Find a Summer Program

Showing 41 - 50 of 53 results found.

    University of Minnesota (Teacher)

    Teaching & Assessing Chinese Culture and Language

    Language(s)

    Chinese

    Date(s)
    • June 20, 2018 – July 3, 2018: First three days are online followed by seven days face to face. (Face-to-face)
    Location(s)
    • University of Minnesota, Minneapolis, MN
    Program Setting

    Residential

    Summary

    The TACCL program is a two-week summer teacher education experience for Chinese language teachers that will improve their ability to design standards-based curricula that fosters higher levels of Chinese language and cultural learning in their students. This program is a ten-day blended learning experience with 60- hour program for 20 Chinese language teachers who are teaching or plan to teach in immersion and second language programs. Participants will be able to better identify and enact the characteristics of culture in proficiency-based instruction, and the specific implications for curriculum, instruction and assessment for a U.S. classroom. Participants will prepare and deliver lesson plans and assessment plans that emphasize these understandings and practice through micro teaching and receive feed back on their teaching. Participants will produce a cultural growth road map of their own transformative and developmental culture learning, authentic Chinese language teaching materials, assessment rubrics and share them with others.

    Contact(s)
    (612) 625-5080
    brzez001@umn.edu
    Program Website

    Notre Dame de Namur University (Teacher)

    Notre Dame de Namur STARTALK Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 4, 2018 – June 15, 2018: Online instruction for new participants (Online)
    • June 18, 2018 – June 29, 2018: Onsite work including microteaching (Face-to-face)
    • July 8, 2018 – July 27, 2018: (Tentative) Onsite 3-credit Multicultural Course for Berkeley STARTALK Infrastructure Program continuing students (Face-to-face)
    • July 16, 2018 – July 27, 2018: Online 1-credit tech course including time for homework for Berkeley STARTARK Infrastructure Program continuing students (Online)
    • July 30, 2018 – August 3, 2018: Onsite 2-credit Methods 2 course for Berkeley STARTALK Infrastructure Program continuing students (Face-to-face)
    Location(s)
    • Notre Dame de Namur University, Belmont, CA
    Program Setting

    Non-residential

    Summary

    The proposed Notre Dame de Namur University (NDNU) STARTALK Teacher Program is a program directly leading to California Teaching credential. The 10-year Berkeley STARTALK Summer Teacher Program and the 2-year Berkeley STARTALK Infrastructure Credential Enrichment Program will be moved to (NDNU) in 2018 after the program director Stella Kwoh retires from UC Berkeley. In order to continue the program legacy, Stella Kwoh has agreed to continue her role as a program director for the proposed NDNU Program. The 2018 NDNU STARTALK (non-residential)Teacher Program will offering two sets of courses for both continuing participants (15) moving from the Berkeley STARTALK Infrastructure Program and new participants (12) recruited for the proposed 2018 program. All courses offered in this proposed program are directly leading to California Teaching Credential and are all required by the NDNU Single Subject (for teaching in middle and high school teacher) and Multiple Subject (For teaching in elementary schools) Credential programs.

    Contact(s)
    (510) 658-2550
    stellakwoh@berkeley.edu
    Program Website

    HADI-CLASSRoad (Teacher)

    STARTALK: Planning for Engaged Language Learning

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 18, 2018 – July 17, 2018: (Online)
    Location(s)
    Program Setting

    Non-residential

    Summary

    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.

    Contact(s)
    (310) 845-6149
    letha@hadi.org
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Chinese

    Language(s)

    Chinese

    Date(s)
    • June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
    • July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular year/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5256
    drjdowd@aol.com
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
    • July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5265 ext 2030
    drjdowd@aol.com
    Program Website

    University of Nebraska-Lincoln (Teacher)

    STARTALK Chinese Teacher Institute

    Language(s)

    Chinese

    Date(s)
    • July 11, 2018 – July 21, 2018
    Location(s)
    • University of Nebraska-Lincoln, Lincoln, NE
    Program Setting

    Residential

    Summary

    This residential STARTALK Chinese Teacher Institute will consist of 90 instructional hours (10 days) of professional development for 15 US Chinese teachers interested in improving their language teaching skills. The outcomes of this institute include a) development of a research informed pedagogy and examination of personal beliefs about language learning and teaching, b) skill development and integration of technology in language teaching and learning, c) increase in the number of highly qualified teachers of Chinese, d) creation of a learner-centered learning environment that optimizes language proficiency and e) development of a professional learning community of Chinese teachers and language educators.

    Contact(s)
    (402) 370-6139
    shurlbut2@unl.edu
    Program Website

    Penn State (Teacher)

    Penn State STARTALK Arabic Academy for Teachers

    Language(s)

    Arabic

    Date(s)
    • June 1, 2018 – July 13, 2018
    Location(s)
    • The Pennsylvania State University, University Park, PA
    Program Setting

    Residential

    Summary

    This professional development program, designed for 10 current and prospective teachers of Arabic at middle school, high school, and post-secondary levels, uses a three-part blended learning structure: (1) an initial 3-week online component (estimated 20 hours' instructional time), June 1-21; (2) a 6-day residential seminar (48 instructional hours), held at Penn State's University Park Campus, June 24-29, during which the teachers participate in teaching high school and college students who are taking an introductory Arabic course at Penn State; and (3) a postseminar online component (estimated 7 hours), July 8-13 ; for 75 hours total. The broad outcome at which we aim is to contribute to the national effort to expand instructional capacity in critical languages, including Arabic. Specific outcomes are to enable teachers to teach Arabic effectively according to STARTALK-endorsed principles––our special focus is on staying in the target language while maintaining comprehensibility; to ensure teachers' awareness of resources that can support them in doing so; and to enhance their preparedness for careers teaching Arabic. We will present pathways to certification and other career options.

    Contact(s)
    (814) 867-1665
    galinova@psu.edu
    Program Website

    Portland Public Schools (PPS), Portland Oregon (Teacher)

    STARTALK Summer Bridging Academy for Teachers

    Language(s)

    Chinese, Russian

    Date(s)
    • June 2, 2018 – June 2, 2018: (Face-to-face)
    • June 9, 2018 – June 9, 2018: (Face-to-face)
    • July 2, 2018 – July 7, 2018: (Face-to-face)
    Location(s)
    • Vernon School / BESC, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Summer Bridging Academy for Teachers coupled with the STARTALK K-5 Bridging Academy in Portland offers total of 23 K-5 Chinese and Russian dual language immersion teachers and aspiring educators the ideal opportunity to bridge pedagogical theory, best practices and real world application. Over 69 hours of training, reflection and evaluation and 72 hours of actual integrated content and language instruction, participants gain critical professional knowledge and skills in immersion pedagogy while collectively building a professional culture of continuous improvement anchored in a data driven learning cycle. Current teachers can earn continuing education credits toward licensure renewal. Dual Language Teacher Fellows enrolled in a Portland Public Schools and Portland State University collaborative alternative licensure program (Portland Dual Language Teacher Fellows) gain significant experience and training as part of their required course work towards full licensure and a masters degree. Aspiring Educators, highly bilingual high school and college students, also receive an invaluable opportunity to be mentored and develop skills and knowledge about working with children.

    Contact(s)
    (503) 916-5381
    mkreuzer@pps.net

    UW (Teacher)

    Preparing Language Teachers for the 21st Century

    Language(s)

    Arabic, Chinese, Korean, Russian

    Date(s)
    • June 25, 2018 – July 8, 2018: (Online)
    • July 9, 2018 – July 20, 2018: (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Russian, Chinese, Korean, and Arabic to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in students learning these languages and on integrating STEM (Science, Technology, Engineering, and Math) into language instruction. The program is designed to teach participants the STARTALK principles and standards-based language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. Teachers will be able to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program also provides scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT). In 2018, the 75-hour program will offer five UW credits of EDC&I 495 from the University of Washington College of Education and will run from June 25, 2018 to July 8, 2018 (online) and July 9, 2018 through July 20, 2018 in the face-to-face component.

    Contact(s)
    (206) 543-0536
    startalk@uw.edu
    Program Website

    Occidental College (Teacher)

    Putting the Arabic Standards Front and Central

    Language(s)

    Arabic

    Date(s)
    • June 25, 2018 – July 5, 2018: Buildign Leadership (Online)
    • July 6, 2018 – July 20, 2018: Technology (Online)
    • July 20, 2018 – July 22, 2018: Buildign Leadership (Face-to-face)
    • July 23, 2018 – July 26, 2018: Technology (Face-to-face)
    Location(s)
    • Hotel TBD, Long Beach, CA
    • Califronia State University, Long Beach, Long Beach, CA
    Program Setting

    Residential

    Summary

    Occidental College offers two separate blended programs one focusing on the development of leadership and the second focusing on technology as the core of standards-based instruction.
    Thirty applicants (teachers in elementary, middle, high school and university settings) will be served in these two programs for ninety-six hours. Sixteen hours in the Leadership Program and twenty-four hours in the Technology Program will be delivered online. The face-to-face segment will be three days for Leadership Program and four days for Technology Program. The Leadership program is by invitation. Participants in the leadership program will create curricular maps and/or a thematic using social justice/global issues as an organizing principle. During the intervening year, participants will pilot materials and modify them based on program needs and interactions with their students. Technology Sessions will be offered for teachers at various levels of proficiency. Technology Sessions will be offered for teachers at various levels of proficiency. Novices will design or adapt learning plan(s) and deliver a model leaning episode for volunteers (university students, LOTE student-teachers, graduate language instructors, and university staff). Specifically, they will a) specify the learning targets using can-do statements b) create a technology-based interpretive task with authentic materials using technology to make language, culture and/or content comprehensible to students, c) explore various programs that can be used to support interpersonal and presentational communication and d) participate in a practicum where they teach segments of a model lesson to volunteers. 4) Teachers in the Leadership and Technology Sessions will explore the use of platforms to facilitate professional development and language learning and create an online community to share materials and practices that foster continued interaction among participants.

    Contact(s)
    (323) 259-2949
    bzaslow@oxy.edu
    Program Website

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