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As teachers, we can talk about pedagogy until we’re blue in the face. At the end of the day, however, we want strategies and resources that fit our classrooms and personalities, so we need choices.
Meredith White of the Southern Conference On Language Teaching said backward designing each day's lessons, starting with what she wanted her students to know and be able to do each day, helped her ensure every minute of classroom time was used effectively.
Walton-Verona Independent's Alaina Post explains how educators can use a series of core practices articles commissioned by the Kentucky World Language Association for personalized professional learning.
Educators know how crucial feedback is for students to make proficiency gains, but they often have questions regarding the types and the frequency of feedback that students need to gain proficiency.
Dorie Conlon Perugini, an elementary Spanish teacher at Glastonbury Public Schools in Glastonbury, Conn., and executive secretary of the National Network for Early Language Learning, shares how authentic resources help her students experience culture, rather than simply learn about culture.
Lisa A. Harris, the Virginia Department of Education's specialist for foreign languages and international education and executive treasurer of the National Council of State Supervisors for Languages, delves into how learning grammar can help students make meaning in a foreign language.
Kathy Shelton, world language education program specialist at the Ohio Department of Education, shares how backward planning can help teachers implement a proficiency-based curriculum.
In this third article in a series of seven focusing on the core practices of world languages instruction, the 2015 ACTFL National Language French Teacher of the Year Nicole Naditz shares tips for how educators can infuse interpersonal communication tasks at the earliest levels of language learning.
Teacher Sara Merideth shares her thoughts about why teachers shouldn't be scared of the American Council on the Teaching of Foreign Languages' core practice that says educators should use the target language as the vehicle and content of instruction 90 percent of the time.
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