Grant's Proposal 2 – Action Item

Two additional bits of information for those who are jumping in to help Grant become the next Central States Teacher of the Year:
1. If you are adept at the art of speaking in a way that helps others outside of the TCI arena to understand what we do and why, this is a time when that skill is helpful.
2. Categorizing clips would be helpful. Areas I of course have to address include the 5 Cs. But also I’m interested in addressing the 6 “core practices” that ACTFL adopted this summer:
Use Target Language 90% + – Students AND teachers use the target language 90% and up as the vehicle (means) and content of learning, by creating comprehensible input, contexts, and interactions between and among learners.
Design Communicative Activities – Teachers design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction.
Plan with Backward Design Model – Identify desired results as functional, communicative goals THEN determine acceptable evidence (what learners can do) THEN plan learning experiences (lessons and tasks).
Use Authentic Cultural Texts – Provide interactive reading, listening, and viewing tasks using authentic cultural texts with appropriate scaffolding to support construction of meaning and interpretation (without translation).
Teach Grammar as Concept – Teach grammar as concepts and within meaningful use in contexts; learners focus on meaning before form.
Provide Appropriate Feedback – Use a wide variety of corrective feedback in speech or writing so learners reflect on and self-correct their understanding or output.



1 thought on “Grant's Proposal 2 – Action Item”

  1. About speaking in a way others can understand:
    When I present CI I explain that all language teachers use Comprehensible Input, otherwise none of their students would ever be able to understand them and would never learn anything. We work at being as comprehensible as possible and have developed techniques and strategies to be comprehensible all the time.

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