As we get closer to the TN conference, I wanted to announce to those not yet aware that Carol has given us our own session (Wed. – 3:30-4:30) to discuss, among PLC members who want to be there, the entire recent thread on authentic assessment. I know that some of us really want to get to the […]
I deeply feel that we in teaching are in the midst of a profound shift in education from the mind (the science of teaching) to the heart (the art of teaching). We are learning, and quickly now, to rely more on the web of connection that exists among all of us in the classroom than on anything
Look at Grant Boulanger’s powerful example of untargeted, unscripted student interaction: https://www.youtube.com/watch?v=JszVvKn3jVo&feature=youtu.be Now ask yourself what would be lost in this beautiful human interaction had Grant’s intention been to say “needed to brush her teeth” over seventy-five times in the class. Indeed, it is obvious that Grant’s intention here is to get to know the
In this new untargeted work, we must keep front and center in our consciousness that we still must absolutely shelter vocabulary and unshelter grammar. This TPRS mantra has been true for decades, though it is often ignored by practitioners, coaches and trainers, and it is still true in this vision of untargeting our input.
When we target structures in order to teach them, we break down language into pieces as opposed to teaching language as an organic, unified and naturally emerging whole. The pieces become more important than the whole, and the result is a deterioration in interest. When the story necessarily become secondary to those targeted structures, it then comes as
This past year, in working with the untargeted storytelling approach with the Invisibles, in giving up the idea that I needed to start my stories with the classic TPRS list of three target structures, I found more happiness and ease in storytelling than I had ever experienced. And now I can’t not share. It is
Our own Diane has an article in the most recent issue of the peer-reviewed journal iFLT, entitled “Modifications for Teaching Mandarin Chinese”. Congratulations Diane! Link to a PDF of the journal here.
Carly Robinson shares: Hi Ben! I appreciate all the discussion that has been going on here lately, especially the recent focus on authentic assessment… I was wondering if you would let the community know that there will be a Middle School Spanish teacher position available for next school year in my building. We aren’t a
Alisa Shapiro shares: Due to 2 retirements and some reshuffling within our WL dept, we now have an opening for elementary (grades 1-4) Spanish at Hubbard Woods School in Winnetka. Interviews are RIGHT NOW!! This is a tremendous opportunity! Winnetka is a wonderful public school district consisting of 5 schools: 3 elementaries, a 5-6 center
Some of us have been waiting literally years for the Queen of Scriptology, Anne Matava, to put together her third script book. She has been steadfast in making sure that this new volume is full of extremely high quality scripts and it is now finally almost done. Those in our group like Leigh Anne who base their
I am back in Colorado with my wife and my boys, and loving every minute of time with family in this beautiful part of the world. Until the July conferences, I am putting family first, and resting my mind and body. There are a few articles in the queue for the remainder of June and into
Steven Ordiano has a question for the group: Hi Ben, Could you ask the PLC for some topic proposals I could possibly teach at a foreign language teachers conference that will take place in the fall? It will be about an hour long. Some background: The conference is usually filled with teachers with more than
