Virtual Workshops

I created virtual workshops to continue supporting teachers when schedules don’t align or school visits are not possible. Take a look at how it works below.

Before I tell you about these transformative workshops, let me tell you who they are for.

You’re a world language teacher or department chair who knows the value of teaching with the goal of students growing in language proficiency.
You could use some detailed, useful and actionable insights and guidance that will get you the results that you want for your students.
You have heard about methodology for growing students’ proficiency and cultural competence and have tried some of it yourself. But, navigating the hodge-podge of tips and suggestions that you hear from colleagues and on social media is hard to keep track of and use.
You’d benefit from a systematic approach that helps your students rise in proficiency and communicate with confidence.

The teachers in your department can engage in PD when teaching remotely or in school.
You and the teachers in your department learn and grow at personally convenient times.
Exactly what you need to get your entire department on the same page with simple, concise language teaching theory and concrete suggestions for putting it all into action.
You don’t have to budget for substitute teachers.
Makes sense financially by consolidating cost and not needing to pay for individual PD for each teachers in the department.

These workshops are designed for language departments, rather than individual teachers. The goal is to create a common understanding of language teaching methodology and how to put it into practice in the classroom.
Workshops are not specific to a language or level. All concepts, materials and suggestions are applicable to all teachers and include ways to adapt for immediate use.
Each workshop includes 2, 4 or 6 videos (around 20 minutes each) along with downloadable materials, PDFs of slides and templates.
Teachers watch the videos when it is convenient for them during the period agreed upon in the contract (1-2 weeks depending on the workshop).
Once a contract and dates are confirmed the workshop website login and password will be sent to the department chair to be shared with the department.

Here’s the BONUS (that you don’t typically find when doing online PD)…During the viewing period for each topic participants submit questions or comments via a Google Form and I create personalized follow-up videos addressing the questions.

Blended Communication
This workshop provides tools for maintaining and supporting students’ proficiency in the three communication modes as we teach in various scenarios, including Distance, Blended, Hybrid and In-Person. A solid and consistent focus on language proficiency in all of the modes is possible and manageable and we will look at challenges and opportunities as we navigate our communicative goals and objectives.

Teach Grammar as a Concept and in Context
One of the biggest debates or challenges among the communicative language teaching community is the topic of grammar instruction. There are lots of questions and concerns around this. Should we teach grammar? Should we only provide examples of language structure through comprehensible input? What is the “right” way to teach or expose students to grammar structures in a second language? Implicit or explicit grammar instruction? We will explore these questions in depth with a focus on implicit and explicit grammar instruction.

Language and Culture: The Path to Global Citizenship
What is the role of culture in your language classroom? Is it enough to teach facts and anecdotes that relate to food, holidays, social structure and traditions? This is a starting point, but we need guide students to engage with culture that goes beyond facts and leads to an understanding of why culturally specific practices and beliefs exist. To guide students in this discovery process we will explore the framework of ten cultural value dimensions and learn how to use them to prepare students to be global citizens with a strong Cultural Intelligence (CQ). It is best to embed the study of culture into language proficiency goals, rather than teaching them separately. To meet this goal, we will look at target language needed to discuss culture along with the language needed to engage authentically and respectfully.

Authentic Language Learning with the ACTFL Core Practices
How would you finish this sentence? “The best way to learn a language is…” You probably didn’t say “memorize verb charts.” Now think about what language instruction in your classroom actually looks like. Does this match how you think a language is learned best? In many foreign language classrooms instruction continues to be guided by “best practices” introduced well over 25 years ago. We need to usher in the innovative, effective, proficiency-based teaching methodology to the classroom that will mirror how we know, most likely from personal experience, that languages are most effectively learned. The 6 ACTFL Core Practices are designed to provide this authentic language learning experience. In this workshop we explore in-depth how to use the target language for learning, design communicative activities, teach grammar as a concept, use authentic cultural resources, plan with backward design and provide appropriate feedback.

NOW: There may be various approaches to language teaching in your department. Some teachers have done PD and there is some collaboration.
AFTER a VIRTUAL WORKSHOP: The entire department will teach and collaborate seamlessly with a common understanding of language teaching methodology and how to put it into practice in the classroom.