We need to listen to Eric Herman more carefully. He has repeatedly said here that teaching grammar is just fine as long as it supports CI. In my own CI world, since I was trained by Susan Gross, I have always thought of grammar in pop up terms where you avoid all use of grammatical terms […]
Jen has to figure out what to do with this by tomorrow so if you have any ideas pls. get ’em in a comment field below: http://cce.org/work/instruction-assessment/quality-performance-assessment/tools-resources We have a new teacher meeting tomorrow about “instruction and assessment” and we were told to “review” this website prior to the meeting. 1) Who has time for
This was posted a week ago, but for those who may have missed it here it is again. It is far too important to miss, as we further redefine what the word curriculum even means: This, from Michele Whaley, is part of mounting evidence that the end is near for the old guard in language
We have years of posts on the topic of being observed and a category for it as well. Many of us go through a lot of angst when it is our turn to be observed in our classrooms, where anything can happen and usually does. It never helps when the department chair from the last century
I am working with an ESL teacher, Stephen Cook, in my school. We are trying to explore areas where ESL and TPRS/CI overlap. Our main current area of focus is the affective filter. Yesterday he brought his class into mine for a big brainstorming session, to see how his class would react to a story.
We must gesture the verb when we say it during PQA, all the time. We must constantly invite the kids to do the same. We can’t gesture the verbs in stories anywhere nearly as often as we can in PQA because there is so much other stuff going on in stories. Hearing the action is
The text below by Alisa Shapiro is written about really little kids, but applies to all of us at all levels: “By ‘affective filter’ can we include such slippery states of being as, say, hungry, hot and tired? For over 20 years I’ve been teaching 1st through 4th graders. Often, I repeat the same lesson to
“In every single class when you are giving CI instruction, interacting in fun and unforced ways with the kids, the output is inevitable.” Linda Li
The End of Motivation Stephen Krashen New Routes, vol 55: 34-35. 2015 www.disal.com.br/newr/ I announce in this paper the end of motivation as a relevant factor in language education. I announce in this paper the end of concerns that “our students just aren’t motivated,” and claims that we need to convince our students that language
In my ongoing work at AES with Steven Cook, we have been exploring Krashen’s Affective Filter Hypothesis as it may apply to ELA instruction. A summary of that work, a result of about six weeks of inquiry into the nature of language acquisition with Steven, is attached below (“Affective Filter Lowering” attachment). I sent the
These are from Angie: Hi Ben! I wanted to share some materials I made this week in case anyone is in need of a quick filler lesson…. It’s for a MovieTalk of this trailer from the movie Frozen: https://www.youtube.com/watch?v=-WdC4DaYIeQ And here’s an 18-sentence retell followed by some comprehension/extension questions: https://docs.google.com/document/d/1LACpTVcLFBjxTbwJwVPQnFI9cW12BmQaOwe4v7N_eGk/edit And here’s a presentation of
From John Piazza: There has been a lot of discussion on the list about dealing with 4%ers, but I would like to take the conversation in perhaps a different direction, which may help me in my exceptional and unfortunate situation. Many of my students (and many 4%ers I think) are gifted, technically, clinically, which puts
