I got this email question with my response below: Q. [On the topic of creating a CI based curriculum]…I just sat down and asked myself what students would need in Level I if we were just concentrating on them. So I came up with the personal interview questions online, and from there, wrote a list
Speech and Writing Output Can’t Be Taught – They Just Emerge Read More »
It took us 15 years here, but in the past year we have finally articulated our major concern in this work. It is our mental health, which in turn is influenced of course by how we teach and how we manage our classrooms. Specifically, if the method we use allows for much greater levels of
Krashen and Lev Vygotsky fifty years before him have shown that the concept of being a valued member of a community (which leads to feelings in the language learner of self-worth and confidence) play major roles in language acquisition. So before we get too technical in our discussion of what a curriculum is, let’s ask
Warning: this is kind of a long rant – if you read the contents of the link as well. Just more grist for the mill: We have had, over all the years, many questions about curriculum. The ones we’ve developed here as a group always seem to get outdated, buried back in the archives, scrolled
When we give our students a reason to be happy in our classrooms, instead of placing them somewhere on an arbitrary scale of how “good” they are at the language compared to other students, we do it right. We place the needs of children to be an accepted part of a vibrant language sharing community
When teachers don’t assess their students, even if doing so diminishes the amount of instructional time available to the students, administrators are not happy. Indeed, assessment seems to be the major goal of education, even though in languages it is nearly impossible to find out how much language has been acquired in the soup of
Points to make clear to the quiz writer regarding her job: She is to provide 12 questions for a 10-point quiz –or 6 questions for a 5-point quiz – in case one or two of the questions “don’t work”. During the Create phase, the quiz writer works closely with the storywriter to keep facts straight.
What would a quick quiz on the content of the Henry tableau look like? Below is an example. Notice how easy the questions are to answer.The quiz is written, obviously, in English. You translate the questions into the target language when you ask them. Possible questions from our text for the quiz: Does Henry play
The best way to find articles here (as of today there are 8,000 articles and 56,000 comments going back to 2004) is to use the search bar. So if you’re trying to track down any topic that may come up during your teaching week, use that first and check in the categories second. It’s more
The Quick Quiz Process Here is a step-by-step explanation of the quick quiz process: A student distributes quarter panels of paper and pencils. The quiz writer hands the quiz to me, at any moment during class. The quiz writer has prepared the quiz in a yes/no format. This does a greater job of guaranteeing student
Phonemic play is when you say the word in all sorts of different semi-histrionic ways, paying attention and riffing on the sound of each phoneme in different ways. If the word “grape” comes up as the object chosen for a one word image, for example, play with it before starting the image, after writing it
Alisa and others in on the SEL thread, I’ll start a category for it. It sure doesn’t feel new to me. I started my career with Jeanne Gibbs’ books: https://tribes.com/store-item-type/tribes-books/ That was in the late 1970s and I still have my old tattered copy of her first book. I used to use to some of
