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DTSTART;TZID=America/Toronto:20231024T190000
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UID:14894-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (A1)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A1 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A1 description and “can-do” statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A1 Description\nA1 level communicators can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. They can introduce themselves and others and can ask and answer questions about personal details such as where they live\, people they know\, and things they have. An A1 communicator can interact in a simple way provided that the other person talks slowly and clearly and is prepared to help. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be approached from an asset-based perspective.\nEach synchronous class will be rooted in the activer–acquérir–ancrer model and a differentiated approach to teaching and learning.\nPlurilingualism and student voice and choice will be respected and celebrated.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. \nIn an inclusive\, welcoming environment rooted strongly in Culturally Responsive and Relevant Pedagogy (CRRP) practice\, participants will be invited to listen\, speak\, read\, and write in A1-level French while forming professional connections with one another. Teacher-learners will be provided with ongoing opportunities to engage with one another in A1-level French language. Listening and reading tasks will be provided with supports appropriate to A1 language learners. Participants are encouraged to use their French language orally and in written form for a variety of authentic targeted purposes. Teacher-learners will self-assess based on their progress and proficiency throughout the course. \nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to facilitate learning in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic \nLearning Objectives\n\n\n1\nThe First Five: Getting to Know Your Learners and Creating an Inclusive Environment for Learning\nUse inclusive strategies to welcome learners \nModel space of accountability to promote inclusion \nTake linguistic and social risks to become more comfortable using the target language (French) in an educational milieu\n\n\n2\nThe CEFR and the Growth Mindset: What is Already in Your Teaching Toolbox?\nUse “je peux” statements to self-assess proficiency \nUse action-oriented tasks to promote and encourage a growth mindset \nExplore and develop the growth mindset to reframe challenges as opportunities\n\n\n3\nMaximizing Success Using the Cycle for Learning\nDevelop and use vocabulary linked to the cycle for learning to improve professional practice \nDefine and explore individual efficacy \nUse the cycle for learning to connect the growth mindset with individual efficacy\n\n\n4\nAssessment and Evaluation: Demonstrating Progress of Learning\nDevelop opportunities for the classroom to honour student voice and choice through assessment and evaluation opportunities rooted in Culturally Responsive and Relevant Pedagogy (CRRP) \nExplore how Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used to create and implement opportunities for creative and alternative assessments\n\n\n5\nThe Journey to Proficiency and the Importance of Self-Reflection\nPractice using tools for self-reflection \nCreate opportunities for metacognitive practice to encourage opportunities for growth specific to French as a Second Language\n\n\n6\nCelebrating Learning and Sharing Success\nIdentify the importance of celebrating learning as part of a growth mindset and efficacy \nExplore ways of celebrating learning to create a supportive classroom environment \nReflect on the power of communities of teaching and learning
URL:https://www.caslt.org/en/event/french-for-teachers-a1/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-students-class-AdobeStock_279231692-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231024T190000
DTEND;TZID=America/Toronto:20231205T200000
DTSTAMP:20260420T083542
CREATED:20230630T200249Z
LAST-MODIFIED:20230706T144817Z
UID:14930-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (A2)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with an A2 CEFR French proficiency level and who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR A2 description and “can-do” statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move participants to a different level. \nCEFR A2 Description\nA2 level communicators can understand sentences and frequently used expressions related to areas of most immediate relevance. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. A2 level communicators can describe in simple terms aspects of their background\, immediate environment\, and matters in areas of immediate need. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at an A2 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nDevelopment of linguistic competencies will be addressed in the context of the FSL classroom.\n\nCourse Description\nIn this course\, participants will engage in practical and meaningful coursework designed to develop language proficiency specific to the FSL teaching profession. Teacher-learners will be exposed to high-frequency vocabulary specific to the teaching of FSL. This vocabulary will be modelled and reinforced so that participants become more comfortable with its use. Participants will gain a clear understanding of the proficiency expectations and evaluation criteria for the A2 level and of how these expectations can be integrated into the FSL classroom. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write in French while forming professional connections. Participants will engage in both synchronous and asynchronous tasks to promote reflection and professional dialogue with other course participants. \nParticipants in the course will: \n\nDevelop an inclusive and safe learning community through pairing and sharing activities\nExamine A2 linguistic competencies as they relate to oral comprehension\, oral production\, written production\, and written comprehension\nParticipate in targeted practice of A2 linguistic competencies in the context of the FSL classroom\nPractice using A2 linguistic strategies in their classrooms and giving feedback to FSL students using appropriate classroom language\nReflect on and discuss instructional strategies for oral comprehension\, oral production\, written production\, and written comprehension and the most effective ways to integrate these strategies into classroom practice using clear directions and appropriate modelling\n\nParticipants will work through a variety of tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. Participants will also share strategies that can be used to further develop linguistic competencies and help their colleagues achieve a greater sense of self-efficacy. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR)\, but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to give clear directions\, engage students in basic discussion on familiar topics\, and give constructive feedback in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic\nLearning Objectives\n\n\n1\nWhat Are CEFR A2 Linguistic Competencies?\nExamine A2 language proficiency descriptions to self-assess and identify areas for development \nUse pairing and sharing to develop an inclusive learning community\n\n\n2\nHow Can We Develop Oral Comprehension Skills?\nIdentify the expectations of A2 oral comprehension \nEngage in a range of A2 listening activities \nApply strategies to enhance listening proficiency\n\n\n3\nHow Can We Develop Oral Production Skills?\nIdentify the A2 linguistic competencies for spoken interaction and spoken production \nApply strategies to enhance oral production proficiency\n\n\n4\nHow Can We Develop Written Comprehension Skills?\nExamine A2-level written comprehension samples to identify the competencies required \nApply strategies to enhance proficiency in written comprehension\n\n\n5\nHow Can We Develop Written Production Skills?\nExamine A2-level written production samples to identify the competencies required \nApply strategies to enhance proficiency in written production\n\n\n6\nHow Can We Move Forward? Using Self-Assessment and Professional Learning Practices for Growth\nDevelop a toolkit of strategies to enhance oral and written language proficiency \nUse self-assessment and professional learning practices for proficiency growth \nDevelop a sense of belonging to professional communities \nShare best practices and additional resources
URL:https://www.caslt.org/en/event/french-for-teachers-a2/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-class-young-students-AdobeStock_241610214-1920w-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20231024T190000
DTEND;TZID=America/Toronto:20231205T200000
DTSTAMP:20260420T083542
CREATED:20230630T213025Z
LAST-MODIFIED:20230728T172950Z
UID:14938-1698174000-1701806400@www.caslt.org
SUMMARY:French for Teachers (B1)
DESCRIPTION:Course Details\nSchedule and Format\n12 lessons over 6 weeks that blend theory and practice: \n\nSynchronous 60-minute lessons on Tuesdays and Thursdays\, 7–8 p.m. EST (Zoom)\nAsynchronous learning activities during the week\n\nFirst class: October 24\, 2023 \nLast class: December 5\, 2023 \n*No class October 31\, 2023 \nRegistration Fees\n\n\n\nRegistration Type\nRate\n\n\nCASLT Member\n$120 + tax\n\n\nNon-member*\n$180 + tax\n\n\n\n*Includes a one-year CASLT membership. \nCourse Completion\nAll participants who finish the course successfully will receive a certificate of completion. \nParticipant Profile\nTeachers of Core\, Extended\, or French Immersion programs who communicate with a B1 CEFR French proficiency level who wish to improve their linguistic skills in an inclusive and safe environment while learning ways to develop their pedagogical practice. \nPlacement\nRegistrants do not need to take a language assessment and may place themselves by reviewing the CEFR B1 description and can-do statements. All three proficiency courses will run at the same time\, so instructors may use their discretion to move students to a different level. \nCEFR B1 Description\nB1 level communicators can understand the main points of clear standard input on familiar matters regularly encountered in work\, school\, leisure\, etc. They can respond to situations that may arise while travelling in an area where the language is spoken. They can produce simple connected text on topics that are familiar or of personal interest. When describing experiences and events\, B1 communicators develop their skills by using increasingly complex structures. They can respond spontaneously to everyday situations. \nLanguage of the Course\nThis course is taught with a bilingual approach. The course content will be presented in French at a B1 level with bilingual instructions. Participants may engage with coursework and discussions in English or French\, depending on their comfort level. Participants are encouraged to practice their French as much as possible in order to improve their proficiency. \nWhile some of the course content will be presented in English\, the instructor will model instructional and student engagement strategies in French. Participants are encouraged to engage with coursework in French but should feel free to use English to seek clarification or discuss specific linguistic or pedagogical questions. \nInstructional Approach\n\nEach synchronous class will be rooted in the activer–acquérir–ancrer \nEach synchronous class consists of collaborative learning and sharing what was tried in the classroom.\nAsynchronous learning consists of trying activities or approaches in the classroom.\nAdditional resources for viewing and reading will be provided.\n\nCourse Description\nIn this course\, participants will use their increasingly independent language skills to explore the challenges of FSL teaching\, including classroom space\, perceived value\, student diversity and engagement\, Differentiated Instruction (DI)\, and Universal Design for Learning (UDL). They will engage in meaningful and practical coursework designed to develop language proficiency specific to the FSL teaching profession. \nDuring this course\, we will listen\, read\, and share research; collaborate on solutions; and share experiences to develop excellent pedagogical practices — in B1 level French! By actively participating and reflecting on our own language learning journey\, we are equipping ourselves not only with tools we need to learn French\, but with insight into our students’ learning as well. \nIn an inclusive and welcoming environment\, participants will be invited to listen\, speak\, read\, and write while forming professional connections. FSL teacher-learners will share strategies\, ideas\, and resources (songs\, videos\, images\, text) beneficial for teachers (and students) at this level of language development. Teachers will build community around FSL teaching\, creating a network that will allow them to continue community building after the course\, thereby helping to combat the isolation of the FSL profession. \nParticipants will engage in both synchronous and asynchronous tasks to help them reflect on their own progress and celebrate their successes. They will build their professional toolkits by learning strategies and next steps and fostering strong connections to other FSL educators. \nPlease note that the course will focus primarily on the Common European Framework of Reference for Languages (CEFR) but the material is also applicable to other frameworks. \nLearning Outcomes\nBy the end of this 6-week course\, participants will be able to: \n\nGrow their pedagogical and linguistic knowledge by self-assessing their French skills and teaching practices in order to value their demonstrated and growing proficiency\nAccurately assess their own CEFR language proficiency and the competency areas in need of growth or reinforcement\nDevelop the language skills necessary to engage students in their own learning journeys in the French classroom\nBuild community around FSL teaching by collaborating in an inclusive space to encourage risk-taking and use of the target language\nCombat isolation in the FSL profession by forming professional connections in class and in the CASLT CoLab community\n\nCourse Overview\n\n\n\nWeek\nTopic \nLearning Objectives\n\n\n1\nCreating Community and Establishing Norms: Getting to Know Ourselves and Our Students\nReflect on personal experiences and determine where we are on our language learning continuum \nExplore personal identity and lived experiences with professional practice related to creating community \nDefine professional needs and expectations of community participation for this course and beyond \nCo-create our virtual professional learning community\n\n\n2\nStudent Diversity and Engagement: Setting Our Students Up for Success\nExplore the Neurolinguistic Approach (NLA) in supporting oral language learning and engaging students \nExplore concepts of evaluation and observation for learning \nShare ideas on assessment and observation in getting to know our students\n\n\n3\nThe Action-Oriented Perspective: Planning for Success\nIdentify strategies to increase student engagement \nPlan an action-oriented task and subtasks \nIncorporate the use of CEFR language descriptors in the classroom to meet student needs \nIdentify and experiment with supports tailored to B1 learners\n\n\n4\nDifferentiated Instruction and Universal Design for Learning: Strategies to Get Them Talking\nDevelop a common understanding of Differentiated Instruction (DI) and Universal Design for Learning (UDL) \nExplore differentiation strategies to encourage student discussion (visual images\, visual stories\, videos\, audio text) \nBuild a bank of visual resources \nIncorporate strategies into teaching practices \nObserve and share results of using these strategies\n\n\n5\nDifferentiation Strategies to Get Them Talking: Working Towards Success\nExplore differentiation strategies to encourage student discussion (questions\, texts) \nBuild a bank of differentiated questions \nExplore the role of the NLA in supporting reading and writing \nIncorporate strategies into teaching practices \nObserve and share results of using these strategies\n\n\n6\nProviding Guided Practice: Developing Learner Autonomy and Confidence\nExplore centres and stations as guided practice to develop learner autonomy and confidence \nShare strategies for using classroom space \nReflect on the perceived value of FSL programming and share strategies for enhancing it
URL:https://www.caslt.org/en/event/french-for-teachers-b1/
LOCATION:Zoom
CATEGORIES:Professional Learning
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2023/06/teacher-students-tablets-iStock-1045322962-16-9.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Whitehorse:20231208T170000
DTEND;TZID=America/Whitehorse:20231208T183000
DTSTAMP:20260420T083542
CREATED:20231107T170814Z
LAST-MODIFIED:20231114T200542Z
UID:24287-1702054800-1702060200@www.caslt.org
SUMMARY:Networking Reception: Calgary
DESCRIPTION:CASLT’s Board of Directors is hosting an L+ networking reception in Quebec on December 8\, 2023. This get-together will be an opportunity to network with other players in the field of second and additional languages in Canada. It will also provide you with the opportunity to learn about a few of CASLT’s recent initiatives to support its vision of excellence in teaching languages. \nPlease register by Monday\, December 5 to confirm your presence.
URL:https://www.caslt.org/en/event/networking-reception-calgary/
LOCATION:Delta Hotels Calgary Downtown\, 209 4 Ave SE\, Calgary\, Alberta\, T2G 0C6\, Canada
CATEGORIES:Networking
ATTACH;FMTTYPE=image/jpeg:https://www.caslt.org/wp-content/uploads/2022/08/reception-iStock-530685723-1920w-16-9.jpg
END:VEVENT
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