2020 Online Heritage Language Teacher Workshop

WEEK 1: JULY 6 - 10, 2020

ASYNCHRONOUS ONLINE WORK

• Online Module II: Understanding and Meeting the Language Needs of Heritage Language Learners
  • Lesson 1: videos and Thought Exercises
  • Lesson 3: videos and Thought Exercises
  • Lesson 6: videos and Thought Exercises
  • Lesson 7: videos and Thought Exercises

• Online Module III: Differentiated Instruction – Responding to the Needs of Individual Learners
  • Lesson 1: videos and Thought Exercises
  • Lesson 2: videos and Thought Exercises
  • Lesson 3: videos and Thought Exercises

MONDAY, JULY 6

 (ALL TIMES ARE PACIFIC STANDARD PST)

1:00 – 2:00 PM

Welcome and introductions, overview for the week (Maria Carreira)

2:00 – 3:00 PM

Discussion of Module I (Key Concepts and Pedagogical Approaches in Heritage Language Teaching)

(Maria Carreira & Claire Chik)

Handout: NHLRC Workshop Week 1

Google Document: Using digital powerups to review Module I

WEDNESDAY, JULY 8

1:00 – 3:00 PM

Introduction to PBLWhat’s so great about PBL? How PBL helps instantiate the key concepts and pedagogical approaches in Heritage Language Teaching

(Maria Carreira)

Handout: This Teachable Moment

Google Document: PBL and best teaching practices

FRIDAY, JULY 10

1:00 – 3:00 PM

Project work: Identifying a theme and problem

Working in groups, participants will brainstorm possible project topics or themes that are HL appropriate as well as identify a driving question for their project. Participants will focus on formulating driving questions that address a real-world problem.

The suggested topics and driving questions will be entered into today’s Google document below. This document will be available to everyone and updated on an ongoing basis as new ideas for topics and products come up during the course of the week.

Google Document: Themes and problems

(Led by the mentors)

WEEK 2: JULY 13 - 17, 2020

ASYNCHRONOUS ONLINE WORK

• Online Module III: Differentiated Instruction – Responding to the Needs of Individual Learners
  • Lesson 4: videos and Thought Exercises
  • Lesson 5: videos
  • Lesson 6: videos

• Online Module IV: Strategies for Teaching Mixed Classes
  • Lesson 1: videos
  • Lesson 2: videos and Thought Exercises
  • Lesson 3: videos and Thought Exercises

MONDAY, JULY 13

(ALL TIMES ARE PACIFIC STANDARD PST)

1:00 – 3:00 PM

Discussion of Modules II and III

(Maria Carreira & Claire Chik)

Handout: NHLRC Workshop Week 2

Google Document: Spot Treating Grammar

WEDNESDAY, JULY 15

1:00 – 3:00 PM

Assessing the proficiency levels of products using the ACTFL Proficiency Guidelines

(Maria Carreira)

Links: ACTFL Proficiency Guidelines

  ACTFL Can-Do Statements

Project Work: Grouping Preferences

FRIDAY, JULY 17

1:00 – 3:00 PM

Project work: Selecting a product

Working in groups, participants will brainstorm possible products that integrate culture, language, and content, and they will present their ideas to the class. The suggested products will be entered into today’s Google document below.

Google Document: Theme, Problem, & Products

Focusing on the information gathering stage, the groups will consider the following questions in relation to their own project. They will present their ideas to their groups and receive feedback:

1. What will the information gathering stage of your project look like?
   
2. What kind of information will students need to access in order to produce the final product? How will students gain access to this information? What strategies will help differentiate instruction at this stage? What will formative assessment look like at this stage?

Focusing on the information processing stage, the groups will consider the following questions in relation to their own project. They will present their ideas to their groups and receive feedback:

1. What will the information-processing stage of your project look like?
   
2. How will students work with authentic models? What kinds of activities will help students focus on essential aspects of language? What strategies and tools will help differentiate instruction at this stage? What kinds of activities will help students focus on the elements of a well-designed product? What will formative assessment look like at this stage?

Google Document: Exit Cards

WEEK 3: JULY 20 -24, 2020

ASYNCHRONOUS ONLINE WORK

• Online Module IV: Strategies for Teaching Mixed Classes
  • Lesson 4: videos and Thought Exercises
  • Lesson 5: videos and Thought Exercises

MONDAY, JULY 20

(ALL TIMES ARE PACIFIC STANDARD PST)

1:00 – 3:00 PM

Differentiating instruction in a PBL format

(Maria Carreira)

Handout: NHLRC Workshop Week 3

TUESDAY, JULY 21

1:00 – 3:00 PM

Discussion of Modules IV

Participants will review the tools and strategies discussed in Module IV for differentiating instruction for PBL in mixed classes.

(Maria Carreira & Claire Chik)

Presentation: Victoria Barsky PowerPoint

WEDNESDAY, JULY 22

1:00 – 3:00 PM

Focusing on the information presenting stage, the groups will consider the following questions in relation to their own project. They will present their ideas to two other groups and receive feedback:

1. What will the information presenting stage of the project look like? How will it be broken up into smaller presentations?
2. How will the final product be presented? How will the principles of performance-based assessment be implemented?
3. What strategies and tools will help differentiate instruction at this stage?

(Led by the mentors)

Project Work

Participants will continue working on their projects, focusing on how they will structure each of the three stages of project work and the elements of the rubric.  

THURSDAY, JULY 23

Project work

Participants will finish working on their projects, focusing on how they will structure each of the three stages of project work and the elements of the rubric. 

(Led by the mentors)

FRIDAY, JULY 24

1:00 – 2:00 PM

Project presentations and discussion

2:00 – 2:15 PM

Break

2:15 – 3:15 PM

Project presentations and discussion

3:15 – 3:30 PM

Reflections, and closing remarks