I got a good question from a colleague in her “…fourth year of teaching but my first using TPRS. I’m not sure how I stumbled across your blog, but I can’t tell you how encouraging and insightful it has been!…I am teaching in a private school and am not certified, but I am looking at […]
This from Jody: “Nouns and verbs are learned in different parts of the brain” http://www.eurekalert.org/pub_releases/2010-02/f-sf-nav022510.php
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A few weeks ago somebody posted a reference to “Story Proof“. Byron added some important stuff to that post. Here it is, with the part that spoke to me loudest in my italics referencing the work of Daniel Pink below: As for three more books that offer, if not proof, then at least Story Support,
Michele here offers some general clarification to the recent discussion: Hi Ben, Kids writing stories: kids get two minutes to write story ideas using required structures on tiny pieces of paper in English or TL and turn them in. Embedded readings: teacher types up basic plot lines, then adds to them. Kids read the successively
Week 1: 1. Monday (next week not tomorrow because we have state testing this week) – I isolate the big structures from Françoise Hardy’s Tous Les Garçons Et Les Filles – that song is my end goal. I PQA those structures. It will take the entire class. I’ll have a kid count structures. Goal is
Here is a graduate TPRS course offering coming up in South Carolina: TPRS Graduate Course (for teachers who would like to use TPRS with students of all ages and levels) Instructor: Elizabeth Hughes Location: Columbia, South Carolina Dates: June 14 – 17, June 21 and August 2, 2010 Cost: $125.00 for 3 hours of graduate/recertific
Carol sent this with my comments back in italics: Following all of the information on this thread is like trying to corral the mercury from the broken thermometer that’s scattered on the bathroom floor! We all have such varying backgrounds with this stuff. (What do we call it? TPRS? IBI – Input Based Instruction? KBLI –
We had been getting all geeked up about a possible early summer Maine thing with Jody and Laurie and Jim and Matava and Skip, but lots of them all have school well into June, when the window closes for a lot of us. Venue issues as well. So we are just going to try to
Stephen sent this. It is definitely very cool: Ben, I watched this video today on fora.tv about storytelling. I thought it was interesting what Penguin Digital Publisher Jeremy Ettinghousen had to say about the future of stories. He talked about the story forms of Pokemon and Yu Gi Uh from Japan. The video is long,
The blogs from y’all are stacking up in the queue and I apologize for that, but I have also been asked to limit the quantity of content here since it is a lot to read on a daily basis what with all of us teaching and all. So if you have sent me a blog
This just in from Bryce: So why don’t we spend more time correcting the errors in our students’ speech and writing? Isn’t that what teachers are supposed to do? Isn’t that their job? Well…. NO! A teacher’s main job is to teach the students, and that is done by engaging them. We try to use
It is hard to stay up with all the great ideas from Michele and Laurie and others. We are all each other’s teachers. Michele, in particular, seems to be able to incorporate so many ideas into what she does in a flurry of experimentation and activity that is designed to weed out stuff that will work
