Find a Summer Program

Showing 51 - 60 of 99 results found.

    YINGHUA INTERNATIONAL SCHOOL (Teacher)

    YHIS-STARTALK Chinese Immersion Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 20, 2018 – July 3, 2018: (Face-to-face)
    Location(s)
    • YingHua International School, Kingston, NJ
    Program Setting

    Non-residential

    Summary

    YingHua STARTALK Teacher Program is an intensive 12-day training program designed to enhance the knowledge and skills of teachers of Mandarin Chinese. Participating teachers of varying levels of expertise, experience, and preparedness, learn to incorporate World-Readiness standards, immersion and inquiry-based learning principles in their teaching, and continue to advance their understanding of Startalk-endorsed principles and techniques. The key components of the program involve two types of learning: direct teaching by highly-qualified instructors known for their expertise in the field of world language education, and hands-on teaching and re-teaching experience in close collaboration with the YingHua Startalk Student Program. Participants will design and deliver lessons first to peers and then to real-world students, receiving immediate feedback from peers and instructors on their lessons, which they will then revise and re-teach with higher quality. This focus on the reflection and refinement process will provide participants the opportunity to develop skills they can implement in their classrooms in the real world immediately or as soon as the fall.

    Contact(s)
    (609) 375-8015
    michelle.tan@yhis.org

    Kean University (Teacher)

    Kean STARTALK 2018 Hindi/Urdu Teacher Program

    Language(s)

    Hindi, Urdu

    Date(s)
    • July 23, 2018 – August 11, 2018: (Face-to-face)
    Location(s)
    • Kean University, Union, NJ
    Program Setting

    Residential

    Summary

    The 2018 Kean Teacher Program is designed for heritage, native or non-native speakers of Hindi or Urdu that have 2 or more years experience teaching in heritage language schools, in STARTALK Programs and/or have previously attended NYU STARTALK Teacher Training Programs. The blended learning program will enroll 7 Hindi and 6 Urdu teachers in credit-bearing graduate coursework leading to a Master’s Degree in Hindi and Urdu Language Pedagogy. Teachers in the first MA cohort will pursue 4.5 credit hours of onsite pedagogy coursework while concurrently engaging in clinical observation and practice during the Kean Student Hindi and Urdu Summer Program and teachers in the second cohort will pursue 9-credit hours of content, theory and pedagogy online coursework as part of the Extended Teacher Program. Program outcomes include: acquisition of pedagogical knowledge and skills (contemporary, research-based instructional methods and assessment practices) through summer onsite courses that include integration of content, theory and pedagogy into clinical practice in the Student Program and acquisition of content (language, literature and linguistics) through extended online courses. Credits earned in graduate courses may be used to fulfill licensure requirements or to pursue Alternate Route Certification Programs offered in most states.

    Contact(s)
    (908) 892-4712
    jjensen224@gmail.com
    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

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