Poor auditory and kinesthetic kids! They have been like beached dolphins all those years. But when they get into a classroom where there is a lot of CI going on, and their C in other classes is suddenly an A,
The big fight about non-targeted vs. targeted input is a red herring. The fact is that it's all CI. The only difference Tina and I are suggesting (Jan. of 2016) is, instead of working from words connected to a curriculum,
This is a repost from 2012. In my opinion, grading is one of the key areas we have to to rethink on the deepest level (because how kids are graded has a massive effect on how they behave and because in my opinion teachers never quite
This one is from a parent of one of Steven's students:
During the summer, I was emailed by a supportive parent. They attached a picture I took with my superstar student in the email and I realized “Wouldn’t it be
Q. What do you do with dictées? Do you mark them? I'm looking at their translations right now and how carefully they copy them. Would you ever use them as summarize marks?
A. I put them into the book as
Q. Just a quick question. What's the difference between the archivist and the curator? I thought that I had it clear but now that I'm coming closes to bringing in the jobs, I'm not sure.
A. The archivist is kind
A report from Dana who is working with the very same 8th grade students who as 6th graders two years ago are the very students who invented the Invsibles concept:
I just have to share with you. Even though we
Someone on FB asked this truly important question:
I need help! I have a VERY challenging group of Spanish 1 at the worst time of day. They are energetic but compulsively talk chatter and joke with eachother. They came with a