Little Blue Hand Reading

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5 thoughts on “Little Blue Hand Reading”

  1. Right, I’ve let go of asking students to respond verbally, unless they really want to. I’ve certainly let go of choral responses. I realized that hiccup real quick.

    I’m afraid I don’t really want my students to read the text aloud, at least, not at any length besides the novelty of hearing a student’s voice. That’s where a Dramatic Reading break would be nice: The “read the dialogue in line 9 with the most expressive voice possible”. And maybe I can do more of that.

    So what non-verbal interactive thing can I do with students during this whole-class-reading activity, where I’m the one reading for students, besides having them gesture with me while we read? I don’t know, maybe ask them to either gesture with me or react with an emoji when appropriate. Anything else?

    1. I’m thinking I should assign the “ghosting” students some busy translating work in the chat box. Like, while we co-narrate a story or OWI, the ghosting students have to write at least one translation of a word or phrase I’m using in the story creation process every 2 minutes.

      Thinking aloud here… here are some chat box reactions options:
      1) translating a word or phrase,
      2) using a rejoinder (in my period 2 class they have gotten used to “Sí guey” “No manches” “Dios mío” and a couple of others),
      3) finish the sentence: “En mi opinión…”

      I don’t know if the emoji reactions would be helpful. They might be too distracting.

      I’d love to know if anyone else is interesting in this. Thanks for sharing!

  2. Sean said:

    I don’t know if the emoji reactions would be helpful. They might be too distracting….

    I think they would be too distracting, as would any other activity be that engages – like a gear shift – the conscious mind. The emojis can’t work bc doing that takes the students’ minds into conscious thinking, decision-making, choice-making, analysis. NONE (or at least very very little) of that should exist in a CI classroom.

    (Anything that engages the conscious mind, anything that makes the kids THINK instead of focusing effortlessly on your speech in class, has virtually zero proficiency-building value.)

    That’s the entire thing right there. I don’t think that many online language teachers are respecting the research enough right now. They have largely freaked out and gone into “Canned CI Activity” mode, buying activities online that are neither effective nor engaging nor interesting nor aligned with the research and now it’s a big mess and the nightmare of NVS – No Video Syndrome – has arrived.

    These teachers – I would hesitate to call them CI teachers – have abdicated their responsibility to the research and to the purity of the Communication standard. They haven’t the courage they need. They’re taking CI backwards.

    Here we have due to COVID a wonderful opportunity to only do things w our students online that keeps the conscious logical analytical left brain faculty OUT OF THE INSTRUCTION, but the drive, the courage to align with the research isn’t there in many.

    We have to do things with listening and reading that ONLY ENGAGE THE UNCONSCIOUS MIND AS THE RESEARCH SAYS. We are trying to bring the same logical reasoning types of activities esp. re: reading and it just can’t work since it is against what the research says about how we acquire languages (comprehensible input).

    So in my view Sean you must decide what activities will keep their unconscious mind focused on meaning and not on the form of the language, on function and not structure/form. I’m happy how I have it worked out for me on reading, which is what I was just starting to figure out when I last saw you in 2018 in Chicago and by now – since have reclaimed my CI space from the Big Thief – I am quite happy with.

    But we’re all different. ANY ACTIVITY THAT SHIFTS THEIR CONSCIOUS MIND ONTO THE MEANING OF A STRONG TEXT THAT YOU HAVE ALREADY PRESENTED TO THEM IN AN AUDITORY FORMAT IS A GOOD READING ACTIVITY. This is what Phases 1 and 2 of the Star do, just as Phases 3, 4 and 5 address the reading piece, as per the link in the new post above from this morning.

    Dude, only 8 more days. WE GOT THIS.

  3. I hear you, Ben. I’m sticking to my CI guns. In fact, if the students are listening, they are getting a ton of quality CI from me. The handful of students in each class that are visible present are really challenging me to give them more.

  4. We do what we can, right? And leave the results….

    This seals the deal in my mind that you are doing all you can:

    …the handful of students in each class that are visible present are really challenging me to give them more….

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