Targetless Instruction – 30

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5 thoughts on “Targetless Instruction – 30”

  1. I was true to this idea of targetless instruction, instead referring to it as emergent planning and curriculum, during my latest interview. I expressed disinterest in submitting lesson plans, but when they said everybody has to use the online format for interested parents and students, I asked if I could input my “lessons” into the website after the class took place and nobody seemed to object. It didn’t seem to affect their decision to hire me. I was lucky to be interviewed by people who look at reputation and results vs documentation. Our overall curriculum is the high-frequency language and topics that interest our students. The day-to-day depends on the day and the feelings based on experience that we are paid to pay attention to. (sorry that’s kind of a tongue-twister)

  2. Alisa Shapiro-Rosenberg

    Wow. Sounds like they REALLLLY wanted you if they were willing to bend their rigid online lesson plan BS for you. GET THAT IN WRITING!!!
    I would be hard pressed to tell you what I did in class with each group on any given day. So in general I use, “curriculum [that] is the high-frequency language and topics that interest our students. The day-to-day depends on the day and the feelings based on experience that we are paid to pay attention to.” I dunno what I’d write in for the online lesson planner: “Draw minions with varying physical attributes. Review student artwork, comparing and contrasting Bob, Kevin and Stewart, and the minion character in student-created story. Caption speech & thought bubbles as necessary.”

  3. It’s interesting Ben that you use the metaphor of exploring a new planet. When I began my Spanish acquisition journey I felt like I was exploring a vast new continent in the dark with a flashlight. Every once in a while a path would suddenly light up like some kind person in my brain had turned on the lights down that road. Like suddenly I would jump inexplicably to know a ton more. How DO you decide what to teach when the process is out of our control, barely-understood, and so incredibly vast? I used to think we HAD to target the HF language in the first year. But my thinking has really evolved and now I think I understand that the HF words will just HAPPEN. I mean why are they high frequency anyway? Cause we can’t talk without them! And so we can let go of that burden too. Because through this journey I have realized that even though I used to think targets werent doing any harm, they actually were. They were putting chains on my mind and on my ability to be as present as I can in the class’ conversation.
    I am coming to see that compelling is the most important consideration. So any little weight we can chuck out of our TPRS hot air balloon as it rises will give us more energy to sail high and strong into the world of compelling. And so if targets weigh us down – which they did me even though I didn’t know it at the time didn’t know it till the weight was chucked overboard – why now try leaving the weight out of our next flight?

    I will say that I’m really looking forward to the first days of the next school year so I can start this new work fresh and string with my new little newbie 7 th graders!!

  4. “How can we assess that which is below the conscious mind? ”

    Seriously? Really?
    Is every single little bit of language “below the conscious mind?” Don’t any of it bubble up to the top? Ever? In a word or physical response or light in a kid’s eye?

    1. Sorry, that sounded snotty.

      I should have mentioned how I agree with everything you say here except that one sentence. I loved how you pointed out how futile and difficult we make storytelling with strict adherence to target structures: “No using a crowbar to make the class learn some specific structure, no frenetic wish to “hit the structures hard”” This is so well said and I love this post. Sorry if that didn’t come across in my first reply.

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