Online Workshop
(To be completed before the face-to-face
workshop)
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June 1-7
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Module I (Key Concepts and
Pedagogical Approaches in Heritage Language Teaching)
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June 8-14
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Module IV (Strategies for Teaching
Mixed Classes)
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June 15-22
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Module V (Project-Based Learning)
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Participants will have a week to complete each module. The module
assignments will be emailed to participants.
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.
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 24
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8:30
– 9:00
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Registration
and coffee
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9:00
– 9:20
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Welcome
and introductions, overview for the week (Maria Carreira)
Presentation file: Intro to the workshop
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9:20
– 9:50
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Review
of Module I (Key Concepts and
Pedagogical Approaches in Heritage Language Teaching):
Guiding questions: What are the needs of HL
learners? How do they differ from those of second language learners and those
of native speakers? What is Macro-based teaching? Why is this an affective
approach with HL learners? What are the From-to Principles? How do they help
attend to the needs of heritage speakers?
Targeted
TELL Criterion:
PL3.c:
The teacher plans lessons that attend to the needs of heritage/native
speakers
(Claire
Chik)
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9:50
– 10:10
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The
STARTALK framework
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 HL teaching? How do these principles support teachers in attending
to the needs of HL learners?
(Claire
Chik)
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| 10:10 – 10:35 |
What's so great about PBL
How PBL helps instantiate the key concepts and pedagogical approaches in Heritage Language Teaching.
Guiding questions:
How does PBL support
language learning? How can PBL help teachers address the needs of
HL learners and attend to a range of abilities in the classroom?
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.
(Maria
Carreira)
Presentation file: What is so great about PBL
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10:35 – 10:50
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Break
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10:50
– 11:30
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Review of Module V (Part II): Sample project(s), background on how they were developed, re-cap activity
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.
(Alegría Ribadeneira)
Presentation file: Sample Projects and best practices of PBL
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11:30
– 12:15
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Activity
From textbook activities to real-world problems
Participants will work with common textbook activities to assess how “real” and engaging they are and they will discuss possible adaptations to turn them into a complex problem that can form the basis of a project.
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.
(Maria Carreira)
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12:15
– 1:30
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Lunch
(not provided)
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| 1:30 – 2:10 |
Review of Module V: Project design steps and structuring projects
(María Carreira)
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.
Presentation file: Review of Module V
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2:10
– 2:50
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Application of workshop by previous participants for the post-secondary level
(Alegría Ribadeneira)
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2:50 – 4:00
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Project
work: Identifying project topics and driving questions
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 link: Topics and Products
(Led
by mentors)
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4:00 – 4:30
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Project
work: Identifying products
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 link: Identifying Products
(Led
by mentors)
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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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5:00
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Cheese
and wine reception:
Getting
to know each other icebreaker activities led by Alegría Ribadeneira
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TUESDAY, JUNE 25
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8:30
– 9:00
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Coffee
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9:00
– 9:20
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Exit
Cards Review:
Process and reflect on yesterday’s work
Overview
of the day
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9:20 – 10:00
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Scaffolding and assessment in a PBL framework
Guiding questions: How can formative assessment scaffold project work? What does performance-based assessment look like in PBL?
(María Carreira)
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.
PL3.c:
The teacher plans lessons that attend to the needs of heritage/native
speakers
Presentation file: Scaffolding assessment
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10:00 – 10:45
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Activity
Understanding
and attending to the language needs of HL learners: Focus on functional skills
Guiding questions: How can 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?
Participants will practice identifying the proficiency level associated with the different products from the sample projects in Module V.
Targeted
TELL criterion:
PL3.c:
The teacher plans lessons that attend to the needs of heritage/native
speakers
(Alegría Ribadeneira)
Presentation file: Focus on Functional Skills
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| 10:45 – 11:00 |
Break |
| 11:00 – 11:45 |
Review of Module IV (Part I)
Participants will review the tools and strategies discussed in Module IV for differentiating instruction for PBL in mixed classes.
Targeted TELL criterion:
PL3.e: The teacher plans lessons that include learning experiences within students' range of abilities.
(Maria Carreira)
Presentation file: Review of Module IV
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11:45
– 1:00
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Lunch (not provided)
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1:00
– 1:45
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Review
of Module IV (Part II)
Participants
will review the tools and strategies discussed in Module IV and they will discuss how to incorporate these strategies in a “regular” (non-PBL) mixed class.
Targeted TELL criterion:
PL3.e:
The teacher plans lessons that include learning experiences within students'
range of abilities.
(Maria
Carreira)
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| 1:45 – 2:45 |
Group Work
Understanding and attending to the language needs of HL learners: Focus on functional skills and grammar
Working in language-specific groups and using the ACTFL Proficiency Guidelines, the participants will identify (1) the needs of their HL learners in the four skills and three modes of communication, and (2) the grammar/language topics of particular relevance to their HL learners. This information will be entered into today’s Google document (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.
Targeted TELL criterion:
PL3.c: The teacher plans lessons that attend to the needs of heritage/native speakers
(Mentors)
Google Document links: Arabic, Hebrew, Hindi/Urdu, Japanese, Korean, Persian, Portuguese, Russian, Spanish, Swahili, Turkish, Vietnamese
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2:30
– 5:15
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Project
work
Groups
will identify the following elements of their PBL unit. They will present
their work to two other groups and receive feedback:
(1)
Targeted
student population, including language, age, grade-level and proficiency
level
(2)
Driving
question or real-world problem
(3)
Final
product(s) and associated ACTFL proficiency level
(4)
Learning
targets: functional skills and grammar
(Led by mentors)
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5:15
– 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 26
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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
– 12:30
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The three stages of project work: Information gathering, processing, producing
Handout file: Stages of PBL
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9:15
– 10:00
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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 two other groups and receive feedback:
- What will the information gathering stage of your project look like?
- 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?
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.
(Mentors)
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10:00 – 11:00
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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 two other groups and receive feedback:
- What will the information-processing stage of your project look like?
- 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-design product? What will formative assessment look like at this stage?
Targeted TELL Criteria:
PL3.c The teacher plans lessons that attend to the needs of heritage/native speakers
PL3.e: The teacher plans lessons that include learning experiences within students' range of abilities.
(Mentors)
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| 11:00 – 11:15 |
Break |
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11:15 – 12:15
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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:
- What will the information presenting stage of the project look like? How will it be broken up into smaller presentations?
- How will the final product be presented? How will the principles of performance-based assessment be implemented?
- What strategies and tools will help differentiate instruction at this stage?
Targeted TELL Criterion:
PL2.b The teacher designs assessment tasks that allow students to perform within the range of their proficiency targets.
(Mentors)
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12:15 – 1:30
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Lunch
(not provided)
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1:30 –1:50
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Application of workshop by previous participants for K-12
(Vicktoria Barsky)
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| 1:50 –2:30 |
Sample project (s): What worked, what didn’t work
Discussion of anticipated problems in incorporating PBL into existing courses and possible solutions
(Alegría Ribadeneira)
Presentation file: What worked and anticipated problems
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2:30 – 3:00
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Co-constructing the guidelines for the project presentation
Putting it all together, the class will create a rubric that incorporates essential pieces of HL teaching, PBL, and the STARTALK principles.
(Maria Carreira)
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2:45 – 5:00
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Project
work
Participants
will work on their project, focusing on how they will structure each of the
three stages of project work and the elements of the rubric.
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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 27
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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
Overview
of the day
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9:15
– 10:00
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Application of workshop by previous participants for the post-secondary level
“Heritage
to Heritage” project
Resources
for teachers
(Sybil
Alexandrov and Alejandro Lee)
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10:00
– 10:40
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Project
presentation(s) and discussion
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10:40 – 10:50
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Break
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10:50
– 11:30
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Project
presentation(s) and discussion
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11:30 – 12:15
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Project
presentation(s) and discussion
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12:15 – 1:30
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Lunch
(Not provided)
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1:30 – 5:30
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Project
work
Participants
will finish working on their projects.
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FRIDAY, JUNE 28
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8:00
– 8:30
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Coffee
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8:30
– 11:00
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Presentations by the
participants, reflections, and closing remarks
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11:00
– 11:45
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The onsite evaluators meet
with the participants
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