Skip requested that we start an upper level thread to be categorized as such for the fall. We will also try to get some stuff on it in San Diego also. Below is the start, taken from a comment earlier today .
This approach to upper level CI is a simple idea where we take short passages from authentic texts and PQA the heck out of them to set up reading of the (again – very limited) text. No stories involved, because who wants to script a story for a reading of Diderot? Too thick. Just limit what you read – like one paragraph.
So, upper level classes of CI, in my mind, because I need simplicity in my own planning, are starting to look like working with really limited authentic passages with tons of PQA to prepare them.
What do I know, though? I haven’t ever taught above level 2 with CI trained kids. I have taught two classes over the past five years with upper level traditionally trained white kids who knew very little.
Here is the idea skip wants to start the new Upper Level thread for next year:
I am starting to formulate an upper level approach, since I have my first bonfafide CI trained level 3 class next year (i.e. they can pass the AP exam). This may interest people like MB who are thinking about how to do upper level CI instruction next year which is on our San Diego itinerary.
Below, Judy suggests movies as an excellent upper level choice. I agree. We need to consider movies as possibly THE upper level CI activity. See more below for the details and I’m sure she will add more as we go along.
James I could see the content of this comment and the one above becoming a kind of upper level template if we worked on it, because in my view it contains a secret for doing upper level CI instruction that doesn’t apply to lower levels as much as it does to upper levels.
The basic idea is in point (4) above where we extract a pertinent passage from an author and go batshit on sBI Step 1 circling to prepare to read it. We just go nuts getting creative reps on ONLY THE TARGETS IN THE WELL CHOSEN reading. We just drop the bulk of the target text.
Do you see my point here? That going shallow and wide with a piece of literature or a song is really stupid. We use sBI to absolutely crush the reps on a small passage that we go narrow and deep on during sBI/PQA.
Doing so could really shine up the diamond that the text is and, if it is from great literature, or is a great song, the rewards will be kids who aren’t mildly pissed at having to read Canion/Ray/Gaab.
The rewards will be looks in kids’ eyes of shock and awe with the wonder of the pithy passages, not pissy passages from truly shitty authors, that we have targeted from the great authors/poets/songwriters of our own disciplines.
Then will those authors live again in our students, as they do in David Maust and John Piazza and so many of us here, our true loves, and we will do them honor once again, and their work will breathe the air of this century.
Because of this thought, I have confidence in how I want to start focusing on teaching upper level CI, with no stories at all. Who needs stories when Rabelais and Pascal and the like have already provided me with interesting content to target?
The entire concept of teaching upper level CI trained kids is a potentional gold mine that doesn’t even involve stories. I can see one day, if we practice our craft hard enough, college classes where CI trained kids in high school are given CI trained college professors to read the classics.
I can just see Mark Knowles striding around the CU Boulder campus throwing flyers at everyone if we could get this going, advertising CI based literature courses up there, as long as the kids had had the CI training in high school.
That would be a hell of a thing, wouldn’t it? Kids trained from 9th grade doing CI – not necessarily four percenters but also kids going on to other careers – kids with more sides to them than four percenters, who would be reading literature in college seven and eight or more years after starting their study of a language.
Damn that would be cool. No more bullshit fake looks from four percenters barely hanging on to seminars given by distant scholars. Real student participation with real students in real and rich and vibrant language settings.
Bob Patrick go sell this idea to UGA next time you go over there to Athens. Or Rome. Just sell it. We have a dream. They have the perfect testing ground. Sell them the dream.