I've always been discomfited about how simple the research is and how complex we make our jobs. I mean, the research says basically that we only need to talk to our students in the TL and then do lots of
Greg sent us this valuable resource that we can save for next year. I will file it under the "Observation Suggestions" and "Lesson Plans" categories for easy access when needed in the fall.
Thanks Greg, as always.
I have my formal
People think - mistakenly - that non-targeted instruction is unstructured. Nissa Quill proves otherwise:
Big question from Ryann, one of the first, in Washington state, to have strong successes with the Invisibles at the high school level:
Hi Ben and Tina,
My ADD brain is struggling and I am feeling burnt out. I feel like there
Jen said this in a comment yesterday in a response to the "Some Questions Become Like Old Friends" post from a few days ago:
I am in a very similar if not identical situation. Everything you describe is also what I
Q. What about lesson plans with the Invisibles?
A. The Invisibles approach is really a sequence of activities so nothing can be planned out. We just follow the sequence for building stories and for reading. We open our teaching selves
Tina is getting observed by PPS Lincoln HS WL team later this month. She asked about possible lesson plans. I suggested this:
So you want to create a short story and then move to the big four of the 22 strategies
This is from Elena Overvold in Portland:
Tina created this schedule for the first few days of class for people on a block schedule (90 min. periods). I'm planning to give this a whirl next week when the students come