Here is a good question from a teacher. We all have to answer this one at some point: Hi Ben, After one of my Spanish II classes today, a student came and told me that he has problems understanding what I’m saying. He said that he can understand when it’s written down and I point […]
Here is a nice report from Keri Colwell: Hi Ben! I just wanted to tell you that yesterday I taught my very first two classes using your methods and they both went very well (Spanish III and Italian III). Surprisingly, my class of juniors laughed and seem to enjoy the CWB even more!!! I trusted
James Hosler’s enrollment numbers are exploding. James uses Textivate. Therefore, if you use Textivate, your enrollments will explode. Wouldn’t it be nice if it were that easy, right? Of course, James is doing other things with CI to make Latin the happening language in his school. He is reaching his kids on a human level, he
We have touched in our discussions on a program called Textivate. In view of its value in visually processing even small bits of auditory CI created with our students, I am republishing an article from last year by James Hosler on that topic: Ben, Inspired by textivate.com, I recently posted this on my blog (http://jameshosler.blogspot.com/). I figured,
Here is the last jewel from Erin. It will need some testing. I am looking forward to hearing how it works out. I personally tossed a similar idea about six years ago, but that was purely because I am a very lazy person. 4. Interactive notebooks. I went to a local Common Core & Literacy
CI 810: Comprehensible Input for Language Acquisition Fall term starts now for the online graduate course through Portland State University. Most of us are already planning for kids and practicing new ideas on them, so Fall is a very natural time to take the class. Registration is open now. The final date for registration is
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I heard somewhere that the biggest temptation of the artist is to try to reproduce her work. That is probably because inspiration can’t be cloned as per some formula. I try to keep that idea in mind when working with comprehensible input. I accept that every class will be different, and that there will be very
This is the best jewel from Erin by way of Martina Bex. It involves getting not just the student but also the parent to do some self-reflection about her class. It’s brilliant: 3. Syllabus homework. I got this idea from the lovely Martina Bex. My syllabus somewhat wordily explains how my CI class works and
I thought I would republish this article describing some work Bernard did a few years ago in Las Vegas: I learned something while coaching Bernard that I would like to share bc it seems like kind of a secret. I learned in watching Bernard be coached, more by the group than just me, that what
TPRS/CI is a reciprocal and participatory activity. We do not deliver instructional services from a pulpit. We interact with the kids. Blaine reminds us to listen for cute answers from the kids. Do we do that, or do we just say we do? We must be honest with ourselves. Is there any room in our internal teaching
Carol Hill (chill) sends this link: If you use music in your class, you may be interested in this link. The ideas are for ESL but adaptable. Enjoy. http://community.eflclassroom.com/profiles/blogs/50-ways-to-use-music-and-song-in-the-classroom
Here is some follow up information from Michele. Finally, a university person coming to the aid of a high school teacher who does TPRS. How often does that happen? Ben, You might enjoy the letter the Startalk grant leader (Russian prof at U Iowa) sent my district coordinator and principal (after I told her that
