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6 thoughts on “Question”

  1. Blaine is a great resource for those new to TPRS and a model trainer. Newcomers need to look to him so they don’t get overwhelmed by too many voices. TPRS has many “experts” with a Hell’s Kitchen of techniques that can feel over-powering.

    I also feel that I’m in a place now where I don’t need Blaine any more. His voice is one of many that I listen to-but he’s not the be all, end all. I’m kind of afraid of creating a religion.

    That said, I think Ben is the only one who doesn’t target structures.

    When I have a wide range of ability levels (ESL!) I target structures as a scaffold for lower students. However I don’t plot them out in advance. I let the story dictate what structures are needed, not the other way around.

    Personally, I’m as interested in what you all do as I am in knowing what Blaine does.

  2. I’m not sure what you are asking Ben. Does Blaine advocate for targeting structures in order to create/plan a curriculum? or Does Blaine have target structures in mind when he does a demo or training? or Does Blaine advocate that teachers have target structures in mind when they co-create a story with the class?

    with love,

  3. In the workshop training (for newbies), he (BR) had the teachers take a photo of a coupla structures and vocab on a slide he’d prepared, and assigned T’s to take the structures and make posters so that they could practice the skills (reps/scaffolded questions, pause & point, SLOW, to the eyes, etc.) w/other workshop participants.
    I am under the impression that he does, in fact, target structures FOR MASTERY – without hesitation and with confidence and accuracy – and he checks for the point of breakdown before incorporating more new language.
    It’s hard to tell in a canned workshop demo how a master like BR deals with new, outta bounds language, cuz such challenges/decisions don’t come up in that contrived setting. Teacher-participants aren’t really challenging him with new language – they are focused on internalizing the teaching skills!
    Given that he has authored novels that he uses/recommends, I think he backwards plans from them, or at least advises other Ts to do so. Backwards planning counts as targeting, right?
    I like to look at the words in the novel glossary/Ts guide and make sure that especially the verb chunks aren’t new, and try to do scenes/mini stories w/’em before we ever get to the novel. I feel like I am targeting them, or at least kneading them into my classroom banter to make sure they sound familiar and recognizable.

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