I should have got this on here sooner. Nathaniel could probably use our feedback/ideas/suggestions before Friday on an upcoming presentation, although what he describes below is pretty badass already: Hi Ben, Friday is a professional workshop day for us at Shepherd Hill Regional HS (Dudley, MA). The recent trend has been to get as many […]
In this report, Melissa brings up a question about second year CI classes, one that many of us have experienced, but one that we have never fully addressed here as a group: Hi Ben – I have just re-read Stepping Stones to Stories and am feeling it in my soul. Next year I will have
Andrew Edwards has sent us a description of an alternative to dictée. I like it. Yes, it does move the students up and out of the conscious mind, but so does regular dictée. Pure input isn’t there, but it is a nice blend of input and output as the student tries to represent ideas and
We have a category on Rigor from which we in times of need share with others who like to bring that word up. Uneducated observers often come into our classrooms and, seeing the kids just sitting there listening, assume that they are not “doing” anything rigorous and therefore are not in a rigorous classroom. They
Q. My school has a policy about allowing kids to make up quizzes if they have an excused absence, and I am not sure how to handle those with the quick quizzes. They miss 90 minutes of instruction, and I was wondering what you do with quizzes for students who are absent for legitimate reasons.
Corinne Bourne in California is one of the best of the best comprehension based teachers I know of. Even years before I met her, I remember that her name often came up because Susan Gross would often talk of her great work as a Russian and French teacher who really gets comprehensible input. If that
A nice report from Diane: Hi all, Just wanted to share how happy I am with the trip I just took with my 8th graders (oldest students in their fourth year with me in Chinese). We traveled to San Francisco Feb. 24-28, 2014. We’d go to China if there was more time and a bigger
This isn’t really a report from the field, just something Andrew sent to me in an email today which I wanted to share with the group: …going free form can feel a bit scary. Plus we have to deal with people looking at us like we are nuts all of the time if we just
This is from Chris Stoltz over on the Forum today: This is really interesting. There is research about the neuroprocessing of intention and action. As Benjamin Libet found (and as has been repeated zillions of times), intention and action happen (neurologically) at about the same time. In other words, we don’t “decide” on what to
Here is a link to a discussion started by Melissa over on the Forum: www.benslavic.com/blog/forum/general-discussion-1/new-to-tprsci It’s worth a read.
I got this from John to share with the group: Ben, I wanted to pass along some excerpts from a discussion taking place on my Latin-Best Practices listserv. Justin Slocum Bailey is a teacher in LA who is not only a Latin whiz, but he is rigorous in his study and application of progressive language
Our man in Scotland, who teaches Gaelic, reports in with a situation: Hi Ben – I can feel a storm brewing over here since I implemented jGR and could really use some of the PLCs insights and suggestions. Long story short, a number of the middle school age kids that I teach did not get
