February 21 - April 1
Sometimes the goal of helping students to experience the joy and success of learning a World Language can seem secondary to maintaining an environment conducive to learning. Fortunately, recent research into the fields of Positive Education and Appreciative Inquiry have generated many theories and strategies to encourage student growth, both as young persons living in a stressful world and as World Language students in the classroom. This kind of student growth can help establish a safe classroom environment where appropriate language risk-taking and other forms of student engagement are learned to be accepted and appreciated by students and teachers alike.
Participants will receive an overview of both Positive Psychology/Positive Education and Appreciative Inquiry, followed by an opportunity to consider which specific strategies may best enhance their own World Language Classrooms. Creating a personalized classroom model that can enable participants to further encourage student growth and level-appropriate language risk-taking is a primary goal.
By the end of the course, teachers will be able to:
- Identify fundamental aspects of Positive Psychology and Appreciative Inquiry and how they promote Positive Education.
- Analyze which aspects of Positive Psychology and Appreciative Inquiry stand out as potential dynamic strategies to enhance individual student engagement. Both in-person and remote teaching experiences will be considered.
- Create a detailed, personalized project that incorporates chosen Positive Psychology and/or Appreciate Inquiry strategies into specific teaching and learning experience/s to enhance student engagement.
- 60 Professional Development Points: $540
- 3 Graduate Credits:
- PEDD 9169 University of the Pacific: $875
- PDLL 545ID New Hampshire University (SNHU): $955
- EDU 6130 Ashland University: $1050 (register and pay the university directly)