I recently asked K for an update on what is happening in her French class. This is the first response I received since that request. It actually comes from her teacher, the person who has allowed this unfoldment of input based methods in her classroom, and who has actively encouraged K’s work with same in the […]
Ray Bauer asked: Quick question. What is your opinion on teaching the alphabet to elementary school students grades K-6? I am personally totally against it. I prefer to pound the CI. Other teachers in my district want to do units on the alphabet and I feel like our time could be spent better. What is
There is a saying – I think it may be from Laurie Clarcq – that Jim Baird down in Georgia riffed on. Here is the original version: Tell me a fact and I will learn. Tell me the truth and I will believe. But tell me a story and it will live in my
Jennifer/Profe Loca’s brilliant comparison between TPRS and Pacing Guides was posted here a few days ago, but Robert put it into a nice format and has posted it on his site (see list of TPRS bloggers on the right side of this page). The reason I am making Robert’s instructions into a blog here is to keep this
Put an X mark through the black square once you have done the step: Write these three expressions (any three can be used – perhaps one from a story script you plan to use soon) on the board in L2 and then in L1 so that the students (in this case the teacher who is doing the
Grab 5 Lesson By Ben Slavic – A Suggestion About Starting Off An Input Based Class Read More »
Isn’t it true that we spend more time talking about storytelling than actually doing it? Instead of being mystified by all the talk, maybe we should just practice doing it more in our buildings, so that we can understand it better. It’s time to walk the walk on Krashen. The time for all the talk is
Byron sent this good link: http://jasonbkohl.com/archives/2010/is-it-a-story-or-a-situation/
I would like to thank whomever it was who originally suggested that guest bloggers contribute to this site, to help me with the overall time investment on this site. Who was that? Just last week, Grant suggested the idea again, and it looks like it may work. I got seven responses and thought of calling that
Mark promotes my books. Thanks, Mark: Hi Ben, I recently got your books on PQA and TPRS from Diana so that I could get some more ideas for my Spanish classes. I’m about half way through “PQA in a Wink” and I have already found countless applications in my classroom. This week I’ve had two
Dirk in Portland is one of those new young commando-like teachers who really get the value of CI and just go into their classrooms firing off rounds about any and all topics. He’s not trapped in any past stinking thinking about nuances of CI with the book or this and that madness. He sees the value
Jennifer sent this: Ben, I have to do a creative problem solving activity for my master’s degree. The problem I have chosen to work on is using TPRS yet still aligning to my district’s pacing guide and expectations. What I have come up with so far is a rather lengthy discussion in the differences
I use and promote input based methods, including TPRS, in part because I want to attack the Achievement Gap in our nation’s schools. I never want to let too much time go by on this blog without mentioning the best possible use of input based methods I can think of – slashing the throat of
