Maite Lamberri
Maite Lamberri is a native of Spain with extensive experience teaching ESL and Spanish. She holds a Bachelor Degree in English and Spanish Philology, and a Masters in Translation and Interpretation by the University of Valladolid in Spain and the University of Ottawa in Canada. She is a National Board Certified Teacher who has taught different levels of Spanish, Spanish for Native Speakers, IB Spanish and AP Spanish Language in North Carolina since 2001. She has worked at the high school, Community College, and University level throughout her career. Maite is currently teaching Spanish 4, AP Spanish Language and Culture at Chapel Hill High School. She has been part of the AP Reading Group for many years acting as an AP Reader, Table Leader and now as a Question Leader.
Maite is an active member of FLANC, and has given several presentations sharing her love for teaching and learning with colleagues. She completed her AIG licensure through a program partnering the Elon University School of Education and Chapel Hill-Carrboro City Schools. Maite is currently part of the Culturally Responsive Teaching & Learning Cohort (CRTL Cohort) to continue her passion, learning. In addition to her vast experience, Maite works as a freelance translator. Her most recent project has been translating for the Department of Public Instruction in NC a series of resources ready to use for teachers in English and Spanish.
Course Description
In this course we will learn how our students can develop the necessary skills to become advanced language learners. We also will look into all components of the AP Spanish Language & Culture exam, how it is graded during the AP Reading process, and how to prepare students to succeed. We will examine ACTFL standards and how they correlate with the skills and tasks students will demonstrate in the AP Spanish exam. Additionally, we will explore all the resources available to teachers and students in AP Central and AP Classroom including sample materials and classroom activities relating to previous exams. We will also collaborate on developing authentic resources and classroom strategies to build a curriculum using authentic materials and following the thematic units recommended by the College Board.
Course Expectations: Daily attendance and active participation in a variety of individual and collaborative learning activities. Be willing to share your knowledge and expertise.
Prior to our Workshop: Participants will receive the Course and Exam Description Handbook (CED), which includes the course framework, instructional approaches, and sample exam questions. In this handbook you will find detailed information about the units of study for all the required themes, achievement level descriptors, a range of teaching strategies, and exam information. It would be beneficial for teachers who are new to the AP program to review the course framework. You can also find it online and download it here.
Agenda
Día 1
| 8:00-8:20 am | Welcome | -Attendance -Class expectations -Introductions |
| 8:20-9:45 am | What level of proficiency should our students have? And what skills should they demonstrate? Introduction to the Course and Exam Description (CED) | -Activity to warm up (Padlet or Jamboard): What do you already know about proficiency? -What is AP Spanish Language and Culture Course? Who are our students? -Equity and Access Policy -What is the AP Course based on? Review of ACTFL proficiency guidelines (links p 135) -The 3 modes of communication Summary of the proficiency guidelines activity -Review of the modes of communication |
| 9:45-10:00 am | BREAK | 15 MINUTES |
| 10:00-11:30 am | Standards and CED | -Review the National Standards and the 5 Cs as part of the AP program -Sign in to Course Audit, AP Central and AP Community. -How can I use my Instructional Reports to improve my student’s scores for the following year? |
| 11:30-12:15 pm | LUNCH | ONE HOUR |
| 12:15- 2:30 pm | Defining culture The three Ps Task models | -Activity: your favorite song -What is culture? Being culturally responsive and insert equity and diversity in your classroom. -Productos, prácticas y perspectivas -Task models divided by modes of communication |
| 2:30- 2:45 pm | BREAK | 15 MINUTES |
| 2:45- 4:00 pm | Skills and Learning Objectives Themes/contexts Brief description of the exam (CED) | -Wake up activity: video experimento -Course skills and Learning Objectives -Course themes and contexts Unit guides in AP Classroom and correlations to the themes -The AP® Spanish Language and Culture Exam Format: Which areas are most problematic for your students? What strategies do you have in place to help students be successful? -Section 1 overview: Multiple Choice-Interpretive Communication -Section 2 overview: Free Response-Interpersonal and Presentation Communication. |
| 4:00-4:45 pm | -Find authentic resources within the themes and contexts -Authentic skills activity (template) -Share strategies homework -Exit survey |
Día 2
| 8:00-9:45 am | Exam Scoring guidelines Samples Interpersonal Writing | -Attendance/Answers to survey -Warm up activity: sharing a strategy -Exam day environment -Taking the test: Free response: Email, Essay, Conversation and Cultural comparison -Interpersonal Writing: Email Reply Task -The task -Do the task -Scoring guidelines Score your own performance -Benchmarks of 5, 3, 1 -Task & language in Scoring guidelines: Separate the ‘task’ bullets from the ‘language’ bullets |
| 9:45- 10:00 am | BREAK | 15 MINUTES |
| 10:00-11:30 am | Exam Scoring guidelines Samples Interpersonal Writing | -Mini quiz on Scoring Guidelines. -Scoring students’ response questions -Jot down at least one strategy to scaffold for novices/intermediates: Share out -More Strategies for Interpersonal Writing |
| 11:30-12:15 pm | LUNCH | ONE HOUR |
| 12:30- 2:30 pm | Exam Scoring guidelines Samples Presentational Writing | -Read the instructions for the presentational writing task: Argumentative Essay -Read the scoring guidelines for the essay (CED 174-180) -Follow the instructions as if you were going to write the essay Write your own ‘hook sentence’ and thesis statement based on the essay prompt and the sources. -What are the challenges for this task? -What challenges could heritage speakers face? -Share one strategy to help students develop the skills to be successful in this part of the exam. -Benchmarks -Scoring student samples -Strategies |
| 2:30- 2:45 pm | BREAK | 15 MINUTES |
| 2:45- 4:00 pm | Exam Scoring guidelines Samples Interpersonal Speaking | -Video -Simulated Conversation Task -The task: instructions -Scoring guidelines -Identify challenges students will face -Challenges and advantages Heritage speakers could face -Let’s do the task! -How did you do? Score? Why? What was challenging? -Reflect on the simulated conversation task and jot down a strategy to scaffold for novices/intermediates; prepare to share out -Benchmarks -Students samples -Strategies for interpersonal speaking |
| 4:00-4:45 pm | Exam Scoring guidelines Samples Presentational Speaking | -Video Reggaeton -Presentational Speaking: The Cultural Comparison -The task: what and how -Scoring Presentational Speaking: scoring guidelines -Do the task -Survey -Homework: think of an strategy for this task |
Día 3
| 8:00-9:45 am | Exam Scoring guidelines Samples Presentational Speaking | -Attendance/Answers to survey -Share your strategies -Revisit the concept of cultural products, practices, and perspectives. -Rate your work using the guidelines Share scored student samples -More Strategies for presentational mode |
| 9:45- 10:00 am | BREAK | 15 MINUTES |
| 10:00-11:30 am | Exam Interpretive Mode Multiple Choice | -Multiple-Choice part: mini test -Score your test -What does the MC consist of? -Stimuli, Categories and Learning Objectives -Powerful verbs and possible questions -Developing written and print interpretive communication strategies for success. -How to select your stimuli: equity, diversity, culturally responsive. |
| 11:30-12:15 pm | LUNCH | ONE HOUR |
| 12:30- 2:30 pm | Interpretive Mode | -Video de los acentos -Checkpoint map activity AP -Classroom to develop interpretive skills -Topic Questions -Progress checks -Practice Exams Item bank (Question Bank) -AP Daily videos -My reports: differentiation |
| 2:30- 2:45 pm | BREAK | 15 MINUTES |
| 2:45- 4:45 pm | -Formative vs Summative assessments -Unit planning in your groups -Survey and homework |
Día 4
| 8:00-9:45 am | Designing units Activities | -Attendance/Answers to survey -Warm up activity: sharing a strategy -Building our AP Program: pre AP Planning -Steps and strategies to advocate and build an AP program that starts at level I -Examples of activities I do in different levels: scaffolding (sitios) |
| 9:45- 10:00 am | BREAK | 15 MINUTES |
| 10:00-11:30 am | -Thematic Unit Design (mi ejemplo) -Curricular requirements -Selecting resources for the course (at least 5, examples: a journalistic article, a promotional ad, chart/graph, video/podcast, email -Textbooks and test prep books AP Classroom resources to builds skills across the 3 modes of communication -Authentic resources -AP Daily and online resources recommended by AP teachers -AP DAILY VIDEOS AP Spanish Language and Culture -How will the resources be used? -What taks models do they address? -What skills do they address? -Don’t forget the 3 Ps -My thinking Process | |
| 11:30-12:30 pm | LUNCH | ONE HOUR |
| 12:30- 2:00 pm | -Things to consider when planning your course: Semester/year round Class time Assessment criteria -Example of how I organized the course -Instructional strategies sharing (CED) -Assess and reflect -Work on your units | |
| 2:00- 2:15 pm | BREAK | 15 MINUTES |
| 2:15- 4:45 pm | -Check and share your units -Submit evaluation for the course -Create network with your colleagues: ACTFL, FLANC, SCOLT, AATSP Ongoing Professional Development -Become an AP Reader |
This agenda can be modified to accommodate the needs of the participants or time constraints.
