Breakout Session Descriptions

​​​​N​ote: Some breakout sessions are Double Sessions. For these, please sign up for the same session for both Sessions 1 & 2, or 3 & 4.

Active Assignments, Storytelling, and Technology: The Key to Student Engagement and Learning

Presenter: Lisa Ash & Jennifer Arceneaux
Offered: Session 1; Session 2

Instructors often struggle with: 1) keeping students engaged; and 2) helping students understand and retain the course material. Attendees of this session will learn how instructors can use active assignments, storytelling, and technology to keep students engaged as well as improve student understanding and retention of key course concepts.

The goal of this presentation is to provide best practices in three main areas: active assignments, storytelling and technology. Moreover, all best practices must meet the “relevancy” test: is it relevant and important for students’ learning? First, the presenters will discuss the benefits of active assignments over more passive learning. Specifically, they share concrete examples of experiential, hands-on assignments such as students drafting a contract, law, or policy; debating a case study; or teaching a class. Second, the presenters will explain the power of storytelling as a way to “hook” students so they remember the ideas. Finally, the presenters will share best practices regarding technology, including on-line quizzes and tests; games such as KaHoot!; and resources such as podcasts, Ted Talks, and Youtube videos.

To emphasize the importance of active learning, attendees will form small groups in order to think about and share some of their own practices using active assignments, storytelling, and technology in their classrooms.

Best practices and resources will be shared with attendees in the form of an oral presentation and a PowerPoint.

ADA in the Classroom: Make it Universal

Presenter: Kate Davis
Offered: Session 2; Session 3

This introductory session will dive into the many ways you can help remove barriers in your online classroom to help students easily access your digital content. Technology is advancing and DMACC is making changes to comply with updated standards for the Americans with Disabilities Act, specifically surrounding digital content delivery. This session will touch on topics such as; what Universal Design is, why it is necessary, how to comply, and what resources are available to ensure all of your students succeed.

This session would be relevant for anyone teaching online or in a web-enhanced environment.

Best Assessments in Online Learning

Presenter: Jill Niehaus
Offered: Session 1; Session 2
In this break-out session we will discuss some of the ways instructors can hold students accountable for their learning. A few of the methods we will model and discuss include: online open-ended questioning; video lessons with online discussions; student presentations; weekly quizzes given online to check for understanding; having students summarize the material in on-line discussion through the LMS; and having students contribute at least one FAQ (frequently asked question) to the class online discussion group. This session will help to tie assessment to mastering competencies and core standards

Building Virtual Relationships

Presenter: Tricia Berry
Offered: Session 3; Session 4
Building relationships in a virtual classroom requires the use of different skills and techniques than building relationships in a face to face classroom. Research shows that in a virtual environment trust is easier to gain, easier to lose, and harder to rebuild. The online instructor and students do not interact from a common frame of reference. In addition, communication is impaired by technology and lapses of time during interactions. Those communication barriers along with the lack of a common frame of reference impact the level of trust and development of relationships. This interactive session will examine the process of building positive virtual relationships in the classroom. Participants will then work together to create solutions for the common obstacles instructors may encounter while building relationships in the virtual classroom.

Cengage Unlimited - Introducing a more affordable way to learn.

Presenter: Sandy Gradoville & Luke Claeys
Offered: Session 1; Session 4

We want to make it easy for every student to be able to afford their education.  For us, that starts with textbooks, because that’s what we do.  That’s why with Cengage Unlimited, we’ve put all your Cengage access codes, online textbooks, study tools and more into one subscription.

One million Cengage Unlimited subscriptions – and counting – in under one year.  Students have spoken. They are choosing the one subscription that includes access to every Cengage online textbook, platform and more. Wherever instructors assign Cengage products, students can learn more for less.

Imagine a student paying no more than $119.99 to have ALL the Cengage materials they need for the term, no matter how many courses they’re taking. It is now possible.

Closing the Loop: Using Blackboard EAC and Community to Improve Student Learning at DMACC

Presenter: Andrew Neuendorf
Offered: Session 3; Session 4
This session will present an overview of DMACC’s new assessment software, Blackboard EAC, and the process of data analysis and collaboration that will be implemented in order to improve instruction, curriculum, and student learning.

DMACC World Languages Update

Presenter: Carrie Morris & Stacy Amling
Offered: Sessions 1&2 (double session)
In this session, intended for world language educators, we will be sharing information relevant to our on-campus and dual credit sections. Specifically, we will be sharing our updated Spanish Competencies, which will take effect in fall 2019, and talking about the process to update competencies in other languages. Building on that, we will discuss the newly revised scope and sequence of the four main Spanish courses and ways in which all sections of Spanish should be aligned and where there is more flexibility. This alignment will facilitate the implementation of our assessment plans, which will be phased in starting with FLS 151 in fall 2019.To conclude the session, we will also discuss language requirements at the state universities and how our classes help students to meet those requirements.

Engaging Generation Z with Open Textbooks

Presenter: Jeffrey Hughes
Offered: Session 1
Generation Z students, also known as “Gen Z” or the “Post-Millennial” generation, are digital natives who bring to the classroom different skills and work-flows than previous cohorts. During the past academic year, I stepped up to new learning opportunities and challenges by using open textbooks in my concurrent enrollment classrooms for Psychology, Rhetorical Writing, and Public Speaking. In this session I will discuss some of the strengths and weaknesses I found with OpenStax, Writing Spaces, and Public Speaking Project learning resources. We will also consider factors that may influence online vs printed textbook resources including costs, learning styles, instructor resources and accessibility.

Engaging Students in the Use of Effective, Yet “Boring” Online Tools

Presenter: Shelby Ordonez-Jones, Amy Reimer, & Veronica Ouya
Offered: Session 2

Online and web-blended courses are becoming increasingly popular, and there exists a wide variety of available tools to facilitate learning in an online space. As instructors, we must choose which tools are the most effective and engaging for students since these tools become an extension of our teaching due to the lack of face-to-face class time.

Textbooks offer online platforms through which many of our students complete homework, and some quizzes and tests. One of the tools offered through these online platforms are audio/visual tutorials, or dynamic study modules, that guide students through important concepts and require them to complete intermittent quizzes on the content being presented. This tool seems to be an effective way for important concepts to be presented and practiced outside of the classroom, however many students complain that they are boring and some do not complete them.

During this session, we will discuss the effectiveness of dynamic learning modules as studied in a web-enhanced Biology course and a web-blended beginning Spanish course at DMACC. We will also discuss students’ perception of this online tool and how it may affect their use of it.

Enhancing Classroom Engagement in Accounting

Presenter: Lisa Lockhart & Susan McCoy
Offered: Session 4
Engaging students in any content area is always a challenge. This session will focus on what we do in accounting to get students involved in the learning process. These activities and strategies will appeal to students with diverse learning styles and compliment the content we want students to learn. We will look at a variety of activities used to review for tests, learn terminology and understand accounting concepts.

Faculty Panel: How I Help Students Be Successful in My Online Class?

Presenter: Steve Barger, Rachel Murdock, & Distance Learning Staff
Offered: Session 3
Hear from three DMACC faculty members about how they have adapted their approach to teaching online to meet the demands of all students. Statistics show that online classes have lower retention and success rates than face to face and blended courses. The trick is to engage and support these students using a variety of techniques and consistent communication. We will share proven methods of student support that you will be able to use in your classes starting this fall.

From Inspiration to Instruction

Presenter: Aaron Alford, Laurie Linhart, Chelsy Doyle, & Aimee Langager
Offered: Session 3
Where do good ideas for the classroom come from? The short answer—everywhere! The long answer—is provided by this panel session! Instructors from two of DMACC’s campuses and from four different disciplines offer their experiences integrating inspired ideas into their teaching practices. For instance, reading a book and incorporating one of its concepts into a lesson plan or seeing social media post and using it to spark discussion in class. In this discussion session, each panelist will spend five to ten minutes briefly explaining where their initial spark originated and the process it took to implement it into the classroom. We’ll end with an opportunity to ask questions and get recommendations on where to look for your next memorable lesson plan.

Harness the power: Checklist, rubrics, and Quality Matters standards

Presenter: Kayleen Grage & Dan Petrak
Offered: Session 4
We will discuss the DMACC Online Course Checklist and how it compares it to the Online Learning Consortium’s rubric and Quality Matters Standards. Apply these best practices to build a high-quality online course for your students.

High School Career Advantage Instructors: Discussion, Updates and Collaboration

Presenter: Career Advantage Staff
Offered: Session 2; Session 3
Do you teach a course in your high school for DMACC credit? Did you know over 400 teachers in 64 high schools teach concurrent enrollment courses in DMACC’s district? Please join Career Advantage directors and advisors to review and discuss various topics and updates related to high school programming. Some topics covered include: policies and procedures, work-based learning opportunities, NACEP requirements revisited, DMACC’s syllabi template, district-wide assessment initiatives, blackboard community and much more!

Highlighting the Community in Community College: Community Engagement, Symposia, and Your Classes

Presenter: Samantha O'Hara, Jeanie McCarville Kerber, & Stephanie Crandall
Offered: Session 1; Session 2
Are you interested in learning an emerging pedagogy? Research indicates that courses encompassing community engagement or service learning are bridging discipline-specific learning with general education while also addressing colleges’ commitment to public partnerships or service. One recent DMACC college-wide project, the National Crime Victims’ Rights Week, will be shared, along with planning stages for the addition of student symposium to NCVRW 2020. Please join the discussion with a trio of faculty members with experience in this area who hope to create, with YOU, a larger community of service learning and community engagement practitioners at DMACC.

Humanizing Online Courses with VoiceThread

Presenter: Farah Kashef
Offered: Session 4
Lack of personal interaction may be one reason some professors are hesitant to teach online. On the other hand, many students may prefer to take some classes online due to conflicting work schedule, distance from the campus, family engagements, etc. In this session, the participants will learn about VoiceThread and how this technology tool can help humanize online asynchronous courses, regardless of their institution’s Learning Management System.

Hybrid Model in the High School History Classroom

Presenter: Alicen Morley
Offered: Session 2; Session 3
Concurrent Enrollment Instructors: Ever feel like your students are getting the college content, but not the college structure? Come to this session to learn how I got my school to approve a Hybrid or FLEX model where students do not have to be in my classroom every day but are still actively working on course content. I will share how we approved this, what policies are in place to ensure student success, and my best practices with online instructional tools both in and out of the classroom.

Instructor Strategic Ambiguity in an Online Learning Environment

Presenter: Amanda Medlock-Klyudovski & Andrei Klyukovski
Offered: Session 4
In our proposed session, we will discuss Instructor Strategic Ambiguity (ISA) strategies and how these strategies may be adapted for an online environment. ISA is defined as an instructor’s purposeful and incremental efforts to promote meaning negotiation by introducing learning situations where multiple interpretations may exist in order to promote student motivation, intellect, and learning. ISA has four distinct factors: application, assignments, challenge, and leadership. Application involves activities which promote making connections among ideas, content areas, and the “real world”. The assignments factor is a process-oriented approach to assignments that fosters student creativity and choice while promoting an ongoing dialogue with the instructor concerning student progress. The challenge factor focuses on student opportunities to think critically about ideas presented in class and the textbook by stating their position and developing an individualized definition or perspective. The leadership factor provides students with the opportunity to lead through facilitation of class discussion, peer mentorship, answering questions, and creating class activities. The online environment encourages students to participate and even invites less vocal students to contribute; therefore, ISA may provide unique opportunities to create a learner-centered environment that promotes critical thinking, student engagement, leadership, and collaboration. In our presentation, we will demonstrate ideas and strategies that may be applied in an online learning environment through teaching tools such as discussion boards, online group collaboration, wikis, video content, journals, etc. We will promote attendees’ participation by asking them to brainstorm ideas of how they can use ISA in the online environment.

Integration of a histology key into an undergraduate anatomy lab: An assessment of learning outcomes

Presenter: Leahann Borth
Offered: Session 1
Anatomy instructors find the histology portion of an anatomy lab challenging because of the difficulty in teaching not one, but two complex techniques within a short time frame. For instance, an instructor must first demonstrate proper microscope-usage techniques before he or she can begin teaching students how to organize and structurally characterize human tissue types. Students also have challenges with the histology portion of an anatomy lab. They find the process of identifying tissues stressful, especially when access to the lab is limited to a few hours per week. In an effort to alleviate these challenges, a tissue identification key was developed to facilitate teaching students, by process-of-elimination, how to correctly identify human tissue types on prepared slide specimens. In addition, because mastery of microscope-usage skills and tissue identification both require considerable time, there are benefits in providing students an opportunity to learn tissue identification skills via web enhanced instruction. The goal of this presentation would be to share learning outcomes and student perceptions as a result of using the tissue key. Data presented would include analysis of three semesters of test scores and student survey results from anatomy classes at Des Moines Area Community College and Grandview University.

More Than Names on the Screen: Creating an Online Presence in the Online Classroom

Presenter: Natalie Meyer
Offered: Session 3; Session 4

Teaching in an online environment can be liberating. You can grade papers, create content, answer student emails from anywhere in the world. Your students can too. However, this freedom can also create a sense of isolation for the teacher and the student since all we see are names on a screen rather than faces in the classroom. We have to work to create a sense of community.

This session will focus on ways to enhance your online presence and gain the sense of fellowship found through a shared physical presence. We will look research into best practices, ways to get students interacting with each other in meaningful ways, and real-life examples from a teacher who has not only taught online every semester over the last five years, but has also been a student in many online courses. Plan on time to ask questions and share your own stories as we work to create the best online learning environment for our students!

Now You See Me! Adopting a Situated Learning Approach to Increase Teacher Presence & Student Engagement

Presenter: Lynn Lundy Evans
Offered: Session 1
Increasing online presence remains a challenge for instructors and course designers. Finding strategies for optimal engagement and performance in today’s online learning environment could mean choosing a more intuitive and creative instructional approach. This presentation will engage attendees in a situated learning (Lave and Wenger, 1991) activity to demonstrate what can happen to student engagement when an instructor uses specific practices and strategies as a means to increase online presence. A more developmental approach to teaching is proposed.

Online Delivery: Walking in their shoes

Presenter: Lesya Hassall
Offered: Sessions 3&4 (double session)
This session will introduce an online Canvas course focused on the fundamentals of online delivery. Instructors are enrolled in the course in the capacity of students in order to both learn and experience how online delivery feels and looks like to their students. Access to the course and tips on online delivery will be shared through an interactive activity.

Online SAE management with the AET.

Presenter: Matthew Eddy
Offered: Session 2

The Ag Experience Tracker (AET) is an online system to track and report student SAE project progress and complete degree’s and proficiencies.  The AET has helped more than 2 million users nationwide to manage time and financial resources both inside and outside the classroom.

Whether student, teacher or region user, The AET aggregates data to produce impactful reports.  The AET can also help you track extended contract time; manage POA and Chapter meetings; Track student engagement using reports and SAE Grading; and Manage your chapter finances.

This workshop will start with some basic set up and dive into more advanced functions. You will want to bring a laptop and AET account credentials. Group instructions followed by individual work and exploration.

Preparing for Classrooms of Tomorrow

Presenter: Maria Andersen
Offered: Sessions 1&2 (double session)
In the next decade, we're going to see a lot of careers disappear and many careers we can't imagine will take their place. On top of simple technology displacement of careers, we are also faced with the modernization of existing careers because of the ubiquitous access to information. We will look at the modernization of curriculum through a new lens which accounts for access to information. We will also execute a hands-on strategic futuring activity designed to give you some immediate practical take-home actions for your classes, department, or institution.

Reading Accountability and Discussion in the Web-Enhanced Classroom

Presenter: Ann McBee
Offered: Session 3
In this presentation, I will offer ideas for integrating reading into the discussion-based, web-enhanced classroom. These include ways of using Blackboard technologies to encourage students not only to actually do assigned readings, but to fully engage with ideas presented in reading in a way that might facilitate more productive classroom discussion. Emphasis will be on using an assigned reading as a model that demonstrates writing and critical thinking choices, creating connections between reading material and a student’s prior knowledge and experience, and focusing on difficulty and discomfort as a way of opening up discussion about contentious ideas and appropriating academic discourse.

Speaking Across the Curriculum

Presenter: Aimee Langager & Cheryl Powell
Offered: Session 2
Do you assign student presentations in your class? Would you like to start? No matter what subject you teach, there are many reasons to get students talking about course concepts. In addition to working higher on Bloom’s Taxonomy, you’re helping to develop valuable communication skills. However, we know that speeches can be daunting for all involved. In this session, we will share tips and review techniques to help both instructors and students through the process with less stress and anxiety! From learning how to create detailed guidelines and clear, easy-to-grade rubrics, to where to send students needing confidence boosting and resource assistance, to what recommendations to make when assigning Power Point presentations, we've got it all.

Strengthening Support for Faculty Teaching Online

Presenter: Christina Trombley & Kelly Bruhn
Offered: Session 1
Online education has become an indelible component of higher education, evidenced by a report on online education from the 2014 Babson Survey Research Group who reported that the majority of chief academic leaders view it as a critical component to their institutions’ long-term strategy. When it first began, online education was an entry point in higher education for nontraditional students, a population that heretofore were place- or time-bound and unable to access higher education. As part of that rush to access a new population of students, there was little thought to developing the necessary support for faculty teaching in this new medium. Many faculty were left to their own interpretations for delivering their content online. Now that online education has become mainstream, institutions of higher education are beginning to develop strategies for supporting faculty teaching at a distance, including professional development, peer sharing groups, and non-evaluative assessments. This session describes the process Drake University’s School of Journalism and Mass Communication used when developing their online Master of Arts in Communication. Presenters will share qualitative research on faculty experiences and perceptions with teaching online, the strategic approaches used by the School to support faculty in developing and teaching online classes, methods used for assessment, and the outcomes generated.

Student Intervention Workshop: Using Existing Data for Early Alerts and Actions

Presenter: John Whitmer
Offered: Session 3; Session 4
Building on the keynote session about Learning Analytics, in this hands-on workshop faculty will identify potential interventions and data that they could use to improve student learning in their courses. We will discuss an example from a campus that currently uses a multi-stage intervention strategy, then discuss how that might be adapted by faculty for their courses. We will discuss perceived barriers to student success, how those barriers might be identified with existing data sources and potential interventions (or resources) that might be available to help students. This will be a working session that will result in a plan for faculty to use in their courses.

Students in the Wild

Presenter: Lauren Rice
Offered: Session 1; Session 2
Study Abroad: the phrase conjures up a range of fantastical images for teachers. Exploring museums and landmarks, pouring over ancient texts, engaging in discussion on the parapets of medieval castles, and highly motivated students. Of course, the study abroad pamphlets aren’t always exactly true to reality, and students, regardless of location, are students. In this session, I’ll outline the DMACC study abroad program and discuss both the challenges and delights of leading community college students on a study abroad trip to London. London instructors use a unique combination of online and web-enhanced instruction, along with experiential learning. I’ll discuss some of the teaching strategies that can be applied both at home and abroad.

Students’ Concerns vs. Instructors’ Concerns: Considerations for Improvements on a Blackboard Course

Presenter: Will Zhang
Offered: Session 1; Session 2

A well-designed Blackboard course needs not only meet the college’s specific requirements but also take both students’ concerns and instructors’ concerns into full account. Those considerations are not in conflict with the college requirements; in contrast, they would testify whether or not a good course on Blackboard has truly met the criteria that the college specifies.

Some common students’ concerns are “Where am I in the class now?”, “What is my current grade?”, “How have I been doing in the class?” “Where to find my past posts and peers’ feedback?” On the other hand, instructors might be more concerned about the ways to create a dynamic course easy to navigate, to invigorate an online class and to prevent a student’s plagiarism in it.

In this session, Dr. Zhang will first survey the room for the attendees to list the concerns in leaning and teaching that they have heard of. Then, based on his 20-years of online teaching, he will share his understanding of those concerns.  After that, he will work with the attendees in finding solutions to address them.

Supporting Student Success with Innovative Online Teaching Techniques!

Presenter: Kevin Kuznia & Brenda Forde
Offered: Session 2
Through extensive and collaborative research, the National Association of Colleges and Employers (NACE) has created career readiness competencies for today’s graduates. In this engaging and interactive presentation, the presenters will demonstrate how innovative online technologies can be an effective instructional technique to further student engagement and enforce career readiness competencies. The presenters, former executives of Fortune 500 companies who made the transition to teaching, will share their experiences with incorporating interactive on-line technologies that have been especially successful in the classroom. This presentation will provide real life examples of how innovative technologies such as simulations, gamification, RSS (Rich Site Summary) feeds, and virtual international cultural experiences are used to promote student engagement that provides a rich learning experience. As a result, students are empowered to understand, compete, and thrive in today’s global business.

Taking the human out of Human Relations?? How to integrate soft skills using technology in the online classroom

Presenter: Ann McDonald & Gena Wolgamott
Offered: Session 3

Human relations centers around seven themes known as soft skills: communication, self-awareness, self-acceptance, motivation, trust, self-disclosure, and conflict resolution. These themes focus on two goals – personal growth and organizational objectives. So how are we supposed to prepare students for the digital workplace while focusing on these skills?

In his article, D. Murali quotes world renown motivation speaker Tony Robbins saying, “The fallout of interpersonal failures can be swifter and more merciless than it has been ever before.” Even more staggering is the fact that 65% of the context of messages are found in non-verbal cues, according to Adrian Try. In today’s business world the lines between physical and digital continue to blur making interpersonal failures more prevalent. As these downfalls occur, we internalize them resulting in attacks on our self-esteem, motivation, and willingness to appropriately use self-disclosure. In the study of human relations, we find that the themes are so intertwined that when one area suffers or is improving others do as well.

The goal of this presentation is to teach how to incorporate soft skills into teaching with technology. We will be showing how to help improve communication using different multimedia techniques for assignments that exist within our current technology. Including connecting by using Kaltura, teaching active listening skills in the online classroom, and transferring in class activities into multimedia assignments that can focus on the soft skills necessary to succeed.

Teaching Math--An Interactive Roundtable

Presenter: Helen Schroeder
Offered: Session 3; Session 4

Come to this session to experience a roundtable discussion. After brainstorming possibilities to discuss, the group select from their top three topics. Each topic will be discussed for 5-15 minutes. We will state each topic in the form of a problem to solve, and write down ideas and answers to this problem. Smaller groups will be used if necessary.

To close the session, the group will come together as a whole and share anything they’ll be taking away from our roundtable. Were you surprised by anything? Inspired by anything? Are there areas you’d like to explore more on your own?

Teaching with Compassion

Presenter: Laurie Linhart
Offered: Session 1
This session will explore the recently published book by Peter Kaufman and Janine Schipper of the same title. We will begin with defining compassionate teaching and unpacking its meaning. Following this discussion the session will highlight several chapters in the book including practicing the beginner’s mind, leaving our ego at the door, listening with intention and teaching like the sun. Kaufman and Schipper suggestions for classroom exercises will be shared. Attendees will walk away from the session with practical tools that can be implemented in face-to-face, blended and online teaching environments.

Ten Best Accessibility Practices for Online Learning

Presenter: Karen Bovenmyer & Sara Marcketti
Offered: Session 1
Doing our best to create equal learning opportunities in our courses is not only critical to student success, it’s also the law. This interactive session will give participants “10 Tips” for making their online courses more accessible for every learner. Participants will leave with action plans to transform learning in any size class from any discipline, any college or university, for use with any learning management system.

Using assessment to improve student learning

Presenter: Doug Binsfeld
Offered: Session 4

Accrediting bodies are increasingly demanding rigorous assessment of student learning. With this growing demand some faculty are simply “going through the motions” to satisfy the requirement of assessment. The value of effective assessment, however, lies in its practical as well as heuristic value. The purpose of this session is to provide participants with assessment knowledge and how it can be applied in the classroom to improve student learning.

Review of best practice in assessment as well as the methodology used in a Fundamental Public Speaking class will be presented. Data from multiple terms as well as how that data translated into curricular improvement will be shared.

Participants of the session will be able to make use of best practice to improve their assessment of student learning.

Using Technology for Intercultural Communication

Presenter: Alanah Mitchell
Offered: Session 4

Today’s educators are tasked to produce students that are able to work in a global business world. Attendees will learn how adding intercultural projects to courses can allow for student learning in relation to course concepts as well as what it is like to work in a global, virtual world.

This presentation will present global, technology supported collaboration assignments where students in the United States have partnered with students from different countries across the world (e.g., Taiwan, India, South Africa, New Zealand, and China) to complete class projects in order to learn about course topics as well as to become more globally aware and increase their intercultural competency.

Tasks will be presented ranging from 1-week experiences, 8-week experiences, and semester long projects using widely available technology collaboration technologies (e.g., Facebook, Skype, What’s App, Snapchat, etc.).

Findings, lessons learned, and best practices will be shared which suggest that today’s widely accessible collaboration technologies provide a good fit for the development of intercultural competency.

World Languages Best Practices

Presenter: Carrie Morris & Stacy Amling
Offered: Sessions 3&4 (double session)
As a continuation of the morning world language sessions, we will be talking about instructional ideas and the Iowa Seal of Biliteracy. We will be sharing experiences from teachers who have implemented the Seal and resources that may help other districts to begin offering it. Other topics for discussion will be: staying in the target language, implementing project-based language learning, increasing student engagement, and encouraging students to use resources such as translation tools in appropriate ways. The last part of our session will be time for attendees to share effective ideas from their own classrooms, so bring an activity or an idea that works for you to share with our group.