Retell Example

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5 thoughts on “Retell Example”

  1. Retelling with the artist’s work is definitely the way to go. Then you can switch and show the writer’s version of the story. So much CI going on from so many different angles it’s absurd. During PQA and story days, and when we review the content of those days, the work from the jobs (pictures, written version of story) become super important artifacts that help everyone in the room.

    If the students with jobs draw and write on a new piece of paper for each story, then the teacher can even easily save the artifacts all year and can keep on referring to them for killer review and summative assessments.

  2. Karen,

    Karen I m not sure you’ll see this message here or not but are you the same Karen that left me a message on vimeo about this video?

    Sorry I’ m new with Vimeo and I just found out there are so many things you can do with it, such as leave comments and look at statistics and stuff, really cool.

    Anyway if it is you Karen , thank you for the compliment. Seeing my kids output just puts a big smile on my face and warms up my heart. I feel like I don’t work in vain, THESE KIDS inspire and fuel me day in and day out. I am blessed and feel so rewarded. I just want to cry……

    Let me say this here now , in light of the conversation we’re having as to whether this method can indeed work in the school setting or not in response to Ben recent post on The strong Man.

    My 2 cents is that this method does work, seeing this kid on this video is the proof it works. However, although it does and can work beautifully , it does not necessarily work for 100% of our students.

    Ben I think mentioned somewhere that he thinks it works in 70 % of the time and in 30 % it does not. I would have to agree with that idea and I don’t know about that exact ratio but it sounds right.

    There are kids I cannot and will never be able to motivate whatever I do ( b/c of so many reasons ) , even if I jumped on my desk and started to dance the French cancan ( well perhaps it would then reach the unmotivated or sleepy faces .)

    I have been a very happy teacher ever since I started teaching this way and especially when I see kids output like the one kid in this video after 1 1/2 year of Comprehended Input.

    But I also know and carry a certain guilt and burden about the kids that I am not reaching and are left behind. That saddens me DEEPLY , so I take the good with the bad and try to do the balance the elation and the sorrow… Sometimes hard to do….

  3. Sabrina wrote, Ben I think mentioned somewhere that he thinks it works in 70% of the time and in 30% it does not. I would have to agree with that idea and I don’t know about that exact ratio but it sounds right.

    No method or person will reach everyone, no matter how much time and effort we put in or how good we are at reaching out. (After all, Jesus poured three years of his life into 12 men, and one of them betrayed him.) However, something that works 70% of the time for well over half of the students in our classes is still superior to something that works 90% of the time for 4% of our students.

    There is a tension between our desire to “reach” all of our students and our ability to do so. We are striving for the impossible. That doesn’t mean we should cease striving, but it does mean that we should not berate ourselves when success or failure lies outside our control. We sail between the Scylla of becoming callous toward the needs of our students and the Charybdis of despairing because we cannot meet all of those needs. “Chivalry” was also an impossible ideal, but that did not stop the medieval knights – and should not stop us – from striving toward it. In the end the very striving made them – and will make us – better.

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