Here’s a nice class sequence for a block class or two regular classes. Note that this first of two suggested class sequences for teachers who are not writing the story in real time as it happens. The second suggested class sequence – posted after this article and labeled Class Sequence – 2 – is for […]
Here is the free write poster that jen and Angie and I were talking about. It is a major poster in my classroom and I insist that the kids follow its guidelines. FreeWriteRules
This is a beefed up repost of an article from last week. It got mixed in with a lot of other posts and may have been overlooked originally (the queue is jammed again). In my opinion this Invisibles idea is the very best thing I have seen in TPRS/CI instruction for years. It may not
From John Piazza: I was wondering if anyone on the list has conducted Socratic Seminars in their classes, and what their experience was, and whether they could share strategies, resources, etc. for doing it successfully in a CI context. My administrator brought up socratic seminars as a particular example of the kind of work she’d
I got this great question from Joseph. Though simple, it is a very rich thing to ask about the CI questioning process: Hello Ben, I am in Israel training a young lady in TPRS for Hebrew. She is having trouble understanding what I mean by “staying in bounds”. She has read your explanation in “Stepping Stones
Angie Dodd has brought to our attention something that invites – if not demands -some kind of response. If not us, then who? Angie shares: Hi Ben – Should we respond to this somehow? It’s from a sales pitch for Middlebury Interactive Languages courses: http://middleburyinteractive.com/digital-courses/world-language-learning/world-language-learning-pedagogical-approach?utm_source=Pardot_WLLearning a new language isn’t easy but that doesn’t mean instruction
If you are feeling lazy and just want to work from a script next week (see TPRS in a Year! for how to do that) just go here: http://www.trippsscripts.com/#!NEW-Story-Script-Fly-in-my-Soup/c1uxc/565fab6d0cf212bd6be3aed6
I appreciate that over the past year or two the focus of this community, while remaining fully on how to get better at CI instruction, has also moved into consciously working on furthering our mental health and keeping simplicity at the forefront of our efforts with CI. When we remember the role of a tranquil spirit
Bob Patrick continues: Let me address the edges of “impure CI”. This is not criticism. This is what we all contend with. “using more and more spoken Latin” Surprisingly, this may have little to do with CI and may work against it. This is the tantalizing temptation of spoken Latin intensives that happen each summer
This exchange was recently posted to Latin Best Practices: Jocelyn wrote: As far as what is “impure CI” – that is a good question – one that I think needs an answer by someone better versed in the method than I. I guess I consider myself an “impure CI” user because while I am using more
From Craig West: https://t.co/vmfkBKlw6S Thought the PLC might enjoy this and it’s potential for use in CI classrooms. Craig
From Keri Biron in Connecticut: Hi Ben, I am writing because, if possible, I would love to be able to observe another TPRS teacher in action! I was talking about this with my assistant principal and he said that if I could find someone to observe then they would give me the time to do
