Session details

Subject to change without notice

Session choices – You can choose your sessions on the day when you register.

Keynote: I am Capable

Karen Dymke

Helping students identify and find their developing capabilities and skills.
Interpersonal and intrapersonal competencies have become the skills that are increasingly important in this technological age. For many years we have described these skills for adult learners and many have them in abundance. Now is the time to build on these strengths and intentionally teach the skills that matter, and that employers want. Karen will outline how to empower students to identify, learn and practice these most important competencies for success for work and the world

Karen Dymke, MEd (Applied), BEd, DipT, Cert 1V Training and Assessment, GCI Coach
Karen is a passionate and inspiring educator with over thirty years’ experience across a range of sectors, as a teacher, trainer, senior leader, coach and consultant. Much of Karen’s work has been focused in applied learning settings such as ACFE, VET, TAFE and the VCAL.
Her work includes lecturing at Latrobe University in Alternative Educational Models, such as Hands on Learning and Community settings. Her interests are in sharing strategies to engage learners with a focus on disadvantaged and vulnerable learners. Karen’s work has been acknowledged through the Outstanding Teacher/Trainer of the Year award from the TAFE Development Centre, a Fellowship with the International Skills Institute and a number of scholarships to investigate innovative programs for vulnerable learners. She is the Director of Thoughtfulworks.

A1

TMG Revisited

Room 1

Geoff Pearson

This workshop is in response to the many requests over the years from former participants in the Teach Me Grammar (TMG) program for them to gather in one place to review, revise and extend their learning. The session will therefore attempt to address all three of these requests

  1. REVIEW – with a whistle-stop tour through the grammar elements of the program in a fun, interactive way.
  2. REVISE – with another look at some practical ways to enact three of the program’s key themes in the classroom: using familiar language for grammar work; the importance of ‘Noticing’, and how to encourage effective editing.
  3. And EXTEND – with some practical group-work planning aimed at moving students beyond understanding a grammar concept towards spontaneously applying it in their own writing.
  4. So, come prepared for two hours of ‘TMG on steroids’!

    This session assumes that the participants will have previously attended the Teach Me Grammar Program.

    Geoff is a four-year-trained ESL teacher who has taught in the field of ESL and adult literacy for almost 40 years. He taught EFL in France and Greece for six years before moving to Australia where he has taught ESL and Literacy in WATAFE and in many West Australian workplaces and industry organisations. For the last eight years, he has been focussed primarily on delivering the Teach Me Grammar PD Program, which was developed to help the VET Sector’s LLN teachers increase their knowledge of grammar and effective grammar-teaching.

    A2

    Wow! I didn’t know that.

    Room 2

    Susan Whitford

    87% of students surveyed in the Read Write Now! Program said they would welcome the chance to learn to use technology to help with their reading, writing and spelling.
    Come to this session to learn about the Accessibility features on an iPad. An iPad can read text aloud to a student, highlighting each word as it goes. An iPad can write a dictated text or email, and then read it aloud. Siri can spell words and do maths. And best of all: we can make the ads disappear from the screen!
    These are inbuilt features since iOS 7.
    iPads will be supplied by the Read Write Now! program.

    Susan has been Literacy Training Officer for Read Write Now for 3 years. In this capacity, she has learned everything she knows about iPads, presenting this session or a similar one to RWN Tutors, many times. It is important to ensure that literacy students don’t get left behind by technology – ‘falling thru the cracks again’ – so Susan is keen to enable students to progress their skills independently. The iPad makes this possible in a variety of ways.

    A3

    Building the Skills that Matter

    Room 3

    Karen Dymke

    Following on from the keynote, Karen will offer a framework to help teachers help students learn and practice the most important competencies for success. This will include competency-specific evidence-based instructional strategies with examples and tools such as instructional plans, formative assessments and learner centred approaches. It will be practical and fun!

    Karen Dymke, MEd (Applied), BEd, DipT, Cert 1V Training and Assessment, GCI Coach.
    Karen is a passionate and inspiring educator with over thirty year’s experience across a range of sectors, as a teacher, trainer, senior leader, coach and consultant. Much of Karen’s work has been focused in applied learning settings such as ACFE, VET, TAFE and the VCAL. Her work includes lecturing at Latrobe University in Alternative Educational Models, such as Hands on Learning and Community settings. Her interests are in sharing strategies to engage learners with a focus on disadvantaged and vulnerable learners. Karen’s work has been acknowledged through the Outstanding Teacher/Trainer of the Year award from the TAFE Development Centre, a Fellowship with the International Skills Institute and a number of scholarships to investigate innovative programs for vulnerable learners. She is the Director of Thoughtfulworks.

    A4

    Reading for math

    Room 4

    Tim Riessen

    Many students profess distaste for math and numeracy. Mostly they use numeracy everyday with no problem. The problem most often seems to be a failure to ‘read’ the question. If a student is presented with a direct math problem, they can usually do it, but when given the same thing in a longer written form, the process of extracting the math is the stumbling block.
    This session aims to investigate how assumptions are built into a question and what language is used. We will look at how comprehension impacts on the process of solving math problems.

    Tim Riessen has been with TAFE for many years, currently at NMT. He has worked with a diverse range of students, across most AQF levels. Currently he works in the General Education space, to build literacy and numeracy skills. Tim wants to help students better comprehend numeracy in the everyday.

    A5

    Teaching decoding skills for listening

    Room 5

    Louise Ward

    This workshop will explore ‘bottom-up’ decoding skills for listening.

    • What are they?
    • Why are they important? and
    • What are some easy and practical ways to incorporate them into our classes?

    The workshop is aimed at English language teachers and will include the chance to create an internet-based micro-listening activity.

    This year will be Louise’s 20th year as an English language teacher. She has taught overseas, in the AMEP and at TAFE.
    She currently co-ordinates and teaches English programs for South Metropolitan TAFE. She has a particular interest in teaching speaking and listening and enjoys exploring the use of digital tools to enhance language teaching and learning

    B2

    60 minute manager – Understanding a business model, Financial statements gobbledegook, Shareholders and friends?

    Room 2

    Deane Gilmour

    In this session, drawing from experience in the merchant banking industry, setting up and running several businesses, Deane asks participants to look at three aspects in running a business. Small business employs over 40% of the West Australia’s non-government work force yet over 60% fail within 3 years.
    The first aspect to be considered, not generally taught at universities, is Business models where we explore a basic but more holistic way of looking at a business idea. Famous large businesses and small popular businesses are used to demonstrate this.
    In the second aspect Deane looks at some basic ways not to be intimidated by financial statements and reporting which is a key cause of small business failure.
    Finally Deane explores three clauses in shareholder agreements that help avoid common fallouts between friends and families.
    Attendees will hopefully participate actively in the conversation around these three business elements where we will go from Virgin all the way to a Coffee shop and a Laundromat.

    Deane is a relatively recent entrant to the teaching profession and hopes his passion can make up for what is lacking in experiential teaching. He has consulted for several listed companies and has established and run a financial business that reversed into a listed bank.
    While working in prisons he sees many who are behind physical bars, but also many people on the outside who are self incarcerated behind emotional and financial bars. Sadly many of these ‘outside’ inmates remain unaware of their incarceration.

    B4

    Interactive Oracy Activities in the Classroom for ESL Students

    Room 4

    Rachel Yesuratnam

    Sometimes, as teachers teaching adults, we are required to entertain as well as to teach in order to make the lesson more interesting.
    So how can we liven it up for our adult students?
    There is a lot that we can do and we need to mix in some creativity to our ESL classroom activities!
    A variety of hands-on ESL activities can be used in the classroom and often these provide students a chance to practice structures and vocabulary. Most of these activities can be adapted to many different lessons and can be used as icebreakers, warm-ups, breaks, or a quick review when there’s a little time left near the end of class.
    It’s also very helpful to have a few quick activities when students get bored or discouraged.

    Some of the hands on activities that can be used in class are

    1. The Good Old ‘Find Someone Who’ & the ‘alternate version’
    2. Acting Adjectives
    3. 2 Minute Square Dance
    4. Alphabet Soup
    5. People Bingo
    6. ESL Board Games
    7. In this session participants will interact with each other in all of the above activities. A short introduction with instructions will be provided for each activity. Participants will be encouraged to move around the classroom, forms groups or work in pairs to make the activities more engaging and oracy based.
      Links to some of the activities will also be provided.

      My name is Rachel Yesuratnam. I began my career in the Banking Industry as a bank clerk in Malaysia, however, I’ve always had a passion for teaching. In 1998 I decided to pursue this passion, I studied a Bachelor of Arts, majoring in English and Communications at UPM in Malaysia. After graduating in 2001, I started as a lecturer at a business college in a small local town. I taught English for Business and Communication to students who were completing their Certificate 3 in Business & HR.
      In 2005, I moved to Nilai International University and continued as an English lecturer. As part of my job, I taught IELTS students of 3 different levels (Basic, Elementary & Intermediate). I also taught English for Hospitality and English for Engineering to university students from 2005 to 2007.
      In 2008, I moved to Australia and I joined Centacare Employment & Training in Gosnells, teaching Language Literacy & Numeracy to adults between the ages of 18-60 in the SEE Program. I have been teaching this program at Centacare for more than 10 years. The program provides literacy and/or numeracy training for mature aged job seekers from culturally and linguistically diverse backgrounds.

      C1

      Communicating with clarity and confidence

      Room 1

      Anne Hairsine

      The ability to understand and be understood is the main aim of all ESL students and we all appreciate how essential it is to be able to communicate in today’s society.
      This workshop aims to give tutors some practical ideas and demonstrations to help their students improve their pronunciation and listening skills. Let’s remind ourselves that the first language of most of our ESL students has between 8 and 12 vowels and diphthongs. English has 22 and we haven’t even begun to consider the consonants! Our poor students have to learn not only to recognise the new sounds but also how to produce them. This involves developing and learning new pathways from the brain to the various speech organs.
      Anne will share some of the methods she has found helpful in helping students to identify their problem sounds and the steps they can follow in order to create clear, understandable speech sounds. With practice this will eventually lead to the ability to become independent learners and to communicate with clarity and confidence.

      For most of her working life Anne has been deeply involved in all aspects of communication. A former Speech and Drama Specialist and Director, Anne has been instrumental in planning and implementing Oral Communication Courses at North Metropolitan TAFE.

      C2

      ‘Hey Google do you like Siri?’

      Room 2

      Chris Hodson

      With the introduction of simple voice recognition devices such as Siri and Google Home a new world has opened up for learning. In this session we will explore how the Google Home device and Siri can be used as an aid to learning. There will be a primary focus on mathematics but some literacy concepts will also be covered.
      All participants should bring an Android device with the Google Assistant installed or an Apple device with Siri.

      Chris Hodson started as a lecturer with General Education in 2009. Specialising in IT and numeracy, Chris has worked with a wide variety of students at North Metropolitan TAFE. Chris has a keen interest in numeracy and has developed many strategies to improve the effectiveness of numeracy education within General Education. Chris sees hands on concrete activities as the most effective way to develop students.

      C3

      Mathematicians are lazy (why the language of maths can be confusing)

      Room 3

      Tim Riessen

      As a math teacher of ‘challenging’ students I know that the misconception of terminology, and assumptions, is a regular occurrence.
      Math is symbolic representation of an abstract world, and so has a language all its own. Problems can arise with assumptions about meanings of certain terms or symbols.
      This session will look at some of the ways in which knowledge is assumed.

      Tim Riessen has been with TAFE for many years, currently at NMT. He has worked with a diverse range of students, across most AQF levels. Currently he works in the General Education space, to build literacy and numeracy skills. Tim wants to help students better comprehend numeracy in the everyday.

      C4

      Write Winning Job Applications and Resumes

      Room 4

      Lynn Koehler

      The planned session for 120 minutes will provide information on using the job advertisement for the basis of the application.
      Understanding what potential employers will require from applicants and how to write good responses to selection criteria. There will be practical exercises for the participants and some interactive activities to ensure that they can experience the process and handouts to take from the workshop.

      Lynn Koehler has over 20 years of experience in recruiting staff, creating job advertisements and teaching good, practical approaches that work to people seeking jobs in the Labour Market. She has also managed her own business, Success Tuition where she has assisted a range of clients to gain their dream job. Lynn is currently working as a teacher with Centacare Employment and Training assisting students in the SEE Program to improve their English skills to gain employment

      C5

      Linguistic Mindfulness Revisited: A strategy for teaching, learning and professional development

      Room 5

      Karen Barber

      Being mindful of the incidental language encountered in everyday life and then collecting and ‘doing things’ with the language is a strategy that enhances learning and opportunities to learn. The reading, collecting, noticing, analysing and imitating of bits of language encountered in everyday life develops a continuing ‘linguistic mindfulness’ in students and teachers and provides a learning strategy that can be employed anytime and anywhere.
      This workshop will outline the procedure, provide examples of the language and its analysis and discuss the merits and shortcomings as well as offer guidelines and activities for students and teachers on how they can best incorporate the strategy into their classroom and life.

      Karen Slikas Barber is an ESL teacher (of too many years to count) in the Adult Migrant English Program (AMEP) at North Metropolitan TAFE. She’s a classroom researcher and writer of articles, ESL materials and language learner literature.

      D2

      Look what I found!

      Room 2

      Susan Whitford

      Who has time to search hundreds of thousands of web links, to identify the really useful ones, for literacy students to use unaided?
      Susan has tried! Let her guide you towards the best she has found – and please also bring along your best suggestions to share. Let’s say ‘2 to 4 sites per person’ – but not obligatory!
      We can learn from background material and research papers in our own time – but for work, we sometimes need practical, interactive, user-friendly websites that students can work from, without constant support.
      We will freely explore Susan’s ‘Best of ‘ list, followed by sharing of participant links, using computers or iPads (both supplied by NM TAFE).

      Susan has worked in Adult Literacy for more than ten years, including LLNP/SEE Program, several TAFEs, Read Write Now volunteering, and now training RWN Tutors. Knowing how hard it is to individualise tuition for incredibly mixed cohorts of students, she aims to make life easier for teachers, by supplying or creating learning activities that can be personalised and used more than once. Hence her interest in websites that actually work for literacy students!

      D3

      Project based learning in multilevel classes

      Room 3

      Yvette Terpstra

      Project based learning is a bit of work but allows students to start where they are at and develop numeracy and literacy skills alongside soft skills.
      This session will show how we have created a project that has worked well for engagement and work skills.
      There will also be a time for teachers to collaborate and look at 4 different projects and come up with a series of activities that might benefit their classrooms

      Simone and Yvette work for Centacare. Yvette is a teacher and Simone is an Aboriginal support officer.
      Together they work with a group called Kadadjini Bidi, a class of Aboriginal and non -Aboriginal students of mixed ability and age (15-63).

2019 WAALC Conference 'Strong on Strategies: tips and tricks for teaching'
Email: info@waalc.org.au
Post: Northbridge Post Shop, PO Box 313, Northbridge WA 6865