to learner
success
Learn with Experienced Classroom Educators!
which pathway will you explore this summer?
Effective language learning experiences are possible because of the work done by the teacher, but you can’t do it all and there is never enough time. Focus on what it really means to teach with the learner in mind. Each online institute in the series TELL Pathways to Learner Success addresses different aspects of the student learning experience providing busy educators with unique opportunities to focus on an area of personal growth of interest to them. Each institute is designed to focus on the most essential proven principles and practices. Join other educators who have selected the same area of focus and collaborate to process and apply new learning in small group discussions. This summer, pick an area of focus important to you. Explore effective practices and start the school year more energized and ready to embed practices that keep the focus on the learner.
virtual
virtual
virtual
what previous summer institute participants are saying
I particularly loved the pre-recorded sessions since I felt I can have choices. I watched most sessions and appreciated those which provided a place to take notes, the handouts and the slide decks.
I appreciate how some [presenters] did not profess to be experts instead offering new ways of looking at our profession or challenging the ways in which we think.
2023 schedule
Each online institute provides 15 hours of professional learning by combining synchronous presentations, time for small group processing, as well as asynchronous activities. All institutes will maintain are scheduled for 11 AM – 4 PM (Eastern Time).
June 13-15
moving learners from input to output
Learn how to immerse learners in a language-rich environment where they have frequent opportunities for interpreting and expressing meaning in a real-world context. Get tips on selecting authentic resources appropriate for the theme and targets of a unit. Discover how to plan cognitively engaging activities that offer opportunities for learners to process language in the interpretive mode before expecting them to produce language in the interpersonal and presentational modes.
Institute Facilitator: Bertha Delgadillo, Woodville-Tompkins Institute (GA)
June 20-22
using the target language
Discover how to facilitate learning by ensuring that the target language is used at least 90 percent of the time. Focus on verbal and non-verbal strategies that make the target language comprehensible and allow for frequent checks for understanding in order to modify input as necessary. Support learners as they engage in a variety of activities without resorting to their native language.
Institute Facilitator: Sara Chao, New Trier Township High School (IL)
July 11-13
developing a standards-based curriuculum
Design a standards-based, thematic unit where learners focus on meaningful communication in contexts that are appropriate for the age and proficiency level of the students. Integrate culture, content, and language while building intercultural communicative competence. Determine appropriate next steps toward a curriculum that is vertically and horizontally aligned.
Institute Facilitator: Laura Terrill, PEARLL
July 18-20
implementing performance assessments
Learn how to use units and performance assessments that provide a meaningful and purposeful context that is cognitively engaging and relevant to learners. Discover how to monitor student progress through formative and summative tasks. Practice how to provide feedback that allows learners to improve future performance.
Institute Facilitator: Iman Hashem, Occidental College (CA)
July 18-20
connecting learning targets to checks for learning
Learn how to create and share daily learning targets and reference the learning targets throughout the lesson. Discover how to design activities that allow students to make progress toward the learning target. Use appropriate checks for learning during and at the end of the lesson to determine how well students have met the learning target.
Institute Facilitator: Thomas Sauer, PEARLL Co-Director
July 25-27
sequencing learning activities
Learn how to design a sequence of activities to capture and maintain learners’ energy while allowing students to demonstrate progress toward learning targets. Sequence lessons keeping in mind the age and attention span of the learners making certain that they frequently demonstrate the independent application of new learning. Apply retrieval strategies that allow learners to recycle and demonstrate retention of learning.
Institute Facilitator: Mike Travers, Wellesley High School (MA)
August 1-3
moving learners from input to output
Learn how to immerse learners in a language-rich environment where they have frequent opportunities for interpreting and expressing meaning in a real-world context. Get tips on selecting authentic resources appropriate for the theme and targets of a unit. Discover how to plan cognitively engaging activities that offer opportunities for learners to process language in the interpretive mode before expecting them to produce language in the interpersonal and presentational modes.
Institute Facilitator: Rebecca Blouwolff, Wellesley Middle School (MA)
moving learners from input to output
June 13-1511 AM - 4 PM (ET)
In this online institute you will learn how to immerse learners in a language-rich environment where they have frequent opportunities for interpreting and expressing meaning in a real-world context. Get tips on selecting authentic texts and resources appropriate for the theme and performance targets of a unit. Discover how to plan cognitively engaging activities that offer opportunities for learners to process language in the interpretive mode before expecting them to produce language in the interpersonal and presentational modes. Join classroom educator, Bertha Delgadillo (Capitol Hill Day School, DC) and other educators for three days to acquire, process and apply new learning in small group discussions. You can’t do it all and there is never enough time. This summer, explore effective practices and start the school year more energized and ready to embed practices that keep the focus on the learner.
I particularly loved the pre-recorded sessions since I felt I can have choices. I watched most sessions and appreciated those which provided a place to take notes, the handouts and the slide decks.
I appreciate how some [presenters] did not profess to be experts instead offering new ways of looking at our profession or challenging the ways in which we think.
institute facilitators
PEARLL summer institutes are led by a team of nationally recognized facilitators with extensive classroom teaching experience and a strong history of leading workshops for other educators.
Thomas SauerCo-Director
Thomas Sauer is the codirector of PEARLL, a Title VI language resource center at UMD, where he has facilitated face-to-face and online annual professional development for language teachers. He previously worked as an independent consultant and a K–12 world language specialist for several school systems in Kentucky. Mr. Sauer taught German at the University of Kentucky, Georgetown College, the Kentucky Institute for International Studies, and Kentucky Educational Television. He is a sought-after workshop facilitator, curriculum developer, and keynote speaker. He previously served as an instructional lead for several successful STARTALK teacher programs. Mr. Sauer holds an MA in instructional leadership and school administration from Bellarmine University.
Sharon SolerProject Manager
Sharon Soler’s work at the National Foreign Language Center since 2009 has included guiding the creation of language learning materials in over 30 languages, ensuring the quality and timely delivery of all project deliverables, and managing critical processes for the NFLC in its administration of the STARTALK federal grant program. Prior to her work at the NFLC Ms. Soler was an Assistant Director with the Office of Professional Studies at the University of Maryland, where she oversaw enrollment and student services for post-graduate programs targeted to working professionals. Ms. Soler holds a BA in Government from Georgetown University.
registration
Each LRC has a unique story and mission, but all LRC work is organized around the following basic areas:
cancellation policy
PEARLL will confirm institutes no later than 14 days prior to their scheduled starting date.
PEARLL will only confirm your institute registration after receiving full payment.
If you must cancel:
If a participant chooses to cancel their confirmed registration or does not attend the institute, the following refunds will apply:
– The registered participant may invite another person to substitute their place in the institute (in which they are registered) at any time at no charge;
– If notice is received 14 or less days from the scheduled starting date, no refund will be offered; and
– If notice is received 15 or more days from the scheduled starting date, a full refund will be offered.
If PEARLL must cancel:
If PEARLL has not received sufficient confirmed registrations 14 days in advance of a scheduled starting date, the institute may be cancelled. In the unlikely event that the institute is cancelled, PEARLL will notify all confirmed participants immediately, and all participants will receive a full refund.
summer institute requirements
All institute schedules are posted as Eastern Time. You agree to be aware of differences in your timezone and join every required session on time.
All institutes includes synchronous presentations as well as time for independent/small group work. You agree to participate in all learning activities and throughout the day.
All institutes will use Zoom for all synchronous learning activities. You will need to make sure to have a computer with a functioning web camera, microphone and headsets.
All institutes will use Catalyst to share all institute information including daily zoom links. You will receive an invitation to join a private group on Catalyst prior to the start of the institute.
research announcement
As a participant in a PEARLL summer institute, you will have the opportunity to take part in a study examining the impact of the summer institute on teachers. Participation in the study will include completing a few surveys, and may include participating in an interview about your views of the material addressed in the summer institute. We will provide more information about this study prior to your summer institute.
previous institutes
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