Contents
Displaying 12591-12600 of 28843 results.
Contentid:
12839
Content Type: 1
Title: Summer Institute for Teachers of Japanese Language in U.S.
Body: The Japan Foundation, Los Angeles, in collaboration with DePaul University will conduct a four-day Summer Institute in Arlington Heights, Illinois, during summer 2011. Goals and Objectives: Workshop participants will review and improve their teaching practices by revisiting basic knowledge and concepts of Japanese language pedagogy. They will also gain firsthand knowledge of Japanese Studies, and build a network through discussion with other teachers. Contents: The following five areas will be covered every day: Area 1- JF Standards: Participants will become familiar with JF Standards in the context of pedagogy in the U.S., and Minna no Can-Do site, an instructional tool to set and/or align their own curriculum goals and to assist learners to self-assess. Area 2- Content Based Instruction and Critical Thinking: Participants will learn how to develop courses incorporating contents so that learners can develop critical thinking skills while learning Japanese language. Area 3- Featured Topics in Japanese Studies: Participants will gain basic knowledge of Japanese studies. Invited Japanese studies experts will lecture and discuss with participants on a different topic on each day. Area 4- Assessment: Participants will learn how to develop evaluations based on curriculum. Extra Area during the Institute - Network and Advocacy: Participants will gain knowledge of skills and resources to advocate Japanese language education and their own programs in both micro and macro settings. They will also develop a local network to support themselves. The Institute will be conducted mainly in Japanese. Duration: August 1 - August 4, 2011 (4 days; approximately 8-9 hours/day) Participants: Up to 20 K-16 school teachers of Japanese language, both native and non-native speakers. Application Eligibility: Applicants must meet the following criteria*: 1. K-16 teachers of Japanese language, native or non-native speakers; 2. currently reside in the United States; 3. are to resume teaching after attending this program; *Priority is given to those who teach in Mid-West states. Expenses: The Japan Foundation, Los Angeles will bear the following expenses for those who complete the course with satisfactory attendance. (1) Tuition (2) Some parts of the fees to purchase materials. (3) Accommodations at a designated hotel for NON-LOCAL participants. Deadline: Applications must arrive at the Japan Foundation, Los Angeles no later than June 15, 2011, by post. Download the full details from http://www.jflalc.org/jle/events/SumInstituteFlyer_11.doc
Source: Japan Foundation
Inputdate: 2011-05-30 12:54:10
Lastmodifieddate: 2011-05-30 12:54:10
Expdate: 2011-08-04 00:00:00
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Summer Institute for Teachers of Japanese Language in U.S.
Body: The Japan Foundation, Los Angeles, in collaboration with DePaul University will conduct a four-day Summer Institute in Arlington Heights, Illinois, during summer 2011. Goals and Objectives: Workshop participants will review and improve their teaching practices by revisiting basic knowledge and concepts of Japanese language pedagogy. They will also gain firsthand knowledge of Japanese Studies, and build a network through discussion with other teachers. Contents: The following five areas will be covered every day: Area 1- JF Standards: Participants will become familiar with JF Standards in the context of pedagogy in the U.S., and Minna no Can-Do site, an instructional tool to set and/or align their own curriculum goals and to assist learners to self-assess. Area 2- Content Based Instruction and Critical Thinking: Participants will learn how to develop courses incorporating contents so that learners can develop critical thinking skills while learning Japanese language. Area 3- Featured Topics in Japanese Studies: Participants will gain basic knowledge of Japanese studies. Invited Japanese studies experts will lecture and discuss with participants on a different topic on each day. Area 4- Assessment: Participants will learn how to develop evaluations based on curriculum. Extra Area during the Institute - Network and Advocacy: Participants will gain knowledge of skills and resources to advocate Japanese language education and their own programs in both micro and macro settings. They will also develop a local network to support themselves. The Institute will be conducted mainly in Japanese. Duration: August 1 - August 4, 2011 (4 days; approximately 8-9 hours/day) Participants: Up to 20 K-16 school teachers of Japanese language, both native and non-native speakers. Application Eligibility: Applicants must meet the following criteria*: 1. K-16 teachers of Japanese language, native or non-native speakers; 2. currently reside in the United States; 3. are to resume teaching after attending this program; *Priority is given to those who teach in Mid-West states. Expenses: The Japan Foundation, Los Angeles will bear the following expenses for those who complete the course with satisfactory attendance. (1) Tuition (2) Some parts of the fees to purchase materials. (3) Accommodations at a designated hotel for NON-LOCAL participants. Deadline: Applications must arrive at the Japan Foundation, Los Angeles no later than June 15, 2011, by post. Download the full details from http://www.jflalc.org/jle/events/SumInstituteFlyer_11.doc
Source: Japan Foundation
Inputdate: 2011-05-30 12:54:10
Lastmodifieddate: 2011-05-30 12:54:10
Expdate: 2011-08-04 00:00:00
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12840
Content Type: 1
Title: Mosfilm Cinema: Popular Soviet and Russian Films for Free Viewing
Body: View Soviet and Russian films for free in Mosfilm’s two new “showing rooms” or download movies for a small fee at http://www.cinema.mosfilm.ru/?gmt=420
Source: Mosfilm Cinema
Inputdate: 2011-05-30 12:54:54
Lastmodifieddate: 2011-05-30 12:54:54
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Mosfilm Cinema: Popular Soviet and Russian Films for Free Viewing
Body: View Soviet and Russian films for free in Mosfilm’s two new “showing rooms” or download movies for a small fee at http://www.cinema.mosfilm.ru/?gmt=420
Source: Mosfilm Cinema
Inputdate: 2011-05-30 12:54:54
Lastmodifieddate: 2011-05-30 12:54:54
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12841
Content Type: 1
Title: German Songs for Specific Topics
Body: Visit a German teacher’s wiki for a list of songs that are good for teaching particular topics, and add your own suggestions, at http://lhsgerman.wikispaces.com/German+Music+in+Class
Source: German Music in Class
Inputdate: 2011-05-30 12:55:50
Lastmodifieddate: 2011-05-30 12:55:50
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: German Songs for Specific Topics
Body: Visit a German teacher’s wiki for a list of songs that are good for teaching particular topics, and add your own suggestions, at http://lhsgerman.wikispaces.com/German+Music+in+Class
Source: German Music in Class
Inputdate: 2011-05-30 12:55:50
Lastmodifieddate: 2011-05-30 12:55:50
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12842
Content Type: 1
Title: German Websites for Children
Body: From http://german.about.com Here are some cool, fun and educational online games and resources for children and for the young at heart: http://german.about.com/od/bilingualfamilies/a/German-Websites-For-Children.htm?nl=1
Source: About.com
Inputdate: 2011-05-30 12:56:45
Lastmodifieddate: 2011-05-30 12:56:45
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: German Websites for Children
Body: From http://german.about.com Here are some cool, fun and educational online games and resources for children and for the young at heart: http://german.about.com/od/bilingualfamilies/a/German-Websites-For-Children.htm?nl=1
Source: About.com
Inputdate: 2011-05-30 12:56:45
Lastmodifieddate: 2011-05-30 12:56:45
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12843
Content Type: 1
Title: Exhibition: German Expressionism: The Graphic Impulse
Body: From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html The New York Museum of Modern Art’s exhibition German Expressionism: The Graphic Impulse, which runs until July 11, 2011, highlights the catalytic role of printmaking and the explosive production of graphic art in the German Expressionist movement of the early 20th century. It features more than 250 works by nearly 30 artists, including Max Beckmann, Otto Dix, George Grosz, Erich Heckel, Ernst Ludwig Kirchner, Oskar Kokoschka, Emil Nolde, Max Pechstein, and Egon Schiele. Learn more about the exhibition at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html and at http://www.moma.org/visit/calendar/exhibitions/1103
Source: German Missions in the United States
Inputdate: 2011-05-30 12:58:22
Lastmodifieddate: 2011-05-30 12:58:22
Expdate: 2011-07-11 00:00:00
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Exhibition: German Expressionism: The Graphic Impulse
Body: From http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html The New York Museum of Modern Art’s exhibition German Expressionism: The Graphic Impulse, which runs until July 11, 2011, highlights the catalytic role of printmaking and the explosive production of graphic art in the German Expressionist movement of the early 20th century. It features more than 250 works by nearly 30 artists, including Max Beckmann, Otto Dix, George Grosz, Erich Heckel, Ernst Ludwig Kirchner, Oskar Kokoschka, Emil Nolde, Max Pechstein, and Egon Schiele. Learn more about the exhibition at http://www.germany.info/Vertretung/usa/en/__pr/K__Wash/2011/05/18__Expressionist__PR.html and at http://www.moma.org/visit/calendar/exhibitions/1103
Source: German Missions in the United States
Inputdate: 2011-05-30 12:58:22
Lastmodifieddate: 2011-05-30 12:58:22
Expdate: 2011-07-11 00:00:00
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12844
Content Type: 1
Title: Akropolis World News: Current Events in Ancient Greek
Body: Read about current events in Ancient Greek at http://www.akwn.net . New news is generally added about once a week.
Source: Akropolis World News
Inputdate: 2011-05-30 12:59:22
Lastmodifieddate: 2011-05-30 12:59:22
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Akropolis World News: Current Events in Ancient Greek
Body: Read about current events in Ancient Greek at http://www.akwn.net . New news is generally added about once a week.
Source: Akropolis World News
Inputdate: 2011-05-30 12:59:22
Lastmodifieddate: 2011-05-30 12:59:22
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12845
Content Type: 1
Title: Authentic Video Clips: Using YouTube to Teach French Language and Culture to Kids
Body: From http://foreignlanguagefun.com From the Foreign Language Fun blog: “What did I do before YouTube? Seriously . . . how did I teach? Short, authentic video clips have become a standard part of my French lessons. They are an awesome way to allow my students to get a glimpse of authentic culture and hear native accents. I never thought that I would use video with my littlest pre-k language learners, but wow . . . is it ever effective to show an occasional 1-2 minute video clip. Bursts of video help my lessons to take on a real ‘Sesame Street’ kind of feel! “It’s now common practice for me to search YouTube for my lesson content and theme. Here are a few examples of video clips that can enrich language and culture for kids. I hope this short list will inspire you with ideas for using video to support your lessons” Read through the examples and get some ideas at http://foreignlanguagefun.com/2011/05/authentic-video-clips-using-youtube-to-teach-french-language-and-culture-to-kids
Source: Foreign Language Fun
Inputdate: 2011-05-30 01:00:27
Lastmodifieddate: 2011-05-30 01:00:27
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Authentic Video Clips: Using YouTube to Teach French Language and Culture to Kids
Body: From http://foreignlanguagefun.com From the Foreign Language Fun blog: “What did I do before YouTube? Seriously . . . how did I teach? Short, authentic video clips have become a standard part of my French lessons. They are an awesome way to allow my students to get a glimpse of authentic culture and hear native accents. I never thought that I would use video with my littlest pre-k language learners, but wow . . . is it ever effective to show an occasional 1-2 minute video clip. Bursts of video help my lessons to take on a real ‘Sesame Street’ kind of feel! “It’s now common practice for me to search YouTube for my lesson content and theme. Here are a few examples of video clips that can enrich language and culture for kids. I hope this short list will inspire you with ideas for using video to support your lessons” Read through the examples and get some ideas at http://foreignlanguagefun.com/2011/05/authentic-video-clips-using-youtube-to-teach-french-language-and-culture-to-kids
Source: Foreign Language Fun
Inputdate: 2011-05-30 01:00:27
Lastmodifieddate: 2011-05-30 01:00:27
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12846
Content Type: 1
Title: Article: Elementary ESL Students Get a Jump on College Search
Body: From http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html When Terrytown Elementary teacher Tobie Lynn Tranchina was younger, her parents constantly instilled in her the importance of a college education. Tranchina later realized the same expectation was not a reality for many of her fourth-grade English as a Second Language (ESL) students. So, she endeavored to find a way to show her students that college was an attainable option for them. Tranchina began emailing dozens of schools in November and asking them to send admissions information for the students. She said she received an overwhelming response, with nearly a dozen colleges agreeing to participate. Read the article for a fuller description of this teacher’s project at http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html
Source: Times-Picayune (New Orleans)
Inputdate: 2011-05-30 01:03:05
Lastmodifieddate: 2011-05-30 01:03:05
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Elementary ESL Students Get a Jump on College Search
Body: From http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html When Terrytown Elementary teacher Tobie Lynn Tranchina was younger, her parents constantly instilled in her the importance of a college education. Tranchina later realized the same expectation was not a reality for many of her fourth-grade English as a Second Language (ESL) students. So, she endeavored to find a way to show her students that college was an attainable option for them. Tranchina began emailing dozens of schools in November and asking them to send admissions information for the students. She said she received an overwhelming response, with nearly a dozen colleges agreeing to participate. Read the article for a fuller description of this teacher’s project at http://www.nola.com/west-bank/index.ssf/2011/05/post_144.html
Source: Times-Picayune (New Orleans)
Inputdate: 2011-05-30 01:03:05
Lastmodifieddate: 2011-05-30 01:03:05
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12847
Content Type: 1
Title: Report: Immigration, Language and Culture
Body: The College Board has released the fifth report in their Teachers Are the Center of Education/Teacher Voices series: Immigration, Language and Culture. This report, created in collaboration with the National Writing Project and Phi Delta Kappa, provides an on-the-ground view of educating immigrant students and English language learners (ELL) through the lens of six classroom teachers. The report highlights the strengths these students bring to our classrooms and country, the challenges they — teachers and students — face, and provides clear recommendations on changes required to ensure that these students receive the education they need and deserve. Download the report from http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/publications/teacher-voices-immigration-language-and-culture In support of this report, the College Board is also releasing videos that feature each of the six profiled teachers. Learn more about the teachers and their thoughts on the issues and practices of working with ELL and immigrant students at http://advocacy.collegeboard.org/teacher-voices-videos?ep_ch=PR&ep_mid=7661217&ep_rid=47314091 Learn more about the Teachers Are the Center of Education/Teacher Voices series, a project of the College Board Advocacy & Policy Center, at http://advocacy.collegeboard.org/preparation-access/teacher-advocacy?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Source: College Board
Inputdate: 2011-05-30 01:04:28
Lastmodifieddate: 2011-05-30 01:04:28
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Report: Immigration, Language and Culture
Body: The College Board has released the fifth report in their Teachers Are the Center of Education/Teacher Voices series: Immigration, Language and Culture. This report, created in collaboration with the National Writing Project and Phi Delta Kappa, provides an on-the-ground view of educating immigrant students and English language learners (ELL) through the lens of six classroom teachers. The report highlights the strengths these students bring to our classrooms and country, the challenges they — teachers and students — face, and provides clear recommendations on changes required to ensure that these students receive the education they need and deserve. Download the report from http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/publications/teacher-voices-immigration-language-and-culture In support of this report, the College Board is also releasing videos that feature each of the six profiled teachers. Learn more about the teachers and their thoughts on the issues and practices of working with ELL and immigrant students at http://advocacy.collegeboard.org/teacher-voices-videos?ep_ch=PR&ep_mid=7661217&ep_rid=47314091 Learn more about the Teachers Are the Center of Education/Teacher Voices series, a project of the College Board Advocacy & Policy Center, at http://advocacy.collegeboard.org/preparation-access/teacher-advocacy?ep_ch=PR&ep_mid=7661217&ep_rid=47314091
Source: College Board
Inputdate: 2011-05-30 01:04:28
Lastmodifieddate: 2011-05-30 01:04:28
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
12848
Content Type: 1
Title: End of Year Activities, Part 2
Body: Last week we share several different people’s ideas for things to do with you students at the end of the school year. Here are a few more. Read a blog post by Mary Beth Hertz with ideas for ending the year on a positive note (and scroll down to see others’ contributions as well) at http://www.edutopia.org/blog/positive-end-of-school-year-mary-beth-hertz --- An AATG listserv user shares the following insights and ideas: 1. We looked at the course offerings of all the universities they are planning to attend. We talk about how to choose well, if offered a choice and how in undergraduate school it is not called "German Four" but how much choice there is in upper levels. After this we dabble in a few literature pieces- a few pages of Thomas Mann, Elfriede Jelinek and Max Frisch- this really opens their eyes to the variety, different levels of difficulty and literary styles. I know some will gasp that we are not reading the entire work, but it is meant to open them up to what lies ahead. 2. I provided them with a list of themes and they chose two from the list- this class chose humor and film. So we have a week of student-chosen themes- We are watching Die Mitte by Stanislaw Much- a good film to continue our year-long theme of mobility in a changing Europe. For humor we will read a few pieces from an anthology and then write captions to some Far Side cartoons for fun. 3. Then for two weeks each student will be the teacher for 20 minutes. They have to teach us something A)- we do not already know, B) that is personal to their lives and C)- can be explained in 20 minutes- if there is a performance aspect- great: in the past students have taught us a certain type of sport or dance or some other hobby they have that is not something everyone does- interesting way to get to know each other more before departing from each other. One student taught us the history of album covers of rock bands from Germany in the 70's. One student taught us how to put a Sari on, etc. The point is for them to show us something about themselves away from meeting an external goal. 4. We will take, during the last week of school, many of the pieces they have written this year, choose a few and rework them to be posted on a blog- the idea is to reach out to the community beyond our school and for them to share their voices in the wider German-speaking world. Gwin, C. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 15 May 2011).
Source: Various
Inputdate: 2011-05-30 01:05:31
Lastmodifieddate: 2011-05-30 01:05:31
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: End of Year Activities, Part 2
Body: Last week we share several different people’s ideas for things to do with you students at the end of the school year. Here are a few more. Read a blog post by Mary Beth Hertz with ideas for ending the year on a positive note (and scroll down to see others’ contributions as well) at http://www.edutopia.org/blog/positive-end-of-school-year-mary-beth-hertz --- An AATG listserv user shares the following insights and ideas: 1. We looked at the course offerings of all the universities they are planning to attend. We talk about how to choose well, if offered a choice and how in undergraduate school it is not called "German Four" but how much choice there is in upper levels. After this we dabble in a few literature pieces- a few pages of Thomas Mann, Elfriede Jelinek and Max Frisch- this really opens their eyes to the variety, different levels of difficulty and literary styles. I know some will gasp that we are not reading the entire work, but it is meant to open them up to what lies ahead. 2. I provided them with a list of themes and they chose two from the list- this class chose humor and film. So we have a week of student-chosen themes- We are watching Die Mitte by Stanislaw Much- a good film to continue our year-long theme of mobility in a changing Europe. For humor we will read a few pieces from an anthology and then write captions to some Far Side cartoons for fun. 3. Then for two weeks each student will be the teacher for 20 minutes. They have to teach us something A)- we do not already know, B) that is personal to their lives and C)- can be explained in 20 minutes- if there is a performance aspect- great: in the past students have taught us a certain type of sport or dance or some other hobby they have that is not something everyone does- interesting way to get to know each other more before departing from each other. One student taught us the history of album covers of rock bands from Germany in the 70's. One student taught us how to put a Sari on, etc. The point is for them to show us something about themselves away from meeting an external goal. 4. We will take, during the last week of school, many of the pieces they have written this year, choose a few and rework them to be posted on a blog- the idea is to reach out to the community beyond our school and for them to share their voices in the wider German-speaking world. Gwin, C. Re: [AATG-L] End of the year ideas for seniors? AATG listserv (AATG@LISTSERV.IUPUI.EDU, 15 May 2011).
Source: Various
Inputdate: 2011-05-30 01:05:31
Lastmodifieddate: 2011-05-30 01:05:31
Expdate:
Publishdate: 2011-05-30 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
