Date: Sat Oct 13, 2018
Time: 6-8 pm
Location: L-Plaza Daikenshushitsu A
Cost: Free for JALT members, 1,000 yen for others
テーマ：低年齢の学習者がレジリエンスを育むための方略的な指導とインタラクション
月日：10月13日（土曜日）
時間：午後６～８時
場所：Lプラザ 大研修室A
参加料：ＪＡＬＴ会員無料、非会員千円
講演者：Judith B. O'Loughlin氏
JALT Four Corners Tour
Strategic Instruction and Interaction to Foster Resilience in the Young Learner: Connecting I Have, I Am, I Can to the C.R.E.D.E. Standards of Effective Pedagogy
Young learners may be traditional newcomers or students with limited literacy. For these learners to become resilient in educational and life challenges, schools must create “havens of resilience” (Henderson, 2013) to help them discover their own internal strengths, as in the “I Have, I Am, I Can” model (Grotberg, 1995; Davis, 2014). Learners discover how to draw on three resiliency strategies to develop their internal strengths and external resources to succeed emotionally and academically in the English language classroom and beyond. Resilience isn’t a specific program or curriculum, but a process. In the “I Have, I Am, I Can” model, learners are able to develop and recognize the unique strengths they possess. Connecting the “I Have, I Am, I Can” Model to the Center for Research on Education, Diversity, and Excellence (C.R.E.D.E) original Five Standards of Effective Pedagogy, the presenter describes the strategies, focusing on joint productive activity, contextualization, and instructional conversation. The C.R.E.D.E. standards and the “I Have, I Am, I Can” strategies focus on, not only building the internal strengths of the learner, but also, how creating a community of learners plays a central role in the process of making meaning.
Speaker: Judith B. O'Loughlin will be a plenary speaker at the JALT National Conference this November in Shizuoka. JALT Hokkaido is pleased to host her as part of the JALT Four Corners Tour. Judith has teaching experience with ESL at K-12, adult education, and graduate university ESL/ELD/bilingual endorsement programs. As a consultant, she focuses on standards-based curriculum, differentiated instruction and assessment, collaborative team-teaching, newcomers with interrupted education, and advocacy and policy impacting ESL/ELD/bilingual educators and their students. She is the author of chapters in several edited books, including Academic Language in Diverse Classrooms: Mathematics, Grades 3-5 (Corwin), the Academic Language Accelerator (Oxford) and co-author of Students with Interrupted Formal Education: Where They Are and What They Need (Corwin). She is one of the TESOL “50 at 50” recognized leaders in the field, as nominated by her peers in 2016.