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Bilingualism Workshop Guide for Educators

The document outlines a guide for students in EDU 361 to lead peer workshops focused on teaching strategies related to bilingualism and literacy. It provides a structured format for preparing the workshop, including topic importance, source references, goals, objectives, procedures, and assessment methods. Additionally, it suggests various teaching methods and learning aids to enhance active learning during the workshops.

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Isaac Mervis
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11 views2 pages

Bilingualism Workshop Guide for Educators

The document outlines a guide for students in EDU 361 to lead peer workshops focused on teaching strategies related to bilingualism and literacy. It provides a structured format for preparing the workshop, including topic importance, source references, goals, objectives, procedures, and assessment methods. Additionally, it suggests various teaching methods and learning aids to enhance active learning during the workshops.

Uploaded by

Isaac Mervis
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Guide to Peer Workshops

EDU 361: Bilingualism, Literacy and Schooling

During the second half of class, students will take turns leading mini-workshops on a teaching
strategy, technique, or student activity. Workshops, by nature, allot time for participants to
practice new skills and/or perform specific tasks in small groups or independently. Make sure,
therefore, to develop an assignment or collaborative activity through which your classmates
can engage in active learning.

Possible Format

State your Topic: ________________________________

1. Then, explain why this topic should be important to us. How does this topic fit into what
we have been reading and learning in the course about bilingualism and/or literacy?
How will it help our tutees?

2. On what source(s) did you rely to design the workshop? Provide an overview of that
source for anyone interested in referring to it later.

3. What is your overall goal(s) for the workshop? (A goal is a general statement of intent.
For example: The goal of this workshop is to help you teach your tutees strategies for
deciphering unfamiliar words. )

4. List the objectives of the workshop using the following sentence frame: By the end of
the workshop, classmate will be able to. When writing objectives, be specific and
realistic.

5. You may preview your plan or procedures for the workshop so that we know what to
expect. Make sure your procedures line up with the goals and objectives you laid out for
the workshop.

6. Figure out how you will know (or assess) that your classmates met the objectives. Some
ideas for assessing your classmates’ understanding may include leading a whole-group
game of Jeopardy with specific questions about the workshop, asking them to do a
teaching demonstration, or giving them a novel scenario through which they can apply
what they have learned.
Teaching Methods for Active Learning

 Problem-solving tasks
 Small group discussions
 Case presentations
 Demonstrations
 Small group discussions
 Role plays or simulations

Learning Aids

 Prepare for the workshop by starting an online discussion.

 Use written materials such as study guides, student work samples, handouts with step-
by-step instructions, bibliographies, etc.

 Audiovisual materials, such as PPT slides, videos, audio-recordings, images, etc.

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