In this workshop, you will get hands-on experience as you learn how to put together an effective PowerPoint lesson. You will learn the do's and don't's of good PowerPoint design and some helpful techniques and tips for using presentation software successfully in the classroom. We will discuss how to use fonts, colors, backgrounds, graphics and animation effectively in PowerPoint and then go through a step-by-step tutorial to learn how to apply all the techniques we cover.

Jim Davis, University of California, Davis

EDUCATIONAL LEVELS: ALL

Participants will learn about reading/writing strategies that can be used when working with "Generation 1.5" students – immigrants who arrived at an early age, have been in the U.S. for an extended period of time, and yet still have ESL-like features in their writing when they enter high school or college. The presenter will also discuss how the experiences, characteristics, and language/literacy needs of these students may differ from those of more recently arrived immigrant students.

Mark Roberge, San Francisco State University

EDUCATIONAL LEVELS: S, CC, C/U

This presentation will provide valuable information on current research and practice in three areas of reading instruction: automaticity/fluency, cognitive strategies for text comprehension, and exposure to a variety of fiction and non-fiction genres. Participants will learn how these three key areas work together to ensure academic success for English language learners and struggling readers and will learn effective and engaging strategies for teaching them. The presentation will conclude with discussion questions and professional dialogue on the topic.

Eleanor Black Eskey, California State University, Los Angeles; Loyola Marymount University

Adult ESL students face many challenges in adapting to the fast-paced American culture. One critical challenge is staying healthy. While many ESL students come to this country with healthy eating habits, research indicates that the longer immigrants are in the U.S., the worse their diets become. This session will review components of the "Eating Well, Living Well" nutrition education project including a new multilevel lesson and the new On-Line Nutrition lessons. Participants will adapt a lesson to their students’ needs.

Nancy Hampson, San Diego Community College; "Eating Well, Living Well" Project Coordinator

EDUCATIONAL LEVELS: A, CC

Participants will be introduced to the research on students’ and employers’ perceptions of nonnative English-speaking teachers (NNESTs) and learn about pedagogical practices that draw on the lived experiences of NNESTs. They will also engage in activities designed to help them draw on the research as a means to enhance their instructional practices and to find jobs in accordance to each teacher’s qualifications. The workshop will also help teachers and teacher educators identify professional development activities that will enhance the status and professional preparation of NNESTs.

Lía D. Kamhi-Stein, California State University, Los Angeles

EDUCATIONAL LEVELS: All

Students who demonstrate strong negative biases against out-groups cannot become successful intercultural communicators, no matter how well they speak English. In addition, students’ negative comments about race, ethnicity, religion, gender, sexual orientation and other identity markers can create a very uncomfortable, even threatening, classroom atmosphere. In this workshop we will explore some of the root causes of student bias and discrimination, share some culturally sensitive strategies for dealing with student expressions of bias, and invite participants to do the same.

Piper McNulty, De Anza College

EDUCATIONAL LEVELS: All

Would you like to have a class Web site which is easy to create and maintain, even for a tech-novice? Learn about blogs. Create your own by entering text, adding photos, links, and even videos. With a growing variety of features, blogs are great tools to establish teacher and student online presence. In addition, they offer opportunities to engage in self-directed, self-paced professional development. Resources & handouts provided. This is a hands-on session.

Adolescent English learners approach schooling poorly equipped for the discussion and writing demands of standards-based coursework. This institute provides participants with a dynamic instructional process for structuring rigorous and accountable academic discussion as a springboard to relatively brief, routine doses of academic writing practice. Using hands-on demonstration and compelling lesson footage, Dr. Kinsella illustrates the transition from scaffolded "academic talk" to teacher-mediated writing of "ten-minute papers." Participants leave with extensive guidelines, model lessons, and practical resources to implement this academic discourse strategy school-wide.

"School is school" whether you’re studying in Sacramento or Sarajevo; it’s just experienced in a different language, right? Actually, schooling practices (1) vary from country to country, (2) are rarely stated overtly and, therefore, are assimilated slowly, and (3) significantly influence English language learners, for better or worse, as they proceed to "do" school in a new educational culture. Let’s look at what our students expect, what they need, and how we can help them. Jeffra Flaitz, University of South Florida EDUCATIONAL LEVELS: E, S, A, CC

Our learners need a purpose in speaking that goes beyond practicing a grammar point or exchanging information. Problem-solving activities provide four-skill practice in a meaningful context, an opportunity for higher-level thinking, and the motivation to express ideas orally and in writing. Come learn the steps and multilevel aspects of problem-solving techniques and work with ready-made and colleague-generated scenarios to create high-interest lessons for your learners. Multilevel lesson materials provided.

Jayme Adelson-Goldstein, Division of Adult and Career Education, LAUSD; CALPRO, Hear and There Workshops

EDUCATIONAL LEVELS: S, A, CC, C/U, TEW, IC