This is the penultimate article in this exchange between Robert and the WL rep, in which we see a second response to Robert’s points. The WL rep responds to Robert in a way that does not honor the depth and breadth of the conversation. His reference to King Grammar is an entirely insufficient response to Robert’s […]
Robert’s response to his WL rep continues: In addition, I disagree with what seems to be the assumption behind the statement, “I suggest that this period needs to be relatively short for a 14 year old”. The phrase “needs to be relatively short” implies that the teacher determines how long the silent period lasts. Second
Another script from Anne, who shares: “This is not a hard-core, high-frequency, work-it-for-a-week-or-two script. It is a way to build fun and laughter into the class, at a time when the class may sorely need it. Note that soccer is a variable that you can replace depending on the season, but be sure to change
Robert’s response to his WL continues: As far as writing is concerned, delaying Written Presentational Communication as an emphasis does mean that students do no writing. Writing is a part of both Interpersonal and Interpretive Communication. As practiced by many deliverers of instructional services, however, students are asked to “present” in writing before they have
Here’s a good level 1 script that can be embellished for upper levels. It’s from Anne Matava: needs store/saleslady/man doesn’t understand Sebastian is on vacation in China. He needs a razor. He goes to a cheese store. (He doesn’t know that it’s a cheese store; he doesn’t understand Chinese.) He says to the saleslady, “I need a razor!”
I got this from Laurie. Laurie please remind me to post this once a week up to the registration cut off date of March 2nd: Hi Ben, Could you put this info on the blog? I’ll be presenting two three-hour presentations at Nathaniel’s district (Dudley, Mass.) on Friday, March 13th. The Director of Curriculum has
Robert’s email discussing Scope and Sequence with his district World Languages representative continues with Robert’s response to his WL rep, which was posted in the last article: My reply to him: Hi, Thanks for your response. I think I understand your position, and we are perhaps not as far apart as at first may seem.
Robert’s email discussing Scope and Sequence with his district World Languages representative continues with a response. The man is wrong on his point. It is such a weak response to all that Robert wrote to him about so many things up to this point in the exchange. Is this the response of a leader? Hi
Anybody who doesn’t believe in America and in our potential to dance, and by extension I suggest that we can dance in our language classes because now we know how people learn languages, is invited to watch this video. Why not? They are dancing in the hallways in Dallas, but one day they will be
Robert’s email discussing Scope and Sequence with his district World Languages representative continues: Rigor and Relevance are addressed at all levels by empowering students to discuss things that relate to them, connect to real life, and are novel, engaging and involving (Relevance), and then pursue those things in depth with integrity and sustained focus (Rigor).
Robert’s email discussing Scope and Sequence with his district World Languages representative continues: 4. In the fourth year students expand their ability to communicate in all three modes of communication (Interpersonal, Interpretive, Presentational) through listening, speaking, reading and writing about themselves, their environment and the world at large in formal and informal settings. They continue
Robert’s email discussing Scope and Sequence with his district World Languages representative continues: 3. In the third year students continue developing oral language through interpersonal and interpretive communication on topics related to them and their larger environment with emphasis on hearing, understanding and responding to spoken language. They begin oral presentational communication. Students continue developing
