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- July 5, 2018 – July 27, 2018: (Face-to-face)
- 2018 Hawai‘i Chinese Teacher Training Institute, Honolulu, HI
- June 18, 2018 – July 17, 2018: (Online)
University of Hawai‘i at Mānoa (Teacher)
2018 Hawai‘i Chinese Teacher Training Institute
For Part 1 of the STARTALK-Hawaii Institute, five elementary school teacher trainees will receive 30 hours of coaching over 5 days, to build their capacity to run a Grade 1 and Kindergarten dual immersion program in Chinese. In Part 2, eight or nine of the twelve teacher trainees will primarily be teaching grades 7-12; the rest may be distributed among elementary schools, community schools, or colleges. The Institute is 22 days long, on average 10 hours per day. Outcomes of the Institute include: Be able to identify the characteristics of a standards based, learner-centered, task- and performance oriented program; know what the 5Cs and the three modes look like when implemented in a curriculum; be very familiar with the STARTALK principles, and begin to innovate in "comprehensible input" strategies, particularly for reading; explore project-based learning; and gain experience and confidence in implementing these principles into your own planning, teaching, and assessment practices.
STARTALK: Planning for Engaged Language Learning
Arabic, Chinese, Persian
CLASSRoad’s 2018 fully-online STARTALK program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Planning Domain P6 (a and c) criteria, Learning Experience Domain LE2 (a and b) criteria, LE4 (a and b) criteria, building their ability to: 1) use the backward design process to plan for meaningful student engagement, 2) create daily performance objectives that capture student energy and commitment and that move them toward proficiency targets, and 3) provide comprehensible input while using the target language 90% of the time. The program will include asynchronous/ synchronous interaction among instructors and participants, feature video presentations by experts, formative assessments, discussions, observations of recorded online language teaching examples--including video from previous year teacher participants--peer learning and feedback, peer microteaching practice, online co-teaching of remote language students, and self-assessment and personal growth plan development. The four-week program (80 contact hours) will feature three weeks of module-based daily instruction and group work, including online synchronous presentations by guest experts, several days of peer microteaching and preparation, followed by a fourth week that involves co-teaching to remote novice target language students, along with peer observation, personal reflection and professional planning. The program will be fully delivered online using the CLASSRoad Canvas learning management system and the web-conference platform Adobe Connect, which allows for adaptive design, improved mobile accessibility, the giving of timely feedback, and the course to be structured in an innovative and highly interactive manner.