MN AATG Workshop -- Samstag, 24. September 2016 -- REGISTER NOW!


German Educators and Supporters:
Please join us for professional development and networking.
Herbst 2016:
MN AATG Workshop
Content and Collaboration in your Classroom
Samstag, 24. September 2016
University of St. Thomas, OEC 317 (St. Paul, MN) Campus map

ab 8.30
Frühstück
9.00
Geschichte im Deutschunterricht der Grund- und Mittelstufe (mehr unten)
11.15
Wie entdeckt man die Schweiz, Österreich und Berlin durch gemeinschaftliches Schreiben?  (mehr unten)
12.00
Mittagessen
12.30
MN AATG Treffen
14.00
Schluss

Seminarleiterinnen
Dr. Susanne Wagner, University of Saint Thomas
Dr. Juliane Schicker, Carlton College
Fr. Katie Casson, Northfield Schools

REGISTRATION:

·  $20.00: AATG-Members who pre-register by Sept 13 (incl. breakfast/lunch)
·  $25.00: Non-Members who pre-register by Sept 13 (incl. breakfast/lunch)
·  Walk-ins: add $5 each
·  Current Board Members and Presenters: Complimentary admission

then make your payment by mail:

Make check payable to:  
MN AATG
Mail to:
Amanda Stenberg
711 Fair Oaks Drive
Mora, MN 55051

Questions? astenberg@moraschools.org / (320)247-2532 (Amanda)

Please share widely with colleagues and friends!

Um 9 Uhr mit Susanne Wagner: Teaching History at the Elementary and Intermediate Levels
                    Language programs have relinquished curricula based solely on grammar-centric textbooks, which restrict meaningful teaching of culture.  Reforms are based on the premise that students learn more effectively, if they focus on narration at the lower level, shift to explanation by the fourth semester, and conclude with argumentation in the most advanced classes, while they learn grammar functions necessary to communicate when they need them and not before.  By integrating course content with proficiency-level appropriate tasks, students engage and re-engage with specific topics throughout their studies.  They not only develop a deeper understanding of target language material, but also acquire multiple literacies.
                   A literacy-based language curriculum lends itself to integrating history as a content strand and foreshadowing historical events, personages, texts, images in the lower levels to allow for deeper engagement in more advanced literature and film courses.  Interweaving history in this fashion allows students to understand how a culture preserves collective and collected knowledge.
In this interactive workshop, participants will learn how to integrate significant historic events into the L2 curriculum, so that students a) understand how history resonates in a nation’s cultural memory, b) allows for a more natural integration of cultural information, and c) are prepared for more in-depth analyses in higher-level courses.  
                  Through this approach, German, as a humanities discipline, furthers skills in communication and interpretation relevant to the 21st century student.  Featured instructional activities highlight pedagogical approaches and demonstrate how a more theme-based curriculum can facilitate reflective acquisition of language so that students, who complete their language studies after the second year, still gain meaningful intercultural skills fostering critical thinking that may be useful for a future career.

Um 11 Uhr mit Juliane Schicker und Katie Casson: Getting to know the German-speaking world in collaboration: AP German/third-semester college German explore Switzerland, Austria, and Berlin together
              Collaborative writing projects have been increasingly advocated for the SLA classroom to expand social interaction, to foster communicative teaching, and to strengthen the students’ self-awareness and self-confidence. Few sources present ideas about connecting high school German learners with college students in this context.
Our collaborative writing project is ideally suited for the third or fourth semester college classroom and the AP high school classroom. Best used when both groups learn about Europe, the project covers the geographical and cultural areas of Switzerland, Austria, and Berlin. It cultivates individual and collaborative learning moments, group dynamics, video watching and text writing. Through short online videos about the two countries and Berlin, students are made familiar with the cultural aspects of the German-speaking world. In a GoogleDocs project, they then discuss aspects from these videos as well as their own impressions of the areas and videos with other students.
This project aims at connecting the K-12 German classroom with the college German classroom. It enhances the students’ learning experiences with peers and improves their confidence in talking/writing in German. They debate, interact socially online, acquire new knowledge together, express their personal likes and dislikes, and collaboratively search for meaning. At the same time, this project strengthens the ties between K-12 and college German education. It opens the college classroom to the community and offers opportunities for high school students to step beyond their AP classroom and realize that college German is not scary at all. In the long run, projects like this can increase enrollments in both high schools and colleges, which will aid the general goal of increasing enrollment in German.

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