Looking back over twelve or thirteen years of designing and implementing various student jobs, I have settled on these as the most important for both targeted and untargeted stories: PQA Structure Counters Story Writer Story Artist Class Photographer Professeur #2 Mais Bleater Où/Where Person Quand/When Person Reader Leader Videographer Story Driver Actors I would like […]
Looking Back on Another Year with the Student Jobs Read More »
Let’s rest now. We have to. When else can we? The current threads are: targeted vs. untargeted new assessment model new curriculum model that will rest on the new assessment model. We can pick them up at iFLT. This will propel us into the fall. We just need to rest a bit. This has been the most
My students in Block 1 have taken the Invisibles to a whole new level. Each student created a blobfish (not to be confused with blowfish), each representing a different country. It was then made into a classroom presentation where each student talked about their blobfish in French. Some spoke from notes. It was a nice way
This is from Tina Hargaden and will be added to the curriculum docs hard link above as well: Non-Targeted CI Unit-Lesson Plan
Group feedback wanted on this question from Emeka: Hi Ben, I’ve been asked to model a reading lesson that demonstrates CI teaching skills at our back to school teacher PD. I want to do the lesson in French, so the reading has to be very simple so it can be completely comprehensible to all teachers.
Here is the link Keri referenced in the first post on this topic. She had to get parent releases completed first: https://youtu.be/WL-p0aueG3o
Language acquisition is an unconscious process. As Krashen said to me, “What don’t they get about that?” Apparently they don’t get any of it. The fact is, if we are language acquisition specialists, then we should be providing language acquisition that engages the unconscious minds of our students. If we are not doing that,
A story script from Anne Matava. If you try it please report back. It’s strong: collection/collects gets bitten/stung dies Austin collects fingernails. He has a nice fingernail collection, but he doesn’t have any fingernails from Arizona. So he goes to Arizona to collect some. While collecting, he gets stung in the left ear by a scorpion.
The current discussion here about sheltering vs. targeting seems important so I’m just writing this to say it and keep it out there. Maybe we can develop it even more from last week’s thread and see if it actually takes hold in our teaching, where ideas like this are tested and proven. In my view, this
Keri wants group feedback in two areas: Hi Ben, Two Questions: Recently the World Language Coordinator in my district asked me to give a TPRS workshop this fall. As I’ve been thinking of what to prepare, it occurred to me to record a TPRS storyasking lesson. Now that it’s done, I thought that maybe you
There are good articles on FLOW here. Search them. This work is about flow of language. Meandering language. When we forget that, when we forget that languages are acquired below the radar of the Sauron-like eye, we succeed at this work in ways that we never could have predicted. We flow with this stuff because
Paul Seevinck sent this link: http://thenextweb.com/gadgets/2016/05/17/pilot-translates-just-like-the-babel-fish/
