Thomas Healy

Pratt Institute


Thomas Healy is an Assistant Professor at the School of Liberal Arts and Sciences, Pratt Institute, in New York City. From 2011 to 2015, he was a Professor of English at Kyung Hee Cyber University, based in Seoul. His main research interest is on the use of technology and easy-to-use digital tools in English language instruction. Thomas presents regularly on how to adapt traditional materials and teaching techniques to meet the needs of the Selfie Generation. His presentation Create a Digital Course Pack was highlighted by the International TESOL organization as one of the favorite sessions of the International TESOL conference in 2014. He is a co- author of Smart Choice, 4th Edition, published by Oxford University Press. Thomas holds a master’s degree from the National University of Ireland.


Language Classroom Content & Pedagogy Developing a Teaching Portfolio for Reflective Practice more

Sun, Nov 14, 10:45-11:10 Asia/Tokyo

As teachers, we develop a set of instructional skills and tools that we rely on. However, to what extent do we review our own performance? This session examines teaching portfolios as tools for reflective practice, using an example as a way to explore its efficacy. We will look at what to include and how to engage with the portfolio. This is a practical workshop intended to encourage instructors to consider this method of professional development.

Thomas Healy

Language Classroom Content & Pedagogy Reflections on the Pandemic: Coming Back Stronger more

Mon, Nov 15, 10:45-11:45 Asia/Tokyo

The COVID-19 pandemic challenged educators professionally. This session reflects on how the pandemic provided initially unwelcome, yet ultimately rewarding, professional development opportunities, especially regarding technology. This session explores how to improve in-person teaching practices with these newly acquired expertise. Using differentiated instruction theory (Tomlinson, 2005), we will focus on repurposing the methods and materials developed for distance learning to scaffold learning more successfully, assess progress more efficiently, provide more effective remediation, and encourage learner agency.

Thomas Healy