Thursday Workshops, 10/25/18, 9:00 a.m. - 3:00 p.m.:
W1: Greg Duncan, "Leaving with Performance-Based Assessments in My Hand!" (ALL)
This workshop is specifically designed to help schools that use Can Do statements but that need to develop appropriate summative performance-based assessments that allow students to demonstrate what they can do. We will start by making sure that the case is clearly made why end-of-unit traditional paper and pencil testing has no place in today’s performance-based classroom. Then we will spend some time looking at exemplary performance-based assessments and determining what makes them exemplary. Next we will access banks of vetted performance-based assessments that might be useful—as they are or through modification—in our classrooms. Finally, we will have time (1) to create assessments tied to our curriculum units and (2) to have them peer-reviewed by our colleagues in the workshop.
W2: Laura Terrill, "Transitioning Toward Thematic Units: Creating the Vision and Managing the Process" (ALL)
What steps can busy teachers take as they revisit what students do in their classrooms? Participants will consider the components of thematic units with an emphasis on how various elements can be managed to allow for gradual shifts in instruction and assessment. From creating the environment for learning to documenting evidence of student learning, teachers make choices that increase the probability that all students will learn. This workshop will focus on the backward design process involved in creating unit goals and assessments that address the essential question of the unit. The benefits of aligning vocabulary and grammar to the key functions of the unit will be discussed. Finally, participants will consider how lessons can be designed to maximize learning.
W3: Nicole Sherf & Tim Eagan: "Methods Bootcamp" (ALL)
Are you new to the profession or did you take your methods course too long ago to remember? In recent years, our profession has made a seismic shift to proficiency that is transforming how we prepare, teach and program world languages as a critical college and career readiness skill. This workshop will get you up to speed on all the new resources, from the six Core Practices, to the national Seal of Biliteracy Movement to the strategies you need to motivate and engage your students in their language learning.
W4: Katia Marticorena & Christina Toro, "Get Ready, Get Set, Get Proficient in Spanish" (SP)
In this workshop we will align cultural proficiency with proficiency in all modes of communication. You will learn how to design lessons and units based on critical themes that reflect the identity of the Latin American population, which has a heterogeneous cultural formation. Materials are applicable for different levels of Spanish, and are designed to help students to be successful in their performance assessments (IPA), increase their proficiency levels, and open their eyes to the diverse Latin American culture.
Thursday Workshops, 10/25/18, 4:30 - 8:30 p.m.:
W5: Amanda Robustelli-Price, "Authentic Cultural Texts: Practical Tips and Hands-On Exploration" (ALL)
What is an authentic cultural text, how can I find and save them, and also use them in the classroom? In this hands-on workshop, participants will first explore authentic cultural texts from a student perspective, and later will work, from the teacher point of view, to find, save, and embed these resources into classroom practice. Templates will be shared, as will ideas for different proficiency levels.
W6: Darcy Rogers (OWL), "Using Question Sequences to Bring Language to Life! " (ALL)
Have you wondered how to create a classroom that models the real-world environment? This workshop will collaboratively focus on how to form a space where students feel safe and motivated to exclusively use the target language with each other, preparing them for real-world opportunities. Questioning techniques that allow students’ language to be pushed to the next level will be practiced and teachers will experience strategies and a structure that bring the ACTFL OPI to life in the classroom. We will model how building relationships and kinesthetically interacting in the target language will allow students to expand their hearts and minds in the classroom, and allow their world to expand beyond the four walls!
W7: Charlotte Gifford, "Leveling Up: Support Your Students’ Growth in Proficiency" (ALL)
Help your learners level up! Aiming for higher proficiency is key to growth, but how do we help students reach higher levels of functional ability? Too often, students stick at a given proficiency level, preferring to stay with the safe and easy. By focusing on students’ abilities, plus what they will need to perform at the next higher level, teachers and learners can bridge that gap. This interactive workshop offers concrete strategies to get students unstuck. Learn to build this target-and-support strategy into your curriculum, then brainstorm and develop a wide variety of techniques that move students up the proficiency scale, including scaffolded activities, challenges and incentives, directive feedback and explicit proficiency targets.
Friday Workshops, 10/26/18, 9:00 - 12:00 a.m.:
W8: Greg Duncan, "What Can *I* do to Make a Difference? The Keys to Being the Most Effective Teacher" (ALL)
An abundance of research suggests that TEACHERS are the biggest variable when it comes to creating successful learners. And that research further points out that it’s not so much what the teacher knows that matters; it’s what the teacher DOES. This workshop is designed to dig into “the list” of characteristics and behaviors of highly effective world language teachers and to provide the opportunity to (1) deepen our knowledge of what those elements are; (2) to see them in action through video; (3) to do a self-inventory to determine what we are already doing well and where we might want to grow; and (4) to develop an individualized plan to work on preferred areas of growth. The workshop will be rooted in the work of education giants like Charlotte Danielson and Robert Marzano and will incorporate The TELL Project, as well.
W9: Joshua Cabral, "Planting the Seeds of Proficiency in Elementary and Middle School" (ALL)
Students’ language proficiency increases in the elementary and middle school classroom when instruction is aligned with principles of child development. Language learning is most productive and effective when learners feel safe, valued and successful. Learn activities that provide a supportive context for risk-taking, build community, focus on authentic communication, follow language proficiency guidelines and explore global citizenship in developmentally appropriate ways.
W10:Kara Jacobs & Arianne Dowd, "The Power of Triple Input for Film" (SP)
Film is an ideal way to expand your students' minds, hearts and worlds. In this workshop we will show you our “formula” for how to scaffold film for all proficiency levels with the "triple input" of authentic images, authentic audio, and both comprehensified and authentic text. You will leave with a deeper understanding of how to pull out the three P's within the authentic resource of film.
W11: Mariette Monpierre, "Guadeloupe et Identité à travers l’art d’une cinéaste" (FR)
Sponsored by AATF E. MA Chapter
MaFLA and AATF are honored to welcome Film Director Mariette Monpierre, well-known for her successful film “Le Bonheur d’Elza.” In this workshop,.Mme. Monpeirre” will trace her journey from Guadeloupe to Paris and then to New York City and discuss the themes of the quest for personal identity as well as the social, racial and psychological problems which women in francophone countries face. She will also reveal her future film and TV projects and show clips from her work. In French! A ne pas manquer!
W12: Paola Servino, "Migration and Multicultural Coexistence in the Italian Curriculum Today through IPA and Proficiency Based Instruction." (IT)
Migration to and from Italy and the growing awareness of a multicultural society are an integral part of today’s world languages curriculum. This workshop will present through different proficiency based and IPA activities, samples of effective teaching units on the subject of migration and multicultural aspects related to Italy, with particular emphasis on the rationale behind choosing the most effective literary, cinematic and artistic production and their implementation in the Italian classroom. The aim of the session is also to create a sort of guideline of the teaching of migrations starting with content relevancy (which includes but is not limited to: Travel, identity, integration, history, policies and politics, working in Italy as migrants, etc …) linked to specific texts and activities creation and selection to address the practice of all language skills for all levels of instruction.
W13: Abbi Holt, "Imagination for Communication: Imaginative Lessons that Make Students Want to Communicate" (LAT)
This workshop will prompt participants to imagine themselves in different ways and use Latin to communicate their transformation. Students, particularly in their teen years, are on a journey to find out who they are. They leap at opportunities to try on new roles and this enthusiasm can be tapped into to get them speaking, writing and listening. The lesson plans in this workshop will invite participants to experiment in this way by taking on roles from history, myth and fantasy and then speaking and writing as they imagine their persona would communicate.
W14: Devon Ellis, "How to Build a Proficiency-based German Curriculum from the Ground Up." (GR)
In this workshop, German teachers will learn what the cornerstones of a proficiency curriculum are and how to write a curriculum from the ground up. We will focus on the three modes of communication and how to effectively teach and assess in each mode. In addition, we will see examples from every stage of curriculum planning: writing unit templates, finding resources, creating daily lesson plans (and homework plans) and creating effective formative and summative assessments. Teachers will be given examples of proficiency-based curriculum materials as well as have time and guidance to work on their own curriculum.
W15: Ying Jin (ACTFL TOY), "Innovative Ideas to Foster the 21st Century Minds" (CH)
This workshop will introduce a series of classroom-proven activities designed to meet the needs of 21st Century Learners. These tried and tested strategies are applicable to all languages, even for EL learners and the digital classroom. This will be an interactive session featuring student work samples, video demonstrations, and tips on how to build a strong and cohesive student-centered learning community.
Friday Workshops, 10/26/18, 2:15 - 5:15 p.m.:
W16: Greta Lundgaard, "Putting Grammar in Its Place" (ALL)
It’s a core practice, right? Teach grammar as a concept and use it in context. Even if we figure out what that really means, we have a suspicion there is more to it than just the one catchphrase. This workshop will explore macro- and micro-strategies for grammar acquisition, and what “use in context” looks like in the classroom.
W17: Laura Terrill, "Building Vocabulary Through Use of Authentic Text" (ALL - Powers Endowed WS)
If vocabulary is truly the key to learning a language, how can lessons be designed to create a more intentional focus on vocabulary? Vocabulary is best learned as students become aware of how words are used in authentic texts and then engage in activities that allow them to use those words in the interpersonal and presentational modes. The presenter will highlight features of authentic text and suggest ways of finding appropriate texts. Techniques for presenting and organizing new words will be highlighted and participants will experience strategies that allow for contextualized practice in each mode. Finally, active and passive strategies for formative and summative assessment of vocabulary will be discussed.
W18: Emily Scheinberg (MFA), "Teaching with Art in the World Languages Classroom" (ALL)
Explore approaches for utilizing works of art from the Museum of Fine Arts, Boston collection—and beyond—in your classroom. Try activities designed to build students’ language acquisition and understanding of world culture. Engage with teaching techniques used in the museum, including inquiry-based discussions that invite student observations and inferences about works of art while interweaving key cultural content. Learn about MFA for Educators, an online tool for creating multimedia presentations and lessons. This interactive workshop will feature examples of artwork from across the globe and is relevant for teachers of all world languages.
Presenter: Emily Scheinberg, Head of School Programs and Teacher Resources, Museum of Fine Arts, Boston
Saturday Workshops, 10/27/18, 8:30 - 11:30 a.m.:
W19: Nicole Claris (MFA), "Art of the Spanish-speaking World" (SP)
From Velazquez to Kahlo, delve into works of art from Spain and Latin America featured in the Museum of Fine Art, Boston's collection. Explore how artworks can inspire rich discussion and contribute to students' understanding of the complexities of culture. Discover the connections between the art of ancient American cultures and future generations of artists. Learn strategies and brainstorm with colleagues around ways to utilize art in the world language classroom. Find out about online resources for images from the MFA collection, as well as the Art of the Spanish-Speaking World guided tour option for school groups visiting the Museum. While focused on art from Spain and Latin America, the workshop's core ideas and activities are transferable to a wide range of artworks and examples of visual culture.
Presenter: Nicole Claris, Manager of School Programs, Museum of Fine Arts, Boston. Co-presenter in Spanish, TBD.
W20: Greta Lundgaard, "Connect the Dots with Vocabulary" (ALL)
Can-Do statements and grammar concepts are lifeless without meaning, purpose, and intentionality. The words, phrases, and language chunks our learners choose to use to communicate is a cornerstone of their proficiency growth. This workshop explores vocabulary acquisition and strategies that promote learner ownership and active participation and engagement. How do we enable our learners to communicate and make meaning around our unit topics and themes?
W21: Ashley Uyaguari (Best of MaFLA), "Community Building & Play in the Target Language" (ALL)
Do you want to infuse more play into your language classroom in order to build community, lower students' affective filter and facilitate language acquisition? Come explore how to incorporate play, movement, improv and team challenges into your proficiency-based classroom in 100% Target Language!
