Unlock with PatreonThe Problem with CI
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Earl Stevick
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7 thoughts on “Earl Stevick”
These quotes will be great to add to the SLA quotes section in the Forum. What a discovery!
So does the Compelling, the personalized and that which is student-created beat reps?
I am getting like 7-10 reps max when creating the story with new emergent targets for day 1. anymore and I feel like im going to loose student engagement. At this low rep count, can they even be considered targets?
It doesn’t matter what they are called, targets or whatever. Reps on targets. Circling. The ideas of targets and reps and circling have skewed our view of this work, which is about communication and negotiating meaning in class about real things. So that when you ask:
…does the compelling, the personalized and that which is student-created beat reps?….
The answer is an emphatic yes. It only matters if the students understand and want to be understood. Counting reps and circling and all that old stuff is based in the fear that there will not be enough reps for them to learn. It is robotic. Our classrooms and our society in general is based in fear that there will not be enough. How many Pokemons do we need to collect?
Rather, let our instruction not be robotic and based on reps and targets, but let it be human and based on communication that has love in it. This is what Earl Stevick seems to be about, as his work mirrored his own faith in human communication as an authentic sharing of real human reciprocated feelings of high regard for each other, even love.
Good. Last year I was totally robotic when I was consciously doing the circling thing. Not anymore. I am more centered on pleasure and feeling more toned.
You may be allowing too many new expressions to emerge in class. You may be going out of bounds too much. Check that next week. Curtail the amount of new information you allow in, and please report back here. Staying in bounds used to be just another CI skill in my mind, but over the years I have begun to see it as THE skill. Better to riff off of one sentence, personalizing and creating parallel situations with other kids in class, comparing and contrasting, then moving on to the next emerging expression. Keep it narrow and deep and personalized.
“Better to riff off of one sentence, personalizing and creating parallel situations with other kids in class, comparing and contrasting, then moving on to the next emerging expression. Keep it narrow and deep and personalized.”
I know I am not “riffing” using expressions of comparing and contrasting, parallel situations. I will look it up. Any one doing this in a demo?
One of the things I will be doing this week: a new job, Referee. They count the number of new words based on the number of times that students use the stop signal. This way they also count the number of times I give a “weak” word. For example, one or two kids will know the meaning of a word and the rest of the class is in the dark. My Lv 1 kids are so attentive but it can give me information as where I am not going deep and narrow AND how many new terms I am giving.
My feeling is that students can keep better track of input than we can.
“And here between the lines, between the sentences, here in our moving, in our looking, in our silences, here, it seems TO ME is hidden the most weighty, most compelling message they can ever take away with them.”
Discovering the importance of these hidden, non-verbal messages in our teaching has turned my interest to stand up comedians. Especially those comedians that tell more stories. Youtube is great in how you can watch best-of clips of comedians, like one I watched recently of Steve Harvey talk about attending a ghetto wedding. This is the PD I need at 2pm on Wednesdays.
https://www.youtube.com/watch?v=-b-daUSkXrg