A member of the greater CI community, but not of this PLC, recently wrote: …if someone is a purist about TPRS, then they have the right to be. If someone is a “dabbler” and hasn’t gotten “on track” in the way that you would like, well, that is who they are. If someone has found, […]
The data piece is vastly overrated in language classes, because of the intensely human, not robotic nature of human communication. Paying more attention to students’ eyes and body language shows us far better than tests what they are absorbing and if they are with us.
Tina concludes: Now, do we all have to tell story after story, year after year? No, but hey, it might be worth a try. Beniko does not see her kids but once per week so her situation is way different from mine. Myself, I still do other kinds of CI too. But what Beniko’s work
As Tina said, the problem with the Realm was that there was no plot and hence no problem. I did not know then (fourteen years ago) that a good problem emerges from the quality of the image and any back story on the character. So I am saying that in order to have a good
This is a follow up to a post here a few days ago. It is a lengthy post describing an online interchange between Lizette Liebold, who goes to great pains to represent the position of the Old Guard (preferring to stay with targets) of TPRS, and a response from Tina in defense of the current
Lizette Liebold recently publicly said this about the Invisibles: …the Invisibles are a creative way to develop characters but not anything earth-shattering…. I disagree, but privately. However, Tina, with whom I wrote the book on the Invisibles (it would not exist without her) took a more expressive stance on that comment. Here it is: …I
Tina continues: I consider Beniko Mason Nanki a good friend and I want to let people know about what Story Listening has meant to her. I first heard of Story Listening from Beniko at Judith Dubois’ conference in Agen last July. Prior to that I had never heard those words used quite like she uses
Intuition is what drives this work. It is what causes the comprehensible input engine to rev up into what storytelling really can be, given the chance. If a story is to be interesting, new and exciting, then nothing in it can be planned. When we rely too heavily on lesson plans, not really getting into
Tina recently wrote on Story Listening: Recently on the FB page The Comprehensible Classroom, a discussion developed, with teachers asking about this “new” Story Listening approach. Story Listening is old, yet also new to many in our line of work. Listening to stories, fiction or nonfiction, of course is nothing new. But nor is it,
In the Pringle Man video from New Delhi, which was done about a year ago at the beginning of my exploration of the concept of creating stories with invisible characters, at one point I include the term “trimmed” when talking about Pringle Man’s mustache and hair in the drawing provided by my students. I could
Invisible characters can be created by the class using One Word Images or by individuals. Here are some individually created characters from one of my 6th grade classes in New Delhi last year. The kids used iPad Notability, which gives better graphics and hence more interest. I like OWI to create Invisibles by the entire
Cascadia CI Conference is in Portland, OR June 29-30. https://comprehensiblecascadia.org/ The Early Bird discount is available through February 14. Show up early for The Day Before the Conference June 28, to meet the kids and observe/assist the model language classroom teachers on the first day. Show up extra early for the Pre-Conference Workshop June 26-27
