Improving Language Learning:
Styles- and Strategies-Based Instruction
July 17–21, 2017
Save $100* if you register early for this featured institute by May 1!
Enhancing students’ ability to learn a foreign/second language through styles- and strategies-based instruction (SSBI) is the focus of this institute. SSBI is a learner-centered approach to teaching that enables students to become more effective and ef cient foreign language learners by helping them understand and make the most of their own learning styles and strategies. Teachers will also learn about their own strategies as learners as a way to more deeply understand and teach SSBI by frequently putting themselves into learners’ shoes during the course.
Participants will create lessons for differentiated instruction with supporting materials and explore ways to incorporate strategies into their own language curricula. During the institute, participants will have an opportunity to apply SSBI according to their own interests—whether directly for classroom instruction or conducting SSBI workshops for teachers. This institute draws extensively from the CARLA publication, Styles-and Strategies-Based Instruction: A Teachers’ Guide. Each teacher will receive a copy of this book as part of the institute.
After this institute, you will be able to:
- Utilize learning style and language strategy classifications in lesson and curriculum planning;
- Determine the suitability of currently available style and strategy measures for your teaching;
- Evaluate the effectiveness of SSBI activities;
- Apply learning style and language strategy theory to specifc classroom tasks and lessons; and
- Design your own SSBI lessons based on your strengths as both a learner and a teacher.
Martha Nyikos is associate professor at Indiana University, Bloomington, where she heads the program in Foreign and Second Language Education. She has led three STARTALK grant programs for K–6 teachers and has worked for many years on issues related to teacher professional development and language-learning strategies. Her research interests include cognitive and sociocultural factors in language learning strategies of foreign/heritage language students, teachers’ approaches to dual language immersion teaching, and teaching Spanish through the arts.
Target Audience: K–16 foreign language and ESL teachers, administrators, curriculum coordinators, language teacher educators, and researchers.
*Does not include the University of Minnesota student credit registrations. Good through May 1, 2017.