Spotlight on Our Sponsor: Oxford University Press (Edcamp Chile Auspiciador)


Dear Reader(s),

Dear Edcamp Chile Participant,

Thomas Baker

It is a pleasure to once again greet you from the pages of the Edcamp Chile blog. As you know, Edcamp Chile consists of a FREE day of learning in which the participants are active participants, interchanging their practice, experiences, reflections and opinions about topics of interest that are relevant to them.

This year, Edcamp Chile will happen simultaneously on Saturday, March 9th, 2013 in 3 cities: Santiago, Calbuco and Coyhaique. Edcamp Santiago is already a “sellout”. All of our FREE tickets have been taken.

Three Edcamps in Chile on the same day, same time will be simply spectacular, so unique that you don’t want to miss it – you have to be there to experience the learning, the networking, the collaborating, the awesomeness of it for yourself.

Trust me, once you attend Edcamp Chile 2013, you will want to organize an Edcamp in your city!

We still have tickets available in Calbuco and in Coyhaique. If you live in Puerto Montt, Frutillar, Puerto Varas, Chiloe, Valdivia, Villarica, Osorno, Punto Arenas, Aysén, why not make travel plans to be in Coyhaique or in Calbuco?

Both cities are places rich in natural beauty, local customs and traditions, to say nothing of the excellent Chilean culinary heritage you will experience. For example, Calbuco is world famous for “Curanto”. The second Sunday in January, traditionally the residents of Calbuco hold a gigantic Curanto festival. Edcamp Calbuco is an opportunity to enjoy this tasty treat once again! There is a well-known song, called (in Spanish) “El que omite Calbuco no es Calbucano”. Translated to English, it has the sense of conveying that the people who have experienced the beauty of Calbuco will always consider themselves to be from Calbuco, a “Calbucano”!

Calbucano es el que llega y se enamora… Que venga, se van a encantar!



What about Coyhaique? Last year, in March of 2012, the average temperature in Coyhaique ranged from 13º to 15º, which is pleasant weather for the South of Chile. It can get chilly in the mornings and at night, so take some warm clothing!

What about dining in Coyhaique? How is the food there? I will let the words of the world famous travel guide, Lonely Planet, be my guide about the restaurant experience in Coyhaique. It is a diverse, multi-cultural selection that you will have. In other words, you have the rich Chilean cuisine, plus the global diversity of settings that will suit any budget, and most importantly, any Edcamper in Coyhaique!



Just remember to get your FREE ticket for the Edcamp. Tickets are FREE, but necessary to attend the Edcamp. Once there, you will find that both EdcampCalbuco and EdcampCoyhaique will blend well with the uniqueness of the Edcamp experience.

All Edcamps will videoconference with each other, will have the same international guests participating, mixing the local with the national and the international to produce a significant, connected day of learning that will live on long after the day is done!

So get your FREE tickets NOW! Today – get your FREE tickets today!
Here is the link to sign up for free tickets in Calbuco:
Edcamp Calbuco – Click here to signup for your FREE Ticket

Here is the link to signup for free tickets in Coyhaique:

Edcamp Coyhaique – Click here to signup for your FREE Ticket

For more details, contact Tamara Gómez in Calbuco at her email:

Contact Catalina Oyarzún in Coyhaique at her email:

Here is the Edcamp Chile email for more information about the Edcamp model of professional development:
Edcamp Chile (2)

Without any further preamble, I turn the “Spotlight on our Sponsor”, Oxford University Press, who is generously sponsoring Edcamp Chile for the second consecutive year. Yes, that’s right, Oxford has been with us right from the very beginning, year after year affirming their unity with innovative and creative teachers in Chile.

As you can tell, it is a great honor and a priviledge for Edcamp Chile to have the support and encouragement of Oxford University Press. We can truly say that without their solidarity, none of this would be the wonderful educational experience that it has become.

In today’s spotlight, we “shine the spotlight” on what may possibly be the least known aspect about Oxford University Press, namely, they have a world-class blog called the English Language Teaching Global Blog. It is the official global blog for Oxford University Press – English Language Teaching.

This is the place where I get to modestly add that in March 2011, OUP published an article I wrote, entitled, “Connectivism, A Theory of Learning for a Digital Age“, which was my introduction to their blog. Obviously, I highly recommend the article.

However, today’s article is one that I think you will enjoy. It is called:

Reading for pleasure: appealing to learners, not readers

31 January 2013 by Oxford University Press ELT

Source: OUP ELT Global Blog

Verissimo Toste, an Oxford teacher trainer, outlines the benefits of extensive reading and how to convince learners it’s worth doing.
“Teacher, why should I read in English when I don’t read in my own language?”

A very good question and one that I often get from students as I set up my class library.

“Students don’t like to read.”

Another familiar comment, this one from other teachers and some parents.

I didn’t believe those comments when I first began working with class libraries over 20 years ago and I don’t believe them now, despite continuing to hear them.

The benefits of reading for pleasure are well-documented. You can watch Professor Richard day explain the benefits below.



So, how do we get our students to read, to read a lot, and equally important, to enjoy the experience? Reacting to what my students like to do, I focus on establishing a positive reading environment. They frequently talk to each other about movies, music, and television. I add books to this list. I appeal to them not as readers, but as people and so my class library is part of a social environment.

I am aware that what I am proposing to them is new, to some it is so new it is difficult to understand. Linking reading for pleasure, and the class library, to something they understand is important.
I begin by associating reading for pleasure to playing a sport, or playing a musical instrument.

After some discussion we agree that it is important to establish a routine – to play a sport or an instrument well takes time and practice. To get the benefits from our class library will also require time and practice. I ask them for about 15 minutes of reading per day, outside the classroom.

Soon, my students point out that they are not required to play a sport or a musical instrument. This is a key point to the success of the class library – it isn’t reading for pleasure if you are required to read a book you may not like.

So, I tell them the class library is voluntary. There are usually some raised eyebrows of disbelief. I also tell them that they will be able to choose the book they want to read.

More raised eyebrows! And since I’ve got their attention, I finish by promising that there will be no homework and that I will not test their reading.

In essence, our class library can only help them. After all, we will continue with our normal lessons, which include homework, testing and the required grades at the end of each term. Through the library they will be able to improve.

In essence, I am challenging them. Their initial reaction is to put me to the test. My students continue to believe they don’t like reading. Many even believe they can’t read in English. But I am not appealing to them as readers. I am not preaching to them about the benefits of reading.

These they have heard before. I am appealing to them as learners. That is what a student is – a learner. And just as you become better at playing a sport or a musical instrument by simply doing it, I am betting that my students will improve their English by simply reading.

My first challenge is getting them to understand that the books we will be reading were written for them – learners of English. My students simply don’t understand the concept of a Graded Reader. Then, I need to help them choose a book they like. Again, this is not easy for many of them. When it comes to reading, they don’t know what they like.

You may have noticed that I have not appealed to my students based on the well-documented benefits I mentioned at the beginning of this article. As a matter of fact, I haven’t said one word about them.

Like the foundation of a house that is not seen, the benefits will be the foundation of the class library. They will become apparent to my students as they read.

OUP Bldg


About profesorbaker

Thomas Baker is the Past-President of TESOL Chile (2010-2011). He enjoys writing about a wide variety of topics. The source and inspiration for his writing comes from his family.
This entry was posted in Cultura, Desarrollo Profesional, EdcampStgo, Educación, FREE Tickets:, Global, Pedagogía, Sponsor and tagged , , , , , , , , , , , , , , , , , , , , , , , . Bookmark the permalink.

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