2017 COFLT Spring Workshops

The 2017 annual COFLT Spring Conference will take place at Linfield College in McMinnville, OR on March 4, 2017 and is a workshops only format.  When you register you will choose one of the following four full-day workshop tracks:

    1. World Language Instruction and Technology (Ben Novinger)
    2. Incorporating Social Justice Issues in the Language Classroom (Yo Azama)
    3. Thinking about Syncing? World Readiness and Interculturality: The Passport to Global Leadership (Catherine Ousselin)
    4. Essential Strategies for a Comprehensible Input Classroom (Mike Peto)

All workshops run from 9 a.m. to 4 p.m. with a one hour break for lunch (included in registration fee).

Conference Fees:

Workshop Registration:

  • $100 COFLT or WAFLT members
  • $50  COFLT student or retired members
  • $200 non-members
Register before Feb. 23 for lunch to be included

COFLT 2016-17 Membership (Sept 1-Aug 31): 
  • $50 regular, $25 student/retired


    Conference Schedule at a Glance

    • 7:45 – 8:20 a.m. Registration and Light Breakfast
    • 8:20 – 9:00 a.m. Welcome and COFLT updates
    • 9:00 – 12:00 p.m Workshop Morning Session
    • 12:00 – 1:00 p.m. Lunch
    • 1:00 – 4:00 p.m. Workshops Afternoon Session


    Address
    900 SE Baker St, McMinnville, OR 97128

    Parking
    Parking on Saturday is free on campus when you print this Linfield College Parking Permit.

    Linfield College: Campus Map

    Workshop 1: World Language Instruction and Technology

    The themes below will guide our learning during this full-day workshop on applications for the world language classroom. Instruction and supported hands on work time will be provided for the apps and web-based tools most appropriate for each theme. All instruction for these themes will also be carried out using tools that teachers can easily adopt and use in their classrooms. As much as possible, all recommended applications will be device neutral so as to be usable regardless of the devices that students and teachers have access to in their classrooms. The workshop will primarily focus on free applications and web-based tools, but some low cost options will also be introduced.

    Themes will include: 1) Reexamining and reconsidering language instruction and learning in a digital age, 2) More meaningful, responsive and student-centered formative and summative assessment, 3) More feasible differentiation and single-class multi-level instruction, 4) Technology to enhance performance-based tasks, 5) Effective digital communication and distribution of materials, resources and information using learning management systems and classroom communication tools, 6) More student-centered exploration of culture, 7) Recapturing teacher time to allow for the most effective use of teacher time for instruction and support of students, and 8) Advocating for and procuring technology for use in the classroom with your students

    Learning Outcomes:

    Teachers completing this workshop with leave with at least one tech tool for each theme that they can immediately start using with their students to enhance instruction and learning. They will also leave with a better sense of what is possible within a technology supported 21st century world language classroom. Teachers will be better equipped to choose tools and advocate for district and building support of technology in their classrooms.

    External Resources:


    Ben Novinger

    Ben Novinger taught both IB and AP Japanese for 18 years. Additionally, he taught for 5 years as a social studies teacher. He has regularly presented on various instructional strategies and tools in the Japanese and World Language teaching community. 

    Now, as  the Library and Instructional Technology Teacher (LITT) at Beaverton High School, Ben leads instructional change and the adoption of technology at the school level, as well as working with the district to ensure best tools and practices are adopted and implemented. In his position as the LITT and a member of the Professional Development Team, he has been responsible for creating and providing school-wide and small-group professional development around instructional technology, learning management systems, including Google Classroom and Canvas, Google Apps for Education, and digital research tools and skills. Ben is particularly interested in digital assignment collaboration, technology as a tool for differentiation, flipping the classroom and developing more efficient and effective assessment. He is also passionate about equity in technology and its implementation, using technology as vehicle for developing critical thinking skills and for developing independent learners and thinkers. 

    Ben believes strongly that technology should not be adopted simply because it is shiny or new, but should serve teachers and their students in a fashion that enhances instruction and learning in ways that allow things not previously possible to be possible, and in ways that allow teachers more time to spend interacting in meaningful ways with their students, not less.

    Workshop 3: Thinking about Syncing? World Readiness and Interculturality: The Passport to Global Leadership

    This session will focus on integrating Web-based tools, apps, and techniques for linguistic expression and assessment within global thematic units based on the TPACK (Technological Pedagogical Content Knowledge)/NCSSFL-ACTFL/AP frameworks. Participants will develop competencies and confidence on evaluating and incorporating engaging and meaningful tools into thematic units and assessing student performance. We will explore all three modes of communications through demonstrations, facilitated group work, and guided research. Participants will collaborate on a variety of tools that highlight student-centered instructional strategies designed to motivate and involve all learners. Topics will include Digital Storytelling and Google Apps for World Languages. Please bring a laptop computer and, if possible, an Apple mobile device.

    Learning Outcomes:

    1. Participants will be familiar with the TPACK framework in order to identify the skills teachers need to work effectively with technology.

    2. Participants will be able to identify, evaluate, and use Web-based tools for World Language production and assessment.

    3. Participants will create activities and assessments for all three modes of communication.

    External Resources:

     Thinking About Syncing.

    Catherine Ousselin

    Catherine Ousselin is a graduate of the University of Kansas with an M.A. in French Language and Literature. She is a member of ACTFL, NNELL, IALLT, WAFLT, and the AATF of which she is the current Region IX representative. Catherine is the AATF Social Media manager and curator, the chair of the Technology Commission, an avid blogger on World Language technology integration, and a frequenter participant on #langchat and other Twitter Ed-chats.She teaches French at Mount Vernon High in Washington State and serves as a Digital Literacy coach for the school district. Catherine is the 2016 WAFLT Teacher of the Year and the 2017PNCFL Teacher of the year.


    Workshop 2: Incorporating Social Justice Issues in the Language Classroom

    Social justice issues are human issues yet traditionally language teachers shy away from this type of topic. How can we best introduce such important issues to our language learners’ great opportunities to discover, connect, and help them grow as an agent of change in the 21st century? In this interactive workshop, presenter will share sample Social Justice Infused lessons with student samples, then guide participants to identify the issues, develop a lesson that promote language skills using the IPA while cognitively engaging them. The presenter will also address effective strategies to use authentic materials and technological tools. There will be opportunities to ask questions and address challenges.

    Yo Azama

    Yo Azama currently teaches Japanese at North Salinas High School and World Language Teaching Method course at California State University, Monterey Bay. He is a team leader of the Monterey Bay World Language Project and serves as an instructional coach at North Salinas High School. 

    He has conducted numerous presentations and seminars regionally, nationally, and internationally on various topics including; Motivational Curriculum & Syllabus Design, Classroom Management, and Effective use of Technology in World Language Classroom. In 2003, he served as a member of the Instructional Materials Advisory Panel for the California Department of Education. He has also served as a College Board Advisor for AP Japanese Language and Culture Development Committee. 

    He has been the recipient of numerous awards such as the 2012 ACTFL Language Teacher of the Year, Outstanding Teacher of America Award by Carlston Family Foundation, the Robert J. Ludwig Distinguished Leadership Award, and Elgin Heinz Teaching Excellence Award just to name a few. His teaching has been featured in the Teaching Foreign Languages K-12 Video Library by WGBH Boston in 2003.


    Workshop 4: Essential Strategies for a Comprehensible Input Classroom

    Abstract: Students do a lot of reading in school, but there is one kind of reading that is often overlooked: self-selected pleasure reading (SSR). Despite an overwhelming quantity of research showing the positive impact of SSR, most reading done in second language classes is still a single text read in a whole class format. The morning session introduces participants to the theory and research behind SSR and then delves in depth into the pragmatics behind developing a pleasure reading program in a culture that is often anti-reading. Pleasure reading is an essential tool to differentiate student learning. Learn how to develop a classroom library that is comprehensible, compelling, and individualized to your students... without breaking your budget. We will explore different ways to display the library and why this is important. We will discuss the key characteristics of highly-successful pleasure reading programs (it is much more than just sit and read). Learn what we really mean when we say “low to no accountability”... it does not mean lack of assessment! This presentation is appropriate for beginners as well as those who already have a pleasure reading program and want to bring it to the next level.

    In the afternoon session participants will learn how to use non-targeted comprehensible input methods to create spontaneous, compelling narrative vignettes that live vividly in the imaginations of students. Spend your classes speaking entirely in the target language. I will demonstrate how I apply variations of four key CI techniques: one word images, student interviews, story listening and movie talk. Participants will learn how to simplify and control the narrative of highly-compelling authentic media so that they can present it in low level classes. Spanish teachers will leave with readings to accompany the Spanish television programs El Internado and Gran Hotel.

    Learning outcomes: Participants will leave the morning workshop (1) familiar with research supporting pleasure reading programs in World Language classes, (2) aware of strategies to support different kinds of readers so that students take ownership of the reading program (from reluctant readers through to students who already are active readers), and (3) prepared to develop their own classroom library in a focused, frugal manner. 

    In the afternoon session participants will be introduced to several comprehensible input methods; they will (4) learn how to create one word images with their classes, (5) conduct student interviews in the TL within the first week of a level 1 class, (6) use the “story listening” technique and (7) apply the movie talk technique to teaching telenovelas. Spanish teachers will leave with readings to accompany the Spanish television programs El Internado and Gran Hotel.

    Mike Peto

    Mike Peto is Department Chair of World Languages at Temescal Canyon High School in Lake Elsinore, CA. He designs classroom instruction based on research on comprehensible input (CI) by linguist Stephen Krashen. After transitioning to CI methods his department has enjoyed a 100% pass rate on both AP and IB tests. Mike writes about his teaching on the education blog My Generation of Polyglots. He has presented at NTPRS and CFFLT on the topic of pleasure reading programs in world language classrooms and has published an essay in the seminal guide to the TPRS method, Fluency through TPR Storytelling (Ray & Seely, 7th edition, 2016).





    Contact COFLT:
    email us: cofltoregon at gmail com
    COFLT,  A-153, Pacific University, 2043 College Way, Forest Grove OR 97116
    COFLT is a 501(c)3 non-profit organization. 

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