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When You Present

When people present on CI, they use various techniques and strategies to make their points. Our PLC member Carly Edelman makes her points about CI by using Card Talk and the Star Sequence in the following way: Workshop Agenda :A. Set up: Participants take colored card stock and markers, write their first name and draw […]

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250 Hours

We ask kids to read too early and to output writing and speech too early. Consider: In the first two years, they will be asked to do those tasks after only 250 hours (more like 100 in time actually spent on them due to all the wasted time that all of us know all about

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Questions About Grading

I got these questions from a group member and thought I would share them: Q. I’ve studied both jGR and the grading rubric in the book. I absolutely love the term “observable non-verbal behaviors”. It really holds the key to grading in terms of the standard, doesn’t it? A. Yes. For too long language educators

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Special Needs Kids – 2

Joseph needs data. Let’s provide some for him. See below: Hello,  My name is Joseph Kelley. Thank you for your PLC. It’s very helpful to me as a teacher and for my mental health. I am a graduate student in Applied Linguistics and TESOL at Leicester University.  I am conducting a survey of teachers who

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Special Needs Kids – 1

Counseling departments in some schools where CI is practiced in language classes often sense that special needs kids benefit from CI instruction in languages in ways that they cannot when the teacher is still doing traditional instruction.  This leads them to approach the CI teachers in the building and request that certain students with dyslexia,

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We’re Not Failing

It generally feels like we’re failing at our careers but it’s not us; it’s the system around us. We’re doing a pretty good job actually, putting in as we are an entirely new pedagogy to replace one that has failed, and in that failure I include not just the grammar/translation approach but also TPRS. If

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Special Chair

This information is from The Big CI Book. It gives proper credit to Jody Noble. Jody’s idea – dating from about 2001 – was (certainly unintentionally) appropriated by many TPRS teachers over the years so that now it is known as the “Special Person” activity. But if you read through what is below, you will

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