Events > Core Practices Seminars

Core Practices Seminars

Come strengthen the core of your teaching with the new MaFLA Core Practices Seminars! This series of six Saturday seminars will focus on each of the core practices identified by ACTFL in 2015. Teachers of all languages and levels – whether beginning teachers or seasoned experts – will want to attend. We’re also offering a series of three seminars focused on teaching English Language Learners for those who need PDPs for recertification. 30 PDPs available with an option for one or two graduate credits. 

To register, please CLICK HERE.

For pricing information CLICK HERE.

Seminar #1: Using the Target Language 90%+

Melrose High School, October 15, 2016

Joshua Cabral, World Language Teacher, Brookwood School

Are you looking for ways to increase target language use in the classroom and build students’ confidence? Maybe you are wondering how to create tasks and prompts that are at the right proficiency level? Or what tools students need to communicate? Perhaps you are looking for ways to hold students accountable for using the target language, or are curious about how teachers grade proficiency and accuracy? Bring all your questions and get useful answers and guidance to meet these challenges and see results in your classroom. As we practice various types of activities that foster target language use, we’ll look at the ACTFL proficiency levels and use them as a guide. You will leave this hands-on seminar with concrete tools to use in your classroom and a solid understanding of how you can create your own activities that promote 90%+ target language use.

Seminar #2: Designing Communicative Activities

Winchester High School, November 5, 2016

Kathy Turner, French Teacher, Sharon High School

In order for students to increase their proficiency level, they must regularly engage in communicative activities that allow them to practice the target language in each of ACTFL’s three modes of communication (Presentational, Interpretive, Interpersonal). But what exactly  is a “communicative activity”? During this seminar, we will discuss the elements of communicative activities and how to design them effectively. The presenter will demonstrate a variety of sample activities, and participants will have the opportunity to collaborate with colleagues to create their own activities for classroom use.

Seminar #3: Planning with Backward Design

Wellesley High School, December 3, 2016

Catherine Ritz, Director of World Languages, Arlington Public Schools

At the core of all good instruction is thoughtful planning with a clear goal. After all, we’re not going to get anywhere if we don’t know where we’re going! In this seminar, we’ll explore how to plan effective lessons and units for the world language classroom with clear, measurable objectives. The NCSSFL-ACTFL Can-Do Statements, model curriculum units, and exemplary lesson plans will help guide us in our work. And, we’ll take our planning to the next level by investigating how to help students take ownership of their learning through goal-setting, self-reflection, and portfolios that demonstrate student growth.

Seminar #4: Using Authentic Cultural Texts

Melrose High School, March 4, 2017

Amanda Robustelli-Price, Consultant

Designing and carrying out interactive reading and listening comprehension tasks using authentic cultural texts is central to all good world language teaching. In this seminar, participants will explore how to find and select appropriate texts, embed them into classroom practice through unit design, make them interactive and engaging, and design activities for before, during, and after use of the resource. Attendees will also experience how to use an authentic text from a student perspective, and will be given time to personalize their learning experience for classroom use.

Seminar #5: Teaching Grammar as a Concept

Winchester High School, April 8, 2017

Nicole Sherf, Professor, Salem State University, & Tiesa Graf, World Language Department Chair, South Hadley High School

For many, the teaching of grammar is the biggest challenge in our profession’s shift to teaching for proficiency. Within this new paradigm, it is all about what learners can do with the language in various contexts rather than teaching grammatical concepts as they appear in the textbook. Participants of this seminar will overview the research and leave with strategies and activities to put grammar in its proper place in teaching and assessment. Come and learn how to empower your students by shifting to communicative objectives and targeting the real role of grammar in language learning.

Seminar #6: Providing Appropriate Feedback

Wellesley High School, June 3, 2017

Tim Eagan, Department Head for Classical and Modern Languages, Wellesley Public Schools

Good feedback empowers students to take charge of their own learning. In this seminar, we will explore the critical role of assessment and feedback to understand why good feedback is so important and what effective feedback looks like. We will explore some assessment literacy, develop some performance tasks and rubrics based on ACTFL Performance Descriptors. Finally, we will examine and develop strategies for providing effective feedback that helps students see the relationship between their work, the learning target, and what they need to do to continue to grow as a learner.

ELLs in the WL Classroom, Parts 1, 2, 3

Melrose High School, March 4, 2017

Winchester High School, April 8, 2017

Wellesley High School, June 3, 2017

Jeanne O’Hearn, Spanish Teacher, Masconomet Regional Middle School

In these seminars, participants will gain an understanding of Sheltered English Instruction (SEI) strategies with a particular focus on their effective use in world language classrooms. An overview of the Massachusetts initiative called Rethinking Equity and Teaching for English Language Learners (RETELL) will be provided, along with an introduction to the research behind SEI strategies and the Word-Class Instructional Design and Assessment (WIDA) standards and Can-Do Descriptors. Participants will design activities and develop materials grounded in SEI strategies to be used in their classrooms. These activities and materials will not only benefit the ELLs in our classes, but all of our world language students.

Pricing:

  • Individual session: $75
  • Fall Bundle: $215
  • Spring Bundle: $215
  • Full-Year Bundle: $420
  • 1 grad credit (attend all 3 spring or all 3 fall): $210
  • 2 grad credits (attend all 6): $385

Seminar Daily Schedule:

8:30 – 9:00 Registration/Coffee

9:00 – 12:00 Session #1

12:00 – 1:00 Get Ready for Monday Working Lunch

1:00 – 2:00 Session #2