Brick House 1
This is the first in a series of seven articles against grammar instruction. Grammar instruction hurts kids. Stop doing it if you still are. In the past, teachers would take a batch of bricks, called a chapter in a book,
On Targeting Structures
Here's a question from Kevin Clemens: Hey Ben, I've been thinking a lot about the overall scope of my Latin program, and about what next year needs to look like for me. I've been left with the following question: Should I set aside
Report from the Field – Chris Stoltz
Jennifer commented here earlier today:
Blocks of Ice Crashing Together
This is taken from a response in comment form to Kevin a little while ago. I think it was a comment but I wanted to make it a post. It is just more discussion about a fact that I must
Transitioning from PQA into a Story 2
Again, When the students are sitting there listening to PQA, it is like they are watching a still picture that we are adding details to. In PQA there is not a lot of cohesive action, where actual scenes unravel in our
That’s Not TPRS!
I was talking with Skip Crosby today. He heads up the Maine TCI/TPRS/CI efforts and anybody up there need only email him for very gracious training and support in the New England area - muybien.crosby@gmail.com. Skip mentioned that, when Anne Matava
The Art of Possibility – 1
I got this from Anny. It could start a series that could be very helpful to us: Hi Ben, Here are some thoughts I'd love to share with the group, based on my reading of The Art of Possibility. My school recommends summer
USA Gold
Did you see the Olympic women's gymnastics team win gold? Who didn't? I applaud them and their coaches for their great work and their victory. Awesome effort, awesome results, awesome cuteness factor, something the government, I mean the corporations, will
iFLT Lesson Plans – Final Final – 7/15/12
If you are going to be in one of my sessions at iFLT, please read the plans below: At the iFLT conference we demonstrate comprehension based instruction by using classes of actual students. So the lesson plans offered below are intended
Keep The Train On The Tracks
One of our biggest mistakes when doing stories is to get too creative and leave the story line that we have been given in the script. Stories work when you keep the train on the tracks. Yes, change the cars