Tina wrote this on the CI Liftoff FB page, which is devoted to discussion about non-targeted input: I gave a short talk on Story Listening and gave a demo with the Québecois tale “Ti Malice et Monplaisir” in sunny, beautiful Ellensburg, Washington, yesterday at WAFLT. The topic of circling target words/structures (which I would call […]
We must remember to have empathy for our kids, for how hard it is for them to even live sometimes. I want to try to do three things when I teach kids who are hurting: their desire to be heard, to have their thoughts recognized. trying to love them no matter what a pain they are.
We have moved the dates of the Maine summer workshop from August 14-15 to August 11-12. Hope that doesn’t put a crimp in anyone’s plans.
How can we even measure and control what is a magical process of unfoldment? Do we measure the unfolding process of a flower? The flower is given sun and water and soil (input) and it grows into something that is beautiful, reflecting the natural and imperceptible speed of the growth processes found in nature. Language
Jeff Tamaroff, who coordinates a very large St. Louis suburban district, in order to further communication between his WL and ESL teachers, has established the “CI Liftoff – St. Louis” FB page. Tina sent him our CI Liftoff logo (below) and he is going to put it on that page. Thus, the St. Louis people
This in my view is a significant post here today because it is an example of many such emails that Tina and I have been getting lately in support of our work promoting non-targeted CI instruction. We are seeing proof now in classrooms that the thematic unit “align with the curriculum” mindspeak that dominates our
Megan Smallwood is in our PLC, a member of the MO Lift Off Facebook Group started by a district coordinator in St. Louis, Jeff Tamaroff. She only heard about TPRS and CI a few weeks ago when Tina and I went over there for a three day workshop. Here is her report today: Today I
John Piazza brought up a great topic in this repost from 2012: Ben, I was speaking with a colleague recently, a math teacher, who is helping her middle school age daughter decide which language to take, Spanish, French or Mandarin at another school. I told her that, in my opinion, having a good teacher is
Tina is organizing two conferences this summer in addition to 12 regional two or three day trainings. The Cascadia CI conference is in Portland at the end of June. The Indigenous CI Conference the week before that is in Locust Grove, Oklahoma. Tina describes the purpose of the Portland conference below: The conference is designed for
Starting class from an image and not from a word or group of words is expansive. The story counts, not the targeted words. Thus, there is greater potential for a story when we start class with an image. Stories that can expand in any direction are far more interesting than stories that reduce the language
To clear up a bit of confusion, we first create One Word Images, which is an all class activity, and then we make Invisibles stories from them, and then after that we invite the kids to make their own individually created characters, and then make more Invisibles stories from them. In my experience the best Invisibles
Here’s a tiresome topic that we never seem to get tired of: Ben, I just got done going through your Big CI Book. I found it incredibly useful as my Spanish department is getting to make “the shift” to CI/IPA. We are still working through our many questions and strategies for our big move for
