Teacher Resources 2014

These are the resources shared by Lead Instructor, Vinton Eberly. We are pleased to make them available for teachers of any language.

STARTALK Teacher Program Flyer in English (PDF)

1. Course Syllabus and Curriculum Template

• EDC&I 495 Course Syllabus
• Teacher Program Curriculum

2. Course Presentations and Information Sheets

• PPT handouts from Vince Eberly - Day 1 | Day 2 | Day 4 | Day 5 | Day 6
• PPT handout from Bridget Yaden - Day 5
• STARTALK-Endorsed Principles
• How do I become a World Languages Teacher? (PDF) (presented by Michele Anciaux Aoki)

3. STELLA Modules for Teacher Development

• https://startalk.umd.edu/STELLA/
• http://www.tellproject.org/about/purpose/
• https://startalk.umd.edu/STELLA/DescriptionsOfBeginningEmergingAndAdvancingTeachers.pdf

4. STELLA Module: Environment

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_E.pdf

[E1] Culturally Responsive Classroom

• Key Factors in Creating a Positive Classroom Climate

[E1] Heritage Learners

• Heritage Language Literacy: Theory and Practice

[E4] Target Language

• Crouse, D. (2012, October). Going for 90% plus: How to stay in the target language. The Language Educator, 22–27.
  

5. STELLA Module: Planning

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_P.pdf

[P1] Standards

• World-Readiness Standards for Language Learning
• 21st Century Skills Map
• Aligning the National Standards for Learning Languages to Common Core State Standards

[P1] Communicative Modes

• ACTFL Performance Descriptors for Language Learners - Interpersonal
• ACTFL Performance Descriptors for Language Learners - Interpretive
• ACTFL Performance Descriptors for Language Learners - Presentational

[P2] Unique Needs of Students

• Keys to Planning for Instruction (book from ACTFL) (Multiple Intelligences)

[P3] Backwards Design

• Keys to Planning for Instruction (book from ACTFL)

[P4] Accommodating Different Learner Needs

• Defining Differentiated Instruction

[P5] Setting and Monitoring Own Goals

• When Students Track Their Progress
• NCSSFL-ACTFL Global Can-Do Statements

[P6] Lesson Planning (examples coming)

6. STELLA Module: The Learning Experience

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_LE.pdf

[LE4] Comprehensible Input

• Video links from STELLA

[LE5] Meaningful Context

• Video links from STELLA

7. STELLA Module: Performance & Feedback

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_PF.pdf

[PF2] Providing Feedback

• Seven Keys to Effective Feedback

8. STELLA Module: Learning Tools

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_LT.pdf

9. STELLA Module: Collaboration

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_C.pdf

10. STELLA Module: Professionalism

http://www.tellproject.org/wp-content/uploads/2014/05/TELL_SelfAssessment_PR.pdf

[PR2] Linguistic Competence

• ACTFL Proficiency Guidelines

[PR3] Reflective Practitioner

• Three Ways Student Data Can Inform Teaching

• Five Reasons Your Portfolio Should Be Online