Two girls just got upset because Kevin didn’t get into the story. They wanted him in it. Instead, Caitlin Jenner went over to the spider in the window and all the brocolli and cauliflower she had just eaten in a veggie restaurant on Rodeo Drive went spewing all over Vampspooder the Spider. Now that may […]
John’s recent request that we think about Socratic Circles in this work made me think of an idea. Of course we know that anything involving the conscious mind in our CI classes can’t work, but then Sean suggested kids plugging themselves into or out of the center circle. This is an untested idea spurred by what Sean
Jen, who invented the actual interpersonal skills rubric, comments below on how she uses it today, now five years since it’s creation over a two year period here on the blog by Robert Harrell, me, jen, Barbara Vallejos and Annick Chen: The way I “use” jGR / aka “Interpersonal Skill Rubric has evolved over the
Ben and group: My principal expects me to resign on Monday during a meeting he’s scheduled. Am I the first person to have been forced to resign after writing a story script about religious tolerance? Yeah, it’s that much of a sucker-punch. The subtitles of the video pretty much outline the situation. What I’m telling
When a profession fails to keep up, and provides only the same old boring schlock, year after year, things like this happen: http://www.huffingtonpost.com/entry/states-ditch-language-teach-kids-code_us_56b4b360e4b01d80b245e436?section=india
What if we write the story during the its creation and project it right then and there? When I do this, I can see the reading and writing gains piling up in the kids’ minds like snow in Québec at this time of year. Of course, I can’t sit at the computer the entire time of the
This second of the two suggested class sequences is for teachers who are writing the story in real time as it happens, not for those writing the story after it happens from notes given to them from their story writers: Read and Share (10 min.) Story (writing it out or using voice to text at the same time)
Here’s a nice class sequence for a block class or two regular classes. Note that this first of two suggested class sequences for teachers who are not writing the story in real time as it happens. The second suggested class sequence – posted after this article and labeled Class Sequence – 2 – is for
Here is the free write poster that jen and Angie and I were talking about. It is a major poster in my classroom and I insist that the kids follow its guidelines. FreeWriteRules
This is a beefed up repost of an article from last week. It got mixed in with a lot of other posts and may have been overlooked originally (the queue is jammed again). In my opinion this Invisibles idea is the very best thing I have seen in TPRS/CI instruction for years. It may not
From John Piazza: I was wondering if anyone on the list has conducted Socratic Seminars in their classes, and what their experience was, and whether they could share strategies, resources, etc. for doing it successfully in a CI context. My administrator brought up socratic seminars as a particular example of the kind of work she’d
I got this great question from Joseph. Though simple, it is a very rich thing to ask about the CI questioning process: Hello Ben, I am in Israel training a young lady in TPRS for Hebrew. She is having trouble understanding what I mean by “staying in bounds”. She has read your explanation in “Stepping Stones
