The Invisibles Star has six points now. It occurred to me that the step of writing up the reading should be added (in orange on the new star below): Note that creating the reading (orange above) in the Invisibles Star Sequence can be done in two ways: (1) the teacher writes up what the story […]

Mila has a question for the group: Hi Ben, This is Mila, we’ve been emailing since I started a new job in January, replacing a teacher that left. I’d love to hear your advice on this, as an experienced foreign language teacher. I’ve been adding CI to my French 1, 2 and 3 classes and

https://mygenerationofpolyglots.com/2017/11/21/how-easy-it-is-to-self-publish-your-ci-novel/

I wrote this as a comment in response to a point Alisa made earlier today, but am moving it here as a post because of its importance: This work is all going to CALP. Yes, we want BICS (basic interpersonal communication skills), and that has been my main focus over the years, but now working

Alisa pointed out how the 25 – 35 min. goal for an invisibles story is a good change from the old days of milking stories, sometimes for days. She pointed out: …sometimes maybe we wanted to extend the story to get more mileage out of it, but the literacy extensions allow us to do that….

Here is a very simple yet very powerful immediate response to any negative comment you may hear in your classroom, before, during or after class. It is from PLC member Ryann Campbell, who reports: …I teach high school and I do something cheesy but it works well…my rule is “siempre positivo” (always positive). I tell

Mila, who is working to master the Invisibles process (and quickly getting there) asks: Q. So, they already drew the OWI character. They decided the details of the character: ex., gigantic red sheep named Geppetto* who is dumb, very rich, very sad, who is crying a lot because he has all the money in the

Robyn asks: How do I get go about this sticky situation? I share a room one period with my department chair who stays in the room at least half of the period. She is sitting at the front of the room at her teacher desk directly next to where I am standing and conducting class.

I was just thinking how totally ridiculous it is for us to think that we can teach a language by grouping it in terms of themes, like the numbers or colors, etc. It really is not just wrong, which I have always thought, but it’s also crazy! What if we did that with our first

As I make the finishing touches to our new book, I keep finding paragraphs I really like. Here is one: …in the approach to teaching languages outlined in this book, students are not just students – they also work for you in creative and dynamic, even joyful ways as your employees. We do not pay

Mila did her first dictée today and wanted to clarify a few points about the process: Q. How would you grade someone who copied the correct sentence but didn’t circle their mistakes as instructed but corrected their mistakes with red pen? A. I wouldn’t care. It’s the same thing, right? It’s just a little harder

Q. What does non-targeted CI look like in a French 3 Honors class? I got some images off the internet the other day so he could describe it and that went well… A. The question is what a French 3 class looks like in YOUR class, not in A class. It’s bc you get to