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Kelly Condon and Aaron Snyder
Kelly Condon currently teaches Spanish to Grades 3-5 as part of the FLES Program at Holliston Public Schools. This past fall, Kelly presented at ACTFL in New Orleans. She has also presented in Medfield and Holliston as part of their professional development programs. In addition to teaching, she is earning her Master of Education with a Concentration in the Teaching of English as a Second Language from Framingham State University. She holds a Bachelor of Arts from Providence College in Spanish and Psychology. If you wish to contact Kelly, you can reach her at kellymcondon1@gmail.com.
Aaron Snyder has been teaching 2nd grade French Immersion for the past 14 years in the Holliston Public Schools. A member of ACTFL, I had the opportunity to present in New Orleans this year. He has his Masters in Elementary Education and a 2nd Masters in Educational Leadership from Framingham State University. If you wish to contact Aaron, you can reach him at snydera@holliston.k12.ma.us
“Technology in the Early Language Classroom”
Content-creation and gamification for all! This session explores the different ways to use current technologies in the early language classroom. When used effectively, technology allows for the differentiation that a proficiency-based classroom requires. Web-based tools as well as tablet apps will be discussed.
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“If it Isn’t Real, it isn’t part of the Curriculum”
with Rita Oleksak and Kate Krotzer,
provided by ACTFL’s Language Learning for Children Special Interest Group
provided by ACTFL’s Language Learning for Children Special Interest Group
Join us in this webinar for a conversation around the work one district is doing to update curriculum in order to maximize opportunities for authentic learning experiences. Essential questions, Thematic Units and Backwards Design, built on a foundation of the 5 C’s , form the key elements when designing authentic units of study.
With a focus on the interpretive mode, presenters will share how one district is updating/revising their “reading, listening, viewing ” experiences and comprehension activities in order to insure authentic learning opportunities that help students to reach identified course /level learning targets.
Interpretive samples from a variety of units and lessons will be shared across the languages and levels taught in the district. Examples that incorporate use of 21st century skills will be highlighted.
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Albert Fernandez is a Kindergarten – Eighth grade Spanish teacher and World Language Education Blogger in Altamonte Springs, FL.Albert is a member of NNELL, SCOLT, FFLA, and ACTFL. He is a frequent presenter at SCOLT and most recently presented at the ACTFL Conference in New Orleans.
“But I Only Teach Once A Week!” Creating Memorable Experiences in The World Language Classroom
Teaching a class only once or twice a week is just not enough time to provide input and foster language acquisition, right? Wrong. By creating memorable experiences through stories, personalization, and other brain-based strategies, we can foster acquisition in the leanest of scheduling circumstances. We can make our one or two classes the students’ favorites of the week and build their proficiency! Learn strategies to engage students and create experiences (and lessons) that they will remember.
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Talia Block teaches 3rd-5th grade Spanish at Wescott in Northbrook. Talia serves on the ICTFL board as the chair of National Foreign Language Week and as a member of the technology committee. Talia was one of the initial trainees and teacher leaders of the Training for the Assessment of Language Learning in Illinois (TALL-IL) and is also a National Geographic certified educator. She will be heading up communications for the National Network of Early Language Learning (NNELL) for the upcoming year. Talia is the recent winner of an ICTFL Distinguished teacher award for contributions outside the classroom. In addition to teaching, Talia presents and consults on a variety of topics around language learning and curriculum.
It’s the Little Things: How Small Routines Can Make a Big Difference
Engaging students in the target language can be difficult. Getting them to use it can be even more difficult. We’ll explore little ideas that can make a big impact on students’ engagement and language use in fun and quick ways. Creating routines that engage students in the target language gives them a purpose for using that language.
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Nathan Lutz is the Global Learning Coordinator and Primary School French Teacher at Kent Place School, an independent school for girls in northern New Jersey. Nathan is also the World Languages Teaching Community Leader for Teach for America. In addition to his service to NNELL as immediate past president, he is also the Vice President of Programs of Foreign Language Educators of New Jersey (FLENJ), the Vice Chair of the Northeast Conference on the Teaching of Foreign Languages (NECTFL), and a Past President of Language Educators of Central New York (LECNY). Nathan is a frequent conference presenter in addition to a consultant and writer for various language programs, such as Early Advantage, Little Pim, Global Language Project, and Language Together.
Moving on up: Helping Elementary Learners Extend Their Proficiency Level
Knowing a student’s proficiency level is not only how teachers assess their students, but also how teachers plan for instruction. It also allows students to set personal learning goals for themselves. In this workshop, we’ll explore what language looks like at each of the proficiency levels. We shall also explore strategies for helping move students from one proficiency level to the next highest one – in all three modes of communication: interpretive, interpersonal, and presentational. By scaffolding tasks and pushing students out of their comfort zones, teachers will see students explore new language on their own and give them more ownership over their own skills and shows them that they can speak and write at a more advanced level than they imagined.
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Dorie Conlon Perugini is an elementary Spanish teacher in Glastonbury, Connecticut where she has taught grades 1-5. She is active in presenting at conferences, publishing action research from her classroom and for the past 5 years she has served as the Executive Secretary of the National Network of Early Language Learning. She blogs about her classroom experiences at a global classroom.com and moderates a Facebook group for language teachers interested in incorporating Intercultural Competence in their classroom. Most recently, Dorie has co-edited Teaching Intercultural Competence Across the Age Range: Theory to Practice, which shares the journey of world language teachers partnering with graduate students from the University of Connecticut to help students develop intercultural competence.
Intercultural Communicative Competence Can Do Statements
With the release of the updated NCSSFL-ACTFL Can-Do Statements, many language teachers are wondering how to incorporate the Can-Do Statements for Intercultural Communication in their classrooms. Much like the Can-Do Statements for language proficiency, these new Can-Do statements allow teachers to set goals for their students and allow students to reflect on their progress. The Can-Do statements also include a Reflection Tool that provides a framework teachers can use to guide their students to deeper thinking about their personal growth. This webinar will dig deep into these tools as well as the components of Intercultural Communicative Competence and how it differs from the culture goal strand of the national standards. In this webinar, participants will see examples of what the ICC Can-Dos can look like with younger learners with novice to intermediate language proficiency.
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Magic in the Elementary Classroom
Annabelle Allen, a.k.a. La Maestra Loca, is a passionate Spanish teacher at St. Martin’s Episcopal School in New Orleans, Louisiana, where she has taught for three years. She was recently honored with the title 2018 Louisiana Foreign Language Teacher of the Year. Annabelle has taught all ages, 2-82 years old! She has a Masters in Education from the University of Denver. She taught two to ten-year-olds for a year in China in 2014-15 and before that taught for 4 years in public schools in Denver, Colorado, where she learned from an army of brilliant Comprehensible Input teachers. Since then, she has developed her own unique style, which her students call “loca” or crazy. She enjoys helping students of ALL ages acquire the Spanish language, rather than just learn it. Annabelle also has a passion for coaching and collaborating with other teachers. In the last year, she has presented and led workshops in seven different states and this summer she will be training teachers in Spain, and in the Spring of 2019, Japan. In her free time , Annabelle loves eating, adopting unicorns, traveling and spending time with her fiancé Paul, and his little girl Isla Rose.
Elementary teachers have the BEST job in the world. Every single day we have the opportunity to create a space in our foreign language classrooms that is truly magical for our students. If you aren’t already trained in “magic” you will be amazed at what a little webinar to hone your skills will do for classroom management with little ones. In this session, come and learn exactly WHAT you can do to make your classroom a little more “magical”. Learn tips and tricks to incorporate a little more wonder into your instruction in order to maximize student acquisition and engagement.
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Nadine Jacobsen-McLean currently works for Fuel Education in a virtual learning environment. Her classroom strategies were developed in a brick and mortar environment where she taught 600+ student a week. Currently, she is a doctoral student at the University of Tennessee at Chattanooga in Learning and Leadership.
Encouraging a CAN DO Attitude through Classroom Management Strategies
Our classrooms are filled with diverse learners demonstrating acquisition at a variety of levels. Differentiation is ideal; however,it can be challenging to achieve without significant effort and strategic planning. Self-efficacy increases with positive interactions and perceived achievement. We will discuss how to change those “I can’t…” statements to “I can. . .!” In this webinar, we will explore the desired behavior in our classroom and the soft skills required to learn another language that are developmentally appropriate at different levels. We will explore how to tailor “I can” statements to encourage can do attitudes and recognize participation at any level. Setting goals, recognizing achievement, encouraging participation, providing choices, and total physical response are a few techniques we will discuss.
In this webinar, we shall look at various Can-Do Statements at the Novice and Intermediate proficiency levels. From there, we will learn to transform your existing curricular goals into kid-friendly language that supports proficiency-based language teaching. Next, we’ll look at ways in which you are able to help students document their growth via portfolios. Finally, we shall explore and design activities that will support your program’s personalized Can-Do Statements for elementary and middle school-aged learners.
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Nathan Lutz is the Global Learning Coordinator and Primary School French Teacher at Kent Place School, an independent school for girls in Summit, New Jersey. Nathan is also the national World Languages Teaching Community Coach for Teach for America. In addition to his service to Foreign Language Educators of New Jersey as Vice President of Programs and Social Media Coordinator, Nathan is also the President of the National Network for Early Language Learning (NNELL) and a board member of the Northeast Conference on the Teaching of Foreign Languages (NECTFL). Nathan is a 2007 NYSAFLT Leaders of Tomorrow fellow, a 2012 UPenn STARTALK Excellence in Leadership fellow, and a 2014 NECTFL Mead Scholar. Nathan is a frequent conference presenter as well as a consultant and writer for various early language programs. Follow Nathan on Twitter @nathanlutz.
Can Do Statements for Early Language Learners
With the launch of the NCSSFL-ACTFL Can-Do Statements, world language educators now have a tool that helps create a learner-centered classroom in which both teachers and students reflect on the learning process. In shifting the focus to the learners, teachers engender metacognition among their students and encourage them to share responsibility for their learning. The Can-Do Statements provide a clear guide for designing curriculum and units of instruction, for creating classroom assessments of performance, and for teaching daily lessons. These self-assessment checklists are used by learners to assess what they “can do” with language in the interpersonal, interpretive, and presentational modes of communication. Through multiple opportunities of formative and summative assessment, learners collect the evidence that points toward a specific proficiency level. They also see what lies ahead on their language learning journey.
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Literacy and FLES: Connecting to the Common Core Learning Standards
Date: January 14, 2013
In this webinar, the participants will have a chance to learn about the connection between literacy, the common core learning standards and world languages. Where does FLES fit in ? Ideas, strategies and techniques will be discussed and shared by the presenter that will enhance your understanding of the core learning standards and how they connect to FLES classrooms. The participant will have a better understanding of the role of literacy and will be able to implement new ideas at once that support all four skills with a focus on literacy!
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Nathan Lutz is the Global Learning Coordinator and Primary School French Teacher at Kent Place School, an independent school for girls in Summit, New Jersey. Nathan is also the national World Languages Teaching Community Coach for Teach for America. In addition to his service to Foreign Language Educators of New Jersey as Vice President of Programs and Social Media Coordinator, Nathan is also the President of the National Network for Early Language Learning (NNELL) and a board member of the Northeast Conference on the Teaching of Foreign Languages (NECTFL). Nathan is a 2007 NYSAFLT Leaders of Tomorrow fellow, a 2012 UPenn STARTALK Excellence in Leadership fellow, and a 2014 NECTFL Mead Scholar. Nathan is a frequent conference presenter as well as a consultant and writer for various early language programs. Follow Nathan on Twitter @nathanlutz.
Learning by Doing: Language Learning in Summer Camps, After School Clubs, and the Hands-On Classroom
Date: February 5, 2013
It is undisputed that most people, especially children, learn best when actively doing something rather than listening to a lecture or even reading. This webinar will explore some of the ways teachers/club advisors/camp counselors can engage their students in meaningful language learning with powerful retention rates. We’ll look at a variety of hands-on activities that you can incorporate into your classes, clubs, or camps. The examples will be in French and Spanish, but applicable to any language.
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Engaging Students through Digital Storytelling
Date: March 21, 2013
In today’s digital age, sharing stories with our global community is becoming more common as new technologies and apps make creating digital storybooks quick and easy. In this webinar we will discuss the advantages of using digital storytelling in the elementary foreign language classroom. We will also explore how to use the tools you already have available to create beautiful digital stories that fit seamlessly into your curriculum.
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Now What? Effective and Easy Integration of Technology in the World Language Classroom
Date: October 30, 2013
If you have a cell phone, iPad, projector, or language lab, you may be asking yourself… now what? What can I do with these resources? How can I use them to enhance my lessons? In this webinar, we will look at some common technology resources and discuss simple, straightforward, and easy ways to integrate them into your lessons for improved student learning outcomes. Whatever tech resource you may have access to, you will come away from this webinar with concrete strategies and activities for making full use of them.
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Increasing Students’ Communication through Partner Gap Activities
Date: November 6, 2013
In this webinar, participants will learn how to introduce and incorporate information gap activities into all types of content and curriculum to increase the amount and level of communication in their language. Traditional dialogue activities require little cognitive skill, whereas gap activities encourage students to process a request, look for information, then respond in the target
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Raising Global Children
Date: January 30, 2014
In today’s ever-more connected global world, both language and cross-cultural skills are proving to be essential differentiators for long-term career success. The process of raising global children begins at home, but it must also be reinforced and expanded on in schools. Join award-winning author Stacie Nevadomski Berdan as she presents both strategy and tactics for teachers and parents alike as detailed in her latest book, Raising Global Children.
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BEST USES OF CLASS TIME: Grades Three, Four and Five
Date: February 19, 2014
This webinar will begin with a brief reflection on Sousa’s research from the book How the Brain Learns and implications for lesson planning. Following from that, we will examine the bare bones of comprehensible input and output to help keep the target language at the 90% level. Lastly, we will look at assessments in the interpersonal mode and discuss why they can be so satisfying.
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Engaging Assessments for Speaking and Learning
Date: November 5, 2015
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Building Community in a Highly Successful Inner-City STARTALK Program
Date: December 3, 2015
In her article, “Building Community in a Highly Successful Inner-City STARTALK Program,” Ann Ferriter states, “We listened intently to programmatic suggestions from key stakeholders resulting in one very successful project last summer.” Join Dr. Kelly Davidson Devall as she asks Ferriter to elaborate on the success of the program
and what she has in planned for future programs!
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