The idea of CI teachers teaching grammar for ten minutes a day was floated by Zach Al Moreno of the American Embassy School in New Delhi. It was suggested as a way to placate the grammar instructors and honor the Scope and Sequence model currently (outmoded but) in place in our school. The idea was […]
What Claire says below is pure gold. It is needed right now. I find it most refreshing to see it made clear that a Scope and Sequence need not be what it was, and that it can evolve into something bigger: The scope and sequence of a foreign or second language classroom should focus on the
Eric made this comment here yesterday re: Scope and Sequence: …explain that there is such a thing as a “retroactive” or “a posteriori” syllabus. And you could list (maybe even order) on that syllabus the types of stories you do. But syllabi should stop being lists of grammar and vocabulary…. …you can give her last
Stephen Cook and I and a student this morning were excitedly talking about the huge possibilities with the Invisible creatures. (Stephen is an ELA teacher here who gets TPRS and wants to work it into his instructional program.) Stephen is in Room 311 of the American Embassy Middle School. As we continued our wonderful conversation,
OK hold the phone. In the last post I said that it is impossible to mix a Scope and Sequence document with TPRS. Zach Al Moreno has changed my mind. He suggested that if we teach just 10 min. of grammar every day, we could fulfill the requirements of any S and S document, especially
Today I got these thoughts from a teacher in our group who wishes to remain anonymous: …my department head for the last two and half years has been talking a good game when it comes to CI and I was hopeful about the future at my school. About five weeks ago she said some things
A summer idea from Tina for the group: Summer conferences often have group discounts and people are often looking for roommates. If you are going to a summer conference and you want to connect with other members of the PLC, please post a reply here and we can get together! As far as I now,
Keri has a question: Hi Ben, I’ve been thinking a lot lately about the content of what I teach and I have a few questions. I apologize if this is a little all over the place…we now have six levels of Spanish at our high school because incoming freshman are starting with Spanish 3 (with
This is the biggest and most powerful change in TPRS history, to my knowledge. Its’ ridiculous. It sure beats circling! Why? Because this method is less about skill and more about inclusion/ownership and interest. I am in between classes right now and that is a good thing because then I would go on a rant
Robert wrote an important article a few years ago and it’s up in the Primers. I republish it here because of its importance: Scope and Sequence Harrell
This is a repost from a month ago. I have tested it thoroughly and it works. It takes a bit of time to prepare, but the time put in is worth it esp. if you are dealing with a class that needs to be hammered with discipline. This does it – literally forcing their attention
So this new class sequencing (a combined version of the very best ideas from the past two years of discussion here and which now includes the Invisibles) looks like this (in my own TPRS world): Read and Share (10 min.) Story (writing it out at the same time) (30 min. – note that I find
