Why Workshops by Bryce Hedstrom?
Because Bryce can train your world language teachers to teach with comprehensible input in a way that will engage students! He offers a variety of workshops to train teachers in your school, district, or region.
Phone: 970-290-4228 (talk or text)
These training sessions will be valuable for all foreign language teachers, not just those using TPRS®. All workshops are divided into learning about the theory, modeling the techniques and practicing the skills.
(Workshop handouts and slides are found on the Free Stuff page of this website)
In addition to his full-time position teaching Spanish at a public high school, Bryce is scheduled for these presentations and workshops:
9/19/12 - Guest lecturer, University of Northern Colorado, Greeley, Colorado, Methods of Teaching Foreign Languages class, Dr. Melitta Wagner-Heaston,
The Basics of TPRS: Methods of Teaching with Comprehensible Input (TCI)
9/25/12 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
10/02/12 - Guest lecturer, Colorado State University, Fort Collins, Colorado, Foreign Language Methods class, Frederique Grim, PhD, The Basics of TPRS: Methods of Teaching with Comprehensible Input (TCI)
10/17/12 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
10/23/12 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
10/26/12 - Guest Teacher & Workshop Presenter, North St. Paul-Maplewood-Oakdale Schools, Saint Paul, Minnesota, Guest teaching in high school classrooms and workshop on effective teaching with TPRS and Reading
11/05/12 - Workshop Presenter, The Lovett School, Atlanta, Georgia, The Basics of TPRS: Methods of Teaching with Comprehensible Input (TCI) and Reading and Integrating AP
11/21/12 - Guest Coach, Comprehensible Input Collaboration Group, Saint John’s Lutheran School of Orange, Orange, California. Presented classroom stategies with a group of CI/TPRS teachers from the Orange County area.
12/05/12 - Spanish Christmas Carols Leader, 1st Methodist Community Outreach, Loveland, Colorado
1/15/13 to 5/7/13 - Adjunct Instructor, Aims Community College, Loveland Campus, Loveland, Colorado: Conversational Spanish I course (3 credit, semester long course taught with Comprehensible Input strategies and TPRS)
1/21/13 - Workshop Presenter, Lubbock Independent School District, Lubbock, Texas, TPRS Workshop
1/29/13 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
2/5/13 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
2/26/13 - Foreign Language Teacher Coaching, Loveland, Colorado, Coaching teachers as they practice teaching with Comprehensible Input methods and TPRS.
4/05/13 - Skype Workshop Follow-Up, The Lovett School, Atlanta, Georgia, Q & A about implementing a school-wide free reading program
4/8/13 - Host/Organizer, Northern Colorado TPRS Collaboration Group, Roosevelt High School, Johnstown, Colorado, Formation of a peer coaching and consultancy group for TPRS teachers in northern Colorado.
7/9/13 to 7/12/13 - Learning Lab Master Teacher and Workshop Presenter, International Forum on Language Teaching (iFLT) Conference, San Diego, California Coach &/or Intermediate Secondary Spanish Language Lab (teaching 9th-12th grade Spanish students from levels 2-AP) as conference attendees observe; plus two workshops: Managing the TPRS Classroom & The Power of Light Reading) http://ifltconference.org/
Observations by teachers on Bryce’s Learning Lab teaching at last year’s iFLT conference: http://www.brycehedstrom.com/2012/iflt-conference-1 http://www.brycehedstrom.com/2012/1737 http://www.brycehedstrom.com/2012/iflt-conference-4-carol-hills-observations
7/22/13 to 7/26/13 - Session Presenter, National Teaching Proficiency through Reading & Storytelling (NTPRS) Conference, Dallas, TX PAT Activities; Classroom Management; Light Reading http://www.ntprs.org/ntprs.org/HOME.html
THE BASICS OF TPRS
TPRS® is more of an approach and a mindset than a method. It is a mixture of science and art. Learn why and how to begin changing your mind about how students learn L2 and begin to develop your skills in this workshop. Attendees will learn:
• The research behind Comprehensible Input-Based teaching
• The 3 steps of TPRS®
• How to build student confidence and trust
• How to teach reading
• Asking questions
• What to teach
• Bloom’s Taxonomy, Differentiation and TPRS®
See the handout for this presentation here: http://www.brycehedstrom.com/wp-content/uploads/2011/09/THE_BASICS_OF_TPRS2.pdf
TPRS IN UPPER LEVEL CLASSES (Levels 2 – AP)
Learn to keep the Comprehensible Input-based approach working beyond level I. In this workshop you will learn:
• How to teach required grammar with stories
• How to develop “classroom banter” for confident, spontaneous L2 speakers with PQA
• How to get students to pay attention long enough to acquire through personalization
• How to get repetitions and keep class interesting
• The why’s and how’s of teaching reading
• How to teach required grammar with stories
• How to teach students to write informal and formal essays
• How to use the ACTFL’s three speaking modes in the upper levels
• How to prepare students for the AP Language exam
STORIES WORTH RE-TELLING: How to Teach with Jokes
Jokes are mini stories that people like to tell and hear again and again. Using a good joke is an effective way to deliver comprehensible input in a TPRS® classroom because jokes are inherently interesting and can stand up to re-telling. Jokes also often have simple vocabulary, bare-bones language, which can be easily adapted to fit varying student comprehension levels. Workshop attendees will learn how to adapt jokes as stories. How to stretch out a joke, and tell it slowly while still keeping student attention will be explained and modeled. Participants will practice with their colleagues to develop the skills to help their students to speak and understand more of the target language. Examples in Spanish.
STORIES WORTH RE-TELLING: How to Teach with Legends
Authentic folktales and legends give students glimpses into the essence of a culture and its people. In many ways these tales are the marrow of the history, values, desires, and taboos of a culture. But there is no need to wait to give students this gift to our students–even novice level students can begin to understand stories in the target language, retell them in their own words and begin to authentically interpret their meanings.
Specific techniques for making an authentic tale comprehensible to even lower level students and then engaging them through personalization and re-telling at increasingly complex levels will be modeled, analyzed and experienced by participants, who will then practice these skills with one another with a legend from their own language and culture. Workshop attendees will learn how to:
• Pick an authentic folktale or legend
• Simplify the story
• Tell the story
• “Ask the story” to increase the complexity level
• Re-tell the story with more detail—begin to tell it the way a storyteller tells it
• Interpret a story with students
GET THEM READING!
Reading is the fastest way to learn another language. This workshop will show you why and how to start a reading program. Most teachers are sold on the idea of reading and excited to begin reading with their students, but they face difficulties carrying out their plans. Here are teacher-tested ideas that have had long-term success at all levels. Attendees will come away with a framework for organizing a reading program and many specific ideas for implementing it. Teachers will practice personalized questioning while reading.
1. What to Read?
2. How to Organize Reading Materials
3. Scheduling Reading
4. Types of Reading: SSR, whole class, kindergarten reading, reading outside of class, on-line reading
5. Assessing Reading
6. Maintaining the Enthusiasm
KEEP THEM READING!
This is a follow-up to the “Get Them Reading” workshop. Have you ever tried to start a reading program, but shortly found it sputtering? This workshop will present practical techniques and tips for keeping students reading and wanting to read including: free reading, whole class reading, acting, Kindergarten reading, discussing reading, reading outside of class, reading logs, reading reports and catch-up reading. Handouts and forms will be provided with examples in Spanish.
DELIVERING CULTURAL CONTENT WITH COMPREHENSIBLE INPUT
Learn how to begin using the target language to teach authentic cultural content in your classroom. We can deliver C.I. through more than just stories. Learn to use geography, legends, history, current events, and biographies at all levels in the target language. Learn how to:
• Make cultural lessons comprehensible for all students
• Keep students actively involved
• Assess student understanding
• Lower the affective filter
• Use higher order thinking skills
• Make connections to other content areas