Getting Them To Learn
I wrote a comment today to Toni but wanted to put it, and another one, here in blog form so they can be referenced later instead of being scrolled out: A thought that I am
I wrote a comment today to Toni but wanted to put it, and another one, here in blog form so they can be referenced later instead of being scrolled out: A thought that I am
Q. What do you tell the students that they are doing the questionnaires for? A. I tell them that I need information to talk about in class because I think that school is boring and
Q. I wonder how you circle the name they wish to have, how you fish for more information behind it. Could you explain a bit or perhaps give a short script to make clear what
Diane Grieman sent this over from that recent L.A. TPRS meeting, as a follow up to the recent blog here on transparency: PRESENTED BY STEPHEN D. KRASHEN to a small group of language teachers in
Q. Do you keep these questionnaires filed near the front of the class, so you can scan through them and incorporate them into stories? A. This is a very important question. I look at no more
Q. I am planning on giving out the questionnaires tomorrow or Wednesday, which I haven’t been using up to this point. But I just had a couple of questions about their use. Do you always
I will definitely continue to study how best to use Donna’s participation rubric. I learned in that discussion about a month ago here that when I use it to judge the kids’ levels of engagement
I was viewing some of the East High video I took (six classses, all level one) around the time Diana and Linda and Donna visited, but I didn’t get to any editing, so it will
Dirk in Portland sent this: So I am experimenting with using dice to determine some events or plot twists in stories. I take six suggestions and assign each one a number. The roll determines where