BEGIN:VCALENDAR VERSION:2.0 PRODID:-//TESOL Greece - ECPv5.9.0//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:TESOL Greece X-ORIGINAL-URL:https://tesolgreece.org X-WR-CALDESC:Events for TESOL Greece BEGIN:VTIMEZONE TZID:Europe/Athens BEGIN:DAYLIGHT TZOFFSETFROM:+0200 TZOFFSETTO:+0300 TZNAME:EEST DTSTART:20260329T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0300 TZOFFSETTO:+0200 TZNAME:EET DTSTART:20261025T010000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=Europe/Athens:20260201T093000 DTEND;TZID=Europe/Athens:20260201T150000 DTSTAMP:20260426T130500 CREATED:20260127T222659Z LAST-MODIFIED:20260130T113232Z UID:15706-1769938200-1769958000@tesolgreece.org SUMMARY:TESOL Greece - Pitta Cutting Event DESCRIPTION:TESOL Greece Pitta-Cutting Event \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n "Planning for Learning Opportunities" \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Event Sponsors \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Event Programme \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 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   \n \n \n \n \n \n \n \n \n \n \n \n 12:00-12:50 Scott Thornbury (online) 13:00-13:40 Lilika Couri 13:45-14:45 Pitta Cutting \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Presentations \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Ilias vasileiou \n \n \n \n \n 10:00-10:45 \n \n \n \n \n \n “Executive Functions and Students’ Behaviour: Learning How to Learn.“ \n \n \n \n \n \n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Ilias Vasileiou\n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lena Pagona\n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lena Pagona & Sandra Pagona \n \n \n \n \n 10:45-11:25 \n \n \n \n \n \n “Inclusive Educational Design for Neurodivergent Students: Addressing Cognitive\, Social-Emotional\, and Communication Needs“ \n \n \n \n \n \n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Sandra Pagona\n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Scott thornbury \n \n \n \n \n 12:00-12:50 Online \n \n \n \n \n \n “Planning vs Spontaneity“ \n \n \n \n \n \n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n Scott Thornbury\n \n \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lilika Couri\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lilika Couri: Teacher Educator and FL School Management Consultant\, EDUCATIONAL & TRAINING CONCEPTS. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Lilika Couri \n \n \n \n \n 13:00-13:40 \n \n \n \n \n \n “Adaptability\, Resilience\, and Appreciation: How Do They Connect to ‘Planning for Learning Opportunities’? Or\, Do They?” \n \n \n \n \n \n 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. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Venue URL:https://tesolgreece.org/event/tesol-greece-pitta-cutting-event/ LOCATION:Keele University\, Ippokratous 33\, Athens\, 106 80\, Greece END:VEVENT END:VCALENDAR