Unlock with PatreonThe Problem with CI
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Blankets
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4 thoughts on “Blankets”
Love this post. Love this PLC. It takes a lot of courage to do that. Younger, less experienced CI teachers have to learn so much before they can let go. As someone new to this awesome yet terrifying world of CI, I can tell you that when the CI train is moving, it is truly beautiful. Everything about being a teacher makes sense during those moments. But sometimes, through no fault of anyone in particular, it just seems difficult to go in with no plan. I’m struggling with it but I do philosophically LOVE the idea of letting go. But it’s just easier (safer?) to have something planned, which I agree inevitably sucks the soul out of the room. Thanks for this Ben. Great post.
It’s nigh impossible for Latin teachers still developing their own proficiency (having acquired SOME of the language in an a$$backwards way); also for those thrown into a modern language new to them with ample support/resources for own proficiency development.
A noble post that should apply to everyone, nonetheless.
Dude, Ben, lately you have been right on my same wavelength!
Of course, in order to focus on the “how,” rather than the “what,” requires some knowledge of “why” (e.g. comprehension hypothesis) and developing skills to manage the “how” (question-asking, sheltering vocabulary, etc.).
Our “lesson plan” can be a list of activities, tasks, and conversation topics. All that is really needed is an idea of something you want to talk about. And even that can come from the kids!
We can put EVERYTHING on the kids by getting their INPUT (in L1 or L2) to guide our classes.
If you are going to do some collaborative storytelling, then you may want some general idea of the problems and possible consequences. This can give you a Plan B in order to move the story forward when necessary.
Herman, I can tell you that here in California at least in my district, they are pushing the 21st century skills of creativity, critical thinking, communication and collaboration.
Story asking can cover all 4. Critical thinking can take place briefly in L1 while students collaborate on filling a script. I do this for about 3 minutes then he head right into pure L2.