(To be completed before the face-to-face workshop)
June 1-8 Module I (Key Concepts and Pedagogical Approaches in Heritage Language Teaching)
June 9-15 Module II (Understanding and meeting the Language needs of Heritage Language Learners)
June 16-22 Module IV (Strategies for Teaching Mixed Classes)
Participants will have a week to complete each module. All Thought Exercises should be done; Lesson Assignments should NOT be done.
On-Campus Workshop: Schedule and Presentations
Royce Hall 314. The schedule is subject to
change.
In keeping with the STARTALK framework, this workshop is designed to provide multiple opportunities to acquire and process new knowledge in order to apply and reflect on the development of new skills, as described below.
1. Acquire: Participants gain new knowledge & skills through input.
2. Process: Participants build personal understanding of new knowledge & skills.
3. Apply: Participants use new knowledge & skills.
4. Reflect: Participants explore ways to use new knowledge & skills.
The topics and activities in this schedule are classified according to the above steps and each day lists the targeted STARTALK-Endorsed Principles and TELL Criteria. Each day’s work will be entered into a Google document that will guide participants as they create their final project and will become a resource for applying the knowledge and skills acquired this week to their own teaching.
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MONDAY, JUNE 25
Targeted components of the STARTALK Program Guide:
TELL criterion P4: I ensure that my planning accommodates the needs
of heritage/native speakers and identified exceptional learners, as well as
struggling or accelerated learners not officially identified.
STARTALK-Endorsed Principles:
Implementing a
Standards-Based and Thematically Organized Curriculum
Using the Target
Language and Providing Comprehensible Input for Instruction
Integrating
Culture, Content, and Language
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8:30
- 9:00
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Registration and coffee
Powerpoint files: Intro to the workshop, Links for workshop
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9:00
- 9:40
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Welcome and introductions, overview for the week (Maria Carreira)
The rubric in the Google document below summarizes the essential material for this week that participants should take into consideration as they work on their project and their presentation.
Google Document link: Putting it all together
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9:50
- 11:00
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Preliminaries and key resources
What is the STARTALK Program and what are the STARTALK Principles? What are the TELL Criteria? How do the STARTALK-Endorsed principles and the TELL criteria relate to HL teaching? Processing and applying the information and skills acquired in Module I (Key Concepts and Pedagogical Approaches in Heritage Language Teaching). (Shushan Karapetian & Claire Chik)
Powerpoint file: Preliminaries and key resources
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11:15 - 12:45
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Principles and Practices of Project-based Learning for HL teaching
This introduction to project-based learning for HL teaching will help participants acquire new knowledge and skills. Subsequent activities will help participants process, apply, and reflect on this material, as they create a thematically-organized project that accommodates the needs of heritage learners and other students. (Maria Carreira)
Powerpoint file: Project-based Learning
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12:45 - 2:00
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Lunch
(not provided)
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2:00 - 3:20
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Principles and Practices of Project-based Learning
Processing the knowledge gained in the morning, participants will review exemplars of projects for HL learners, and discuss how they instantiate the STARTALK-Endorsed Principles above. (Claire Chik, Alegria Ribadeneira)
Powerpoint file: A PBL Example by Olga Kagan
PDF file: Putting Theory into Practice
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3:30 – 4:30
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Project work
Working in groups, participants will brainstorm possible project topics as well as final products that involve the integration of culture, language, and content, and they will present their ideas to the class. The suggested topics and products 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. The goal of this activity and of all end-of-day activities is to apply and reflect on different principles and practices of PBL as they relate to HL teaching and the STARTALK-Endorsed Principles.
Google Document link: Topics and Products
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4:30 - 4:50
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Wrap up of today’s topics and Q & A: Reflecting on the work accomplished today, participants will create exit cards.
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4:50
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Cheese and wine reception; getting
to know each other icebreaker activities led by Alegría Ribadeneira
Google Document link: NHLRC Playlist
Powerpoint file: Getting to Know You
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TUESDAY, JUNE 26
Targeted components of the STARTALK
Program Guide:
TELL
criterion P2c:
I plan learning experiences within my
students’ range of abilities.
STARTALK-Endorsed
Principles:
Using
the Target Language and Providing Comprehensible Input for Instruction
Facilitating
a Learner-Centered Classroom
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8:30
- 9:00
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Coffee
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9:00
- 9:15
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Exit Cards Review: Process and reflect on yesterday’s work
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9:15-10:45
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Understanding the language needs of HL learners and planning responsive learning experiences: Focus on grammar
This activity aims to engage learners in processing the information acquired in Module II (Lessons 1-5). Working in language-specific groups, the participants will identify grammar/language topics of particular relevance to HL learners for each of the STARTALK languages. This information will be entered into today's Google documents (see below) and be made available to everyone. This document will be updated on an ongoing basis as new topics come up during the course of the week.
(Maria Carreira and mentors)
Google Document links: Arabic, Armenian, Chinese, Hindi/Urdu, Japanese, Persian, Portuguese, Russia, Spanish, Turkish, Vietnamese, Korean
Powerpoint file: Review of Module II (Lessons 1-5)
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11:00–12:00
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Understanding the language needs of HL learners and planning responsive learning experiences: Focus on variation
This activity aims to engage learners in processing and applying the information acquired in Module II, Lessons 6, 7, 8. Working in groups, students will identity key issues related to register, dialects, and regional languages that come up in their teaching and consider strategies for effectively dealing with these issues. This information will be added to today's Google documents (see links above). (Maria Carreira and mentors)
Powerpoint file: Review of Module II (Lessons 6-8)
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12:00-1:30
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Lunch
(not provided)
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1:30-3:00
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Understanding the language needs of HL learners and planning responsive learning experiences: Focus on function
How can the ACTFL Proficiency Guidelines 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? This information will be entered into today’s Google document (see links above). (Claire Chik and Shushan Karapetian)
Powerpoint file: Tuesday Presentation
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3:15-5:00
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Project work
Groups will find sample products and other materials for their projects and consider their suitability for HL teaching in light of the work accomplished today.
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5:00
- 5:30
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Wrap up of today’s topics and Q & A: Reflecting on the work accomplished today, participants will create exit cards.
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WEDNESDAY, JUNE 27
Targeted components of the STARTALK
Program Guide:
TELL
criterion P2c:
I plan learning experiences within my
students’ range of abilities.
TELL
criterion LE 6c:
My students frequently use cultural
products and practices to contextualize language tasks.
STARTALK
principles:
Using
the Target Language and Providing Comprehensible Input for Instruction
Facilitating
a Learner-Centered Classroom
Adapting
and Using Age-Appropriate Authentic Materials
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8:30
- 9:00
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Coffee
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9:00
– 9:15
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Exit Cards Review: Process and reflect on yesterday’s work
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9:15-10:45
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Working with authentic materials and planning experiences within students’ range of abilities
How can the ACTFL Proficiency Standards and the Can-do Statements help teachers create meaningful, real-world contexts for Standards-based projects? Applying the information learned yesterday, participants will work with authentic products and consider how they can be used to create projects for learners at different proficiency and educational levels. Participants will practice applying the ACTFL descriptors with various materials using the following language-specific Google table. (Maria Carreira)
Google Document links: Arabic, Armenian, Chinese, Hindi/Urdu, Japanese, Persian, Portuguese, Russian, Spanish, Turkish, Vietnamese, Korean
Powerpoint file: Wednesday Presentation
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11:00-12:00
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Participants meet with evaluators
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12:00
- 1:30
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Lunch
(not provided)
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1:30- 1:50
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Language Materials Project (Presentation by Barbara Blankenship)
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1:50-
4:45
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Project work
Building on the work from this morning as summarized in today’s Google table (see links above), participants will apply the ACTFL proficiency guidelines and Can-do Statements to gauge the level of difficulty of the tasks and products of their proposed project, identify HL-appropriate instructional topics, and create activities to facilitate a learner-centered classroom.
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5:00
- 5:20
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Wrap up of today’s topics and Q & A: Reflecting on the work accomplished today, participants will create exit cards.
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THURSDAY, JUNE 28
Targeted components of the STARTALK
Program Guide:
TELL
criterion P2c:
I plan learning experiences within my students’
range of abilities.
TELL criterion PF4a: I analyze evidence of
student performance in an ongoing manner.
STARTALK Principles:
Facilitating a Learner-Centered Classroom
Conducting Performance-Based Assessment
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8:30
- 9:00
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Coffee
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9:00
– 9:15
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Exit Cards Review: Process and reflect on yesterday’s work
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9:15
- 11:15
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Differentiation, learner-centered instruction, and performance-based assessment in HL and mixed classes
Applying the information acquired in Module IV of the online workshop, the groups will identify two strategies or tools they will use to help learners at different levels of readiness successfully complete their projects and, more generally, for facilitating a learner-centered classroom. They will also practice designing rubrics for performance-based assessment. (Maria Carreira)
Powerpoint file: Review of Module IV
Word Document: Schedule of Presentations
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11:30
- 12:00
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“Heritage to Heritage” project (Sybil Alexandrov)
Powerpoint file: Building a Community of HLLs
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12:00
- 12:30
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Wrap up of today's topics and Q & A: Reflect
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12:30 - 1:30
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Lunch
(not provided)
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1:30 - 5:30
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Putting it all together
Continuing work on the final project; reflections and exchange of ideas, reporting among groups on work accomplished, getting feedback. Summarizing the material covered this week, the rubric in the Google document below can help participants assess their project and prepare their presentation.
Google Document link: Putting it all together
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FRIDAY, JUNE 29
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8:30
- 9:00
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Coffee
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9:00
- 12:00
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Reflections and presentations
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12:00
- 2:00
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Closing
remarks and farewell lunch (provided)
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