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
Impure CI – 2
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
1 thought on “Impure CI – 2”
Okay, this is going into my “indispensable quotes” folder….
Deliver understandable, compelling messages every day from a “sacred vocabulary” that you and your colleagues work out together. These are the 100-200 words for Latin 1. Use them to deliver understandable messages in compelling ways and when the students themselves begin to ask about why capit became cepit, then allow yourself and them a very, very short explanation. When the questions become bolder and more frequent, allow yourself and them a whole class period maybe once or twice a month to “explain grammar forms.” Invite them to write things down, if they want to (watch who does and who does not, and it will tell you something about how effective this is–answer-not very).
“Limit glossing in readings”. One of the quickest ways to deliver understandable messages in a language is to write on the board
“tamen = nevertheless.” And do some circling and PQA with it all the while it is written on the board. When it shows up in a reading the next day, they will know it and not need a gloss or to look it up. When you find they don’t know a word, stop and write it on the board with it’s English equivalent, and then circle it. Not having glosses does not make one a CI teacher. Filling a book with glosses does not make one a CI teacher. Knowing what they don’t know and taking the time to help them acquire it through understandable, compelling messages is what makes us CI teachers and that requires daily practice.
Enough. I’ve have said often that if I teach for another 10 years, I will, on the last day of my teaching, still be practicing and becoming better at CI work. It is not something that one finally is finished with–unless one stops teaching.