We do hundreds of awesome new things every day in our classrooms but they are never recorded and never will be. That is the real work that CI offers. It just happens that in this work we are not overly caught up in our minds; we aren’t always trying to “do it right”. Happy communication […]
A parent told Eric Herman that language learning is linear. Eric wisely left it alone, because he could have kept that person busy listening to him for about 500 hours in a row with his unique knowledge of the research. But now I can’t get that comment out of my mind because it says so
Advantages of Dialogic Reading It is easy to implement and requires few materials (time, desire, text) and little training. It transcends learning disabilities, socio-economic status, and family structures. It is flexible (any text can be used) and easily differentiated according to the child’s interests and abilities and the books available. It is easily adaptable to
From Robert Harrell: Hey Ben: Recently I came across a term that was new to me, Dialogic Reading, so I did a bit of research on it and have typed up a summary of what I discovered. As you can see, it is very similar to things that we have developed for foreign language learners.
I got a note from our PLC member Steve and in it was this jewel: …I have tried to continue quietly about my business without being confrontational when people make statements that are uninformed and imply that language acquisition is based on output…. I wish someone had told my confrontational self that years and years
Typical of our group, Eric keeps coming up with new ways to do things. Everything he does is heavily based in research. The article below expands somewhat on the speed reading thread we’ve been touching on here recently. A bit lengthy but a very important read, in my view, and a chance to study Eric’s
Brigitte was kind enough to send this: “Jojo sucht das Glück” is a telenovela created specifically for German learners. It is produced by “Deutsche Welle”, which is Germany’s international broadcaster. The series is now in its third season and each season has about 11 episodes. Each episode comes complete with interactive exercises and vocabulary lists.
Hi Ben: I have 12 week trimesters tons of native speakers in my classroom. Was wondering why do you teach 3rd person first? How do you do a story and teach first person verbs? Would you teach 2 tenses in the same presentation? I ask because I’m getting different advice from different people some say
Hi Ben! I had an amazing time at NTPRS this summer and when I looked back through my notebook (yes, paper and pen) I felt like I had a collection of gems that I’d like to share with the blog. So…here are some of my takeaways from a few of the incredible sessions I attended..but
Hi Ben, I’ve been trolling the PLC with more rigor for the last few weeks since we have been back in school and I am so indebted to you and the PLC for all the ideas that I am taking and have taken from the group. This year I have 7 sections of high school
This question is somewhat directed to the German teachers and those familiar with JoJo sucht das Glueck, a telenovela. If it’s not pertinent, no worries. Anyways… I am feeling torn between staying true to the research and evidence behind CI, and introducing more vocab. than students will retain. Example: I would like to share a
This post connects to the current ROA thread: Here is a good way to encourage speech output in upper level classes without forcing it: With the story up, instead of accepting one word answers, which is largely the rule in levels 1 and 2, with third year kids or above (could be used in level
