This circling thread is presented as a review for experienced people and to help instruct some of the newer people in our group about this fundamentally important CI skill. In this article, Daniel Noll, who is relatively new, talks about and shares with us what the back of his classroom looks like, with a photograph. […]
Cherie Thomas sent this with a vPQA slide presentation that just makes me want to be in a classroom again: Ben, I read the Jim Tripp script yesterday when I got to school and decided to scrap what I was going to do and use this. My kids have their writing SOL’s this week in
Angie is brainstorming ideas for doing PQA with “inside/outside” and is seeking ideas for that. Any help from anyone?
Jim Tripp not only writes very streamlined and crisp story scripts that really work, he also has shared with us a nice little reading and drawing. One comment on the drawing – I always forget to do those. The six panel drawings that we ask kids to do as a follow up activity to a
“Last night I had a dream that you were no longer our teacher. And the new teacher was trying to teach us grammar and it was horrible. And we asked for you back, but we couldn’t get you.” An 8th grade girl came into my class today and this was the first thing she said
There is a Spanish position open for a CI teacher at East High School in Denver. When I was there four years ago the ratio of CI teachers to traditional teachers was 2:8 in a ten member department. Now it is 9:1. So I don’t think they are too interested in hiring a non-CI teacher.
From Jim Tripp: has on (is wearing) can’t see is only looking at pinches Shirin has on a green sweater. Elliot can’t see the green, because he is only looking at Shirin’s feet. So Elliot pinches her. Larry has on green sunglasses. Monica can’t see the green, because she is only looking at his chest. So
Q. How does one react to a colleague ….when you both are responsible for students who are grouped together in the same year?
Let’s not mince words. Kids of today have few reasons to believe in themselves. The scene in most schools is still all about competition and testing and dominating and winning and excluding others. But if we learn to teach using comprehensible input we can change that culture of competition into one of cooperation and mutual
A request from Louisa: Hi Ben – I am visiting family in Portland Oregon March 24-27 and I was hoping to observe a PLC member if possible. Any ideas? Louisa Walker, PhD
Check for Understanding When Circling Always check students’ eyes for what they are understanding. If your students look as if they do not understand, it is because they do not. Go back to the beginning of the pattern, slow down, circle more deliberately, and stay in touch with what is happening with all of your
Skill #1 – Circling: Students become strongly engaged when you get enough repetitions on the words you are trying to teach them, because they understand. There is a strong link between student engagement and good circling. In the early stages of learning this skill, you will probably refer frequently to your circling poster, which should
