Unlock with PatreonThe Problem with CI
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Request
Share:
Facebook
Twitter
Pinterest
LinkedIn
Ben Slavic
Get The Latest Updates
Subscribe to Our Mailing List
No spam, notifications only about new products, updates.
Related Posts
CI and the Research (cont.)
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research Question
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
We Have the Research
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
18 thoughts on “Request”
I think this would be helpful, perhaps under an “acronyms” heading, as there are so many acronyms in eduspeak to keep track of.
EBR – Embedded Readings (Laurie and Michele’s brainchild)
TPR – Total Physical Response
OWI — One Word Image
PMS — Personalized Mini Story (has this morphed into something else on this blog?)
I believe it has morphed into Extended PQA
When I wrote my books I just wasn’t going to use the term or PMS or Passive PMS. To me, what it really was was an extension of the PQA into a little scene so I used the term Extended PQA.
PMS? Are you serious?
Thanks Ben! (I just joined this week and asked him about acronyms.)
Others in Categories at right:
DPS: Denver Public Schools?
EERP?
IFLT?
Ahhh… you’re the famous Diane?
I rather doubt I’m famous. I’m a Chinese teacher in Illinois. 5th – 8th graders, next year also 4th graders!
Diane,
Where in Illinois do you teach Chinese? I teach French in Chicago for CPS.
Drew you were thinking of the famous Diana Noonan.
That’s one thing about this group, Diane, (and welcome) – when someone asks a question we get really good responses/discussion. I keep it anonymous unless the person agrees to be identified. With the privacy from internet eyes, we can be emotionally and intellectually honest.
Some of the things bothering us in our classrooms have the potential to seriously affect our mental health overall, and so to have so many really strong teachers helping each other every day, well there is nothing like it in my professional experience.
When you get used to some of the voices here, you will know what I mean by strong teachers. It’s probably the best thing about the community – we solve problems together and we are always working on getting to greater and greater levels of trust and honesty.
Yeah, I’m wondering about EERP too.
IFLT is International Forum on Language Teaching.
DPS is Denver Public Schools.
I think an Acronyms heading would be great. Or maybe a wiki so we could add to it. Can you connect to a wiki from this blog?
EERP?
Emotional Emergency Response Plan
It’s a discussion we had here in March, skip. Click on the link to the right in the categories list. Find the first post on it.
The entire thing this spring has been so much about mental health in the classroom and how to respond to jerks. It’s been a big theme this year. I like it that, lately, we have focused less on defending what we do to those who don’t know (and are therefore threatened) and focused more on our mental health needs in the classroom. I like what some of us have agreed to do in the fall about rigor and consequences for our rules, as well.
Don’t get too literal on the EERP thing. Remember that this is no place to standardize anything – it’s just a big dialogue and we all take what we want from it.
OWI – it took me a while to figure that one out – One Word Image. I’ve heard it used but just read your explanation under Curtail Reading in Level One, and am very interested in trying it out. I love the stories when they go well, but always feel a bit like I’m walking across the Grand Canyon on a tight rope, so days that I’m a bit low on energy I generally fall back on something else. This sounds like a good way to test the waters.
The reason stories work less powerfully than the simple BOY (Beginning of Year) stuff is that, for full acquisition, we need to have taught all the non-targeted terminology already and we need also to have gone really slowly with the new stuff. We also need to have gotten plenty of reps for stories to work.
That is a very admirable goal, and we have touched many times in these pages about why stories work for so few people. But, if I had to single out one reason for the failure of TPRS in schools, besides the lack of training in interpersonal skill of our kids in this robotic world, it would be that there is simply too much in a story to do well and slowly with lots of reps and plenty of full acquisition – too much stuff!
We would need a period of 90 minutes minimally for even a simple story to really work and grab all the kids and all that good stuff. Today I asked a guy if his earrings were cheap or expensive. (I wisely saved Cheap Jewelry for the final exam this year.) He said yes. I called him a liar. We spent at least ten minutes knocking that tennis ball back and forth across the net. It was just the PQA! Stories don’t work bc we don’t have time in one class period to make them work.
Enter the world of OWI/CWB/WCTA/and WA. They work because they are so much simpler than stories.