Mila did her first dictée today and wanted to clarify a few points about the process: Q. How would you grade someone who copied the correct sentence but didn’t circle their mistakes as instructed but corrected their mistakes with red pen? A. I wouldn’t care. It’s the same thing, right? It’s just a little harder […]
Q. What does non-targeted CI look like in a French 3 Honors class? I got some images off the internet the other day so he could describe it and that went well… A. The question is what a French 3 class looks like in YOUR class, not in A class. It’s bc you get to
New group member Jolene has a question: Q. I need to lean on your expertise. I’m in a unique situation in that I only have my middle schoolers for six weeks. What would you recommend as being the most important things for them to experience? A. Well, the most important thing, the only thing really, is
The kids in this video go to String Theory High School in Philadelphia. PLC member Laura Munich is the French teacher there and was at the workshop Tina and I did last year in Philadelphia. She has arranged for this summer’s Philadelphia institute to be held at String Theory (early Aug. 2018). Laura thanks for
Hi Ben. This Monday will be week 3 for me (I started in January) and as you suggested I’ve been using their book (traditional teaching) for half the period (about 23 min) and CI activities for the other 23 minutes left. This is with my high school French classes levels 1, 2 and 3. So far,
From Meg: Hi Ben, A question for the PLC. I’ve been working with my district’s social emotional learning coach and later in the month we’re supposed to co-teach a lesson on respect, why we want it, what it looks like. It would be in L1 and the class is in a circle and discusses. My
This is from Julia: Ben, First question after trying this for a week. I have kids saying they already know this stuff. But I have many kids who are getting it deep down for the first time since taking it since kindergarten. What do I do with the complainers? They don’t actually know it. They
Q. My French 3 student is quite a quick learner and a straight A student in all subjects. He’s quite brilliant. For small talk we can actually have a conversation about his day, what he will do…about anything really. Of course sometimes I need to help him with vocabulary but he’s quite advanced. He’s very
This is from Mademoiselle: Hi Ben! I have a really good google slide presentation about crepes because today is national crepe day in France. Here is the link: https://docs.google.com/presentation/d/1bnGm5oWDgU9_sAlujFkfv1ah0gbi6KzBMGty7uHudCI/edit?usp=sharing But where can I share things like this in the future? [ed. note: to me at benslavic @ yahoo dot com.] It is based of of
Hi Ben, Q. I started OWI with my classes and we did Write and Discuss with two of the reading options, questions from the back of the room and I’m moving to story. In the book A Natural Approach to Stories I see the 7 questioning levels. Do you suggest I follow all of them,
Our PLC member Sarah Downey was the GA WL Teacher of the Month in November. Here is an interview they did with her. If you listen to it, start 30 seconds in: What makes world language education in Ga so great? Our teachers and students of course! We caught up with one of Ga.’s World
Steven has a question for the group: Hi Ben, I have a quick question for the PLC. Are teachers who teach with NTCI, using less and less written translation on the board? I find that many of my students are tracking me really well, so I just say the translation to them when it’s a
