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Curriculum Map Question 2
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15 thoughts on “Curriculum Map Question 2”
First of all, I’m not the Jennifer that asked this question. There are too many Jennifers….always have been, haha. But of course, these issues concern me as well. I do have a related issue which I left in a comment from some thread but it got overlooked and so I’ll post it here: my department-in fact the whole school-must go to quarterly assessments next year. We were asked to discuss what would be assessed and what the assessments would look like. I’m the only CI teacher but another person in my department was pushing for the IPA. Others were grumbling about those because they take some time to create and administer, which is a factor to consider if they’re quarterlies.
The next meeting is coming soon. Any tips on what I can suggest? Or should I just keep my head down and mouth shut?
Head down, mouth shut.
What’s the IPA?
ACTFL’s Integrated Performance Assessment. http://www.actfl.org/publications/guidelines-and-manuals/integrated-performance-assessment-ipa-manual-0
Diane, may we see your DPS curriculum map and the top 200 words that you use? I sometimes get confused by “top 100” lists because they include so many auxiliary and connecting words and pronouns…how do you address this when you make the curriculum? I also had a question for the Denver folks in general…it seems like the ACTFL Teacher of the year this year is strongly influenced by TPRS, judging from the video I looked at: http://www.youtube.com/watch?v=oqfUuWbrY3g. Is he openly CI-oriented? Does anyone know him? Will he be able to educate people about our methods in his mainstream spokesperson position?
Noah Geisel is not pro-TPRS/CI. He does tech stuff in class mainly. He talks the talk but does not walk the walk. It is a facade. My classroom at East High School was next to his at the end of a hallway and on a corner, so that we always looked into each others rooms coming going, since the doors were all glass panels. I call him Mr. Gadget. The answer to the question about him educating others about CI is a flat no. He won’t be able to do that.
I recently heard Noah speak at the California Language Teachers Conference and support Ben’s assertion that he is highly technophile. My (admittedly limited) exposure to him leads me to believe that he is not anti-CI (or ci) but simply does not thoroughly understand what Krashen is talking about. (I’m not sure any of us do, but some get it better than others.) That doesn’t mean that all of his practices are bad. For example, the question words on the wall is simply a good practice. Using things that the kids are interested in is also a good practice. Having students do gestures is a good practice. But that doesn’t mean it’s TCI.
I don’t want to make what looks like a definitive statement about him, though, because I haven’t seen him actually teach. He may be moving in the right direction.
My take from teaching next to him and having lunch with him and all that kind of contact we get in buildings is that he cannot figure out why Diana doesn’t think any other method works. That bugs him. I know that because he has expressed it to me on more than one occasion. I wanted to say bc CI is the only way people actually learning languages but didn’t.
And by the way, the new superstar holding down the fort at East High School in Denver is Sarah Rasay, a member of this community. Diana Noonan observes her a lot, she hosts learning labs, and Diana raves about her gifts with stories, Movie Talk, all of it. She is a CI master and just joined DPS a few years ago. It just goes to show that some people resonate with CI and some don’t. The statement most people would make on that topic is so people should be allowed to teach as they wish. But I always come back to that idea by throwing a brick through their perception, a brick wrapped in paper that says, “You should teach as you wish but not at the expense of children and their self esteem.”
That’s too bad. When I saw the question words on the wall and that he had a reading based on the plot of a Glee episode up on the screen (that was in an ACTFL magazine), and that there was a stomp and gesture for the “listen” command, I thought maybe…
Another question…and this may move into the bad jargon, but …is jGR a formative or a summative assessment? I mean, it’s a grade for the book. Does that automatically make it summative?
I say it’s definitely formative because it changes over the grading period based on the student’s response to feedback from the teacher. It’s a day-to-day thing and is very tied up with feedback and improving performance based on feedback. Therefore it’s formative.
Ok and I haven’t been at East for over a year so Noah may be doing those things. I just feel that there are so many making claims and so few actually doing this stuff as in really doing it. So that’s my honest backbite for the day.
For me, jGR is fully formative. It provides me with a daily snapshot of my students’ individual daily responses to the national standards – something FAR more important to me than any big test. Summative assessment in CI is without any real value, in my opinion.
Cool, that is really interesting. Is there a place on the blog where the versions of jGR are gathered? Or where the most recent one is?
There are a ton of posts from the past year categorizes under “jGR.” Do you see the list of categories on the right hand side of the blog? Just click on jGR.
From there, here is the latest version: https://benslavic.com/blog/2012/12/03/jgr-december-2012-version-latest/