Alisa has kindly shared her version of the Danielson framework, which Laurie originally adapted for TPRS/CI classrooms: alisa highlights of clarq adapted framework

Here are some ideas on TPR for our Eric, who shows us how to take our TPR game up a level. This article also appeared on the moretprs list recently: https://groups.yahoo.com/neo/groups/moretprs/conversations/messages/145543 Eric shares: Hi Ben – Noting the recent interest in TPR, I will share with you what I wrote about TPR in a personal

Julie recently wrote here about the absolute prime role of TPR in setting up her vPQA program in November. We have talked about TPR a lot, but, if you are like me, you need to take it up a level. The fact is, having observed Julie and other DPS teachers over the past year, and

Hi Ben. I decided that nobody is going to be able to criticize TPRS teachers who show how awesomely effective (and easy) the method is. I have a mixed group: 6 1s, 19 2s and 3 native speakers. Fully unsheltered grammar from Day 1. I am gonna post the beginners’ results publicly (minus kids’ last

Here is a nice report from another one of those truly fine CI teachers in Maine: I am doing well here in Maine. Spring has finally arrived and my kids can play outside without jackets. It’s amazing really, to feel my hair on my bare shoulders!!! What a long frigging winter. I thought I’d write

Robert has sent the notes he promised on the concept of common assessment in response to the thread generated by the evals of Scott and Nathaniel: Hi Ben, Here are the notes that I promised in one of my posts earlier today. I hope they will help Nathaniel and Scott – as well as others

This PPT built by Carol has all the elements of a good vPQA slide show: s’inquiéter chill 1. She introduces the structure in the way in which we always establish meaning by saying “this means that”. 2. She then makes general statements using the target structure – those are the captioned slides. 3. Carol intersperses

This is just a sample of how we might title them: 1. If it is just three target structures that are not being used to backwards plan from some text, it might look like this: Spanish/goes/sees/has/Grant Boulanger 2. If is connected to a script: French/works/the boss yells/lazy/Matava Vol. 1/Ben Slavic 3. If it is from a

Nathaniel Hardt was our PLC Teacher of the Month here in March: https://benslavic.com/blog/teacher-of-the-month-march-2015-nathaniel-hardt/ He was recently observed. That report is below. As we all know, Nathaniel is in a class by himself with comprehension based instruction and clearly knows so much more than the administrator who observed him. The report is not easy to read,

Eric has been kind enough to give us a report on his recent read of VanPatten’s book From Input to Output: It’s only 114 pages and so is way overpriced, but it should be required reading for all FL teachers. As James F. Lee wrote in the Foreword: “. . . some basic notions that

David Young in Kansas City has a question that we need the group’s input on: Ben, Next year I will be teaching mostly French at my high school, Wyandotte High School in Kansas City, Kansas. This is a solution that our counselors came up with to the problem of tons of Native/Heritage speakers of Spanish

Recommendations for Making a vPQA Slide Show on Haiku Deck: (When making a Haiku Deck to share on the PLC, please try to include points 3, 4, 7, and 9 below. Those are our trademark goals for each slide who we make.) Visual PQA (vPQA) Classroom Step by Step Process Choose 3 structures from a