Skip requested that we start an upper level thread to be categorized as such for the fall. We will also try to get some stuff on it in San Diego also. Below is the start, taken from a comment earlier today . This approach to upper level CI is a simple idea where we take short […]
A repost from January, with new blue chip ideas added in: In welcoming Lori to the group this past week, chill said that there is gold in these posts. I am happy and agree. But I am becoming concerned that so many posts and comments here over the years have created a problem of too
We can stop with the freaky focus on the stories. It’s over. It’s not about the story. It’s about the reps on a limited number of structures. It would be about unlimited reps on unlimited structures – that’s how it was designed – but we don’t have the kids 24/7 and I firmly believe that
Greg wrote this yesterday: …are we still in agreement that a strong choral response is key? I think strong responses from everyone will be one of my few main objectives in starting the year next time I’m teaching French. I had a little mental break-through during my French 1 class yesterday. It’s 32 kids and
John relates an experience where he could see how CI gets into “the language parts of the brains”. It’s excellent: Ben, I just wanted to share what I experienced during a camping trip this week with my 7th graders, all of whom have studied Latin with me for less than one school year, 4 days
This is a must read: http://www.huffingtonpost.com/2013/05/22/chicago-school-closings_n_3319755.html Of critical concern is this paragraph: “Their [the children of Chicago] education has been hijacked by an unrepresentative, unelected corporate school board, acting at the behest of a mayor who has no vision for improving the education of our children,” Lewis said. “Closing schools is not an education plan.
Bob Patrick sent this. It’s pretty sick: This blows my mind. Today, posted on the ACTFL web board is a call for University teachers of the first four courses of language to respond to a survey. Here’s the post. “The purpose of this survey is to collect data on proficiency targets for the first four
My name is Rob Everett and I am wrapping up my first year at the East Bay Waldorf School teaching Grades 1- 8. I first experienced using CI last year and have loved it. It’s a battle to keep my over-whelmed monkey-mind (FIRST YEAR! WALDORF STRUCTURE AND PEDAGOGY! NO SET CURRICULUM! 8 GRADES! ACK!) and grammar-taught
Hi Ben, I teach 10th & 11th grade Spanish on Long Island, NY. This year is my third year teaching. After getting my “feet wet” my first year I started doing activities in my classes my second year to promote speaking because I felt that was the ultimate goal. Although they were fairly successful I
Hi Ben, I’m Julie Schonauer and I teach German I-IV at New Philadelphia High School in northeastern Ohio. I’ve been using TPRS since I went to a one day Blaine Ray workshop way back in 1999 and saw the light on how foreign language could be taught. I’ve been trying to improve my craft every
Here is a very kick ass end of year story from Dan Navar by way of John Piazza. John sets it up: Ben, A few of us have been exchanging emails about final exams, and the fact that some of us are being forced to give a grammar-translation style exam. Dan Navar’s response is below.
I can see threads for next year on this site already developing: Movie Talk RT Levels 3/4/AP Embedded Reading Flow Charts by James We can say that as the 2012 year ends, we have made major, as in super major, inroads into our teaching in these areas: jGR rSF Weekly Two Week Schedule 2013 cRD L
