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TESOL Greece – Pitta Cutting Event
1 February @ 9:30 am - 3:00 pm
TESOL Greece Pitta-Cutting Event
"Planning for Learning Opportunities"
Event Sponsors
Event Programme
9:30-10:00
Registration & Welcome Notes
10:00-10:45
Dr. Ilias Vasileiou
10:45-11:25
Lena Pagona & Sandra Pagona
11:30-11:50
Brief Break
12:00-12:50
Scott Thornbury (online)
13:00-13:40
Lilika Couri
13:45-14:45
Pitta Cutting
Presentations
Dr. Ilias vasileiou
10:00-10:45
“Executive Functions and Students’ Behaviour: Learning How to Learn.“
Summary: The presentation explores how executive functions shape students’ behaviour and learning processes. It highlights skills such as self-regulation, attention, working memory, and cognitive flexibility, showing how they influence classroom engagement. Emphasis is placed on practical strategies that help students develop “learning how to learn” skills, supporting autonomy, emotional regulation, and more effective, inclusive learning outcomes.
Ilias Vasileiou is a Special Educational Needs teacher with extensive experience in inclusive education. He teaches across higher education, develops educational material, and publishes widely. His work focuses on differentiation, accessibility, and evidence-based practice, combining research, teaching, and professional training to support diverse learners in national and international academic contexts.
Lena Pagona is a senior Speech and Language Therapist with over 20 years’ experience, specialising in congenital and acquired neurological disorders (University of Newcastle upon Tyne). Her work focuses on neurodivergent children. She is a former programme leader and lecturer in Higher Education Institutions, an HEA Fellow, and an Occupational Therapy Assistant.
Lena Pagona & Sandra Pagona
10:45-11:25
“Inclusive Educational Design for Neurodivergent Students: Addressing Cognitive, Social-Emotional, and Communication Needs“
Summary: This presentation will highlight the importance of neurodiversity in mainstream classrooms. It will focus on the needs neurodivergent students have in common with an emphasis on the significance of inclusion in the classroom. Participants will explore common classroom challenges faced by teachers and acquire practical tips on how to deal with a variety of different cases in their teaching environment.
Sandra Pagona, is a senior Psychologist (Teesside University) a Psychotherapist and an HEA Fellow with many years of experience in the field. She has worked as a programme leader and lecturer at the Metropolitan College. Her current work focuses on helping neurodivergent children to develop healthy relationships and personal growth and consulting parents and teachers.
Scott thornbury
12:00-12:50
Online
“Planning vs Spontaneity“
Summary: ‘Teaching can be viewed not so much as the process of realising plans, but as a creative interaction between plans, student responses, and teacher improvisation’ (Richards 1998). How much of your lessons are planned and how much are improvised? In this talk I want to explore the tension between planning and spontaneity, and argue that a balance is achievable, and, not only achievable, but good for everyone concerned.
Scott Thornbury has taught and trained in Egypt, UK, Spain, and in his native New Zealand. Until recently, he taught on an online MA TESOL program for The New School in New York. His writing credits include several award-winning books for teachers on language and methodology.
Lilika Couri: Teacher Educator and FL School Management Consultant, EDUCATIONAL & TRAINING CONCEPTS.
Lilika Couri
13:00-13:40
“Adaptability, Resilience, and Appreciation: How Do They Connect to ‘Planning for Learning Opportunities’? Or, Do They?”
Summary: Learning is most effective when it is intentional and scaffolded. Planning for learning opportunities means creating environments and resources that invite curiosity, practice, reflection, and growth. Enter Adaptability, Resilience, and Appreciation—three life competencies powering future-fit minds in language learning. Change-ready adaptability, steady resilience under real-world pressures, and authentic appreciation that inspire motivation and collaboration. The interactive discussion, encourages a bold reimagining of what learners may become both within and outside the classroom.