Heather Hendry Annegan
University of Pittsburgh
5107 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Observation Tool for Students with IEPs: Assessing and Assigning Accommodations
In this session, the presenter shares an observation tool that was successfully utilized by teachers to assess the difficulties of students with IEPs and to assign appropriately aligned foreign language specific accommodations. To demonstrate the implementation of the tool, reactions from teachers who have implemented it is also presented.
Evidence-based Advocacy for an Early Start to foreign Language Learning
Data that examine the performance of students who have participated in a K-12 sequential program are needed to provide evidence for educators who advocate for an early start to foreign language learning. In this presentation, I illustrated how students who have participated in twelve to thirteen years of instruction respond to exit interviews and perform on writing assessments.
Content-based instruction to enhance K-8 Curricula
In this presentation, participants engaged in hands-on demonstration lessons and explored a variety of content-based instructional strategies to promote students’ skills in interpersonal, interpretive, and presentational communication. By the completion of the session, participants identified several ways in which they can enhance current K-8 curricula by connecting with other content areas.
The National Standards for Foreign Language Learning in Chinese Instruction: A Presentation to Confucious Instutute Teachers
Developing Content-based Thematic Units to Enhance Curricula
This three-day workshop focused on the curriculum development of content-based thematic units. During the workshop, I introduced a framework for developing curricula and guided the participants through the process of designing content-based thematic units. Participants also engaged in hands-on demonstration lessons and explored a variety of content-based instructional strategies to promote students’ skills in interpersonal, interpretive, and presentational communication. By the completion of the workshop, participants developed a content-based unit (e.g. “The Solar System,” “Current Musical Artists,” or “Ancient Archeological Ruins”) to enhance their current curricula.
Copyright 2013 - University of Pittsburgh School of Education - All rights reserved.