 2015
  • UDES 2015 (1st International Symposium on Language Education and Teaching)
  • Nevşehir Hacı Bektaş Veli Üniversity – Nevşehir, Turkey
  • 28 – 30 May 2015

8

ELT & ELL Conf Calendar (TG ver)8

As promised – the International (and Regional) “BIG BOYS”…

8

  • LeWeb
  • Paris, France
  • 9 – 11 December 2014
  • BETT
  • London, UK
  • 21 – 24 January 2015
  • TACON2015 (21st TESOL Arabia International Conference) – Teaching and Learning in the Digital World
  • Dubai, UAE
  • 12 – 14 March 2015
  • TESOL 2015 – Crossing Borders, Building Bridges
  • Toronto, Canada
  • 25 – 28 March 2015
  • IATEFL 2015 – 49th Annual International IATEFL Conference and Exhibition
  • Manchester, UK
  • 11 – 14 April 2015
  • BALEAP 2015 EAP in a rapidly changing landscape: issues, challenges & solutions
  • Leicester, UK.
  • 17 – 19 April 2015
  • ISTE 2015 – Connected Learning. Connected World.
  • Philadelphia, USA
  • 28 June – 01 July 2015
  • BAAL 2015 – The British Association for Applied Linguistics Annual Conference
  • Aston University – Birmingham, UK
  • 3 – 5 September 2015

8

AND, a little bit of “sauce”:

8

  • LAL4 4th Language Arts and Linguistics Conference
  • Hong Kong, Hong Kong
  • 25 – 26 October 2014

8

As ever, please forgive me if I have missed any (just let me know and I’ll fix it, promise)…if you are still planning an event at your institution, get your skates on and let us all know (with a comment).

8

Take care…sevgili hocalarım!

The 2014-15 EDU, EDTECH and ELT/ELL Conference Calendar for Canım Türkiyem…Ver 1.1

In Conferences, Our Schools, Our Universities on 06/10/2014 at 8:06 am

This upgrade came a wee bit faster than I had anticipated…

…how many differences can you see?

8

I’ve decided to make a few tiny, tweeny-weeny changes to this year’s Conference Calendar!

8

Betting against canım Türkiyem (1915)

8

Yes, that image is the first one – heck…if Warren Buffett can say something outrageous about the States (and 1776), I thought I’d just borrow his words a wee bit (and apply them to our conferences here in canım Türkiyem)!

“Bizim konferanslar”, here in Turkey, have been getting a pretty good reputation over the last few years…and this year is shaping up to be the same!

8

The second change is that I am not kicking off with the International “big boys” this time around. Yani, those conferences that are far too far away (and too expensive for most of us to get to) …unless we work for an EDUorganisation that sends all its TEACHers on an “international jolly” (while all the administrators / managers stay back at home to look after the “shop”)!

You can find all the major international events at the end of this post.

8

The third change was not really up to me!

With the events this year (well, the ones that have been confirmed thus far) we are starting to see a bit of a “shift” towards…more and more joint events (this is good…cool even!) and a lot more EdTech Conferences (but not as many online or UNconferences as perhaps we should).

For this reason, ’tis no longer just the ELT/ELL Calendar

…but rather the EDU, EDTECH and ELT/ELL Calendar!

8

As usual…big, bad İstanbul dominates the calendar but word has it that a couple more are in the pipeline for “mother Anatolia” (a few schools are still being a bit coy about publishing their dates) – I’ll update this post as and when we get more information on these…I think we got up to Version 6.2 last year!

So, without further ado…here we go:

8

  • I. Eğitim Kongresi (1st Education Congress – Turkish) – 21.Yüzyılda Bir Eğitim Felsefesi Oluşturmak Ve Özel Okullar
  • Antalya, Turkey
  • 28 – 30 November 2014
  • INTCESS15 – 2nd International Conference on Education and Social Sciences
  • İstanbul, Turkey
  • 2 – 4 February 2015
  • LIF2015 (Language in Focus) – Contemporary Perspectives on Theory, Research, and Praxis in ELT and SLA
  • Caddadocia, Turkey
  • 4 – 7 March 2015
  • EdTech Summit 2015
  • Bahçeşehir University – İstanbul, Turkey
  • 14 March 2015 (UPDATE Coming Soon)
  • GlobELT 2015 – Teaching and Learning English as an Additional Language (with Hacettepe University)
  • Antalya, Turkey
  • 16 – 19 April 2015
  • edtechİST 2015 – International Educational Technology Conference in Istanbul
  • İstanbul, Turkey
  • 18 – 19 April 2015
  • UDES 2015 (1st International Symposium on Language Education and Teaching)
  • Nevşehir Hacı Bektaş Veli Üniversity – Nevşehir, Turkey
  • 28 – 30 May 2015
  • INGED 2015 (17th International INGED ELT Conference)
  • Çankaya University – Ankara, Turkey
  • October 2015 (UPDATE Coming Soon)

8

ELT & ELL Conf Calendar (TG ver)

8

As promised – the International (and Regional) “BIG BOYS”…

8

  • LeWeb
  • Paris, France
  • 9 – 11 December 2014
  • BETT
  • London, UK
  • 21 – 24 January 2015
  • TACON2015 (21st TESOL Arabia International Conference) – Teaching and Learning in the Digital World
  • Dubai, UAE
  • 12 – 14 March 2015
  • TESOL 2015 – Crossing Borders, Building Bridges
  • Toronto, Canada
  • 25 – 28 March 2015
  • IATEFL 2015 – 49th Annual International IATEFL Conference and Exhibition
  • Manchester, UK
  • 11 – 14 April 2015
  • BALEAP 2015 EAP in a rapidly changing landscape: issues, challenges & solutions
  • Leicester, UK.
  • 17 – 19 April 2015
  • ISTE 2015 – Connected Learning. Connected World.
  • Philadelphia, USA
  • 28 June – 01 July 2015
  • BAAL 2015 – The British Association for Applied Linguistics Annual Conference
  • Aston University – Birmingham, UK
  • 3 – 5 September 2015

8

AND, a little bit of “sauce”:

8

  • LAL4 4th Language Arts and Linguistics Conference
  • Hong Kong, Hong Kong
  • 25 – 26 October 2014

8

As ever, please forgive me if I have missed any (just let me know and I’ll fix it, promise)…if you are still planning an event at your institution, get your skates on and let us all know (with a comment).

8

Take care…sevgili hocalarım!

 

The 2014-15 EDU, EDTECH and ELT/ELL Conference Calendar for Canım Türkiyem…Ver 1.0

In Conferences, ELT and ELL, Our Schools, Our Universities on 03/10/2014 at 7:02 pm

I’ve decided to make a few tiny, tweeny-weeny changes to this year’s Conference Calendar!

Betting against canım Türkiyem

8

Yes, that image is the first one – heck…if Warren Buffett can say something outrageous about the States (and 1776), I thought I’d just borrow his words a wee bit (and apply them to our conferences here in canım Türkiyem)!

Bizim conferenceler, here in Turkey, have been getting a pretty good reputation over the last few years…and this year is shaping up to be the same!

8

The second change is that I am not kicking off with the International “big boys” this time around. Yani, those conferences that are far too far away (and too expensive for most of us to get to) …unless we work for an EDUorganisation that sends all its TEACHers on an “international jolly” (while all the administrators / managers stay back at home to look after the “shop”)!

You can find all the major international events at the bottom of this post.

8

8

The third change is not really up to me!

With the events this year (well, the ones that have been confirmed thus far) we are starting to see a bit of a shift towards…more and more joint events (this is good…cool even!) and a lot more EdTech Conferences (but not as many online or UNconferences as perhaps we should).

For this reason, ’tis no longer just the ELT/ELL Calendar…but rather the EDU, EDTECH and ELT/ELL Calendar!

As usual…big, bad İstanbul dominates the calendar but word has it that a couple more are in the pipeline for “mother Anatolia” (a few schools are still being a bit coy about publishing their dates) – I’ll update this post as and when we get more information on these…I think we got up to Version 6.2 last year!

8

So, without further ado…here we go:

8

  • I. Eğitim Kongresi (1st Education Congress – Turkish) – 21.Yüzyılda Bir Eğitim Felsefesi Oluşturmak Ve Özel Okullar
  • Antalya, Turkey
  • 28 – 30 November 2014
  • INTCESS15 – 2nd International Conference on Education and Social Sciences
  • İstanbul, Turkey
  • 2 – 4 February 2015
  • LIF2015 (Language in Focus) – Contemporary Perspectives on Theory, Research, and Praxis in ELT and SLA
  • Caddadocia, Turkey
  • 4 – 7 March 2015
  • EdTech Summit 2015
  • Bahçeşehir University – İstanbul, Turkey
  • 14 March 2015 (UPDATE Coming Soon)
  • GlobELT 2015 – Teaching and Learning English as an Additional Language (with Hacettepe University)
  • Antalya, Turkey
  • 16 – 19 April 2015
  • edtechİST 2015 – International Educational Technology Conference in Istanbul
  • İstanbul, Turkey
  • 18 – 19 April 2015
  • Beykent / Doğuş University – 1st Joint Conference
  • İstanbul, Turkey
  • 09 May 2015 (UPDATE Coming Soon)
  • UDES 2015 (1st International Symposium on Language Education and Teaching)
  • Nevşehir Hacı Bektaş Veli Üniversity – Nevşehir, Turkey
  • 28 – 30 May 2015
  • INGED 2015 (17th International INGED ELT Conference)
  • Çankaya University – Ankara, Turkey
  • October 2015 (UPDATE Coming Soon)

8

ELT & ELL Conf Calendar (TG ver)

8

As promised – the International (and Regional) “BIG BOYS”…

8

  • LeWeb
  • Paris, France
  • 9 – 11 December 2014
  • BETT
  • London, UK
  • 21 – 24 January 2015
  • TACON2015 (21st TESOL Arabia International Conference) – Teaching and Learning in the Digital World
  • Dubai, UAE
  • 12 – 14 March 2015
  • TESOL 2015 – Crossing Borders, Building Bridges
  • Toronto, Canada
  • 25 – 28 March 2015
  • IATEFL 2015 – 49th Annual International IATEFL Conference and Exhibition
  • Manchester, UK
  • 11 – 14 April 2015
  • ISTE 2015 – Connected Learning. Connected World.
  • Philadelphia, USA
  • 28 June – 01 July 2015
  • BAAL 2015 – The British Association for Applied Linguistics Annual Conference
  • Birmingham, UK
  • 3 – 5 September 2015

8

AND, a little bit of “sauce”:

8

  • LAL4 4th Language Arts and Linguistics Conference
  • Hong Kong, Hong Kong
  • 25 – 26 October 2014

8

As ever, please forgive me if I have missed any (just let me know and I’ll fix it, promise)…if you are still planning an event at your institution, get your skates on and let us all know (with a comment).

8

Take care…sevgili hocalarım!

8