This is a repost from some time ago. I repeat it here because its content makes things simple for me and my new focus on simplicity is very important to me when thinking about next year. Indeed, it is my strong belief that many people fail at TPRS because, if not presented to them properly, the approach can seem […]
Michele and Laurie are helping to get Alike Last (from the Netherlands) to NTPRS! Let’s all do this: Dear colleagues, In the Netherlands I’m participating in a competition for the “Meaningful Profit Award” for companies who have a mission that is of value and interest for lots of people. I’m participating with the mission: “TPR Storytelling,
I once assumed that the most important aspect of the cake of instruction that I baked for my kids each year was the instructional content, the language – all sorts of information about the language. The frosting was merely the human interaction with the kids, which I always thought of as secondary. The cake was the
Second Telling: We expanded and played with the story. Reorganized the sequence a bit (obvious below). I did not write it down that day, but I wrote the expanded version down the following day. Third Telling: This story takes place ten years in the future. It happens ten years from today. Mackenzie was walking
First Telling: (Slightly expanded outline from original thumbnail plot): When Mark was younger, it seemed like he was going to be very successful en his life, but it didn’t happen that way. He made a lot of bad decisions. The same thing happened with Kirsten. She also seemed like she was going to be very
The story uses relatively simple vocabulary and sets up the use of complex grammar. “Shelter the vocabulary, but not the grammar” as Susie Gross says. Here is what we have come up with so far (I can send the Spanish translation if you would like for people to use as an extended reading). In an
The next series of blog entries are what Bryce sent to that school in NJ where he answers their questions about implementing an upper level program. The Tragic Tale of Mark and How Kirsten Rescued Him Ben, You had asked if someone could explain what an advanced class looked like when taught with comprehensible input.
From Bryce: Ben, What follows is part of a recent ongoing discussion with a teacher from back East whose school is developing an AP class. I am excited about helping them because 73% of their students are eligible for free and reduced lunch, 96% are African-American and 4% are Latino. I want to help
Kate sent me this about the rule that says “Do your 50%”: …personally from your talk I took away the 50% participation thought process. Students need to do their part too and together we make 100%. I was taught that 100% was the whole enchilada. When did we start thinking there was more?… My response:
I really got into re-reading the recent assessment piece thread. There is so much in there. I saw that Nathan and Drew are getting into assessment rubrics in their districts on what looks like a pretty deep level and I hope we get to see where that goes in addition to Robert’s work. Of course, that
The work-in-progress of the Chevalier de L’Ouest (Robert) addresses formative assessment. He wants to be able to bring into the daily grading process the critical yet ignored element of how students interact in a reciprocal way (or not) with the teacher. He wants that piece to count for something. Such interaction is, after all, what language
I was just going over some of the numerous comments made in response to the original post of le Chevalier de l’Ouest (Robert) at: https://benslavic.com/blog/2011/05/08/robert-harrell-on-assessment/ There are some amazing things in there. I just felt like going in and cutting and pasting a bit: …here is what I’m thinking. Rather than applying standards (usually graded as Advanced, Proficient,
