Sessions

Facilitating students' self-directed research

In this practical presentation, the presenter will describe how Active Learning was introduced into a tertiary 1st and 2nd-year self-directed research and discussion course that centered on examining various global, political, and social issues. In the course, students worked individually on two research projects that were each completed over a 5-week period. After each period of research, students presented their findings to small groups in the form of a 12-15 minute presentation that included time for discussion. The presenter will describe how they scaffolded and facilitated the research process from the brainstorming to the presenting stage. In doing so, they will explain how research skills such as brainstorming, note-taking, and questioning were introduced to the students. As the presenter demonstrates each, he will provide examples and give advice that can be applied and adapted to other classrooms. In closing, the presenter will share some of the student reflections he collected at the end of the course.

LD SIG Forum: Interacting with active learning

Recently active learning has become a buzzword in education in Japan. This interactive forum will open with a discussion questioning what active learning can add to the EFL classroom. Next, it will describe a self-directed student research project--based on concepts of active learning--in which students researched and presented on the United Nations Sustainable Development Goals. The forum will end with a workshop showing how to apply Mind, Brain, and Education Science to active learning. This will introduce 7 neuro-ELT practices adaptable for materials and coursebooks to engage learners and guide active learning across a range of language skills. Throughout, participants are invited to question and discuss the ideas presented. Greg Rouault This interactive presentation is based on the research into Mind, Brain, and Education Science (MBE) by Tracey Tokuhama-Espinosa (2010a, 2010b, 2014). At the intersection of neuroscience, education, and psychology, MBE presents a scientifically-grounded approach for improved teaching and learning. Drawing from what is known about the brain while also debunking neuromyths, this workshop introduces 7 neuro-ELT practices adaptable for materials and coursebooks to engage learners and guide active learning across a range of language skills. James Underwood This presentation will report on how the United Nations Sustainable Development Goals (SDG) can be incorporated into the classroom. Over the course of 5 weeks students selected a SDG as the focus for a self-directed research project. Each week they researched their SDG and made 2 pages of notes and shared these notes in class. At the end of the project cycle each student formally presented their findings and lead a discussion on the SDG. After their presentation they reflected on the development of their content knowledge and language skills.