If you teach a second language and are struggling to use the target language as much as possible with your students, this short presentation talks about some of the obstacles we face in the classroom and can give you some tips and tricks for maximizing your TL!
Material Type: Teaching/Learning Strategy
In a class of 30 students, it may be challenging to reach every individual student. This is where learning stations are helpful in meeting individual students’ needs. The purpose of reorganizing the classroom (entirely or partially) into learning stations is to allow the teacher to provide the highest quality instruction to a small group of students while other students work independently, productively and cooperatively in a variety of interconnected tasks at other learning stations. In this presentation, Sasha Van Zandt and Lisa Maupin will cover the logistics of learning stations as well as the integration of authentic resources and technology (Chromebooks) into learning stations.Sasha Van Zandt (Lincoln Northwest High), Lisa Maupin (Lincoln East High)
Material Type: Activity/Lab, Teaching/Learning Strategy
I will explore the use of game-enhanced (not designed specifically for world language learning) vs. game-based (games specifically designed for world language classroom use) technology games. I used both in my classroom and surveyed students on effectiveness and usability. Games can be an area where we can really enhance student motivation and time-spent on world language learning outside the classroom. I will give examples of games that can be used and explain how I integrated them into class. I will also cover how I graded participation and show the benefits to students/teachers of using this approach.Terri Wright, Millard Public Schools, tlwright@mpsomaha.org
Material Type: Activity/Lab, Teaching/Learning Strategy
La présidentielle : Une élection au lycéeHow do you make politics in France accessible to your students? Why, you hold your very own Présidentielle, that's how. In this presentation, you'll see the results of a yearly "présidentielle", and how it increases students awareness and international-mindedness.Will West, Lincoln Public Schools, wwest@lps.org
Material Type: Activity/Lab, Lesson Plan, Teaching/Learning Strategy
FVR, or maybe SSR to you, is a research-proven strategy; in exchange for a just a little planning and investment, it pays huge dividends to language acquisition, no matter the level of the learner. We'll explore the basics and beyond about what makes the most successful FVR programs work, preparing you to implement free, voluntary, reading in your classroom.Dr. Janet Eckerson, University of Nebraska, Kearney
Material Type: Activity/Lab, Teaching/Learning Strategy
The session takes a practical look at Nebraska's new Culture standard to help you plan activities for alllevels of learners that teach culture and intercultural competence in the target language. We'll explorehow the standards can point us in the direction of relevant lessons and assessments for our students and learn three specific activity types that can be used in any language classroom.Janet Eckerson, Ed.D., janeteckerson@gmail.com
Material Type: Activity/Lab, Lecture Notes, Teaching/Learning Strategy
In this presentation, learners will see how self-reflection and progress monitoring is used in aComprehension-Based classroom to aid students with their language proficiency goals. The presenter will discuss positives and pitfalls to self-assessment and reflection, how self-reflection can be rooted effectively in second language acquisition, and how reflection can help personalize the classroom environment.Jamie D. Honke (Pronouns: She / Her / Hers), Ralston High School, World Languages Department Chair | Spanish Teacher, jamie.honke@ralstonschools.org
Material Type: Teaching/Learning Strategy
Puzzling and puzzling, how could it be so? It came without locks. It came without tags. It camewithout packages, boxes or bags. And she puzzled and puzzled 'till her puzzler was sore. Then theteacher thought of something she hadn't before. What if Google could puzzle just a little bit more.This session will show how to use Google Suite to make online puzzles for students and break out'boxes' that each student can use. It holds students more accountable and keeps them engaged.Kelleen Rosebaugh, Lincoln Southeast
Material Type: Activity/Lab, Teaching/Learning Strategy
See how one teacher helps students set goals, track progress, and use communication standards todrive lessons in the language class focused on proficiency.Angela Wagoner, Crete High School
Material Type: Assessment, Teaching/Learning Strategy
"Brain breaks energize students (and teachers) by increasing blood flow and sending oxygen to thebrain. This increases attentiveness, participation and retention of content. Give your students (andyourself) a quick break in rigor while building classroom culture, sustaining attention and buildingvocabulary. Brain breaks range from 30 seconds to 2 minutes, and can be totally in the targetlanguage.Kathy DaMoude, Hershey Public Schools, Mariah DaMoude, Brady Public Schools
Material Type: Activity/Lab, Game, Teaching/Learning Strategy
Would you like to build and strengthen your Spanish program? Increase student buy-in to the Spanish language and culture you teach each day? National recognition for you and your students’ achievements? Find out what having your own chapter of Sociedad Honoraria Hispánica (SHH) can do for you!In this interactive session, attendees will learn the benefits of having a chapter of SHH, as well as how to establish, maintain and grow their own chapter. Prospective and current sponsors will benefit from the idea swap, synergy of brainstorming, and list of resources to build, sustain and grow their chapter of SHH.Rachel Twist, Gretna High School, rtwist@gpsne.org Theresa Jensen, Millard North High School, tmjensen@mpsomaha.org
Material Type: Teaching/Learning Strategy
Did you ever play "pretend" as a kid, like pretend you went to the store to "play restaurant," or "play doctor?" As fun as these games were, they also served valuable educational purposes, teaching us how to act and interact in the real world (like the grown-ups do!) and use appropriate language. Applying this same "play" activity in a world language classroom (of all ages!) gives students the opportunity to not only practice their language skills in a real world scenario, but also engage in culturally appropriate interactions, apply knowledge from different subject matters, and make connections to the world outside of the classroom.Danielle Fulcher, Lincoln Northwest High, dfulcher@lps.org
Material Type: Activity/Lab, Lesson, Teaching/Learning Strategy
