I have made some changes to what I want jGR to be for me. If you don’t like the changes, just use the November version. This is the December version. The sentences I changed are in blue. INTERPERSONAL SKILLS RUBRIC (used in daily assessment: 30% of grade) 5 ALL SKILLS IN 4, PLUS NON-FORCED EMERGING […]
I hosted a DPS Learning Lab today and made a handout for the teachers to refer to during the observation. Here it is below in case anyone is interested. It’s basically the stuff I want to get done and not forget to do. In the class I tried to cram in all three steps in
This is from skip, who welcomes feedback: In an attempt to further the “how do humans acquire second languages” discussion I would like to make the following statements: 1. Oral proficiency is produced by repetitive comprehensible input – by understanding messages. 2. Writers are produced by receiving comprehensible input vía reading… Research has shown that
A question from Melissa: Hi Ben, My principal just sent out an email asking for samples of our “study guides” for assessments when an individualized education plan or 504 plan requires it for the students. How do you handle this when you want to give a quiz on the fly? If a study guide is
A question from Jen for the group. It’s about the parent re-education thing: Ben, This email, unlike my others, will be short. I’m just so damn tired. I had to make a call to a parent who mentioned he’s on the BOE because he contacted a guidance counselor to discuss his daughter’s grades. My class
This is the position of ACTFL on learning classical languages (ACTFL Position Statement of 7/30/12): …communication for a classical language refers to an emphasis on reading ability…. Here is the link: http://www.actfl.org/news/position-statements/use-the-target-language-the-classroom John Piazza, a teacher of Latin in San Francisco, responded to it with this: …as for the exemption, it’s the same as
These articles by our own Robert Patrick and John Piazza fit in with the current thread started by David. I think that they are important for us to read, in case we get into discussion with any colleagues who don’t fully get the atomic bomb aspect of what is happening in the Latin community right now. Let’s not
David sent this question: Hi all, I’ve been trying hard this year to not force production with the kids, and with great results. I feel for the first time, that taking out the forced production piece has lowered the affective filter, given kids the ability to better process what they are hearing and reading, gave
I have been thinking that fewer and longer structures might be a good idea. If we were to create a script with: couldn’t get up in the morning had a long discussion with instead of: got up talked with went then the result would be stronger rebar – the structures would be just bigger and easier
John sent this: Ben, In this article, the author is asking a very important question: is the admissions process at Harvard (and other similar universities) screening out the kind of student whose creativity will make a lasting impact on our culture, and for whom these universities want to take credit? Here’s just one quote, which
This 2012 article from Mark Knowles’ bio fits a current thread: I am now the Director of the Anderson Language and Technology Center at the University of Colorado in Boulder. I started TA’ing in 1982 and went on to teaching in 1990, and I’ve been in the field of Language Resource Centers since 1996. I
Jeff has a question connected to the When Attacked thread so I’ll add it here, with a few responses from us: Jeff’s question: A few of the kids I have say that I am going to slow for them. They are of course the best of the best. Do you have suggestions to keep them
