Ben Slavic

I posted this about a week ago and didn’t get a lot of suggestions so am reposting. I would really like that Flow Chart to be complete and so I need more input from the group. James your suggestion is great but couldn’t I just put those things in the third column? Here is the […]

From Skip Crosby: Hi Ben, We have an opening for the fall. Would you mind posting it? Thanks, Skip http://goo.gl/Ngb1Bm

Hi Ben! I don’t know if you remember a few weeks back I wrote in to the PLC worried about a county writing PTA that all level 1’s have to take, and I was concerned about my students not being well enough prepared. You gave me some very good advice to keep going with the

John Piazza has a question. There was a thread on AIM here once actually, about five years ago: Here is John’s question: I was wondering if anyone on the list has had experience with a method called AIM. My FL department seems to be moving toward adopting this, or at least encouraging us to get

This is a five star post in terms of importance, in my opinion. John Becker wrote it: Who was it that said “Use English so that you never have to use it again”? If we can figure out how to give the directions in English once or a couple of times, then transition to the TL,

Kids don’t need to learn gramar. If they want, those few that do can do that years later, once they are able to demonstrate that they can hear the language and identify what it means and read it in a snappy way. Not before. We’ve been over this. Our defense of that point has been

In 1915, Albert Einstein sent his 11-year-old son Hans Albert the following letter, found in Posterity: Letters of Great Americans to Their Children. It speaks to the rhythms of creative absorption as the fuel for the internal engine of learning. Thus, it describes what we do in our work: My dear Albert, I am very

In talking today about teaching younger kids (7th grade and below) Diane said: “The biggest things I learned: take high school ideas and simplify them radically. Add some way students can move during the activity (if only to draw, or to point, or to throw something). Then make them last 10-20 minutes tops, then switch

Nathaniel sent this from Caroline Kelly: Dear Colleagues, One of my tasks as the SCOLT Representative to the ACTFL Board is to serve on the Professional Learning Committee. This committee is currently brainstorming ideas as to the best kinds of learning opportunities that could be provided by ACTFL. We would really value your feedback on

Most traditionalists abhor the thought of split (multi-level) classes. We encourage them. More and more CI teachers in DPS have multi-level classes. Here is what our Chris has done with his Spanish 1 & 2 split classes: How To Teach a Split Class

Chris Stolz sent this. It is an article from a recent publication of the North Vancouver School District on TPRS (Community Report 2015, p. 4). The article is by Emma Sloan: When it comes to teaching a familiar subject, the old saying “a change is as good as a rest” becomes more true as time

It looks like Michael is in a new school in AZ. Read on: Hey PLC members – I was very novice at using CI until NTPRS 2012 in Las Vegas. After that summer I began an intense change of incorporating TPRS. I took huge risks everyday and would like to think I had huge successes