The next series of blog entries are what Bryce sent to that school in NJ where he answers their questions about implementing an upper level program. The Tragic Tale of Mark and How Kirsten Rescued Him Ben, You had asked if someone could explain what an advanced class looked like when taught with comprehensible input. […]
From Bryce: Ben, What follows is part of a recent ongoing discussion with a teacher from back East whose school is developing an AP class. I am excited about helping them because 73% of their students are eligible for free and reduced lunch, 96% are African-American and 4% are Latino. I want to help
Kate sent me this about the rule that says “Do your 50%”: …personally from your talk I took away the 50% participation thought process. Students need to do their part too and together we make 100%. I was taught that 100% was the whole enchilada. When did we start thinking there was more?… My response:
I really got into re-reading the recent assessment piece thread. There is so much in there. I saw that Nathan and Drew are getting into assessment rubrics in their districts on what looks like a pretty deep level and I hope we get to see where that goes in addition to Robert’s work. Of course, that
The work-in-progress of the Chevalier de L’Ouest (Robert) addresses formative assessment. He wants to be able to bring into the daily grading process the critical yet ignored element of how students interact in a reciprocal way (or not) with the teacher. He wants that piece to count for something. Such interaction is, after all, what language
I was just going over some of the numerous comments made in response to the original post of le Chevalier de l’Ouest (Robert) at: https://benslavic.com/blog/2011/05/08/robert-harrell-on-assessment/ There are some amazing things in there. I just felt like going in and cutting and pasting a bit: …here is what I’m thinking. Rather than applying standards (usually graded as Advanced, Proficient,
A few weeks ago Robert wrote the draft of a letter to eventually be mailed to parents. It appeared as one of the comments to his original blog post at: https://benslavic.com/blog/2011/05/08/robert-harrell-on-assessment/comment-page-3/#comments I just wanted to put it here as a formal blog post to ask him its current status. I wish I could capture all of the
I got this from a Native American teacher of Creek language in Florida – Kate Taluga – who is a member of our group. “I’d like to suggest a book you may be interested in reading. Heartmath! I avoided it on my shelf for years because of that word math – but the actual premise is
I believe in keeping everything involving storytelling simple. Otherwise, I would get too confused to be effective. In my classroom world everything must be simple so that I can relax, as per: https://benslavic.com/blog/2010/06/12/the-flailingly-prepared-teacher/ The more I plan, the more I scheme, the more I think that the next cool idea in CI to come along
Bryce sent us a potpourri of four posts that I have been wanting to get up here and there are a few from Michele as well waiting in the wings. Here is the first of Byrce’s: Here is a collection to get us talking about what songs students should hear and be able to sing
I cannot possibly express how weird these past few days have been to start the summer. Oppositional perceptions of TPRS and heavy helpings of ignorance seem to reign supreme these days. Then my computer crashed. Then Dick Cheney said that about Paul Ryan. But I got a new Dell! It’s fast. I still love the idea that
In this second blog entry about Sauk language revitalization, I want to talk about the master apprentice to the four elders. His name is Jacob. He has 85% of Sauk language. There are three others with him doing this work – Twiggy, Katy, Mosiah. That group of four meet daily with the four remaining pure
