Lizette Liebold recently publicly said this about the Invisibles: …the Invisibles are a creative way to develop characters but not anything earth-shattering…. I disagree, but privately. However, Tina, with whom I wrote the book on the Invisibles (it would not exist without her) took a more expressive stance on that comment. Here it is: …I […]
Tina continues: I consider Beniko Mason Nanki a good friend and I want to let people know about what Story Listening has meant to her. I first heard of Story Listening from Beniko at Judith Dubois’ conference in Agen last July. Prior to that I had never heard those words used quite like she uses
Intuition is what drives this work. It is what causes the comprehensible input engine to rev up into what storytelling really can be, given the chance. If a story is to be interesting, new and exciting, then nothing in it can be planned. When we rely too heavily on lesson plans, not really getting into
Tina recently wrote on Story Listening: Recently on the FB page The Comprehensible Classroom, a discussion developed, with teachers asking about this “new” Story Listening approach. Story Listening is old, yet also new to many in our line of work. Listening to stories, fiction or nonfiction, of course is nothing new. But nor is it,
In the Pringle Man video from New Delhi, which was done about a year ago at the beginning of my exploration of the concept of creating stories with invisible characters, at one point I include the term “trimmed” when talking about Pringle Man’s mustache and hair in the drawing provided by my students. I could
Invisible characters can be created by the class using One Word Images or by individuals. Here are some individually created characters from one of my 6th grade classes in New Delhi last year. The kids used iPad Notability, which gives better graphics and hence more interest. I like OWI to create Invisibles by the entire
Cascadia CI Conference is in Portland, OR June 29-30. https://comprehensiblecascadia.org/ The Early Bird discount is available through February 14. Show up early for The Day Before the Conference June 28, to meet the kids and observe/assist the model language classroom teachers on the first day. Show up extra early for the Pre-Conference Workshop June 26-27
I remember once when I was sitting at my desk at the end of another long day in the trenches, thinking back, reflecting on the four decades and roughly 35,000 – I did the math – classes I have taught in my career. I started looking around in my computer’s files and unexpectedly found a
A member of our group recently presented a workshop on our work to a group of traditional teachers. In the email below, she shares her thoughts with me on how she successfully reached across the gap to get them all excited about teaching using comprehensible input. I think this is the way we should do
We’re coming up to comment 50,000,with 49,337 comments as of today. I can’t wait to find out who writes number 50,000. How about that person gets free lifetime membership in the PLC as a prize? I know I know. People would rather have a refrigerator or a TV set.
I found a kind of strange-ass line from Dr. Krashen that reveals to me that there is quite a bit of distance between T2 and NT: “Hypothesis: Grammatical rules targeted in this way [T2] are much more likely to be at the students i + 1 than items used for Targeting 1.” It’s so weird
Alisa reports from Chicago, showing what hard work over years with a few dedicated colleagues by your side can do: In my district we were given explicit permission to follow the research and not worry abt what the high school that we feed into does once our kids get there. We have observed a positive
