Here’s a report from Erin: Hola, Ben! Just wanted to share an update for the group. In my district, we still have a week to go until spring break, since they’ve tied it to the Good Friday holiday. The kids are understandably antsy, so of course last Friday my principal came in for an observation […]
Few things are as important as seating arrangements in a CI classroom. Sabrina removed the desks from her room this year at Thomas Jefferson High School in Denver and reports success. In a recent discussion here about changing seating into what Eric Herman calls a “deskless circle”, below, Greg Stout and Eric elaborate on this excellent
I wanted to make this comment from yesterday into an article so I could reference it from the Output category in the future. It’s how I genuinely feel about the topic of forced speaking output. It is a highly charged topic for me because I once got into such a heated and protracted and negative argument with
I have not been able to capture all the video shared here in recent years in the Videos hard link where it will not have scrolled out of our grasp. There is a Videos category, but Angie reqeuested tonight that we try to get more videos rescued from past articles so that they are safe and sound
Robert got that annoying 504 security rule on a comment today. It’s happened to Eric a few times lately as well. If it happens to you, just send me the comment and I’ll find a way to get it posted. Here is Robert’s addition to the current DPS assessment thread, which I added to the
Diana Noonan, in her response to Kelly Williams’ question about CI assessment earlier this week, gives a general overview of how we currently assess our CI trained kids in Denver Public Schools: Hi Kelly, We currently have 3 versions of our Spanish, French, Italian level 1-2 test and 2 versions of 3-4 (still in pilot
Look and Discuss may be the most effective CI tool of all. Yesterday I found myself teaching an image in a much slower way than I usually speak to my French 3 class. The kids were more engaged than usual. They understood more. They did a lot more voluntary response output than usual. The class
Angie shares: I just reserved a hotel room for Denver and I’m looking for 2 roomies! My email is angelka.dodd@gmail.com if anyone is available to share housing at the conference. Can’t wait to finally meet many of you!
Hi Ben, This is Kelly Williams, a member of your PLC. I need your help. Starting in 2015 in the state of IL, a minimum of 30% of our teacher evaluation will be based on student growth. This June our WL teachers will meet to create pre-tests and post-tests for all 4 levels of French
I got this question: …is there any research comparing how students perform at the upper levels who are taught traditionally vs TPRS/CI?…. Honestly, if I may say, it seems as if only the folks who don’t know the power of what we do are the ones who need to see the research. We do not
There are students, in a category apart, very rare, who fit the description in Paul’s question below. What do we do with such students? Ben – I have a girl in one of my classes that has a mental block that will not allow her to decode anything. She is not able to even take
Now here’s what I’m talking about right here, from Angie: …well, I got the job! Without exaggeration I can say that I would not have gotten this job without the technical and emotional support of this community, so THANK YOU…. That’s what I’m talking about!
