June 1-7

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

June 8-14

Module II (The Language of Heritage Language Learners)

June 15-20

Module IV (Strategies for Teaching Mixed Classes)

MONDAY, JUNE 21 (All times are Pacific Standard)

Intro to PBL with special focus on the theme and driving issue or problem

Review of Module I

9:00 – 9:45

Welcome and introductions (30 minutes)

Arturo Díaz, (UCLA Center for World Languages, NHLRC)

Overview of the week (15 minutes)

Maria Carreira (Professor, California State University, Long Beach)

Click to view the presentation.

9:45 – 10:25

 1. The STARTALK Principles and TELL Criteria

 Guiding questions: What is STARTALK? What are the STARTALK Principles? What are the TELL   Criteria? How do the STARTALK-Endorsed principles and the TELL criteria relate to heritage language   (HL) teaching? How do these principles support teachers in attending to the needs of these learners?   (Maria Carreira, 15 minutes)

 2. Review of Module I: Working in groups, participants will share their key takeaways from Module I,   as presented in the their Catalyst evidence for the asynchronous workshop and connect these takeaways   to TELL Criterion PL3.c: The teacher plans lessons that attend to the needs of heritage/native speakers   (group work guided by the mentors, 25 minutes)

Click to view the presentation

10:25 – 11:00

Debriefing of Module I (25 minutes)

 Guiding questions: What are the needs of HL learners (consider language, identity, affect, etc.)? How do   they differ from those of second language learners and those of native speakers? What is Macro-based   teaching? Why is this an effective approach with HL learners? What are the From-to Principles? How do   they help attend to the needs of heritage speakers?

Catalyst reflection (10 minutes)

 Participants will revisit their Catalyst Evidence for Module I, TELL Criterion PL3c and add a new   insight or expand on one or more takeaways from their original entries.

11:00 – 11:15

Break

11:15 – 12:30

What’s so great about PBL?

Maria Carreira

 How PBL helps instantiate the key concepts and pedagogical approaches in HL teaching,   ACTFL’s Language Teaching: Partnership for 21^st Century Skills, and the STARTALK principles.

 Targeted TELL Criteria:

 PL1.d The teacher uses units that provide opportunities for students to investigate cultural products   practices, and perspectives in order to interact appropriately with others.

 PL3.e: The teacher plans lessons that include learning experiences within students' range of abilities.

12:30 – 1:15

Lunch

1:15 – 2:00

Presentation of model projects: Attending to the needs of HL learners in a PBL framework

Alegría Ribadeneira (Professor, Colorado State University – Pueblo)

 Catalyst reflection: As they listen to Prof. Ribadeneira, participants will take note of the best practices   of PBL exemplified in these projects and how they align with any one (or more) of the TELL criteria   below. They will write a reflection in Catalyst.

 PL1.d: The teacher uses units that provide opportunities for students to investigate cultural products   practices, and perspectives in order to interact appropriately with others.

 PL3.c: The teacher plans lessons that attend to the needs of heritage/native speakers.

 PF2.b: The teacher provides students with feedback that is supported by evidence from student   performance.

2:00 – 2:10

 Break

2:10 – 3:15

Group work: From textbook activities to real-world themes and driving issues

Maria Carreira, 10 minutes

 Participants will consider their textbook and other materials to identify different project themes. They   will select a theme and craft a driving issue, ensuring that it meets the principle of authenticity.   (Mentors, 25 minutes)

 Participants will work on the Jamboard that corresponds to their group number

 https://jamboard.google.com/d/1VYHRXrRjksKr22qCNpDbrQFjixCIAiTxNGOv4JsXRVg/edit?usp=sharing

Walk through Jamboards and brief discussion (30 minutes)

 Targeted TELL Criterion:

 PL1.d: The teacher uses units that provide opportunities for students to investigate cultural products   practices, and perspectives in order to interact appropriately with others.

3:00 – 4:15

with a break, as needed

Project-design lab

Crafting the driving question for the project theme

 Working in project-specific groups, participants will brainstorm possible project topics or themes and   craft a driving question for their unit (50 minutes).

4:15– 4:30

Debriefing of the day’s work

 Exit card prompt(s): Respond to one of suggested prompts below or offer a response of your own

· Formulate a question about something that remains unclear to you

· Identify a topic that you would like to know more about

· Offer suggestions and ideas on a topic explored in today’s workshop

4:30 – 5:00

Mixer – led by Alegría Ribadeneira

Participants get to open their meal and beverage boxes.

TUESDAY, JUNE 22 (All times are Pacific Standard)

Focus on the product and Review of Module II

9:00 – 9:30

Research Study Participation

Julio Torres (Professor, University of California, Riverside)

(introduced by Claire Hitchins Chik, Associate Director, NHLRC)

Exit Cards Review

Sybil Alexandrov (Professor, Yale University)

9:30 – 10:15

Application of workshop for K-12: Attending to the needs of HL learners in a PBL framework

Victoria Barsky (Professor, Brooklyn College)

10:15 – 11:00

What might not be so great about PBL?

Sybil Alexandrov

Whole class discussion of participants’ concerns about using PBL in their teaching and/or program (40 minutes)

Catalyst reflection: Drawing on the above discussion, participants will write their top 2-3 concerns surrounding PBL (5 minutes). Over the course of the synchronous workshop, they will add ideas and possible solutions that come to them as they progress in their work.

11:00 – 11:15

Break

11:15 – 12:15

Review of Module II: Focus on narrow view of proficiency

Targeted grammar instruction and spot treatment in HL teaching, mixed classes, and PBL

Maria Carreira (20 minutes)

Group activity: Working in language-specific groups, the participants will identify key grammar/language topics of particular relevance to their HL learners. These are the topics of the principle of “Targeted grammar instruction” in HL teaching. (35 minutes)

(Mentors)

Catalyst evidence, TELL Criterion PL3c: The groups will post 5-10 grammar points of particular relevance to their language (5 - 10 minutes)

Targeted TELL criterion:

PL3.c: The teacher plans lessons that attend to the needs of heritage/native speakers.

12:15 – 1:00

Lunch

1:00 – 2:00

Review of Module II: Focus on broad-based proficiency

Maria Carreira, 20 minutes

How the ACTFL Proficiency Guidelines, the ACTFL Performance Descriptors, and the ACTFL Can-do Statements help teachers plan learning experiences that build on HL learners’ skills and address their needs following a Standards-based approach within the framework of PBL.

Group activity:

Using the ACTFL Proficiency Guidelines, participants will practice identifying the proficiency level associated with two assigned products and will explain their relative sequencing in a project for HL learners that includes both products (20 minutes). Jamboard URL: https://jamboard.google.com/d/1jKpRFxx4BY88z7dBZdswf5b_zFnjM4hIuOamNOsSwTo/edit?usp=sharing

(Supervised by the mentors)

Walk-through Jamboard: (20 minutes)

2:00 – 3:00

Review of Module IV and a walk through on how to create a project for a mixed class

Presentation and guided discussion by Maria Carreira (55 minutes)

Targeted TELL criterion:

PL3.e: The teacher plans lessons that include learning experiences within students' range of abilities.

Catalyst reflection on Module IV: Participants will add a new insight or expand on one or more takeaways from their original evidence entry on Module IV (5 – 10 minutes)

3:00 – 3:10

Break

3:10 – 4:35

Project design lab

Groups will identify the following elements of their PBL unit (60 minutes). They will present their work to two groups and receive feedback (25 minutes).

(1) Theme and driving question or real-world problem (from Monday’s work)

(2) Targeted student population, including language, age, grade-level and proficiency level for each of the four skills

(3) Product, specify the ACTFL proficiency level associated with it, be sure it is slightly above our students' proficiency.

(Led by the mentors) 

4:35 – 4:45

Debriefing of the day’s work

Exit card prompt: Respond to one of suggested prompts below or offer a response of your own

· Formulate a question about an idea that remains unclear to you.

· Explain an “Aha! moment” that will help address a concern about PBL.

· Identify a contribution by a participant that had an impact on your understanding of the material.

· Offer suggestions and ideas on a topic explored in today’s workshop.

WEDNESDAY, JUNE 23 (All times are Pacific Standard)

Focus on the stages of project work and review of Module IV

9:00 – 10:00

Exit Cards Review

Alejandro Lee (Professor, Santa Monica College)

The Heritage-meets-Heritage Project: Attending to the needs of HL learners at the program level

Sybil Alexandrov

10:00 – 10:50

Forum: Sharing successes, tips, and mistakes

Moderated by Alejandro Lee

Sybil Alexandrov, Victoria Barsky, and Alegría Ribadeneira will share tips from their experiences teaching with PBL. All participants who have used PBL or who have questions and ideas will be invited to participate.

Catalyst reflection (optional): As participants listen they might consider revisiting their concerns about PBL (from Tuesday) and noting useful ideas or insights.

10:50 – 11:00

Break

11:00 – 12:15

The three stages of project work: Information gathering, processing, producing

Maria Carreira

Guiding questions: How can text sets and formative assessment scaffold project work? How can the three stages of project work support differentiation? What does performance-based assessment look like in PBL?

12:15 – 1:00

Lunch

1:00 – 2:40

Project-design lab

1. Focusing on the product, the groups will find 2-3 authentic models and answer the following questions (75 minutes)

1. What kind of information will students need to produce a high quality product? (think language, style, organization, etc.)

2. What texts will provide that? These texts will be collected and scaffold the information professing and presenting stages. 

3. What knowledge or skills will each kind of text contribute?

4. Use the solar system model to represent the relationship of the texts collected.

2. Each group will present their ideas to two other groups and receive feedback (25 minutes)

3. Catalyst evidence, TELL criterion PL1.d: Each group will turn in a visual representation of the text set that will scaffold the creation of the products in their units and answer question 3.

Targeted TELL criteria:

PL1.d: The teacher uses units that provide opportunities for students to investigate cultural products practices, and perspectives in order to interact appropriately with others.

2:40 – 2:50

Break

2:50 – 4:20

Project-design lab

Outline the three stages of project work, following the model provided in the handout

Guiding questions:

1. How will students work with the authentic models gathered during the information processing and presenting stages? How will the information processing and presenting stages guide students to collect all the types of texts they will need to consult to create their product?

2. What kinds of activities will help students focus on essential aspects of language?

3. What kinds of activities will help students focus on the elements of a well-designed product? How will these be sequenced?

4. What will formative assessment look like at the presenting stage? What opportunities will there be for peer and instructor feedback for purposes of implementing a cycle of critique and revision?

4:20 – 4:45

Recap of the day’s work

Exit card prompt: Respond to one of suggested prompts below or offer a response of your own.

· Ask a question about an aspect of PBL that you are still struggling with.

· Offer suggestions and ideas on any of the three stages of project work.

· Explain how an original concern surround PBL has now been addressed.

· Describe a new understanding from today’s workshop that will help you with your unit.

THURSDAY, JUNE 24 (All times are Pacific Standard)

Putting it all together

9:00 – 10:00

Exit Cards Review

Victoria Barksy

Let’s take it outside: Attending to the needs of HL learners beyond the school setting

Alejandro Lee

10:00 – 11:15

Review of the guidelines for the project presentation, outstanding issues, reflections

Maria Carreira

For the presentation guidelines see here

Catalyst activity, reflection (optional): Participants will revisit their top 2-3 concerns surrounding PBL and reflect on possible ways to address them as well other resources to be consulted after the workshop on these points. This will also be an opportunity to work on other Catalyst entries that were not fully completed earlier.

11:15 – 12:00

Lunch

12:00 – 4:30

(with breaks, as needed)

Project-design lab

Participants will use the rest of the day to prepare their presentation for Friday. The mentors will be available to help, as needed. Review the guidelines below.

Guiding questions:

1. What kind of information (texts) will students need to work with to produce a high quality product? (think language, style, organization, etc.)

2. Use the solar system model to represent the texts collected.

3. What knowledge or skills will each kind of text contribute?

4. How will the collection or gathering of these texts be ordered and structured?

5. How will students work with these texts during the information processing and presenting stages? How will the information processing and presenting stages guide students to collect all the types of texts they will need to consult to create their product?

6. What kinds of activities will help students focus on essential aspects of language? What kinds of activities will help students focus on the elements of a well-designed product? How will these be sequenced?

7. What will formative assessment look like at the presenting stage? What opportunities will there be for peer and instructor feedback for purposes of implementing a cycle of critique and revision?

8. How will the final product be presented? How will the principles of performance-based assessment be implemented?

(Mentors)

Catalyst evidence, TELL Criterion PF2.b: Each group will describe how evidence from student work during the presenting stage will be collected on an ongoing basis and used to provide feedback. (10 minutes)

FRIDAY, JUNE 25

Presentations

9:00 – 9:15

Announcements, overview of the day

9:15 – 10:15

Concurrent presentations

Japanese: Room 3

Reiko Ileleji (Indiana Japanese Language School)

Yuka Hashimoto (Clarendon Elementary School)

Yuka Kumagai (University of Southern California)

 Yuki Strube (Columbia Basin College)  

Theme: Food and health

Driving question: Learning to make healthy food choices

Target student population: 4th grade, community school

Korean and Turkish: Room 4

Betul Acikgoz (Ilearn Schools)

Woojoo Kim (University of Southern California)

Theme: Community

Driving question: How can HLs help newcomers in the local community (New York, New Jersey and Los Angeles) to help get to know the heritage community (Turkish and Korean Community) and adapt better?

Target student population: Middle school and college

Russian: Room 8

Kristina Sergeev (P.S. 145 The Bloomingdale School)

Olga Starchenko (Russian School Olympus)

Tetyana Sirman (P.S. 145 The Bloomingdale School)

Valeriya Kozlovskaya (Star Academy)

Theme: Identity and Place

Driving Question: How can 4th grade students explore places of their origin and educate their peers by creating and presenting a travel brochure

Student Age: Age 9-10

Spanish: Room 10

Arianna Alfaro (Pitzer College)

Jianling Liu (Franklin and Marshall College)

Jose Barragan Nieto Pablo (Holy Family University)

Yulder Daza (California State University, Dominguez Hills)

Theme: Climate change, the environment

Driving Question: What can we, as Heritage Learners of Spanish, learn about individual and community responses to climate change in Spanish-speaking countries and in Spanish-speaking communities in the US that can help us address environmental concerns in our local communities.

Target student population: College-level, heritage class, Intermediate-High/Advanced Low

10:15 – 10:30

Break

10:30 – 11:30

Concurrent presentations

Persian: Room 6

Hana Talakoob (Seattle Persian School )

Pardis Minuchehr (University of Virginia)

Sep Gashti (Seattle Persian School)

Theme: Food

Driving question: How we can create a healthy food plate. What to include and what to avoid.

Target student population: 8 years, community school

Portuguese: Room 7

Claudia Almafi Marques (Nosso Canto)

Tábata Quintana (SUNY at Stony Brook)

Theme: The value of Portuguese

Driving question: Why Portuguese is important to me

Target student population: 8-10 years, community school

Russian: Room 9

Elizabeth Purdy (Holy Trinity Orthodox Seminary)

Natalya Kuznetsova (University of Utah)

Olga Klimova (University of Pittsburgh)

Theme: City Life

Real-life Problem: How can newly arrived Russian speaking immigrants and international students adapt to city life in an American city?

Target student population: College

Spanish: Room 11

Patricia Clua (Danbury High School)

Shaydon Ramey (Notre Dame Academy)

Stacey Biddy (Trail Ridge Middle school / St. Vrain Valley school district CO)

Theme: Holidays

Driving question: Informing the school and the immigrant communities of the other group’s holidays and celebrations

Target student population: Grades 7-9 Middle school/high school

11:30 – 12:00

Debriefing, final thoughts