SECOND EDITION | 2020
According to the theme “A meaningful journey to lifelong learning”, the Cambridge Experience is an event of lectures and exchanges of experiences among English language teachers, students of languages, principals, managers and other education professionals.
The event is online and free and registration is open until September 25th 12pm (or as long as there are vacancies).
Realization: Cambridge Assessment English Authorized Centre of Colégio Farroupilha and ”Escola de Professores Inquietos”. Supported by: Cambridge University Press.
ABOUT THE EVENT
English Language teachers, students of languages, principals, managers and other education professionals .
26th of September (Saturday)
From 10am to 1pm (Brazilian time)
On-line, through Webex (link avaiable after subscription)
MIRELA RAMACCIOTTI (SÃO PAULO)
Author of the book “Aprender: entendendo o cérebro”, Mirela Cunha Cardoso Ramacciotti is currently a doctoral student in Neuroscience and Behaviour (USP). Master’s degree in Interdisciplinary Education (Johns Hopkins University – 2019); postgraduate studies in Applied Linguistics to Teaching English (University of Birmingham – England – 2003); postgraduate studies in Neuroscience and Applied Psychology (Universidade Presbiteriana Mackenzie – 2014); extension course in Neuroscience and Education (PUC COGEAE – 2012); and Extension Course in Mind, Brain, Health and Education (Harvard Extension School of Education – 2016), in addition to a law degree (Universidade de São Paulo – 1992), pedagogical complementation in English (Universidade Presbiteriana Mackenzie – 1994) and training as Translator and Interpreter by Associação Alumni (1996).
ALBERTO COSTA (PERNAMBUCO)
He is the Senior Assessment Manager Americas of Cambridge Assessment English. He has a solid background in teaching English and his main qualifications include the Cambridge RSA Diploma for Overseas Teachers of English (DOTE) and a specialization in teacher training (PRINSELT) from the College of St. Mark & St. John in Plymouth, UK. In his 30-year career, he has worked in the English Language Teaching (ELT) area, as an English teacher, with training and continuing education for English teachers and as an academic consultant. During this period, Alberto Costa has also served as a teacher trainer for the teaching certifications of Cambridge English CELTA and Delta.
JASMIN SILVER (CAMBRIDGE -UK)
Jasmin is a Language Research Manager at Cambridge University Press. She and her team use data-driven methods to investigate a wide range of teaching and learning issues in order to improve the materials that Cambridge produces for English
learners. Jasmin has worked as a teacher in the UK, South Korea and Germany and has also taught English to students from around the world online. She holds a Cambridge CELTA and an MEd in Research in Second Language Education from the University of Cambridge. She also holds an MA (Hons) and an MSc in Psychology and one of her main interests is in how findings from psychology can be applied to language learning and teaching. One of Jasmin’s key projects is the development of the Cambridge Life Competencies Framework.
10am – Opening
10.15am – Lecture “Neuroscience and Learning: evidence-based approach to best practices in the classroom”, with Mirela Ramacciotti
Challenges fuel our brain, the organ of all learning. Creating a meaningful environment for learning demands creativity and knowledge of the learning process. The educator, based on principles of how nature works must rely on cognitive and metacognitive strategies to captivate students’ interest, engage their attention, maintain their focus and consolidate their learning. But now, more than ever, educators need nurture: for the self, the students and the environment, either presential or virtual. Based on principles of Mind, Brain, and Education, educators can nurture the environment in which the pedagogical process unravels by implementing evidence-based practices that optimize learning in these challenging times. Knowing these principles and some of the best practices based on evidence will be the focus of this lecture.
11am – 11.10am – Break
11.10am – Lecture “Socioemotional gains of taking Cambridge exams”, with Alberto Costa
For Cambridge Assessment English, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities. Cambridge English Qualifications – such as A2 Key, B2 First and C2 Proficiency – give clear objectives for the learner since the different exam levels can function as milestones which a learner reaches along their language journey. But what do we know about the impact of our exams in schools? Do candidates feel less anxious and more confident if they have taken the exam at a previous level? Are young learners less anxious about assessment when they have taken Cambridge English Qualifications specifically designed for their age? Is this experience motivating for them?In this session we will share the results of a study we have done with 1166 learners from Porto Alegre. The study aimed to investigate how candidates feel about sitting international English exams, like the Cambridge English Qualifications, as well as to explore affective, social, and educational factors which may be impacted by the experience of taking international language exams. The learners completed an online questionnaire which focused on aspects such as how they felt about taking the exam, self-confidence, beliefs about intelligence, goal orientation, among others. The results of this survey are promising and will hopefully benefit teachers and institutions in their pursuit to build learners’ confidence and show them what they are capable of.
11.50am – 12pm – Break
12pm – 12.55pm – Lecture “Learning to Learn: How to develop competent, autonomous and reflective learners in the English language classroom”, with Jasmin Silver
Our world is changing fast and we want to prepare our students with the skills they need to adapt, face challenges and take advantage of new opportunities. But how do we know exactly what skills we should be developing in our students and how do we integrate them into our English teaching? These are the questions that Cambridge has been trying to address by developing the Cambridge Life Competencies Framework, which defines in more detail what key life competencies look like in the classroom. This session will demonstrate how the framework can be used to help teachers better understand Learning to Learn skills and how these can be taught through English. Participants will be given the opportunity to identify effective materials for teaching Learning to Learn skills to their learners as well as to develop and share further ideas of how these can be taught in their classrooms.
12.55pm – 1pm – Closing