The Forum here (hard link above right) is kind of a side room for newer people who may want some more personal responses to their questions and concerns (vs. the more general discussion here on the blog). Find the tutorials tab for log-in information. The Forum is less active now as people are more busy […]
It’s working better to drop the iPad and use big sheets of paper. I can check in with the artist a lot more since I can see what is being drawn, and hold the artist responsible to me visually. Is anyone else doing dropping the iPad? Just curious. (The iPad made the artist stop listening
I did a bit of editing of a comment made by Jim on MT today, so we can have it here for easy reference via the search bar. It’s clear and good advice: “Starting with still images (screen shots) of a MovieTalk clip is one option, and is recommended for those who are still new
An award was won by Catherine Elliot (Bu Cathy). In this article she connects her success to TPRS: www.victorharbortimes.com.au/story/3564600/port-elliot-indonesian-teacher-celebrated/?cs=1537#slide=1 There are now two dynamic elementary school TPRS teaching groups of three teachers each – one in Chicago and one in Australia. And we should mention Catherina Greenberg’s contribution to this, as Cathy’s mentor (New Jersey/Australia)
Emeka shares: Another interview idea to use perhaps with level 2 high school students is to have students email to you baby or childhood pictures of themselves. Put them in a Power Point slide show and then display one at a time. Ask the students to guess who is whom. Ask questions like: -Where were
Nathaniel shares: Jim Trelease has been advocating pleasure reading and read-aloud for some 30 years. Check his website. Rigor has to do with higher levels of thinking skills and deeper levels of study in a single topic, author, character, theme, etc. Reading fluency in L1 comes from easy/pleasure reading. The search for research is sometimes
Joseph Carroll has just joined us (from Vermont) so welcome Joe! He has some questions about starting to implement CI practices mid way through the year. Here is the text of what he’d like to get some feedback on: Shalom, everyone! I’m new to the PLC and delighted to be here. I’m in my 9th
This idea that I am testing right now might only work in 85 minute block classes: In the spirit of just getting myself safely to the end of class, instead of rocking the room with CI from bell to bell, I am experimenting with starting each class for two or three days with SSR (then R and D
New from Angie: Just for fun I did a new activity today. I made a half-sheet of paper that was titled “Good luck or bad luck?” and I wrote 7 sentences: Your favorite team wins an important game. A black cat walks in front of you. You fall on the floor in the cafeteria of
This is from John Bracey: Hi Ben, I have attached a copy of a test given during the first month of Latin 2 at our high school. Is there any possible way to prepare kids for this kind of thing with CI? It is is this exact kind of assessment that my former students are
From Eric: A card trick that creates a story. I simulate how this would happen and play out in a class of students. Provides comprehensible input and student engagement is super high! You can retell/re-ask the story trick multiple times. Details of the story are asked such that every class comes up with a different
I can’t believe I wasted all that time over the years translating the novels and trying to mix all that L1 direct translation into the reading class, as per a comment by Alisa that “knocked-me-up-side-the-head” this weekend: …reading along in L1 (English) while the students are reading in L2 sounds totally confusing, jarring and counterproductive
