In order to better serve the professional development needs of our world language educators, please respond to a brief survey from the Virginia Department of Education.
The survey will ask you to identify your professional development goals based on the Teacher Effectiveness for Language Learning (TELL) domains and criteria. Your answers are anonymous and will be used to help determine what professional development topics FLAVA will be offering to its members. More information about the TELL project is available by clicking the icon below.
The Workshop Series for FLAVA Members
The Foreign Language Teachers Workshop Series (FLTWS) continues across the Commonwealth in an effort to provide useful, professional development opportunities to as many Virginia world language educators as possible. The FLTWS is partnered with the Foreign Language Association of Virginia (FLAVA) through its Professional Development Network (PDN). See below for topics, speakers, and locations.
As is always the case, the FLAVA/FLTWS workshops can be used for receiving points toward K-12 teacher certification renewal at the discretion of the local school division with the presentation of the certificates which participants receive after each workshop. For those at the post-secondary level in their teaching, participation in these workshops indicates a desire for self-improvement. Recognition of such by college and university administrators is congruent with necessary supplementary faculty activity and can be used in the reporting process.
All workshops originate at Washington and Lee University (W&L) in Lexington, Virginia, and are broadcasted live via the Internet to numerous host schools and divisions across the state. These locations are known as FLAVA/FLTWS workshop host sites. Each host site has a volunteer instructor who is a logistical coordinator and is an extension to the workshop leader at the broadcast location.
Register below for FLAVA professional development workshops and remember that all workshops take place from 4:00 – 6:00PM EST on the date designated.
Workshop 1: PALS 2.0: The Fairfax Interpersonal Speaking Assessment and Writing (22 October 2015)
How effective are the assessments you use? How do they affect your curriculum and instructional practices? Do they really point students to eventual communicative competence? In this workshop you will learn how Fairfax County Public Schools has refined its approach to assessing performance in an exciting and relevant way, which
promotes interpersonal speaking, as well as writing skills, and brings realistic communication back to the core of daily instruction. The workshop will start with a short background of the FCPS “PALS” (Performance Assessment for Language Students) and a taste of the ACTFL-based OPI training provided to FCPS teachers. The actual speaking and writing assessment instruments will be explained. A model of the FCPS inter-personal speaking assessment (looks and feels like a mini OPI) will be provided, and participants will conduct a practice interpersonal speaking assessment using the rubric and prompts. An inter-rater reliability practice will also be conducted using web tools to compare ratings by those participating remotely. Participants will leave with a clear understanding of the Fairfax County Public Schools approach to performance assessment and be ready to adapt it to their division or classroom.
Workshop Leader(s) Bio(s): D. Rudy Smith. Rudy attended Brigham Young University where he earned a Bachelor’s and Master’s in Linguistics. He has taught at the elementary, secondary and post-secondary levels and previously directed the Virginia Governor’s Spanish Academy. He currently works in the World Languages office of Fairfax County Public Schools on projects related to curriculum, instruction, assessment and professional development. In his free time, he enjoys dating his wife and playing with his children.
Workshop 2: Ready, Set .... Wait (12 November 2015)
Research shows we provide very little time indeed for students to think or to elaborate on our questions. We might think that’s good – a rapid fire environment is great, right? Well….not really. Research shows that if we give students more time to think and elaborate, there is observable and measurable improvement in students’ attitudes, involvement, cooperation, and use of language and logic. Plus, research proves there is growth in us, too, specifically in our own awareness of students’ capabilities and in our own energy.
So learn about, practice, and apply Wait Time 1 and Wait Time 2 by experiencing them as both teacher and student in a world language classroom. We’ll focus on two key areas: language acquisition practice through interpersonal speaking; and group discussion, in conjunction with questioning techniques.
You’ll receive background information and research on Wait Time, have a chance to observe your own classroom approach before you come to the workshop, and come away with having experienced specific techniques that you can apply to your teaching - any language, any level, any time.
Workshop Leader(s) Bio(s): Norah Jones. Norah has dedicated her career to world language and global education. Through her consulting company, Fluency, she is a contributing writer for Spanish and French instructional materials for various publishers; a presenter and trainer for sessions and workshops for schools, school districts, and universities; and a keynoter and regular presenter at state, regional, and national conferences. She served as a teacher and supervisor for over 20 years in public schools in Virginia, teaching Spanish, French, Russian, ESL, English, and History; as a trainer for the Virginia Department of Education; and as President of the Foreign Language Association of Virginia (FLAVA) and of the Southern Conference on Language Teaching (SCOLT). Norah now works as the Professional Development Director for Vista Higher Learning.
Workshop 3: Personal, Engaging, Portable: Multimedia and Digital Stories in the World Language Classroom (4 February 2016)
Participants in this workshop will explore the use of applications for multimedia production to foster learner engagement and personalized, creative language use. The workshop begins with a discussion of participants’ goals for and concerns about multimedia projects in the curriculum. The presenters will then introduce several categories of production apps, including audio recording, video editing, and interactive whiteboards, and elicit ideas for using these in the classroom. Participants who have access to mobile devices, Chromebooks, laptops, or desktops at their location will have the opportunity to experiment a bit with these apps and ask questions.
Because projects involving digital storytelling can be particularly effective at engaging student interest, part of the workshop will focus on this form of multimedia production. The presenters will briefly review the principles of digital storytelling and discuss modifications to meet instructional goals. They will also introduce resources for finding the rights-free images and music often needed for these and other multimedia projects. Participants will then have the opportunity to create digital storytelling projects for their own courses. Sharing their work, the participants will discuss support needs and evaluation rubrics.
A ‘virtual handout’ with instructions for using the recommended apps, sample activities, and links to digital storytelling sites will be available.
Workshop Leader(s) Bio(s): Sharon Scinicariello (Ph.D., UNC-Chapel Hill) is the Director of the Global Studio and a faculty member in Languages, Literatures, and Cultures at the University of Richmond. Her interests include video in instruction, mobile-assisted language learning, task-based learning, and
Stacey L. Powell (M.A., Auburn University) is the Director of the Foreign Language Multimedia Center and a member of the Instructional Technology Team for the College of Liberal Arts at Auburn University. She taught Spanish for just over 20 years in the face-to-face classroom and has six years’ experience developing and teaching online courses. Her interests include instructional technologies, mobile-assisted language learning, distance learning, and faculty training and development.
Workshop 4: Engaging Students with Language Learning through Technology: Focus on the Interpretive Mode (17 March 2016)
Today, authentic materials of all kinds (text, audio, video, infographics, images) that can complement our textbooks are readily available online, but most of them are not constructed with language learners in mind. How do we help our students work with and understand these materials? What kinds of tasks can we create that engage our students and pave the way for them to comprehend and learn from these materials? How can technology help us do this?
We’ll talk about some of the pedagogy behind engagement with texts (Interpretive Mode), and then we’ll show you some of our favorite tech tools. We would also like to know what you are doing to guide students through online materials. You will have opportunities for sharing your materials as well as for creating interpretive activities in the workshop. Bring an example of an interpretive activity that you have created and some ideas for text engagement that you’d like to create.
Marlene Johnshoy is the Online Education Program director and web manager for the Center for Advanced Research on Language Acquisition (CARLA). She has given numerous workshops on many aspects of web-based language teaching and learning.
Kathryn Murphy-Judy is a French professor at VCU who regularly teaches with and about new media in the WL classroom. She is the CARLA national advisor for technology and a lifetime member of FLAVA.
Dan Soneson is the director of the Language Center in the College of Liberal Arts at the University of Minnesota. He is currently the managing editor of the IALLT Journal for Language Learning Technologies, and has been a leader in language learning and technology for over 20 years.