Unlock with PatreonThe Problem with CI
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Questions
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4 thoughts on “Questions”
Briana, I have an idea. This is something that Nathan Black recommended, which I am doing this year and it is working great. Have them create a “summer postcard” or a “memorable moment card”, with color and all, give them at least a half hour to work on it in class, and when you have them, scan them or use a doc camera and talk about them with the class. I’ve been doing one a week (block classes too), building the illustration into a story that I make up or pick from an existing script. For example, one girl drew herself swimming with friends at a local pond, so for part of the week I used Matava’s story about the boy who swallowed something and the girls save him. But you could just do one or two a day if you wanted. You could pick one structure, and one new to your CI stars even, so that they’re feeling challenged but all the while you’re sheltering the vocab for the newbies. They’ll eventually pick up all the high-frequency filler words, at a slow enough pace since you won’t be trying to throw them straight into a story, but rather just light-hearted discussion with a personalized illustration to work from. Hope that helps a bit.
I did this with my 5th and 6th graders at the beginning of the year. It was a great way to review old vocab, introduce new vocab, get lots of reps in and personalize ’til the cows came home. The kids were so engaged it was incredible. Yes, we got wacky (one kid went boating, and it ended up being Leonardo DiCaprio, Justin Bieber and Hannah Montana in the boat with him, because he couldn’t remember who was with him!), and it was great. Next card was a kid in a car going to Texas with his family. Kid’s name is David, and his dad was in the car with him. Another student said that David’s dad’s name was Leonardo as well, but Leonardo DaVinci, not DiCaprio. So funny, on so many levels (DaVinci as David’s father!). We looked at a head-shot of the statue of David and compared our David to DaVinci’s David (they both have curly hair, our David’s nose is smaller). It was incredible what we were able to pull out of this.
Wow, that sounds like lots of fun and good learning, too! I’m going to use this idea at the beginning of next year. Can I ask how many days/weeks you spent on this? And did you do every kids card?
If you happen to have a very supportive group, you could also have the students help each other. For example, if you’re doing the dictionary work, the better able students could check how well the weaker students copied the phrases.
First, I guess, you’d need to explain how helpful learning through teaching is and how both sides could benefit.
Another thing is what Susan describes on her DVD. If you ask these full sentence either or questions: “Class, Sue has a black cat or Sue have a black cat”
The weaker students can say “has” and the stronger students can repeat the whole sentence. Also many jobs are well-suited for better able students because they can write/draw and understand. Weaker students often just need to focus on your words. So the stronger students could write up the quiz or the story.