Question 2 Jonathan explains: My colleague (also a member of this CI PLC) has been given the, shall we say, “beautiful challenge” of teaching a French 3/4/5 class comprised of 35 students total in a room that only has 26 desks. Oh, yes, and by the way, he’s the other one on the cart. My […]
We have some really good questions from Jonathan in Virginia. I put my responses below, and we can use the comment fields. I would love to see if group members have thoughts on the cart question, in particular. It’s a question that has never come up here, to my recollection. Ben- I’ve recently joined the
Greg’s presentation below on the Invisibles is clear and concise, and highly recommended for people who can’t quite grasp the concept, or who have the Invisibles mixed up with one word images (OWI), etc. I highly recommend to the reader here to watch this video and thanks for sharing it with us Greg! Hi everyone,
For those looking for some curriculum docs that match up with elementary CI, we have these from Alisa: Elementary Spanish grades 1-4: https://docs.google.com/document/d/1K9iU1fxXePbdFFSehT4wSn6TnaDAKK0W0ZW_JL2H6Sc/edit?usp=sharing Spanish Grades 5-6: https://docs.google.com/document/d/1GHq68aUbDAI1JaMhNaBBYSbpV2LzVKAg_wukNDn__0E/edit?usp=sharing Spanish grade 7: https://docs.google.com/document/d/1oHuxXjikm1mQk0hdCFTf85vvoaFbWqcqaQI0eBvtKwU/edit?usp=sharing Spanish Grade 8: https://docs.google.com/document/d/1FGEqvu5tQcmcMsY2Q2QiJfmOYAIW3F79Q7t4OcboiO8/edit?usp=sharing
Lisa asks: Hola Ben, I’m really interested in TPRS and CI. I teach PreK-3rd grade. I see my children 2/week. The wee ones for 30 mins, the older ones for 45. I’m not a traditional methods teacher w/pen and paper or a text book. I make up my own curriculum and roll with it. We
If you look at this video of our Alisa teaching her very young kids, I suggest you turn off the sound: What do you notice? I notice that Alisa encourages, as much as possible, freedom of physical movement by the kids. The kids need to move at that age, and she allows that, without “losing”
When you have visitors, you may want to consider having the kids go around and explain their jobs to your guests, esp. the key jobs: videographer, professeur 2, artists, storywriter, story driver They will describe what they do in class with obvious pride, like someone explaining to a visiting dignitary what they do in a
A repost from 2013, found by Betty. I had some fire going on in my attitude that year: We need to make a new category that answers this question: What specific resources do we have to deal with administrators who AREN’T going to be swayed by any amount of research and who rather rudely come
From Sean: Students pair up and lay a pencil between both of them. Teacher says a statement. If the statement is true, students try to grab the pencil first. It’s best to demonstrate this activity with two volunteers in the front of the room first.
Mila just joined our group, and read A Natural Approach to Stories over the holidays. She took over for a teacher who left at the semester break and is just in her fourth day of teaching in this non-targeted way. Here is her report: My classes are small so the day after Card Talk they
Why not just teach half the class period traditional and half CI? The reason I say that is because the yapping is just too stupid in some buildings. Now, if the department/school wants CI, that’s great. They won’t hassle you. But it just seems to me so simple to split it evenly and be done
