Just a detail. If you are working from a Matava script, always remember, when referring to the script during the development of the story, that the underlined words are the variables and therefore need to be replaced by cute answers from the kids. The non-underlined words are not optional and are not to be replaced […]
When you do your PQA today, if you do Jim’s Halloween PQA idea or any other targeted PQA, don’t forget to get counters for the target expressions. Whenever kids see that you need their help, most are quick to respond. It’s not just about getting counts on reps, it’s a subtle way of involving kids. PQA counters
Maggie sent this: Hi, I saw this on Andrew Sullivan’s blog today. More support of engaged learning. http://mindhacks.com/2011/10/24/make-study-more-effective-the-easy-way/ Cheers, Maggie
I’m moving this over from the list of comments. In this long rant, I respond to a question from Brian. I post it here because it has in it the closest thing I have yet seen, in my opinion, to a good set of rubric descriptors for the interpersonal communication mode. It’s not set in stone (is anything?) but it
This is a superb five star question from Lori: Ben, I know that this was brought up once before – about the perceived over-reliance in TPRS of translating stories into English. This came up in my class recently after we did a short unit on polyglots. One of my students emailed the polyglot her group
Anne wrote: Hi, Brian. Do you have a rubric for the first standard (interpersonal communication)? I like Brian’s reply because it talks about use of English, which is a huge topic that has never gotten enough attention. I also like it because, once I get a nice rubric for the interpersonal piece of the grading pie,
John shows why he is a PQA Commander. He is willing to “go there”, where “there” is into trust that PQA can become something more (extended PQA or even a story). Here’s his scary (for those of us easily frightened by the PQA goblins) suggestion. We can definitely do this tomorrow. Then maybe Wednesday, if
I’ll just respond here to Jim’s idea about finding a single internet place for embedded readings: Actually Jim, if the readings are from story scripts found in your book and in Matava’s two books, then we should keep them in one place. I hear what Laurie says about the tprstalk site, but, like the list
Chill sent this: Interesting link: Literature for teaching children. After a brief perusal, I noticed that a CI person may have had some input with the Brown Bear, Brown Bear French story: http://www.education.ne.gov/forlg/
Jim sent this. It definitely warrants discussion: I’ve been thinking for a while how to allow ourselves to share stories with each other so that we don’t have to necessarily write up everything from our stories all the time. I think that would save us considerable prep time. The way I see it working best
Chill sent this great link for French teachers, with the comment: This has become a cult classic among my students! I am sure most of you have seen it, but if you are like me – reminders are a good thing! Joyeuse Halloween! Chill http://www.youtube.com/watch?v=oLUIopGXEQQ&feature=related
This is some seriously thought out stuff – something we can all use in our buildings – from Brian and adds greatly to the standards based grading thread: Hi Ben, I’ve attached what is essentially my current thinking on grading as it relates to standards based instruction in general and, more specifically, the learning goals
