Robert supports Claire’s position: … you need “cognitively undemanding and context embedded” language. For beginning language learners, Cummin’s theories claim we must lighten the cognitive load, as well as their linguistic burden. This is not just for languages. Various articles and books that I have read on neuropsychology discuss the idea of cognitive load. Since […]
More from Claire on targetless instruction in TPRS. It is revolutionary. A few items that I find truly powerful are highlighted in orange, so that was me that did that. I’m just going to keep this thread going. For me it rings true and gets to the marrow of the issue of what is plaguing people
Claire calls out a whole bunch of people below. How will they react? Ever wondered why ESL teachers are not using TPRS (except me, myself, and I)? It’s because we try to combine TPRS and CBI, despite the fact that CBI is inappropriate for beginning language learners. ESL teachers know content (like targets) is not appropriate
Claire shares below an idea that is of monumental importance in our work. What she says below describes an overarching position that actually aligns with the research, and thus conflicts badly with the way TPRS is currently done in our schools: Not only do we need to fix the assessment, we need to adopt targetless curriculum documents.
I don’t hold certain kids – you know the ones – accountable much anymore. In middle school I don’t need to – the stories are too interesting. In high school I don’t know – the culture in certain schools of doing the least that one can in order to graduate is a hard factor and
This is from Alisa: http://mobile.edweek.org/c.jsp?cid=25919971&bcid=25919971&rssid=25919961&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Few%2F%3Fuuid%3D0D79A9D0-0274-11E6-853F-71C9B3743667&cmp=eml-eb-popweek+4222016
Yesterday in the middle of a nice class I had one of those fear moments when I remembered I hadn’t tested them in a long time. I just can’t seem to be able to get myself to test them anymore. Granted, I won’t be in this school next year, and so I don’t care, but
On the topic of assessment, the invisible world dialogue between teacher/ACTFL and student is often: Teacher/ACTFL: “I want you to know this.” Student: “Well, I would rather just be able to do this.” Teacher/ACTFL: “Well, you have to learn this anyway.” Student: “OK, when is the test?” It makes for a rather long conversation. It’s like
Whenever we run out of room for comments I just start a new post. Picking the assessment discussion up on some things Russ said here yesterday: … I don’t like tying proficiency to grade but in Oregon and through ACTFL the standards are tied directly to proficiency stages…. Now that we are growing up, it’s time
Hot off the presses from Joey Dziedzic: Spanish and French HS teaching positions in Aspen, CO. We are a CI district. Kindergarten to IB WL is CI based. All teachers are firm believers in the method and the administration is also! Great place to live and work. Check it out or feel free to email
Our Jen S in New Jersey (not our jen s in New Hampshire) has commented on a tremendous thread from last summer. I am so happy. Every comment in that thread is gold. Nathaniel and Laurie get real about it down toward the current end of the thread. The reason I am happy that it
I have moved further and further away from any kind of assessment. This is based on my strong belief that we can’t really measure what a kid takes out of a CI classroom. In my view, it is like trying to measure the root system of a tree after we water it at frequent intervals.
