We have this great skill from the great Susan Gross. The eyes tell all in a language class. Students’ eyes give us data, information that we cannot get in any other way. The data that we get from students’ eyes may not be easily quantified, but that doesn’t mean that it doesn’t have value or […]
Alisa shares this: https://blogs.edweek.org/edweek/learning-the-language/2019/05/us_needs_more_foreign_language_education.html
Q. What about the use of technology in an Invisibles classroom? A. I know it is impressive to tell our bosses that we use the internet, distance learning, audio and visual enhancements, discussion boards, graphic organizers and voice-over Internet protocol, even videoconferencing in our classrooms, but I think that we are just fooling ourselves. Maybe
Craig West is using the new Invisibils protocol. He asks: Hi Ben – So next year I’m transferring to a new school. Looks like I’ll be teaching Spanish 1 and 2. I realize that there is no more than an arbitrarily chosen distinction between these two levels. My instinct is to merely follow the Invisibles template
Jen is this the article? I don’t think it is. I’ll keep looking. Here are some talking points you might consider using during a job interview: (1) I teach language using a methodology based on the research of Dr. Stephen Krashen on language acquisition, in particular his Comprehensible Input Theory, which states that people acquire
This one is based on the star: Steps Used in Summative Testing in an Invisibles Classroom (based on a 3-hour testing period – adjust the time amounts given below to fit your available testing minutes) 1. Spend 100 minutes creating a story as is done using the questioning levels in the Create phase of a
It is possible to group the reading options by type, as per this idea from Alisa:
This is to update the reading options that I invented years and years ago, in about 2008 I think it was. There had always been 20 of them, but for my new book I reduced the number to 12, after some communication with Krashen in 2015. Here is the new version, for both experienced and
Carly has an update from this last post, for those who have been using this activity: Here’s the update: Hey Ben! I did another gallery walk this week and it was great so I wanted to tell you about it. I’m full on in the middle of the story project right now, but we had
It doesn’t matter if they’re learning or not; it matters if they think they’re learning.
