Ben's Videos
Madi Cabral works with an ICI tableau. An important video that addresses the classroom management piece as well.
In this video a teacher in Hungary and others in the U.S. get into a deep discussion about grammar. Important connections are made to the equity piece of our work. An important video. A kind of “manifesto”.
This is a suggested Ultimate CI lesson plan for the first day of school.
In this video, we learn how to make a student card into a tableau.
This video shows how to make a story from an Individually Created Image.
In this short video, Ben discusses the Sacred Reading activity of Phase 4 of the StarChart™. He suggests that perhaps our goal in teaching languages should be more than just the academic success of the few. Perhaps we should try to reach all of the students in our classrooms – all of them – by teaching based on kindness and student cooperation within a strong and trusting classroom community vs. competition between our students for grades.
Madi explains how she uses Textivate in her UCI classroom.
A particularly rich discussion about how to build a tableau from a One Word Image.
I keep all 50 of my videos unlisted – I won’t go into why. But I do want to share this OWI publicly.
This excellent and very simple – even elegant – video by Carla Butler shows all the details about how to construct a one word image from the QL2 to QL6 levels of the Create phase using the StarChart™. It is one of the better OWIs in my collection here because it is so easy to learn from. Worth noting is how Carla is able to finish the OWI in just over 20 minutes, showing how you can speak slowly and yet complete the image with a minimum of fuss and confusion.
This tableau by Tanya Foster in German reveals how important the details are in the creation of a OWI. It is a particularly good video for training on one word images.
How to create Individually Created Images (ICIs) in the UCI (Ultimate CI) system. How ICIs fit into the overall Ultimate CI system. Sample ICI about a rake and a pail. It is recommended that you read pp. 37-70 in the Ultimate CI Book 2. (Sign up for the Book 2 class on Patreon, search Ben Slavic.)
This is Video Training Session 2 of Ultimate CI Book 1 for Group 7 – June 26, 2021.
Denise Lionetti leads us on a trip in Portuguese around the StarChart™ to make a tableau from a student card.
In this video I discuss some of the details of the Word Chunk Team Game.
How to use the StarChart™ to create a story from a one word image.
The fifth of nine activities in the Reading Phase of the StarChart™ is explained in this short video.
This video supports the Ultimate CI Book 2. It demonstrates how to build a story from a one word image.
This video supports the Ultimate CI Book 2. It demonstrates how to build a story from an individually created image.
This video shows how to make a story from a one word image.
This video shows how to make a story from an individually created image.
Yes there is a Big Lie in foreign language education too.
Two teachers (Russian and Spanish) show the different ways to make tableaux following the questioning levels found in the Ultimate CI Book 1.
Jesus provides an exemplary lesson on how to get around the Star, starting with a student card (Card Talk) and going to a simple tableau.
Lori takes us through the first phase of the Star. Lots of important technical details come up in the discussion.
Those using the grading system described in the Ultimate CI Book 1 will want to watch this video by Jesus. It shows how to take the Ultimate CI quizzes and rubric-based grades described in the book and fit them nicely into a computer gradebook in a school.
Karin Trouyet demos how to go from Phase 1 of the Star to Phase 2.
We all have to be observed as part of our professional responsibilities. It is often extremely stressful. In this video, if you are using the Ultimate CI Book and the Star Sequence Curriculum, you are given step-by-step instructions explaining how to make such observations easy, almost effortless.
A discussion on online language instruction and related points.
Here I’m talking about how I do reading in my CI classes.
The ninth in a series to help you figure how the f— to teach languages online. In this video we finish our first look at the new Star Sequence Curriculum.
The eighth in a series to help you figure how the f— to teach languages online. In this video we continue our look at the new Star Sequence Curriculum.
The seventh in a series to help you figure how the f— to teach languages online. In this video we take a look at the new Star Sequence Curriculum.
The sixth in a series to help you figure how the f— to teach languages online.
The fifth in a series to help you figure how the f— to teach languages online.
The fourth in a series to help you figure how the f— to teach languages online.
The third in a series to help you figure how the f— to teach languages online.
The second in a series to help you figure how the f— to teach languages online.
The first in a series to help you learn how in the h— to teach languages online.
This video supports the Ultimate CI Books. It demonstrates how to build a tableau from a one word image. The instructor is Victoria Williams.
Jesús Horacio Báez Ávila builds a one word image and takes it around the Star Sequence curriculum.
Jesús Horacio Báez Ávila teaches a class using the Star Sequence found in the Ultimate CI Book 1. This is a complete journey around the star going from a student card to a completed tableau.
Danielle and I talk about how to deal with kids who won’t turn their videos on in an online setting.
In this discussion with Danielle Palmiotto, we address how the Star Sequence curriculum provides teachers with emotional support in their efforts to make online language instruction work.
This short video serves to introduce the content of my benslavic.com website to visitors.
How to make a story from a one word image.
How to make a story from an individually created image (ICI).
How to make a story from an individually created image.
In this 3rd of a 3-part discussion with Danielle Palmiotto (August of 2020), we address how COVID is forcing a discussion about what a WL curriculum will be defined as in the future, and how are jobs will change as a result.
In this second of a 3-part discussion with Danielle Palmiotto (August of 2020), we address how COVID is forcing a discussion about what a WL curriculum will be defined as in the future, and how are jobs will change as a result.
In this first of a 3-part discussion with Danielle Palmiotto (August of 2020), we address how COVID is forcing a discussion about what a WL curriculum will be defined as in the future, and how are jobs will change as a result.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a one word image. The instructor is Carl Shenk.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a one word image. The instructor is Marko Sanden.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a one word image. The instructor is Victoria Williams.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Carl Shenk.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Carl Shenk.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Yvonne Mbanefo .
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Victoria Williams.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Marko Sanden.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a one word image. The instructor is Jesús Horacio Báez Ávila.
This video supports the Ultimate CI Book. It demonstrates how to build a tableau from a student card. The instructor is Marko Sanden.
This video demonstrates how to build a tableau from a student card. The instructor is Ben Slavic.
How to create a story using the Three Steps of TPRS.
How to create a story using the Three Steps of TPRS.
How to create a story using the Three Steps of TPRS.
How to create a story using the Three Steps of TPRS.
How to create a story using the Three Steps of TPRS.
How to create a story using the Three Steps of TPRS.
Ben Slavic Invisibles
Invisibles Ben Slavic
Kandy the Korn Invisibles Video #4
Invisibles
Invisibles
Invisibles
Invisibles
Kandy the Korn Invisibles Video #1
Naruto Invisibles Video #7 – Reading Class (3)
Naruto Invisibles Video #6 – Reading Class (2)
Naruto Invisibles Video #5 – The Reading Class
Naruto Invisibles Video #4
Naruto Invisibles Vidoe #3
Naruto Invisibles Video #2
This video is about Invisibles BenSlavic Video#1 Naruto
This video finishes the reading of the Pringles Man story.
This video shows the Reading section of Pringles Man
In this extension of the Pringles Man story the viewer can see how learning a language is an unconcious process.
This video is an attempt to show that the Invisibles non-targeted approach is easy.
This 2015 video is an effort to show how easy storytelling without targets is.
This is another in a series of videos that model how to do a TPRS story while working from a story script.
This follow up video to “The Show” models how to do a TPRS Step 3 reading based on the story created in class.
This is the first in a series of nine videos that model how to do a TPRS story while working from a story script.
This is the second of a series of nine videos that model how to do a TPRS story while working from a story script.
This “Starting The Year” DVD has footage of middle school classes in their fifth day of French instruction in which Ben models how to set classroom rules and teach the CI game, as well as how to personalize the classroom, do the Word Chunk Team game, etc. before attempting stories.
Start of The Tent Story by Anne Matava
PQA of The Tent Story by Anne Matava
TPRS Card Talk is Modeled with Classroom Discipline
Card Talk is Modeled with Classroom Discipline
TPRS Circling is Modeled with Classroom Discipline
TPRS Circling is Modeled with Classroom Discipline (outdated)
http://box5197.temp.domains/~benslavi. Ben gets a visit from Dr. Stephen Krashen and Dr. Beniko Mason in this class.
Krashen photo for website
Yoshi 1
Yoshi 2 Voiceover
Yoshi 1
Yoshi 1 Voiceover
AL Reading 1
If you must teach from a word list, do it this way.
Retell (cont.)
Part 2 of Retell
Doing a TPRS Retell
Back when I thought targeting words in TPRS worked.
See examples of MAIS bleating here.
Giving a quiz from a word list. (outdated)
Building a story using TPRS/the Anne Matava script (The Package)
If you have to teach word lists, do it this way.
http://box5197.temp.domains/~benslavi
Ben Slavic demonstrates Blaine Ray’s TPR Storytelling techniques to create a “one word image” with seventh graders in their first week (day 5) of French instruction.
Part 1 of a 2-part live webinar series from Teacher’s Discovery. Comprehensible input (CI) provides a pathway to real success for your language students. When properly done, CI reaches and engages all the students in your classroom, drastically diminishing classroom management problems while increasing enrollments. Older methods favor only the “bright” students, which has the unfortunate effect of dividing classes down social and economic lines. But, according to the research, the minds of ALL students are fully equipped to master another language. In this webinar, learn the basics of how a CI-based approach works.
Part 2 of a 2-part live webinar series from Teacher’s Discovery, continuing where the previous video left off… Comprehensible input (CI) provides a pathway to real success for your language students. When properly done, CI reaches and engages all the students in your classroom, drastically diminishing classroom management problems while increasing enrollments. Older methods favor only the “bright” students, which has the unfortunate effect of dividing classes down social and economic lines. But, according to the research, the minds of ALL students are fully equipped to master another language. In this webinar, learn the basics of how a CI-based approach works.
Recorded from a live webinar on December 16, 2020. Ben Slavic talks about why teaching reading, even online, should remain a primary goal in any CI Zoom-based language instruction classroom. Ben’s position is that the right reading program, using the right kind of materials at the right time in the right way during the week, can indeed cause students to flip their video functions back on. His suggestion: align your language instruction with new research because what we used to do in our physical classrooms doesn’t work anymore. Learn more about Ben Slavic on his website: www.benslavic.com
It’s difficult enough to reach students using Comprehensible Input in regular physical classrooms. Now, we are faced with trying to do it using online platforms like Zoom. In this webinar, Ben Slavic offers two ways to provide online CI language instruction during the COVID crisis: The Card Talk strategy and the Walk Before You Talk skill.