MAKING THE MOST OF TEACHER TRAINING PROGRAMS

Natalie ArsenaultOutreach Director

Teresa Lozano Long Institute of Latin American StudiesThe University of Texas at Austin

University Resources to Support K–12 Global Learning

Types of Teacher Training

On-campus workshops

Recent workshops

• —U Washington

• Visualizing Cultures: Modern China and Japan—UCLA

• Using Children’s Literature to Explore Latin American/Latino Cultural Heritage—UW-Milwaukee

• Teaching about Africa—Indiana University

• —UT-Austin

Study abroad programs

Types of programsFulbright-Hays Group Projects Abroad

University-organized, grant-funded

Fulbright-Hays Seminars Abroad http://www.ed.gov/programs/iegpssap/index.htmlOrganized by Fulbright Commissions, grant- funded

NEH Summer Seminars and InstitutesUniversity-organized, grant-funded

Short term programsUniversity-organized, self-funded

Complicating ConquestKimberly Young (2008)

Students will understand that conquest is a dynamic process—contact results in the negotiation and hybridization of culture and is not just about monolithic domination of one group over another.

LCI: Legacy of Conquest Investigation

Key questions: What are Spanish influences? What are indigenous influences? How does the evidence complicate traditional

narratives of conquest? Concluding question:

Why do traditional narratives of conquest overlook the lasting legacy of indigenous cultures in the post-conquest Americas?

Mapping

Mapping

Map of Guaxtepec, Morelos, 1580

Mapping

Map of Cholula, Puebla, 1581

Religion

Religion

In-service professional development

Administrators

• Identify needs

• Disseminate information

• Assist with funding or facilitate attendance in other ways

• Offer opportunities for educators to share their training with their colleagues

Benefits for attendees

• Expansion of regional content knowledge

• Exposure to current trends

• Access to leading scholars & university resources

• Resources (and, perhaps, funding) for curriculum development

• Implementation of new information in the classroom

Integrating new content

• Gather resources: speakers, handouts, outreach staff

• Work with colleagues to determine areas of integration: new unit or supplementary materials for existing curriculum?

• Research curriculum developed by NRCs and other teachers

• Present at school, district, regional, and national meetings

Questions?

Natalie Arsenault, Outreach DirectorTeresa Lozano Long Institute of Latin American StudiesThe University of Texas at Austin

n.arsenault@austin.utexas.edu(512) 232-2404

Website: www.utexas.edu/cola/insts/llilas/outreach/Hemispheres: www.utexas.edu/orgs/hemispheres/