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Compelling – 3
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6 thoughts on “Compelling – 3”
“If they did not attend to the input, how will they comprehend it…?”
This gets right to the heart of it. We can just keep going with our less compelling input, leaving less traditionally academic kids behind-but why?
I loved the research Tina cited. So insightful! It’s just a fact that methods that encourage incidental vocabulary acquisition are superior– if only we can get out of the way and stop insisting on what WE want kids to learn.
Classrooms where kids “figure out” language and make connections themselves- using higher order thinking to apply new language to “build” schematic constructs. If let their brains do what they’re programed to do and pick up what they will, students will make more meaningful connections to more fluently recall language. This constructivist take on targetless instruction fits well with our constructively-aligned curriculum.
Tina, I can’t wait to meet you and pick your brain Monday!
…methods that encourage incidental vocabulary acquisition are superior….
I love this sentence. I love it because of that word incidental. When kids aren’t locked on to the story, because the targets are not natural, which makes the class less than compelling, they tune it out. They aren’t stupid. They know when their minds are being directed down a certain path. For many years now we have talked about the nature of real conversation is, but then we turn around and follow some S and S because some dude says we have to. Are we that afraid?
https://benslavic.com/blog/category/art-of-conversation/
“For many years now we have talked about the nature of real conversation is, but then we turn around and follow some S and S because some dude says we have to. Are we that afraid?”
I would that many may be afraid however next year the door is off the hinges. No more hiding. I may have to write somethings up for my district supervisor but I will use an untargeted story for my observation. It worked well for my evaluation which included an awesome student retell to wrap up the story. I was shocked because I asked for a volunteer.
I was just emailing with Stephen Krashen about working without targets (he is mostly in favor, unless there is a need for a student to focus on certain words – a doctor learning medical terms in a short period of time before going abroad to practice medicine or something like that) and he said that this issue of distributed versus massed practice was important.
I love this qualifier, which really does put a big hammer down – wham! – on the entire discussion:
…if only we can get out of the way and stop insisting on what WE want kids to learn….
These comments by Claire are perfectly timed for iFLT. Let’s get bright orange t-shirts with those ideas on them. That way everyone can know who the hippies are.
I’m here in Chattanooga and the Fluency Fast classes are cooking. Cooking with GAS!
I had the great pleasure of being in Jason’s Advanced Spanish and Sabrina’s Advanced French class today. So much learning and it’s only Day One. My sister Nicki and my niece Avyanna, age nine, are here with me and they’re taking Karen’s Beginning Spanish class. We are all getting a lot of great input. Even a nine year old and an eleven year old (both of the kids are in the beginning class) can become part of the group and learn alongside adults when they receive what our brains are designed to run on in order to acquire language – interesting and understandable messages. There’s too much to say now. But the huge piece of learning I got today – the big thing – was that losing kids is easy as pie. Our main goals are simple. Talk in a way that is understandable and make it interesting so people want to learn. Anything we can find, develop, borrow from the theatre, or adapt – anything that makes the input interesting – that is what we should seize upon like a cool drink of water in the desert. And anything that makes smiles anything that pushes our conversation into compelling…well, that’s like a milkshake after an hour running in Savannah heat. We need to grab onto that straw and gulp.