I used to have no clue on the use of technology but it is really so simple. And leaving the PC world and entering the MacBook Air world has reaffirmed my faith in the promises of technology. In the same way I spent those 24 years teaching in the old way, I spent too many […]
The idea that students don’t want to learn, are lazy, etc. is pure poppycock. They want to learn. Learning is such a joyful part of the human experience. When we teach using comprehensible input, that part of the brain that Robert reminded us of (the hugely important article re Stephen Camarata ‘s research, kicks in,
Keri has a question: Hi Ben, I had a question that maybe the PLC can help answer. Since this is my first time teaching a level I class, I am just thinking about how to help them learn numbers. I have found many different great activities and games to do with them to help them
Robert Harrell shares: Here’s a link to an interesting article by Dr. Stephen Camarata. His PhD is in Audio and Speech Science with undergraduate and MA work in Speech Pathology and Audio. www.salon.com/2015/08/15/this_is_how_your_kid_learns_the_amazing_new_neuroscience_of_brain_plasticity_and_how_to_make_your_child_smarter/ The article contains some strong arguments for presenting children with whole language in context and not designing drills. For example, speech discrimination
If anybody can use them, here are my talking points for back to school parents night. There is a cool section in here on homework, since parents always want clarity on that. Homework in an iPad school is of course connected to the kids’ use of their iPads. This homework model honors the tenets and
If you have finished a story and put up a reading yet, don’t forget that Reading Option A is a good way to process the reading: Reading Option A
A great idea from Melissa Foltz, who is teaching (very cool!) over on this side of the world, in Oman: Students might be able to keep track of their writing progress, similar to when I used to have them keep a small composition notebook. They could take a picture of their free write and create a
Dr. Krashen on acquisition: “Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.”
When students understand a story, when they enjoy going over it with the artist’s work after creating it with their friends, when they do well on the quiz (on my first quiz every single student got an 8 out of 10 – 18 students), and then go home and proudly read the story to their
I am starting the year with stories now and CWB as a back up bail out type of move. Here are just some of the other power hitters waiting to get into the game: Sabrina’s way of teaching greetings Running Dictation after a story Textivate after a story OWI Verb Slam vPQA L and D
I made a change to my basic syllabus (modeled on Jim Tripp’s). Feel free to use part or all. Changes in red below: Course Syllabus – Foundational French AES Middle School Ben Slavic 2015-16 RATIONALE: In Foundational French students will be immersed in comprehensible language so that the brain has the opportunity to unconsciously acquire,
A fine report from Emeka: It was great meeting you and others at iFLT. I learned a ton in the War Rooms. I was also at Place de la Concorde for the Tour de France finale a few weeks ago! I started there, then moved to Rue de Rivoli and near the Jeanne d’Arc statue/tunnel
