Check out #iELT18 programme! A new batch of talks and speakers will be added in the coming weeks!

30-min sessions
60-min sessions
40-min drop in sessions
10-min Plenaries

Immersive Games, Language Learning, and Literacy

Games have emerged as a leading technology medium for education over the last decade. How excited should we be as educators? How can we use the research to make informed decisions about games for learning?
What will you get out of this session? This session presents both research and application on what makes a good online game in ELT.
Mary Whiteside

Creating the Cambridge Corpus Chatbot

Cambridge University Press have a wealth of data and information stored in their general and learner corpora. This talk looks at how the unique value of this data is being unlocked for teachers through the creation of a chatbot. The talk will look at the hackathon process that ELTjam and Cambridge have engaged in to build the early versions of the bot, and how the product can act as a fun and effective way of finding information to help with lesson planning.
What will you get out of this session? A better understanding of how Cambridge corpora can aid lesson planning. An understanding of bot technology and agile approaches to early stage product development.
Olivia Goodman
Jo Sayers

Music and English Teaching Program for Preschool Education

Music is essential in children lives. Using songs and musical activities for learning a foreign language is very fruitful for different affective, cognitive and linguistic reasons (Calatrava, 2016). I will present a program of Teaching English and Music in Preschool Education based in the interdisciplinary teaching and applied at a state school in Barcelona. The English contents, from Macmillan “Captain Jack” collection and music contents, from the school syllabus, have been fused together.
What will you get out of this session? This talk will present an investigation of an innovative teaching program applied in a real state school of Barcelona. Attendees will be able to see an example of CLIL program where Music and English were fused.
Verónica Asensio Arjona

Just for fun – 2 talks: ‘All work and no play’ & ‘No pain, no gain’

Terrence Rattigan’s popular comedy French Without Tears (1936) was named after a well-known textbook of the time. The title plays on the widespread longing for a language teaching method that is painless, pleasurable, and fast. Fun, in short. But can language learning really be fun? Isn’t it about effort, concentration and the long haul? In these two talks (All work and no play and No pain, no gain) I’ll argue the case for and against foregrounding fun as a guiding principle in methodology and course design. Just for fun, you won’t know in which order I’ll be doing the talks.
What will you get out of this session? A better understanding of how affective factors impact on learning; a sense of how to combine both the serious and the pleasurable and a more finely-tuned capacity to assess the claims of certain merchandisers.
Scott Thornbury

Authenticity in the Classroom

There are so many buzz words around ELT nowadays that it’s sometimes difficult to match the theory to the practical. This session explores what is meant by authenticity and its implications for classroom teaching. Teachers will learn how to better incorporate authenticity into tasks, materials and situations to enhance classroom learning.
What will you get out of this session? A better understanding of how authenticity can be applied practically into the classroom by breaking it down into 5 distinct strands and showing how to use these strands with some examples from a course book.
Philip Warwick

Pop culture as a language-learning tool: Bringing language alive for teen learners

What does Star Wars have to do with the passive? What can Prince Harry teach us about reported speech? Who is Zoella, and what can she add to your lesson on adverbs of frequency? This talk looks at using youth culture as a vehicle for target language. One struggle of teaching the ‘youth of today’, is relating to this transient age group, especially in the information age where content and ideas are in constant motion. View examples of content and how you can implement these into your teaching.
What will you get out of this session? The intended takeaway of this talk is to encourage thinking on what motivates students, and how this can be increased through the use of relevant and topical pop-culture content.
Katy Asbury

Entertainment becomes learner engagement: the use of video in ELT

Authentic video may offer the most effective route to classroom fun. But authentic video is much more than authentic speech. By harnessing the natural elements in film including music, humour and action-led narratives we can create a fun, fully integrated video-centred learning experience. Join us in this session in which we will play around with a series of sample clips and define the dos and don’ts that will ensure student engagement at any level!.
What will you get out of this session? Best practices in the choice and use of authentic video in class or as part of a blended learning model, allowing video to be placed at the core of a lesson that will grab students’ attention, boost retention and push them into action.
Elena Deleyto La Cruz

Don’t make me laugh; I’m teaching

It’s all so serious these days! We used to have a good time teaching, and then the coursebook came along and spoiled it all. We’ll look at the fun to be had from winging it, losing the plot, throwing away the script, flying a kite, playing it by ear. The serious point being: spontaneity and improvisation are powerful aids to learning.
Geoff Jordan

Challenge is the new fun

That motivation plays an important role in language learning is no secret to any teacher or student. That lessons which are fun motivate students is also something we can all observe in the classroom. What we have heard less about is how fun cognitively demanding and reasonably challenging activities can be.
What will you get out of this session? This session will focus on practical activities for teachers preparing students for the Trinity ISE exam, making sure students´ lower and higher order thinking skills are employed to encourage student participation and desired performance.
Violeta Stefanovska

The struggle of language learning: “ideal” and “ought to” selves

busuu's enormous community of language learners represent a huge array of insights into the struggle towards mastering an additional language. In this talk, Kirsten will present the findings of research conducted with busuu learners, and look particularly at the role of 'ideal' and 'ought to' future selves, and how crucial these are for successful language learners.
What will you get out of this session? Some insights into what motivates busuu's community of 80 million language learners.
Kirsten Campbell-Howes

The Joy of Failure and the Power of Play

Why do we avoid failure in real life but thrive on it in games? In many games you will lose a hundred times for every fleeting victory. Spawn, try, die, repeat. Spawn, try, die, repeat. How is this fun and what can we learn from it? This session will examine how failure, play, fun and learning are intertwined, looking at how specific game mechanics can be applied in lesson design and the creation of learning materials.
What will you get out of this session? A dab of existential philosophy, a scoop of game literacy and a good dose of transferrable, game-inspired interaction design ideas.
Paul Driver

Rapport as a fundament of fun: Life hacks

Rapport can be described as “a relationship marked by mutual understanding and trust”. Building rapport is a crucial component of successful teacher-student relationships, as once established it promotes open communication, develops trust and fosters student’s desire to participate in class activities. Moreover, these positive relationships are the basis of FUN. So, let’s see what lifehacks we already use and how we can benefit from those.
What will you get out of this session? Building rapport is a crucial component of successful teacher-student relationships and it appears to be a basis for fun. At the talk we'll discuss some lifehacks how to create that bond and promote student’s desire to participate in class activities.
Tetiana Myronova

Let the fun begin: a reflection on developing an EdTech tool for teachers

As teachers we want to deliver fun and interactive lessons and hope technology can help us to achieve this. However, using most of the EdTech products aimed at students often results in learners working with their heads down, fully immersed in their world and not communicating with each other. Unable to find the product that met my teaching needs I got up enough courage to create my own. I hope this session will inspire you to get involved and bring your ELT expertise into Ed Tech.
What will you get out of this session? Deepen your understanding of why teachers need to get involved in EdTech and how they can make it work to their advantage. Plus a free voucher for the exPLAYn app to help you engage your students and bring more fun into your classroom.
Anna Neil

Fun & Challenge in the YL Classroom

While fun is an important element in the young learner classroom, it's not just simply colouring, playing games and singing. Teachers of this age group need highly-specialised training to plan lessons with age-appropriate activities that help move students forward in their learning. This talk shows how teachers can bring Vygotsky's Zone of Proximal Development come to life in the language classroom. Fun and challenge complement each other, they're not binary opposites.
What will you get out of this session? Attendees will have the opportunity to bring fun into the classroom while still maintaining challenge. Teaching children is not just singing and colouring. The modern young learner teacher is expected to deliver classes with clear learning outcomes.
Shay Coyne

How to stay motivated and keep developing as an experienced teacher

In this talk, I will explore ways in which an experienced teacher can stay motivated and derive pleasure from their every day practice. I will talk about the key role continuing professional development plays in maintaining motivation and what benefits and pleasure this brings to the individual, their learners and their organisation. The talk will also cover areas such as what motivates experienced teachers and what factors can affect their levels of motivation.
What will you get out of this session? Attendees will gain an insight into various ways of staying motivated as an ELT professional, even after years of teaching. They will come away with ideas on how to continue to develop their own practice and keep the fun in teaching.
Shanel Summers

Trouble and Strife: making Teacher Observations work for all

All too often Teacher Observation is carried out with little gain apart from "ticking the boxes" and minimal reflection (on both sides). Why is it often such a struggle? In this interactive session we will be looking at ways in which we can make the process more productive and reflective for both observer and observee. In addition, this practical session will demonstrate how integrating Observations into overall CPD programmes is able not only to enhance enjoyment, but also engagement.
What will you get out of this session? All too often, observations are carried out with little gain apart from "ticking the boxes" and minimal reflection (on both sides). In this interactive session we will look at ways in which we can make the process more productive/reflective for all.
Melody Philip

Fun is in the eye of the beholder

Despite new textbooks, technical devices and real-life contexts, we still do not always succeed in engaging all our students. This talk bridges the gap between theory and practice, and offers an agency-based communicative approach through which students create their own fun and meaning. This sociocultural approach intrinsically motivates students by giving them freedom to create, so they can become unique individuals who are in control of the new language they are learning.
What will you get out of this session? The agency-based communicative approach helps students to create their own meaning and become unique individuals in control of the English language.
Dirk Lagerwaard

Perceptions of efficacy: “If I’m not suffering, am I learning?”

Designing a delightful learning experience would seem essential if we want to motivate adult learners to engage with our products. But do adult learners value ‘fun’ learning experiences? In this talk we explore student perceptions of products designed to provide entertaining, stress-free learning, such as bite-sized video-based activities and social clubs. Specifically, we examine questions raised by some students of the efficacy of learning experiences which don’t feel like 'hard work'.
What will you get out of this session? Relevant to both teachers and course designers, we’ll share research on student perceptions of ‘fun’ and learning, explore some effects that pressure and stress have on language learning, and consider implications for your own learning design.
Bindi Clements

Creating a fun and engaging User Experience in education

Having a user-centered design approach when creating a new service, in this case education, is key. And of course, we want our customers/students to have fun while learning and to stay engaged. This talk will cover concepts to help you create a good user experience, and we’ll discuss methods we use daily to push our products and services forward, and to ensure they’ll succeed and stand out.
What will you get out of this session? Learn about why designing a good user experience can help students have a more engaging and fun education. See how design methods and processes can help create this experience and to find ways to iterate and constantly improve.
Amit Patel

Putting lessons in learners’ hands with augmented reality

Lesson activities using augmented-reality (AR) smartphone apps develop learner engagement, awareness and interaction with other students. AR gives learners control accessing audio-visual content overlaid on still images, and a way to share their own work. This reframes the familiar and generates new activities, promoting movement, aural processing and peer support: more fun, less affect. Come to see, try and make AR activities in open-access app "HP Reveal" —set it up on your device for the talk.
What will you get out of this session? AR activities offer learners more control, variety and involvement in content, promoting movement, interaction and deeper learning. See how to innovate, redefine coursebook tasks, keep smartphones busy and nurture language learners’ inner resources.
Adam Scott

Laughter in the classroom, a valid affective factor in SLA?

I decided to conduct my own action research into the possible pedagogical benefits of laughter in the adult classroom. Can laughter reduce the affective filter? Do students appreciate humour in their lessons? Do we know what our students find amusing? Does this have any effect at all on students' learning or their perception of their learning? The results made me laugh...
What will you get out of this session? Attendees will leave with a clearer appreciation of both learners' perceptions of humour and its function in the classroom, how to incorporate humour into lessons and how to make the most of the learning opportunities afforded by laughter.
Tamara Parsons

True grit

When we work with learners for just one academic year, it can hide the fact that the goals many are working towards will take years, even decades to reach. Despite what marketers would have us belief, language learning is very much a marathon, not a sprint. And even if the marathon is punctuated with moments of fun and joy (hangman, anyone?!), it’s still a marathon. In this talk, Nick will explore ways we can help learners build the resilience they need to get to the finish line.
What will you get out of this session? Insights into the psychology of resilience and practical tools to help keep learners engaged and motivated in the long-term endeavour of language learning.
Nick Robinson

The worlds of fun Jobs To Be Done

The better we understand what our learners are trying to achieve, the better we can design solutions that meet their needs. In this talk we will take a look at the Jobs To Be Done approach to product development and explore ways in which it might be applied to the context of ELT. We will ask what problems learners are 'hiring' English to solve, and how we can use that insight to craft engaging and effective learner experiences.
What will you get out of this session? Attendees will get an introduction to the Jobs To Be Done approach to product innovation, as well as suggestions for how it could be applied to language learning experiences.
Tim Gifford

A story-based approach to video

We all create our own meaning when viewing videos, reading books or listening to stories. In this practical workshop, I would like to focus on video and show you just how personalised and diverse our experiences can be. In order to do this, we will watch a short video and use it to create stories. This will involve making a video of your own, so please bring your mobile device (as if you wouldn’t!).
What will you get out of this session? Come to ‘see’ video in a different way. This will influence the way that you approach it in the future. Teachers will take away some original video activities for the classroom.
Jamie Keddie

Beware of the fun police!

What with Critical Thinking, 21st Century Skills, PARSNIPS, the CEFR, etc, there's a danger that we may lose sight of the elements that make a lesson fun for teachers to teach and memorable for students to learn. In this workshop I want to consider how, in the face of all those restrictions, you can keep fun and engagement central to teaching materials. So if you're interested in injecting some extra spark into your materials, this session is for you.
What will you get out of this session? This practical workshop is about keeping fun at the centre of the materials you write. I'll suggest ways of "choosing motivating topics and texts" adding interest to texts and dialogues " keeping meaning central to the material at all times.
Sue Kay

Online games in ELT: Are we there yet?

Are teachers ready to integrate online games into classroom practice? Do online games really contribute to effective language learning? And is the effort worth it?
What will you get out of this session? You’ll explore how you can use games with your learners and we’ll share practical tips and insights from the new Cambridge Assessment English course on using online games in ELT.
Ollie Wood

The Great Escape from Classroom routine!

The aim of the workshop is to show the audience how to transform a routine task into something interesting and full of fun and engagement and to run a short demo (30-min) of an Escape Room, which I designed, tested and evaluated with the students preparing for the First Certificate exam. The organization of the workshop: 20 minutes devoted to some basic ideas and rationale behind the project, the puzzle organization, a demo activity and a short reflection based on questions in the survey.
What will you get out of this session? What would happen if we transformed an exam practice or a revision into a room full of puzzles to solve? Come and learn how to build your first Educational Escape Room! A storyline, padlocks, enigmas, QR codes and what not. Ready to escape?
Magda Goraj

Engaging All in Class- Student Response Systems in ELT

Student Response Systems (SRSs) are a way to engage students in a fun and interactive way. A few years ago it all started with using clickers (handheld remote –like devices) but with the rise of mobile devices and the access to WiFi, there have been lots of online Response System tools enabling teachers to work on increasing engagement, add some interactivity, foster reflection and enable instant feedback. In this workshop, we will be looking at the ways to use these tools in an ELT class.
What will you get out of this session? Those attending the session will get some functional knowledge about the Student Response Systems available on the market and map these to their own language training needs.
Eva Kilar

Visualise this!

In an age where we are bombarded with visual imagery from YouTube, Instagram and the mindless scroll of the Facebook feed, we can’t deny that we receive a lot of information by sight. So why not take a step back and get learners creating their own visual content through guided visualisations? In this workshop, we’ll practise a series of visualisations which can be used to practise a variety of skills and help learners preparing for official exams.
What will you get out of this session? The ideas in this session are completely free: tech-free, prep-free, paper-free! Guided visualisations are a great way to get learners talking, generate a lot of emergent language and can be tailored to most linguistic aims.
Teresa Bestwick

How to get ahead in ELT

We can all take DELIGHT in setting and achieving our personal goals, but without a clearly defined career path, making progress as ELT professionals can seem like an uphill STRUGGLE at times. In this workshop session, we’ll use some FUN, tried-and-tested game formats, easily translatable to the classroom, to take a slightly irreverent look at success stories in the ELT world, as well as make some practical suggestions for career development.
What will you get out of this session? This workshop will use some fun, tried-and-tested game formats, easily translatable to the classroom, to take a slightly irreverent look at success stories in the ELT world, as well as make some practical suggestions for career development.
Jessica Mackay

Making Practice Perfect: Simple tips to improve dull textbook activities

We all know our students need practice. But often the textbook we're using isn't very inspiring. This practical workshop will look at what makes a good practice activity, and how we can adapt the textbook to ensure we're providing our students with fun, engaging and useful tasks.
What will you get out of this session? This workshop will help newer teachers to evaluate the practice activities found in popular course books and look at ways they can be adapted and improved.
Amy Blanchard

The light of connection in teaching and learning.

Freire says we teach who we are and Manamori states that happiness comes from the connection between human beings. If this is so, teachers need to find their true selves and let them be seen. Through a selection of contemplative practices, both pre- and in-service teachers can find the tools to find, keep and nurture a heartful delight in their teaching practice.
María Dolores Gómez Gómez

Let Them Play! – Lesson planning for Very Young Learners

This workshop is for anyone who wants to plan effective and engaging lessons for pre-primary learners that cater to the specific characteristics and needs of this age group. During this hand-on session, participants will deepen their understanding and appreciation of a play-based approach to foreign language acquisition in the early years (European Commission, 2011, Morão, 2014) and work through a practical lesson framework that they can adapt to suit their teaching context.
What will you get out of this session? At the end of this workshop, teachers will feel will have discovered how play-based learning and elements of early childhood education can make their English lessons with pre-primary language learners more engaging and effective.
Claire Venables

Learning how to enjoy assessment: start with the ‘fun’damentals

Testing and assessment is an under-developed area in teacher education courses, often leaving teachers to learn by trial and error. To help counter this omission, this workshop will provide practical use with new, open access materials that will help meet the growing need for teachers to devise valid and practical assessments that are non-threatening and even enjoyable. As well as the outcomes from workshop activities, there will be takeaway resources to help teachers in their further CPD.
What will you get out of this session? A better understanding of methodological factors that affect assessment in English language teaching and practical guidance about how to develop your own knowledge in this area.
Ben Beaumont

Getting better at listening – just for the phon of it

Ideas from John Field's 'Listening in the Language Classroom' or Richard Cauldwell's 'Phonology for Listening' have been gaining steadily more traction in language teaching and training in recent years, but what does it look like in class? This talk with learners will be an opportunity to see just that. Decoding authentic speech can be a struggle. Can we balance that with the (potential) fun of follow-up phonology work? Will it motivate or demotivate the learners? Let's see!
What will you get out of this session?A chance to see how learners react to the challenges of decoding natural speech and a range of tasks with a receptive phonology focus you can adapt for your own classes.
Shaun Sweeney

The Conversation Experience

The session will show how good quality questions translate on great conversation experience. Carefully designed questions let learners talk and feel satisfaction from increased agency and ability to confront a problem that is not easy even in their native language. In the classroom, just like in life, students are allowed to use all aids possible, be it dictionaries or mobile translators, but there are questions to which the browser knows no answer. Will the students be able to communicate?
What will you get out of this session? A healthy respite from tech, and a dose of intellectual pleasure. The attendees will get a better understanding of what are good, educative questions, as well as what is innovation of the content in education, and that it does not require technology.
Jędrzej Stępień

Dip TESOL Drop In

Come and find out about the Trinity Dip TESOL course at OxfordTEFL, and how it can help you develop your teaching and career in ELT. You will meet the course director and two graduates as well as checking out some sample tasks from the course to really get a feel for what it’s like.
What will you get out of this session? You will discover how a qualification like the Trinity Dip TESOL can develop your teaching, move you forward and open up doors to better teaching jobs and other areas of ELT.
Nicola Meldrum

How to write excellent materials with ELT Teacher 2Writer

ELT Teacher 2 Writer publishes eBooks that train teachers in the skills of ELT writing. So far we've published 22 eBooks and two print Compendiums. We're proud to say that our list of authors reads like a Who's Who of ELT. In this drop-in session, we'll give you a taster of our eBooks and the chance to try out some of the practical tasks from the books. We'll be on hand to answer your questions. If you're a writer or a teacher who develops materials for your own class, this is for you.
What will you get out of this session? At ELT Teacher 2 Writer, we help teachers and writers to improve their materials writing. We'll show you how our books draw on the expertise of experienced authors, and are organised around practical tasks and task commentaries.
Karen Spiller
Sue Kay


NUSHU is an adventure story on global current affairs using Augmented Reality. You’ll have the opportunity to play and interact with the main character, NUSHU, an alien lost on Earth with the mission to understand what is happening in our world. Besides ‘talking’ with NUSHU in AR, you can see why the AR related games are so engaging for students, who are prompted by NUSHU to keep investigating. NUSHU is connected to the real world, easy to use and fun and has a quality certification from Finland.
What will you get out of this session? Discover the benefits of using both current affairs and AR combined to motivate your students (aged 8 to 12) and explore how to use the activities suggested in the teachers guides to help NUSHU by reading, searching and communicating their results.
Eva Domínguez

Game-based learning and assessment

Come along and experience some of the products we’re developing at Cambridge Assessment English: Quiz your English is a fun way for learners to practise and improve their English by competing against players from all around the world; The Lighthouse is a demo version of a games-based proficiency test at A2 level, assessing reading, listening, grammar and vocabulary.
What will you get out of this session? Have a chat with our Digital & New Product Development team, share your feedback on our products and tell us how you see the future of games in ELT.
Belinda Cerda
Mary Whiteside

Using different free apps to create a fun atmosphere

It’s amazing how many learning opportunities we have today! With the appearance of new technologies we are enabled not only to create a paperless society but also to have fun! Well, it also helps teachers with storing all the data…. But that’s a topic of another session. So, at this workshop we’ll have a look and test some of the free apps that you will enjoy using in your classroom.
Tetiana Myronova

Behind the scenes of the LearnEnglish websites

The British Council’s LearnEnglish websites (Kids, Teens and LearnEnglish) received over 55 million visitors from 238 countries last year and they’re still growing. This drop in session will give participants the chance to check out the learning content on offer on our sites and mobile apps and to ask questions. I will guide you towards material that may be useful for your learners and I’ll also tell you about future content that’s in the pipeline. Come and find out what’s new and coming soon!
Joanna Budden

Let’s Play – Professional Development!

Professional Development is often thought about with dread by those who have to plan it and those who have to sit through it. We would like to break that assumption by introducing an added ‘game element’ to a professional development session. The board game we designed can be different every time you play it, contextualizing itself to the players’ work and life experiences, and interests. You will be able to play a part of the game, analyze it and brainstorm its possible uses as a PD tool.
Tana Ebaugh
Zhenya Polosatova

Loose Parts In Action

Loose parts play refers to the use of materials that can moved, put together, taken apart and used in any way children desire. This drop-in session is for anyone who wants to bring innovation and creativity into their English lessons using inexpensive materials which maximise a child’s development. Come and try it out for yourself!
What will you get out of this session? Join me to find out why so many teachers are excited about loose parts play in the Young Learner Classroom. Find out exactly what kind of materials can be considered loose parts, what makes them so important for child development, and get 5 ideas for how can we use them in our classrooms to get children excited about learning and using English.
Claire Venables

Meet the video producer

Come and speak with Dan to ask questions on video techniques, rights, costs, workflows, distribution and anything else you'd like to know about producing & using video in class.
What will you get out of this session? Dan will share his experiences with student engagement with video, the outcomes and current trends in video use.
Dan Mills

How scanning technology can make learning vocabulary fun (and efficient).

Discover the benefits of using Optical Character Recognition (OCR) through an innovative app to advance student’s engagement with vocabulary. Students can personalise their own vocabulary collection specific to their language needs, complete with definitions, collocations, pronunciations & additional daily lessons to teach phrasal verbs & idioms. Advancing the student’s metacognition & assessment of their own learning is key, as well as allowing the teacher to assign & monitor their progress.
Niamh Kelly

Learner Experience Design Clinic

Drop in and speak to the ELTjam Directors about how to improve the experience you provide for your learners. Whether you are a teacher, a budding entrepreneur, a materials creator or an employee at an educational organisation, ELTjam’s Learner Experience Design framework offers a step-by-step approach to developing products that solve real learner problems, improve outcomes and make learning more enjoyable. Come and find out how.
What will you get out of this session? Attendees will get tips for ensuring that their learning product or service solves real learner needs.
Laurie Harrison
Tim Gifford
Nick Robinson

Better than before

Language learning is a struggle. Some of us find struggle fun, others just find it, ...well... a struggle! But most of us like to feel that we are getting better - that we are making progress towards our goals. In this plenary, Kirsten presents a couple of quick insights from two classic self-improvement books (Gretchen Rubin’s Four Tendencies, and Stephen Covey’s 7 Habits of Highly Successful People), which can help us to help our students know themselves better, and be "better than before".
Kirsten Campbell-Howes

How to love your job

Whatever job you do in the world of ELT, there are clear benefits to enjoying it more. You’ll be better at what you do, happier, and more motivated. What’s more, whether you work in teaching, management, publishing, assessment or product development, the net result of you being happier is that the learners affected by your work will benefit. In this plenary, Nick will share insights from the field of psychology that will help you shake that 'Sunday night' feeling and learn to love what you do.
Nick Robinson

Teachers as product designers

To enhance student’s engagement in lessons, teachers can implement some of the habit-forming techniques used by technology companies. By using the same psychology as product designers, teachers can create lesson plans that maximise the learner’s engagement and overall outcomes.
Niamh Kelly

Teaching is fun. So why is the training so stressful?

Learning can be incredibly fun, especially learning that develops you as person and professional. That being so, why can teacher training courses be so stressful? This plenary will consider some of the issues around anxiety in teacher training assessment and give suggestions for making it more enjoyable and realistic. Recognising that well-delivered assessment has the potential for positive washback, we will consider how good assessment has the potential to further self-directed learning and other CPD.
Ben Beaumont

Do students really want fun in the ELT classroom?

‘& it’s fun!’ is often used in ELT teacher notes when describing material/an activity. I will put forward the case for this not being a very sound criteria. Through my experiences and first-hand student feedback I’ll suggest that students do not particularly value fun, though it may be a desirable by-product of learning. Possible pitfalls of focussing on fun will be discussed, as well as what my learners really want. Finally, I’ll offer other criteria to consider when planning and teaching.
Sarah Priestley