Students who come from privilege – in language classrooms and in all American classrooms – continue to be trained in schools for their roles as leaders. Via our instruction, via our assessment, via almost every aspect of the way we teach, we silently indoctrinate the underprivileged into their roles as “less than” in our society, […]
My favorite online quiz tool for those doing UCI is from Kat Sharnoff, who made a nice and simple document that allows you to make a copy of the quiz into your own Google Docs: https://docs.google.com/forms/d/1sxOoipocC609I207sCfPpfzRkAiqxGlhbK6UX2tU9lM/copy
When children come to us to learn the languages that we teach them, they come to us in trust. But we do not always honor that trust. We do that unintentionally of course – but the result is the same. Why is this? It is because of the way we think about curriculum. We think
With stories, teaching a language successfully is very difficult, but it reaches most students. Without stories, success is virtually impossible, and reaches only a few bright kids. You have to pick one of these. If you pick the first, you align with 21st century standards. If you pick the second, you align with nothing. You
Due to poor management from my web developer, I’ve decided to shut down this entire website and move it to Patreon. This won’t affect most people who have a monthly PLC membership because they can just sign up on Patreon and read my content over there. However, those who have paid and currently have a
This is from Cynthia in our Group 8 UCI Saturday classes: Good morning, I was thinking about the use of technology in the classroom. Last year was unprecedented in the use of technology in the classroom. Maybe I am just too old school??? I found that too much technology really hindered the kids. I found the
It takes approximately 400 repetitions for our brains to make a new connection, unless it’s done through play, in which case it only takes 10 to 20 repetitions. Not only do children love play, but they learn through play. Children acquire so many skills through play: Fine motor skills Speech output Gross motor
This post is for those working in UCI Book 2 making Individually Created Images: In the link below, Madi Cabral offers a way to add some digital interaction to the slides that you create with yaour students in an online instructional format if you are forced to do that by COVID or for any other
(The teacher is invited to take what they want from each one. As the number of suggested lesson plans grows in this Learning Community category, so will the teachers’ options grow when it comes to accomplishing the annoying job of submitting lesson plans): 1. This first one is from Cynthia Tann: A Suggested Lesson Plan
In this video taken from our Ultimate CI Book 2 training course, Tanya creates a basic (QL1-QL4) one word image. I recommend this video to anyone who wants to see some of the finer points of OWIs done right. https://youtu.be/Bop05NEMQeA
Assessment instruments like common assessments and formative tests that require memorization destroy our students’ sense of self-confidence in the language. Who says that they have to learn it by a certain date, all at the same time? Some kids who process our instruction fast will do well on the test, some who process more slowly
Not too many teachers have tried to use the Ultimate CI™ approach (UCI™) with very small children. I guess the assumption is that it’s a middle and high school thing. But a member of my current Book 2 UCI training group asked the other members of the group if anyone is using the StarChart™ in
