FLENJ ANNUAL CONFERENCE

Saturday Workshops Preliminary Schedule (download a pdf)

April 1, 2017

these sessions are drop-in; first come, first seated; no pre-registration required 

	SESSION A 10:00 AM­ 11:00 AM	SESSION B 11:30 AM ­ 12:30 PM	SESSION C 1:45 PM ­ 2:45 PM	SESSION D 3:30 PM ­ 4:30 PM
ROOM 202 FLOOR 2	A1: L. Hernandez: “Using Visual Literacy and Playful Learning for Effective Development of Science Vocabulary”	B1: E. Collado: “All About Colombia! A Cross­ Curricular Thematic Unit to Celebrate Colombian Culture”	C1: T. Brady: “Getting Connected for Yourself and Your Students”	D1: N. Quatorze: “Reading and Writing in the World Language Classroom Using Children’s Books and Picture Books”
ROOM 206 FLOOR 2	A2: A. Dowd: “Top 10 reasons I love to teach with TPRS novels!”	B2: N. McGill and P. Rose: “Movie Talk”	C2: C Greenberg: “You Must Start Somewhere!”	D2: S. DeAngelo: “Problem­Based Learning for Languages!”
ROOM 207 FLOOR 2	A3: M. Raden: “The Use of Text­Messaging and IM (Instant Messaging) for Developing Oral Proficiency”	B3: F. Silvano: “One Text, Three Modes, Many Tools”	C3: S. DeAngelo: “Digital Storytelling”	D3: Galt et al: “Dream Big!” Travel Far! and
ROOM 208 FLOOR 2	A4: L. Howard: “Yes, You Can! Proficiency through Student Empowerment”	B4: J. Caputo: “Accommodating Without Compromising ­ Special Needs in the World Language Classroom”	C4: L. McClintock: “Teach In The Target Language: Getting our Students to Speak!”	D4: K. Stotler: “Using Readers to Improve Proficiency”
ROOM 209 FLOOR 2	A5: F. Moreau: “Transformation francophone ou la double vie de mes élèves”	B5: EPA Winners: Cammarata et al: “Planting the Seeds of Language Learning”	C5: 2016 Mini Grants: C. Facer:“ Using Green Screen Technology in the World Language Classroom” and C. Berg: “iBooks for Haiti”	D5: C. Donahue and C. Gomes: “How to Win Over Your Students Through Innovative Interpretive Activities!”
ROOM 210 FLOOR 2	A6: K. Parker and M. Smith: “Tick Tock… Don’t Waste Target Language Time”	B6: N. Rodriguez: “Bringing Words to Life! Using Kinesthetic and Visual Literacy Strategies to Engage Students”	C6: C. Quinlan: “Engaging Students through Authentic Texts”	D6: C. Gwin: “Leading Students on the Path to Global Competence”
REGENCY SUITE FLOOR 2	A7: M. Kenduck & M. Ferreri: “Leading a World Language Department for Non­World Language Supervisors”	B7: J. Lasusa: “Using the NJDOE Model Program Application for Internal Programmatic Improvement: A Roundtable Discussion for Supervisors”	C7: C. Gwin: Less Commonly Taught Languages Roundtable Discussion	D7: B. Wassell: Teacher Preparation Roundtable
BALLROOM FLOOR 1				D8: TECH GARDEN

SESSION A is 10:00 AM ­ 11:00 AM

Session A.1: ROOM 202

“Using Visual Literacy and Playful Learning for Effective Development of Science Vocabulary”

Luis Hernandez, Texas Woman’s University

This presentation provides participants with engaging instructional strategies that promote visual literacy. We will cover practical classroom activities that help develop students’ ability to interpret and construct meaning from visual images (visual literacy) while creating an environment that facilitates playful learning of new science vocabulary. Recommended for elementary school teachers.

Session A.2: ROOM 206

“Top 10 reasons I love to teach with TPRS novels!”

Arianne Dowd, South Brunswick High School

This workshop will give participants an introduction on how novels can revolutionize your classroom! They allow the teacher to weave in authentic resources such as film, music, food, geography, commercials, and more. Participants will uncover how teaching with novels will lead students to language proficiency. We will learn how terms such as Comprehensible Input, High Frequency Structures, PQA, Reader’s Theater, Global Classroom and TPRS are effortless while teaching novels.

Session A­3: ROOM 207

“The Use of Text­Messaging and IM (Instant Messaging) for Developing Oral Proficiency”

Matthew Raden, Moorestown Public Schools

In this workshop, you will learn strategies for using text­messaging and instant messaging (IM) as a vehicle for developing interpersonal speaking skills. This form of communication offers several advantages for the teacher because of its increased wait­time and reduced anxiety. Hands­on demonstrations of different activities will be used. Participants will learn how to use this technology from cell­phones, tablets, and laptops.

Session A­4: ROOM 208

“Yes, You Can! Proficiency through Student Empowerment”

Lisa Howard, Montville Township Public Schools

As teachers, we are quick to identify and target student deficiencies in the language classroom. It’s time we change our behavior and let our teaching empower students with the knowledge of what they “Can Do” to build their confidence in moving towards language proficiency. With a more positive approach, teachers and students can use the NCSSFL­ACTFL “Can Do Benchmarks” to facilitate language proficiency beyond the classroom!

Session A­5: ROOM 209

“Transformation francophone ou la double vie de mes élèves”

Françoise Moreau, Kent Place School

Advanced learners of French are immersed in the lives of characters from numerous French­speaking countries. According to the culture of the chosen country, each student creates a character to impersonate through the year and makes presentations on a variety of topics such as the geography, history, government, culture, traditions and current events of her adopted country. The students are more engaged in learning from the personal and emotional connection with their countries. Presented in French for HS and college students at intermediate and advanced levels.

Session A­6: ROOM 210

“Tick Tock… Don’t Waste Target Language Time”

Kara Parker and Megan Smith, Creative Language Class

Every second counts! Experience creative strategies to help both you and your students stay in the target language for everyday routines, activities and games. Learn how to create a rich language environment using the resources around you. Find out how to challenge students to use the target language, instead of demanding it.

Session A­7: REGENCY SUITE (Floor 2)

“Leading a World Language Department for Supervisors without a World Language Background”

Michael Kenduck, Westwood Regional Schools & Mark Ferreri, Ridgewood Public School

As a result of the consolidation of departments throughout the State, many administrators who are not World Language educators by trade have been tasked with leading a district/ high school based World Language Department. In this roundtable, Supervisors of Humanities from the Ridgewood Public School District and the Westwood Regional School District will share key information about standards, professional development, resources, hiring, and observing best practice in the World Language classroom.

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SESSION B is 11:30 AM ­ 12:30 PM

Session B.1: ROOM 202

“All About Colombia! A Cross­ Curricular Thematic Unit to Celebrate Colombian Culture”

Ericka Collado, Dwight­Englewood School

In this K­5 unit, students and teachers engaged in a Colombian adventure. They made flowers and silletes, savored buñuelos and arepas, read a collection of Rafael Pombo’s stories, traveled by chivas, and learned the process of Colombian coffee­making. The exploration culminated with
an all­school assembly and Carnaval to celebrate the beauty of Colombian culture. Join us in discovering how to share all about your favorite country.

Session B.2: ROOM 206

“Movie Talk”

Nicola McGill and Pamela Rose, Far Hills Country Day School

Movie Talk is an extremely effective language learning technique used to boost student comprehension. According to research, students who used movie talk progressed five times more quickly in their language acquisition. This session explains how to deliver contextualized, highly comprehensible input through movie clips and how to create follow up activities. Demonstrations in Mandarin and French. Participants will then select from a movie talk data base to create individual lessons.

Session B­3: ROOM 207

“One Text, Three Modes, Many Tools”

Francesca Silvano, Pascack Valley High School

The session will focus on the interaction between the use of narrative in the WL classroom, and its connection to the three modes of communication­ interpretive, interpersonal, and presentational. It will also help participants better understand the technology tools available to WL teachers in order to enhance student comprehension of literary text and the quality of student communicative abilities.

Session B­4: ROOM 208

“Accommodating Without Compromising ­ Special needs in the World Language Classroom”

Jason Caputo, Ridge High School

Despite state and local regulations requiring study of World Language for graduation, few resources are allocated to the WL classroom. In this session we will discuss adapting existing materials and strategies to satisfy the requirements IEPs/504s, increase effectiveness, and raise student confidence without compromising the quality of instruction. A sample unit on internet safety and digital citizenship will be presented. Attendees will collaborate to adapt the unit for their classes.

Session B­5: ROOM 209

“Planting the Seeds of Language Learning”

Sharon Galt, Mimma­Marie Cammarata, Michelle Myers, Sterling High School and Winners of the 2016 EPA Award

The winners of the 2016 FLENJ EPA scholarship present their project. An interdisciplinary approach connecting the indigenous foods from the Americas to the Mediterranean using Peru’s agricultural and culinary practices. Our lesson shows how the staple foods of the Inca revolutionized the Mediterranean diet. Our presentation employs common lessons to improve students’ linguistic and cultural fluency in Spanish, French and Italian. Teachers will take away resources for cooking in their own language classes

Session B­6: ROOM 210

“Bringing Words to Life! Using Kinesthetic and Visual Literacy Strategies to Engage Students”

Noemi Rodriguez, Pascack Regional Schools

How can you make the words on the page come to life for your students? Learn how to apply Gardner’s Theory of Multiple Intelligences through kinesthetic and visual literacy strategies to interpret and demonstrate comprehension of a text. Using interactive strategies, participants will learn how to engage students throughout pre­reading, during reading and post reading techniques with both nonfiction and fictional text. Get ready to move and learn how to bring the words on the page to life!

Session B­7: REGENCY SUITE (Floor 2)

“Using the NJDOE Model Program Application for Internal Programmatic Improvement: A Roundtable

Discussion for Supervisors”

Jessica Lasusa, West Morris Regional High School District

This roundtable discussion session aims to help World Language Supervisors audit the quality of their own program by using the criteria outlined in the NJDOE Model Program application. If your goal is increased student proficiency, dissecting your own program, item by item, will help in the process.

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SESSION C is 1:45 PM ­ 2:45 PM

Session C.1: ROOM 202

“Getting Connected for Yourself and Your Students”

Tracy Brady, Hastings High School (NY)

Connecting beyond the walls of your classroom is increasingly easy and valuable for students and educators­particularly WL students and educators. Participants will have a chance to experiment with platforms such as Voxer, Twitter, and Periscope. Learn to maximize your students’ opportunities to use language authentically with peers in the Target Culture. Learn to give your students an authentic audience for Presentational communication. Examples in French and Spanish. Pertinent to all levels.

Session C.2: ROOM 206

“You Must Start Somewhere!”

Catharina Greenberg, Far Brook School

Teaching little kids can be challenging. How do we make the children feel successful? What words do we teach? Why is less more? How do we manage the energy? How can we make the new language comprehensible? Does repetition matter? What is story­asking? Presenter will share what she has learned: home run stories, practical ideas, tried and proven lessons with a particular focus on young children and TPRS®.

Session C­3: ROOM 207

“Digital Storytelling”

Stephanie DeAngelo, Bernardsville Middle School

This is an interactive workshop designed for educators interested in incorporating digital storytelling into their curricula. With the use of digital stories, students are encouraged to manipulate the TL in their own words and partake in more meaningful and relevant authentic experiences. Participants will explore examples of digital stories, will navigate supporting activities in the development process, and will discuss how to implement such stories while meeting the needs of their students.

Session C­4: ROOM 208

“Teach In The Target Language: Getting our Students to Speak!”

Laura McClintock, Burlington Township Public Schools

Have you ever faced the dilemma of trying to get your students to speak in the target language, but they want to resort to English? Let’s explore strategies to keep our students of all levels in the target language 90% of the time! Attendees will take on the role of students and participate in engaging activities that make staying in the target language an attainable task. Participants will brainstorm ways in which each activity can fit into their own teaching situation.

Session C­5: ROOM 209

2016 Mini Grants

Part 1: “Using Green Screen Technology in the World Language Classroom”

Christine Facer, Sea Girt Elementary School and 2016 Mini Grant Winner

Come get inspired to win your very own Mini Grant! The presenter will show how her students have learned to create videos using the green screen technology. This inspirational tool has led to increased student enjoyment while immersing themselves in the culture and country they have been studying.

Part 2: “iBooks for Haiti”

Christine Berg, Rumson­Fair Haven Regional HS and 2016 Mini Grant Winner

The presenter’s French II classes designed simple books in the target language, using the application, iBooks. These iBooks were loaded onto an iPad which was purchased with grant money from FLENJ. The French II class then shipped the iPad to an orphanage in Haiti through the Haitian People’s Support Project. The iPad will not only assist the children in learning to read, but will help them to

learn how to use an electronic device.

Session C­6: ROOM 210

“Engaging Students through Authentic Texts”

Cheri Quinlan, Independent Consultant

Authentic texts are defined as texts written by and for native speakers. How can language teachers use authentic texts with students of all proficiency levels? What types of scaffolding are needed so that students can successfully interact with authentic texts? These questions and others will be addressed during this session.

Session C­7: REGENCY SUITE (Floor 2)

“Less Commonly Taught Languages Roundtable Discussion”

Christopher Gwin, University of Pennsylvania

This session is offered by the FLENJ Board to meet the needs of teachers of less­commonly taught languages. Come prepared with questions, concerns, and solutions for your fellow teachers of less commonly taught languages. We’re all in this together!

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SESSION D is 3:30 PM ­ 4:30 PM

Session D.1: ROOM 202

“Reading and Writing in the World Language Classroom Using Children’s Books and Picture Books”

Nadine Quatorze, Montclair Public Schools

This hands­on workshop can be for any world language teachers at the K­12 levels. Presenter will share concrete examples of how reading and writing in the target language can be incorporated in any lesson. Additionally, this workshop will empower you to show students how reading can be fun in the target language. There will be ample authentic children’s books in French and Spanish on display for teachers to browse. Participants will leave the workshop with information on how to get authentic reading materials and books, and examples on how to have their students reading in the target language on their next lesson.

Session D.2: ROOM 206

“Problem­Based Learning for Languages!”

Stephanie DeAngelo, Bernardsville Public Schools

This is an interactive workshop designed for educators interested in incorporating more Problem­Based Learning (PBL) into their curricula through traditional and technology­based methods. In PBL, students are encouraged to acquire and discover topics in safe and controlled environments while collaboratively solving an open­ended authentic problem. Participants will explore and dissect several examples of activities as well as discuss ways to adopt/modify the activities to meet students’ needs.

Session D­3: ROOM 207 “Dream Big!” Travel Far!

Sharon Galt and Mimma­Marie Cammarata, Sterling High School

Have you ever wanted to travel to your target country and didn’t have the cash? Do you need materials for your classroom and have no money in your budget? We can help. In our workshop we will show you how we earned over $50,000 and traveled to more than a dozen countries while promoting world language education and enhancing our curriculum with interdisciplinary lessons.

Session D­4: ROOM 208

“Using Readers to Improve Proficiency”

Kathy Stotler, Bernards Township Public Schools

So often we search high & low for interpretive activities that match our grammar or unit themes. Why not choose engaging books and extract the grammar & content instead? When using readers in world languages, students acquire vocabulary and grammatical structures on their own & you help reinforce them via class discussions and prompts. In this workshop, we will demonstrate how to develop curriculum, present readers that have worked in Bernards Twp & practice activities we can use right away.

Session D­5: ROOM 209

“How to Win Over Your Students Through Innovative Interpretive Activities!”

Christina Donahue and Catarina Gomes, Bernards Township Public Schools

Learning through interpretive tasks is a crucial mode of communication to learning a world language. Interpretive tasks allow students to use authentic realia to teach them how to use what they hear and see in the target language and to learn how to make inferences. The participants in this workshop will be able to see innovative ways to include interpretive skills in the classroom, while also keeping in mind the practicality of meeting the needs of all students.

Session D­6: ROOM 210

“Leading Students on the Path to Global Competence ”

Christopher Gwin, University of Pennsylvania

Which instructional strategies are the most effective in guiding students to reach global competence? This session explores ACTFL’s Core Practices and how we can rethink existing lessons to increase their effectiveness. Leave with new inspiration and specific strategies to enhance your teaching for the rest of the school year.

Session D­7: REGENCY SUITE (Floor 2)

“Roundtable for Teacher Preparation Professors, District Supervisors, and Mentor Teachers”

Beth Wassell, Rowan University

This session is geared toward those who work with pre­service teachers and novice teachers in a teacher preparation, mentoring, or supervisory role, such as higher education faculty, district supervisors, and collaborating teachers. We will focus on generating key issues, challenges and opportunities for preparing, recruiting, and retaining world language teachers in NJ. By the end of the session, we will identify resources and establish a professional network to support our shared goals and build capacity.

Session D­8: BALLROOM (Floor 1)

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TECH GARDEN

Dana Pilla, Rutgers­Camden and Haddonfield Public Schools

Join our Master Gardener Dana Pilla and these techie teachers to explore proficiency­enhancing tech tools in a fair­like setting:

1	Elena Spathis, Pascack Valley Regional	“Virtual Travel: Engaging Activities with Google Maps” Interested in exposing your students to the geography and culture related to the target language? You can do so virtually with Google Maps! Stop by to explore a variety of activity ideas based entirely off of Google Maps. From asking for/giving directions to creating itineraries, the possibilities for engaging and fun activities are endless. The best part is, students can get a 360­degree view of any town or city across the world without leaving the classroom.
2	Ericka Collado, Dwight­Englewood School	“Robots in the FLES Classroom: A New Twist on the Old Tricks” Robotics is changing the way we live and learn. This session will discuss the use of robots to promote student engagement, and use of the target language in the three modes of communication. From wind­up toys to drones, participants will learn how to make the most of a variety of these technological tools. Lesson ideas and examples are designed for the Spanish K­5 classroom yet suitable for all foreign languages and grade levels, with some modifications
3	Cindy Derrane and Jennifer Orlinski, Norwood High School	“Go Global” We run the Global Citizenship Certificate Program in our school. Many of our students use tech tools to complete various aspects of their requirements. Most recently, students used the web, Google Classroom and other tools to complete a teddy bear exchange between a second grade class in Norwood and one in Pakistan.
4	Christina Buck, Boonton High School	“¡Voice Memo, música y más!” If you love music and culture, combined with the Spanish language, your classroom will be bouncing with energy! Everyone has fun sharing their developing communicative proficiency using the Google Classroom Application as a platform to upload and share their language, mixed media, and intercultural creations with their novice, intermediate and advanced high school students. Your students will be begging you to make their own versions and to play them during class, so that they may sing along!
5	Noemi Rodriguez, Pascack Valley Regional	“GoFormative” Let’s learn how to use GoFormative as an interpretive assessment tool. Students can respond to a variety of written prompts through text or image! You’ll enjoy navigating this website and setting up your online assessments in a snap!
6	Pamela Rose, Far Hills Country Day School	“Skritter: Gaming Technology for World Language Teaching” Technology has provided many great opportunities for our students to improve their language proficiency. This Tech Garden program will demonstrate Skritter and World Language Games that ‘gamify’ language learning.
7	Casey McCullough, Warren E. Sooy, Jr. Elementary School	“Seesaw: The Swiss Army Knife of Tech Tools” Participants will create a class in Seesaw and experiment with how to use the photo, video, link, note, and camera roll tools (app smashing!) to display and facilitate learning across all three modes. They will also explore how to use the electronic portfolio to connect with families and display student work in the hall through automatically generated QR codes.
8	Fernanda Saborido, Wayne Hills High School	“Recap App” Recap is a student video response and reflection app. It can be used to have students complete speaking assessments, discuss topics we are working on in class or to do a video reflections