Sean Lawler made this comment last Sunday here in responding to skip crosby’s request for information on how many CI teachers use a textbook: This 21st Century Skills Map is informative. However, many things there we take issue with. For example, this 21st Century Skills Map makes some comparisons we wouldn’t agree with: In the […]
There was a recent post here from skip crosby: https://benslavic.com/blog/textbook-use-question/ As a follow up now, we need everyone in this group to please take this survey: https://docs.google.com/forms/d/1oZq0abrOtio5ionkBX4-pUmLpmYJNZwy_0yTYlNeCZ4/viewform Thank you and skip thanks you as well.
I’m in Chicago today listening to Krashen. There are like 200 people in the room. He just asked everyone to raise their hands if they have heard of TPRS. There were less than 10-15 people. I was so shocked. There is such a disconnect. (Also he gave TPRS/Blaine a ton of praise.)
Here is a report from Bob Patrick: Hey Ben – I take great encouragement from things like this. Each year, we have students keep their timed writes in a folder. All they do is a word count, date a title and drop them in the folder. At the end of each semester, we give them
Diane shares: A CI Chinese teacher shared this link on a Facebook group. It’s a brief article on why storytelling is a powerful medium for language development especially among elementary ages. The teacher more or less describes a TPRS process in her classes of 90% or more English Language Learners. Thought it might be another
Leah said: My level 1 students are still blurting and having random English conversations during PQA, QA, the creation of stories, basically any CI speaking time. I enter their rubric grade EVERY day that we do CI (4 days a week). So, lots of grades are low and they know it. When I show grades
We no longer use verb conjugation charts in CI instruction. The reasoning is that kids need to hear first and look later, only after they can identify the verb by sound. There is nothing wrong with introducing verb charts in level four, when they can use the charts as filing systems for what they already
Reed Riggs is working in the area of research at the University of Hawaii and so I put him in touch with Eric and I like where the two of them might one day take the topic of CI research. Eric explains: Thanks for putting me in contact with Reed. We talked a bit today
Skip writes: Hey Ben, I recently got an (indirect) request from an administrator in the state about advice on two textbook series. I responded that I would not be the person to ask but offered to put the request on the FLAME list-serve. The administrator responded: Our district has been using TPRS for quite some
Someone wrote me about the absolute hell they are in being in a new school and trying to introduce CI to kids who were taught in the old way. I wrote back: But do keep in mind that the more you back down right now, the better it will be. That sounds like a contradiction,
Bob Patrick, one of five national finalists for ACTFL Teacher of the Year in 2014, shares: Recently, I tried something with my Latin 4 and Latin 3 students that seems to work really well. I will describe the process below, but I want to say that already I am seeing more than one way to
We talked about the term “comprehended” a year ago here. Here is part of that discussion as a review: Mark Knowles’ term of comprehended input was referred to by skip a few days ago and supported by others. So I sent Krashen this email about it a few nites ago: A few people on my
