Unlock with PatreonThe Problem with CI
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OWI Coaching Checklist
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3 thoughts on “OWI Coaching Checklist”
(“Don’t make two statements in a row” is what they taught. Why not?…)
This is a good point. If the students can understand two statements in a row…why not? Now, if two statements are too much to comprehend, that is different. But then, maybe we are violating SLOW. But if they can follow the story and keep it in their working memory we may be inviting them to a higher level of processing.
Nathaniel, you brought in the term “working memory”. It reminds me of Robert’s blog posts having mentioned + or – 3-5 new terms because of memory/cognitive research. I would have agreed in the past but now I am just looking for compelling and not focused on new terms.
I think the subconscious process of SLA has to do with Krashen’s descriptions of compelling and noise tolerate. This is why I totally dig NT. Now, I can get a little too quick and if I do, then the more new terms I add, the more some students will get lost. However, if there is input that is boring than there is less comprehension. The feeling and attachment to the input is not there.
New terms are impressions, I say in the fabric of the unconscious. Deeper is the impression when it is compelling. As time more on and more wide input is provided, the impressions become deep tracks. This is why the messages and the story arc are so important. This is why the invisibles have such a high engagement in the class.
As I understand it, part of the NT instruction is acknowledging that kids are imprinting (I dunno what other word to use here) the melody, cadence, individual sounds, patterns of the language – where one word ends, where the next one begins,, what the words look like in writing (a few at a time on the board, that is) – they are unconsciously assigning letter/sound correspondences – as they also piece together meaning. It’s a pretty tall and complex order for the brain! So adding all the comprehension Q’s and expectation of responses might be a tipping point – and not help in any way (on the contrary, it might add stress or distraction!)
So having the nice gentle flow of a comprehensible story – in the teacher’s slow, relaxed and artful style (teacher stays in bounds, simplifies, circumlocutes, uses repetitive language, gives lotsa extra-linguistic supports – tone facial expression, gestures, visuals) lays a nice foundation for the more detailed and discreet language coming later. But not until all that unconscious familiarity gels.
The foundation work is crucial – I’d say it’s pretty much all I get to do in grades 1-4, though I do have many 4th graders who demonstrate a solid foundation and accelerated processor…