STARTALK - Programs

Program Search

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Residential: | no | yes

1104 programs found.

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Showing results 351 through 375 of 1104.

Furman University (student)

2012 Startalk Furman Chinese Camp

Chinese • July 8, 2012July 22, 2012Residential Program
  • Furman University, Greenville, SC

Furman University offers a fun and challenging two-week intensive Chinese language camp for highly motivated high school students. Students will live and study with experienced Chinese language teachers from China and bilingual camp counselors from Furman’s Asian Studies Department. All students pledge to speak only Chinese from 9am-5pm each day. Students study in small classes of eight students each morning and engage in fun hands-on activities each afternoon designed to build language skills while introducing China’s rich cultural diversity. Students will try their hands at Chinese cooking, Tai Chi, traditional dances, and games. All participants will have language partners based in China to chat online and help them complete creative classroom assignments. The program is open to rising 10th-12th grade students with at least one year of Chinese language or the equivalent. All expenses during the two-week residential program are covered after the students arrive at Furman. Based in the foothills of the Blue Ridge Mountains, Furman’s gorgeous campus offers beautiful walking trails and a picturesque lake for students to enjoy outside of class. Applications are due April 16th and are available at: www.furman.edu/startalkfcc.

864-294-2878 • melissa.hammer@furman.eduhttp://www.furman.edu/depts/asianstudies/

Furman University (student)

STARTALK: Furman Chinese Language Camp

Chinese • July 7, 2013July 21, 2013Residential Program
  • STARTALK Furman Chinese Language Camp, Greenville, SC

STARTALK Furman Chinese Language Camp is a two-week residential program from July 7-21, 2013. Plunge into Chinese language and culture with this intensive program designed for high school students who have taken at least one year of Chinese, or the equivalent. Accepted students will: (1) Study and live on the beautiful Furman campus with native Chinese language teachers and undergraduate Chinese-speaking camp counselors (2) Interact with high school language partners in Suzhou, China via webcam (3) Build your language skills in intensive morning classes (4) Attend seminars on contemporary China (5) Try your hand at Chinese cooking, Taichi, dance, and games (6) Enjoy language-focused field trips, including a hike in the scenic Blue Ridge Mountains 28 scholarships are available. Instruction, class materials, housing, meals, and activities are included in the scholarship.

864-294-2878 • melissa.hammer@furman.eduhttp://www.furman.edu/depts/asianstudies/index.htm

Furman University (student)

STARTALK: Furman Chinese Language Camp

Chinese • Residential Program
  • July 6, 2014July 20, 2014: Program segment (face-to-face)
  • STARTALK: Furman Chinese Language Camp, Greenville, SC

864-294-3115 • dongming.zhang@furman.eduhttp://www.furman.edu/depts/asianstudies/index.htm

Furman University (student)

STARTALK: Furman Chinese Language Camp

Chinese • Residential Program
  • July 5, 2015July 19, 2015: Program segment (face-to-face)
  • Furman University, Greenville, SC

The 2015 STARTALK Furman Chinese Language Camp is a two-week residential program from July 05-19. It is an intensive language program designed for 28 high school students who have taken at least one year of Chinese, or the equivalent. The program theme is: “You and I: Two Worlds Meet.” The ultimate goal of each day’s learning is to prepare the students for the evening one-on-one video chat with their language partners in China. Immersed in the topics of evening conversations, students live on the beautiful Furman campus with native Chinese language teachers and undergraduate Chinese-speaking camp counselors, build their language skills in intensive morning classes, try their hand at Chinese cooking, Taichi, dance, and games, attend lectures on contemporary Chinese culture and politics, and enjoy language-focused field trips. The program provides 7 hours a day of organized instruction and language-focused activities and weekend tours. Weekend activities feature a group hike with Furman's undergraduate students from China, meetings with the Greenville Chinese Cultural Association, a field trip to a Chinese grocery store followed by a dumpling-making party, a Chinese feature film, and a final farewell performance.

864-294-2545 • dongming.zhang@furman.eduhttp://www.furman.edu/academics/asianstudies/summer-programs-and-teacher-training/Pages/startalk.aspx

George Mason University (teacher)

Interactive Approaches to Teaching Arabic and Chinese in US Schools: Making the Transition

Fairfax, VA • Arabic • June 29, 2009 July 17, 2009
Fairfax, VA • Chinese • June 29, 2009 July 17, 2009

The two week institute will focus on alternative ways to structure interaction in classrooms and their advantages over traditional approaches. Further, examination will be made of how varied approaches can be applied to language learning that will enhance teacher expertise, student performance, and lead to the creation of new materials for teaching both Arabic and Chinese. Spencer Kagan’s work in moving instruction from teacher-centered to learner-centered will be highlighted. By using these active engagement structures, students learning Arabic and Chinese who might not participate in the traditional classroom, will become engaged. One advantage of the interactive structures over a traditional approach is authentic assessment. Another advantage is that the interactive structures align instruction with a stimulus level to which today’s millennial learners have become accustomed. Week one will include four days of professional development workshops. Days one and two will feature a Spencer Kagan trainer who will direct instruction focused on transitioning to an interactive classroom. Days three and four will be led by content experts in Arabic and Chinese who will focus on strengthening teacher effectiveness and best practices. During week two teachers will actively participate in a multimedia learning environment using Blackboard.

540-253-5014 Ext. 0000 • mhaley@gmu.eduhttp://www.gmu.edu

George Mason University (teacher)

Utilizing Startalk to Close Instructional Gaps in Arabic and Chinese Teaching: Transitioning to Learner-Centered Instruction

Arabic, Chinese • June 28, 2010 July 16, 2010
  • George Mason University, Fairfax, VA
  • Arlington County Public Schools, Arlington, VA

A summer institute for novice and in-service as well as heritage teachers of Arabic and Chinese will be hosted in 2010. In particular, the institute will draw from numerous Arabic and Chinese heritage schools in the Washington metropolitan area. Through a carefully designed sequence of activities, this institute will provide participants multiple opportunities to explore and examine introspectively those critical considerations that directly influence transitioning to teaching in a learner-centered classroom. Given our geographic location, we are able to serve a large number of heritage speakers of Chinese and Arabic. This summer institute and follow-up fall workshops serve as a conduit for advancing professional development training of 35 novice and in-service teachers (20 Chinese and 15 Arabic). Major goals: Actively engage 35 teachers in five professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; integrating differentiating of instruction for diverse learners; and addressing effective classroom management techniques. These five summer workshops will be followed by three fall workshops taking place in September, October, and November.

703-993-8710 • mhaley@gmu.edu

George Mason University (teacher)

GMU StarTalk: Bridging Instructional Gaps in Preparing To Teach Millennial Learners

Arabic, Chinese, Russian • July 5, 2011July 22, 2011Residential Program
  • George Mason University, Fairfax, VA

This residential summer institute will provide critical methodological training in transitioning teachers to learner-centered instruction for today’s millennial learners in three least commonly taught languages. Thirty teacher participants in Arabic, Chinese, and Russian will actively engage in structured learning sequences that include both face-to-face and blended online communities of practice. The unique and innovative three week institute will provide a blended learning environment where critical need language teachers engage in learner-centered activities in person and online. Through this blended learning summer institute, teachers will gain valuable experiential knowledge that they can apply to their instructional practices. The focus for 2011 is on alternative ways to structure learner-centered classrooms and their advantages over traditional approaches. Further, examination will be made of how varied approaches can be applied to standards-based language learning that will enhance teacher expertise, student performance, and lead to the creation of new materials for teaching Arabic, Chinese, and Russian. Week one will include five days of professional development workshops in the mornings and language specific group activities led by master teachers in the afternoon, paying particular attention to the three Communicative Modes. During weeks two and three teachers will actively participating in a multimedia learning environment using Ning.

703-993-8710 • mhaley@gmu.edu

George Mason University (teacher)

“GMU StarTalk: 21st Century Skills – Implications for Teaching Critical Need Languages”

Arabic, Chinese • June 25, 2012July 13, 2012Residential Program
  • George Mason University, Fairfax, VA

Through a carefully designed sequence of blended learning activities, this residential institute will provide participants multiple opportunities to explore and examine introspectively these critical considerations that directly influence transitioning to teaching in a learner-centered classroom utilizing 21st Century skills with millennial learners. Targeted population: Given our geographic location, we are able to serve a large number of heritage speakers of Arabic and Chinese. This residential summer institute and follow-up fall webinars and workshops serve as a conduit for advancing professional development training of 30 pre- and in-service teachers. Major goals: Actively engage 30 teachers during week one in a series of week-long professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Week two is a continuation of online blended learning activities using the the Ning as a social mediated platform. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; teaching multi-level classes and staying in the target language; integrating differentiating of instruction through various interactive activities for diverse learners; and addressing effective classroom management techniques.

703-993-8710 • mhaley@gmu.edu

George Mason University (teacher)

GMU StarTalk: Creating The Authentic Assessment Toolbox for Today's Learner-Centered Classroom

Arabic, Chinese • June 17, 2013July 5, 2013Residential Program
  • George Mason University, Fairfax, VA

GMU StarTalk 2013 summer institute program is designed for 30 pre and in-service teachers (K-16) who will be engaged during week one in a series of professional development workshops focused on creating an authentic assessment toolbox. This will include learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Teachers will meet June 24-29, 2013 with varying themes and guest consultants: Day 1 – Marjorie Hall Haley will present “Effective Planning for Assessment In a Standards-based Classroom” and “Pathways to Teacher Licensure,” Day 2 – Paul Sandrock will present “Integrated Performance Assessment,” Day 3 – Deb Espitia and Leslie Grahn will present “Standards-based Learner Centered Assessment.” Day 4 – Paula Patrick will present” Summative Assessment” Day 5 Yulan Lin and Meriem Bacha will present “Summative Assessment”– and Day 6 – Lori Roe will present “Technology-based Assessment.” Week two is a continuation of online blended learning activities using the Ning as a social mediated platform. These summer workshops will be followed by two fall webinars and workshops taking place in September and October. The program takes place for two weeks, a total of 120 instructional hours, with graduate credit available.

703-993-8710 • mhaley@gmu.edu

George Mason University (teacher)

GMU StarTalk: Creating Successful Strategies in Classroom Management and Discipline

Arabic, Chinese • Residential Program
  • June 23, 2014July 5, 2014: Program segment (face-to-face)
  • George Mason University, Fairfax, VA

This program reaches not just the DC Metro area public, private and parochial schools, but is extended nation-wide. We encourage and invite participants from all 50 states. We offer a financial stipend to all teacher participants to off-set costs for housing, transportation, etc. Through a carefully designed sequence of blended learning activities, this residential institute will provide participants multiple opportunities to explore and examine introspectively those critical considerations that directly influence transitioning to teaching in a learner-centered classroom utilizing various classroom management skills and strategies with millennial learners. Major goals: Actively engage 30 teachers during week one in a series of week-long tasks, readings, and online discussions. Week two includes professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Week three is a continuation of online blended learning activities using the Ning as a social mediated platform. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction and assessment; incorporating technology to facilitate classroom management and discipline; using effective classroom management strategies while integrating differentiation of instruction through various interactive activities for diverse learners; and addressing effective classroom management techniques.

703-993-8710 • mhaley@gmu.edu

George Mason University (teacher)

Transitioning Korean Native and Heritage Teachers into the Culture of US Schooling

Korean
  • June 8, 2015June 19, 2015: Program segment (face-to-face)
  • George Mason University, Fairfax, VA

Through a carefully designed blended sequence of activities, this institute will provide participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning to teaching in a learner-centered classroom. The program is designed to actively engage 30 teachers in six professional development workshops focused on learner-centered approaches to language teaching as highly effective tools for addressing pedagogical issues inherent in less commonly taught languages. Themes identified extend knowledge of Second Language Acquisition and planning for standards-based language instruction; assessment; incorporating technology to facilitate learning; integrating differentiating of instruction for diverse learners; and addressing effective classroom management techniques. Using the TELL framework, this summer program will focus on the Planning TELL Domains and Criteria Statements. The professional development workshops and online curriculum will highlight the needs of heritage and native language teachers and learners as well as culturally, linguistically, and cognitively diverse learners, using learner-centered instruction as a research source. This program will use the Teacher Effectiveness for Language Learning (TELL) domains and the supporting TELL criteria for designing program goals as well as the STELLA Modules for Teacher Develop (Planning). These goals will also reflect the StarTalk-endorsed Principles for Effective Teaching and Learning.

703-993-8710 • mhaley@gmu.edu

George Washington University (teacher)

Persian Curriculum Design (Advanced)

Persian • June 4, 2012June 15, 2012Residential Program
  • George Washington University, Washington, DC

This program is designed to create a guiding curriculum for Persian language instructors. In the course of two intensive weeks, this program will help instructors in facing the challenges of the twenty first century in teaching Persian. This professional development program will include sessions on standards-based curriculum planning, multi-media technology, learner-centered classroom strategies, and second language acquisition theories, as well as familiarity with assessment tools. Applications are accepted from novice and experienced instructors of Persian. Familiarity with Standards-based language teaching a preference. A limited number of stipends will be available to applicants, and accommodation available for out of town participants. Deadline: April 30th, 2012 To apply please contact: Professor Pardis Minuchehr at George Washington University. phone: 202-994-7948 fax: 202-994-4055 email: minucher@gwu.edu

202-994-7948 • minucher@gwu.edu

George Washington University (teacher)

Persian Curriculum Program (Teacher Training)

Persian • June 3, 2013June 21, 2013Residential Program
  • George Washington University, Washington, DC

The Persian Summer program is hiring instructors and teaching assistants for the duration of the immersion program at George Washington University (June 10-21st). Teachers and teaching assistants will participate in a training program starting from June 4th, and will be in attendance for the entire duration of the program (9 am- 5pm). Selected candidates will be offered on-campus housing. Pre-requisites for teachers: A minimum advanced degree of Masters of Arts. Language teaching experience. Preference will be given to those with Startalk teaching methodologies and prior experience with Startalk teachers workshops. Pre-requisites for teaching assistants: A minimum Bacherlor's Degree (Received by June 2013). Prior language teaching or tutoring experience. For more information you can contact Professor Pardis Minuchehr, pardisminuchehr@gmail.com, Director of the Persian Program, George Washington University. Phone# (202)994-7948.

202-994-7948 • minucher@gwu.eduhttps://docs.google.com/forms/d/1Iic7H2kWcw1EI-nWc_pk1366roJg4RGXGeSwG8xXdgE/viewform

George Washington University (student)

Persian Student Immersion Program (June 10-21st, 2013)

Persian • June 10, 2013June 21, 2013Residential Program
  • George Washington University, Washington, DC

The summer Persian Immersion program accepts undergraduates in intermediate and advanced levels. Through the latest methods of language teaching methodology, this program aims to guide students into ways to achieve intermediate-high, advanced Proficiency in the Persian language. The program now accepts applications from both heritage and non-heritage speakers. (Deadline: April 7th) This program is funded through a grant by the National Foreign Language Center. There are limited scholarships available for on-campus housing. In order to be eligible for free housing apply early. For more information contact Dr. Pardis Minuchehr, Director of the Persian Program, George Washington University. Phone:(202) 994-7948 and email: pardisminuchehr@gmail.com

202-994-7948 • minucher@gwu.eduhttps://docs.google.com/forms/d/1pVHAMyyREtvfxHZeN1YpvGWLvMiPFaTvMwx5eVEkpUo/viewform

Georgia Department of Education (teacher)

Southeastern Region Chinese and Portuguese Dual Immersion Training Institute

Chinese, Portuguese • July 22, 2013July 24, 2013Residential Program
  • Georgia Regents University, Augusta, GA

The Southeastern Regional Dual Immersion Teacher Training Institute (SEDII) STARTALK program is a summer institute designed to train and support teachers and administrators overseeeing Mandarin or Portuguese dual immersion programs in Georgia and South Carolina. The STARTALK program will take place in Augusta, Georgia in July, 2012.

404-463-0601 • Jon_valentine@gwinnett.k12.ga.us

Glastonbury Public Schools (student)

Discover Chinese

Chinese
  • June 30, 2014July 25, 2014: Discover Chinese (face-to-face)
  • Glastonbury High School, Glastonbury, CT

This is an intensive four-week program for students interested in learning the Chinese language. The program is designed for both beginning and advanced students in grades 7-12. There is also an elementary school program in Glastonbury. [For the elementary program contact Jimmy Wildman at wildmanj@glastonburyus.org.] This program is non-residential and meets from 9:00-3:00 Monday through Friday from June 30 - July 25. There is a $150 registration fee due upon acceptance into the program. Lunch is provided daily, but no transportation is available. Online applications can be found at: https://www.glastonburyus.org/curriculum/foreignlanguage/camps/Pages/ChineseSTARTALK7-12.aspx

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttps://www.glastonburyus.org/curriculum/foreignlanguage/camps/ Pages/ChineseSTARTALK7-12.aspx

Glastonbury Public Schools (teacher)

Discover Chinese

Chinese • Residential Program
  • June 30, 2014July 11, 2014: Action Research and Learning Objectives in the Chinese Classroom (Advanced Course) (face-to-face)
  • July 14, 2014July 25, 2014: Standards-Based Instruction in Chinese Language: From Theory to Practice (Intro Course) (face-to-face)
  • Glastonbury High School, Glastonbury, CT

Advanced Course (6/30-7-11) This course is designed for teachers who have a strong knowledge of standards-based instruction and use the target language at least 90% in their classes. The focus of the workshop will be to develop participants’ ability to analyze student work and evaluate how students are progressing in their acquisition of a second language. Teachers will learn how to do research in their classrooms using student work and how to extend that research by developing and implementing student learning objectives in the world language classroom. Teachers will develop an e-portfolio as evidence of their ability to analyze data and evaluate student progress. Introductory Course (7/14-7/25) This course centers on a Chinese curriculum that is standards-based, infuses technology, and includes the latest philosophies of language teaching. Participants will discuss how curriculum needs to be created with a “backward design” model, keeping in mind that focused assessment is a key component of Understanding by Design. Participants will also learn techniques for helping their students become more proficient as they continue their language study. Teachers will learn basic elements of differentiated instruction and demonstrate their understanding by teaching a mini-lesson. Micro-teaching and observation will be integral parts of the course.

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttps://www.glastonburyus.org/curriculum/foreignlanguage/startalk/chinteach/Pages/Courses.aspx

Glastonbury Public Schools (student)

Discover Russian

Russian
  • June 30, 2014July 25, 2014: Discover Russian, Glastonbury, CT (face-to-face)
  • June 30, 2014July 25, 2014: Discover Russian, Alexandria, VA (face-to-face)
  • Glastonbury Public Schools, Glastonbury, CT
  • Fairfax County Public Schools, Alexandria, VA

Two intensive four-week programs for students interested in learning the Russian language. In Glastonbury Public Schools, the program is for grades 7-12 (including rising 7th graders and graduated seniors) and in Fairfax County Public Schools, the program is also offered to students in grades 7-12 (including rising 7th graders and graduated seniors). This is a non-residential program available to students who reside in the Glastonbury or Alexandria areas. There is no housing provided for either program. For students who are already learning Russian, there is an assessment prior to the program to determine the level of placement. The program is designed for both beginning and advanced students in grades 7-12. This program meets from 9:00-3:00 Monday through Friday from June 30 - July 25. There is a $150 registration fee due upon acceptance into the program. Lunch is provided daily, but no transportation is available. There is also an elementary school program in Glastonbury. [For the elementary program contact Jimmy Wildman at wildmanj@glastonburyus.org.] Online applications can be found at: https://www.glastonburyus.org/curriculum/foreignlanguage/camps/Pages/RussianSTARTALK7-12.aspx

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttps://www.glastonburyus.org/curriculum/foreignlanguage/camps/Pages/RussianSTARTALK7-12.aspx

Glastonbury Public Schools (teacher)

Discover Russian

Russian • Residential Program
  • July 14, 2014July 25, 2014: Standards-Based Instruction in Russian Language: From Theory to Practice (Intro Course) (face-to-face)
  • July 14, 2014July 25, 2014: Integrating Technology into the Teaching and Learning of Russian through Standards-Based Instruction (Advanced Course) (face-to-face)
  • Intro Course, Glastonbury, CT
  • Advanced Course, Alexandria, VA

Introductory Course (7/14-7/25, GLASTONBURY, CT) This course centers on a Russian curriculum that is standards-based, infuses technology and includes the latest philosophies of language teaching. Participants will discuss how curriculum needs to be created with a “backward design” model, keeping in mind that focused assessment is a key component of Understanding by Design. Participants will also learn techniques for helping their students become more proficient as they continue their language study. Teachers will learn basic elements of differentiated instruction and demonstrate their understanding by teaching a mini-lesson. Micro-teaching and observation will be integral parts of the course. Advanced Course (7/14-7/25, FAIRFAX, VA) This standards-based course is designed to provide teachers with the necessary skills to integrate technology and current pedagogical theory into the teaching and learning of Russian. Participants will also learn how technology can help their students increase language proficiency, and how to develop assessments that target the three learning modes. Other discussion topics will include how to use technology tools to create comprehensible input in classes that leads to comprehensible output, as well as more advanced elements of differentiated instruction. Micro-teaching and observation will be integral parts of the course.

703-955-9228 • ecsandstrom@fcps.eduhttps://www.glastonburyus.org/curriculum/foreignlanguage/startalk/rusteach/Pages/Courses.aspx

Glastonbury Public Schools (teacher)

Lead with Russian

Russian • Residential Program
  • June 29, 2015July 10, 2015: Advanced Course: Creating Teacher Leaders in the Russian Classroom (face-to-face)
  • July 13, 2015July 24, 2015: Beginner Course: Standards-Based Instruction in Russian Language: From Theory to Practice (face-to-face)
  • Glastonbury High School, Glastonbury, CT

Advanced Course: June 29 – July 10: Prerequisite: 3 years teaching experience. Participants will develop an understanding of what it takes to become a leader, how to develop a vision of what good classroom performance is, how to communicate that vision to other teachers, and finally how to assist other teachers in implementing that vision in their classes. Participants will also focus on diagnosing difficulties, and promoting ways to manage the learning process. Participants learn to provide feedback and coaching to other teachers so that instruction is maximized. Technology will be an integral part of the course and will be used to gather data. Beginner Course: July 13 – 24: This course centers on a Russian curriculum that is standards-based, infuses technology, and includes the latest philosophies of language teaching. Participants will discuss how curriculum needs to be created with a “backward design” model, keeping in mind that focused assessment is a key component of Understanding by Design. Participants will also learn techniques for helping their students become more proficient as they continue their language study. Teachers will learn elements of differentiated instruction and demonstrate their understanding by teaching a mini-lesson. Observation and reflection are integral parts of the course.

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttp://goo.gl/j01cx0

Glastonbury Public Schools (student)

Discover Chinese

Chinese
  • June 29, 2015July 24, 2015: Discover Chinese Student Program (face-to-face)
  • Glastonbury High School, Glastonbury, CT

This is an intensive four-week program for students interested in learning the Chinese language. The program is designed for both beginning and advanced students in grades 7-12. There is also an elementary school program in Glastonbury. [For the elementary program contact Jimmy Wildman at wildmanj@glastonburyus.org] This program is non-residential and meets from 9:00-3:00 Monday through Friday from June 29- July 24. There is a $150 registration fee due upon acceptance into the program. Lunch is provided daily, but no transportation is available. Online applications can be found at: http://goo.gl/E0o6Rn

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttp://goo.gl/E0o6Rn

Glastonbury Public Schools (teacher)

Lead with Chinese

Chinese • Residential Program
  • June 29, 2015July 10, 2015: Advanced Course: Creating Teacher Leaders in the Chinese Classroom (face-to-face)
  • July 13, 2015July 24, 2015: Beginner Course: Standards-Based Instruction in Chinese Language: From Theory to Practice (face-to-face)
  • Glastonbury High School, Glastonbury, CT

Advanced Course: June 29 – July 10: Prerequisite: 3 years teaching experience. Participants will develop an understanding of what it takes to become a leader, how to develop a vision of what good classroom performance is, how to communicate that vision to other teachers, and finally how to assist other teachers in implementing that vision in their classes. Participants will also focus on diagnosing difficulties, and promoting ways to manage the learning process. Participants learn to provide feedback and coaching to other teachers so that instruction is maximized. Technology will be an integral part of the course and will be used to gather data. Beginner Course: July 13 – 24: This course centers on a Chinese curriculum that is standards-based, infuses technology, and includes the latest philosophies of language teaching. Participants will discuss how curriculum needs to be created with a “backward design” model, keeping in mind that focused assessment is a key component of Understanding by Design. Participants will also learn techniques for helping their students become more proficient as they continue their language study. Teachers will learn elements of differentiated instruction and demonstrate their understanding by teaching a mini-lesson. Observation and reflection are integral parts of the course.

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttp://goo.gl/6Ymhuy

Glastonbury Public Schools (student)

Discover Russian

Russian
  • June 29, 2015July 24, 2015: Discover Russian Student Program (face-to-face)
  • Glastonbury High School, Glastonbury, CT

This is an intensive four-week program for students interested in learning the Russian language. The program is designed for both beginning and intermediate students in grades 7-12. There is also an elementary school program in Glastonbury. [For the elementary program contact Jimmy Wildman at wildmanj@glastonburyus.org] This program is non-residential and meets from 9:00-3:00 Monday through Friday from June 29 - July 24. There is a $150 registration fee due upon acceptance into the program. Lunch is provided daily, but no transportation is available. Online applications can be found at: http://goo.gl/3WkfCr

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttp://goo.gl/3WkfCr

Global Language Project (teacher)

Highly Effective Teacher By Design

Arabic, Chinese, Korean, Russian
  • July 6, 2015July 17, 2015: Program segment (face-to-face)
  • Columbia University: Knox Hall, New York, NY

The GLP Summer Startalk Program: Highly Effective Teacher By Design, is a two week program designed to bring together learners to both improve their own instruction as well as support colleagues in their professional growth. We will begin our time together by establishing a common understanding of the characteristics of highly effective world language instruction as well as the components of the world readiness standards. We will continue by exploring the role of learning targets and formative assessment as a means to monitor student language development, ensuring participants meet their end of course goals. Next we will focus on lesson planning, comprehensible input, and checking for understanding, which are essential elements of a successful second language classroom. In week two we will focus on practicing the implementation of what was learned in week one. This week will provide opportunities for participants to teach lessons to groups of students and receive feedback on those lessons. Based on the feedback, participants will revise the lesson and re-teach it to a new group later in the week. This focus on the reflection and refinement process will provide participants the opportunity to develop skills they can implement in their classrooms in the fall.

646-657-8075 Ext. 6 • eshovers@glpny.orghttp://www.globallanguageproject.org/startalkprogram.php#registration

Global Village Academy (teacher)

STARTALK GVA Institute: Teaching in the Chinese Immersion Classroom

Chinese • June 7, 2010 June 25, 2010
  • Global Village Academy, Aurora, CO

The STARTALK GVA Institute offers a three week program for aspiring and beginning Chinese immersion teachers, focused on the integration of language, content, and culture. Teachers will spend two weeks learning the research, theory and pedagogy of immersion instruction, with week three as a practicum in an immersion classroom. Although immersion has been shown to be the most effective form of language instruction in a school setting, immersion programs face significant challenges. There are few places where teachers can participate in immersion-specific training. Moreover, immersion teachers are frequently given state standards, curriculum frameworks, or thematic units from which they are expected to develop daily or weekly lesson plans. These plans require teachers to address language development, content knowledge and skills, and integrate culture. This institute will enable current and future Chinese immersion teachers to improve student proficiency in Chinese as students participate in highly engaging, cognitively enriching activities drawn from science and mathematics. It will also help teachers develop skills in planning for and implementing immersion instruction through reflective and considered unit and lesson planning. Teachers will have a greater understanding of content-based lesson planning within the larger context of curriculum development, language curriculum frameworks, and National standards. Stipend $1000.

303-309-6657 • cnicolau@globalvillageacademy.orghttp://www.globalvillageacademy.org
Showing results 351 through 375 of 1104.