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Bryan Whitney on TPRS
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9 thoughts on “Bryan Whitney on TPRS”
When Storytelling is still novel (the first 3 weeks or so) circling is fine for the kids. After that you have to wane off of it or get crushed with negative looks and sighs.
It’s not just circling that doesn’t work. Jeff how are you assessing? Remember the Quick Quizzes? Did we talk about them last summer? I am not in favor of quick quizzes anymore because my students and I know that we know the material and we prove it every minute of class. It’s like after I have dinner with friends do I quiz them on what we talked about? But I know we have to have grades. So, of course, give them, if it makes people happy. It wouldn’t be the first time that the people in charge of the building got their way over what is best for kids. If you use a quiz writer and they have five or ten good questions ready, you can give a quiz at any time in class, especially on those days when the class is flat to sort of wake them up.
We did talk about them. I still do them. Even though most of my kids are completely engaged, I fear that if I don’t do them, they will check out. But you are correct, they KNOW the material.
Jeff you wrote: ” I fear that if I don’t do them, they will check out.” I have very limited experience but for my own sanity, I did not want piles of paper staring back at me telling me “put me into the gradebook before they find out.” So, I have not done one single “quiz”. I told them to copy an autobiography about themselves with the structures on the board for my dept. formative assessment. They are still traditional grammar/theme syllabus.
My journey is still on going but letting go of that fear that students will check out just challenges you to be more and more compelling. In my chatty class for example, I jokingly ask if a student has a girlfriend during a special interview. Because there is so much trust, I also give them a chance to say “I pass” on the question. These are students I have for 2 years. Only me and a few other teachers have the opportunity to build with students for two years straight. I also have small classes of 18.
Ben, all these changes are you still a supporter of ROA? I find myself letting them read in English in pairs just to get a break from listening to me for a while. It’s still input. Then we reconvene and discuss the text, some grammar and finish with a quiz of some kind.
Bump. ROA to me seems like a mental health move. I am blessed to be at my school, where I only do more activities during observations.
Hey Jeff – yeah I am. I just call it Reading Options now, since I forgot what Reading Option B was. And it has some nice additions like Reading from the Back of the Room and Director’s Cues and I get deeper into Jason Fritze’s great idea of Reader’s Theatre.
We did readers’ theater with BBWD for about half of the chapters. It was so fun. Made the reading much more enjoyable in most of my 6 Spanish 1s. I need to reread Reading from the Back, because I remember your enthusiasm for it in the new book. I have a new idea on “forced” output. Tell me what you think. (If you don’t mind)
2 jars of popsicle sticks. One of them represents hard questions, one of them easy questions. Students get to place their stick in either jar on any given day when they enter the room. If I come up with an either/or question or sí/no, I pick from the easy jar. Who, what, where, etc would be the other jar. This late in the year my Spanish 1s are doing great on “why” and “how do you know” questions.
CI is amazing. Just having an anchor to talk about is amazing, an image, a book, a story, a MT video. How could anybody not want to do it this way?
Yes that is a nice strategy. If they can answer those “why” and “how do you know” questions, then that is just amazing for level 1 kids. It is so odd how when we don’t TRY to get them to ouput, and keep flooding them with input, then out comes the output, unplanned and not memorized. My mantra for output is simple: never forced.