Request for Video

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26 thoughts on “Request for Video”

  1. Wonderful! The more video we have the better à mon avis.

    On that topic I have been looking for video to share with a colleague who wants to use CI but has not had any training. I’m going to be his personal workshop and try to get him a foundation in what we do. I have been looking for videos to help him get some feel for the process. I have been trying to view videos from DPS and get an error message that says “File not found”. Does anyone know what’s up with the DPS site? Also some of the videos here under the Video heading aren’t linked…?

    Thanks if you know what I can do to access the DPS stuff. I think it will be good for my colleague to see a few different people with different styles to get a feel for what will work for him. I so appreciate all those who are brave and generous enough to share your work with us all!!

    1. Ben, thanks but that is the link I have been using. I still get the same message “error loading media, file not found” ? I appreciate the try though.

    1. Ben,
      Looks like they are doing an upgrade for the coming school year and are temporarily not available. Good link but still no video yet. Hopefully it will be up and running soon. I plan to meet with my colleague on Monday so maybe things will be working then? If not, maybe soon. Thanks for your help!

  2. Eric Herman has some excellent videos on his school website. Just google Eric Herman TPRS and you’ll find it. HIs whole website is a valuable resource 🙂

    1. Joseph,
      This link says that “no videos were found”, even though it says it was posted 3 days ago. I thought you might like the feedback since it is not available for others to see. I appreciate your generosity in sharing!

    2. Hi! HOw does this work? The last time I tried sharing via Vimeo was with Sabrina when we did the video exchange. I remember it taking forever. Is this normal? How short/long should the files be? I really get bogged down with this stuff and I know it is because I am not pushing myself to use it more.

      I have a few videos on my computer but they might be too long. I would appreciate any advice about how to share and also about the differences / pros/ cons of vimeo vs youtube ???

  3. Ok, I have just posted two more videos. These are from a Chinese 1 class (freshman boy-dominant class for SURE) doing Listen and Draw and a video explanation of a follow-up I did the following day. I have another video clip that chronologically comes before the two I posted, but I need to cut out a couple shots of student faces first.

    The Chinese has English subtitles. Links: and

  4. I just sent a note to Ben but I’m going to crash this thread because there is important, exciting news. TPRS teachers have been validated by non other than Bill VanPatten!! I think several of you might have seen his article in the current Language Educator, in which his description of how to run class is suspiciously similar to what we call circling, minus what I think of as engaging.

    Because I’m in contact with BVP to get him to present here at AFLA 2014 next September, he asked whether I knew about an upcoming webinar. It was sent out to those belonging to the ACTFL Research Special Interest Group (SIG). (Now I know I need to join that group.)

    If you watched the videos that we suggested earlier by Bill VanPatten, you know that what he discusses seems to support our teaching. A lot of the webinar went over that material for a second time, and once again, he did not get to the point of explaining HOW to teach using Process Instruction. Luckily there were questions afterward. I asked for an example in addition to his family lesson that he mentioned in the Language Educator article. He said it was hard to do on the spot, but then he said that if he had the topic of clothing, for example, he would take in a picture of his closet, talking about the numbers of pairs of shoes, the types of clothing, and so on. Then he’d say to his class, “Now see what you remember. How many pairs of shoes do I have? What kinds of suits…” and so on.

    A few things came into my head. First, not a word about authentic resources. Second, he said that teachers need to talk to the kids, but go no more than three or four sentences without giving them a reason to respond. Third, I thought I did a much better job of talking about clothing today when a kid in a t-shirt and shorts was cold in my 70-degree classroom, while a kid in a jacket, blouse, and jeans was a bit warm. We pulled them up to the front and talked to them about the current weather and the fact that this is Alaska. Do they know the words for jacket and blouse? Probably not jacket, but bluska is pretty obvious. Jinsi was a no-brainer, as was shorti, and they might have even got futbolka (t-shirt) because I kept plucking on it. I asked them to close their eyes and tell me who had the items on. No issue. Probably should have done a quiz.

    Sorry this is so long!! I’m so excited I can’t stop.

    The next question was a little more direct. “Is TPRS a method you would consider appropriate?” (Was one of you on the webinar???) “Yes!! In TPRS, teachers are working within a context that the students understand, they are engaging with them, and they are processing meaning.” There was more, but a little cheer went up in my room and I’ve forgotten.

    Bill VanPatten IS ACTFL. He’s this year’s chair of the Research SIG.

    What I didn’t mention above is that this webinar came on at the beginning of my Intermediate Russian class. I wanted to be able to listen to at least the first few minutes, to be able to decide whether to go back later and listen to it (if only for this, ACTFL membership is worth the dues for this year), so I had reading and writing tasks set up for the kids, having written them notes that they were welcome to listen with me.

    Four or five kids were glued to the webinar, though it was pretty darned complex for them, so I kept it going for the entire time.

    One of the boys just dropped in to tell me that the webinar explained to him why my methods of teaching language are so much more than the methods other teachers have used. He’s taking Russian with me for a third year, having had eight years before that of both Spanish and Russian with a varied group of teachers, so he has more experience than most kids of this age.

    Can you imagine how happy I am?? I can’t wait for our Curriculum Director to hear this webinar!

    1. Michele, this is awesome!
      Maybe I need to join ACTFL. . . $79/year?
      And if you join the research SIG, then any idea what that means?
      Is there any way that webinar was recorded somewhere for us to access?

      I don’t think Processing Instruction has an application to the classroom. Its contribution is theoretical, namely that acquisition is input-dependent. It would only make sense to use PI, as it is used in studies, if your goal were to isolate 1 grammar aspect for a student to acquire. To me, that means PI is only for people of advanced proficiency who may need the structured input in order to overcome faulty processing strategies.

      VP’s teaching example in the Language Educator seemed like Natural Approach as Krashen wrote about it 30 years ago. I wonder how much of TPRS he actually knows and has seen.

  5. AARGH. More effective. Missed a word in the penultimate paragraph.

    …One of the boys just dropped in to tell me that the webinar explained to him why my methods of teaching language are so much more effective than the methods other teachers have used…

    1. That is great news. I’m glad to hear it! He needs to visit some classrooms to see this in action. (I agree, you did much better than his example, which sounds awfully tied to semantic sets and nothing personalized about the students.)

      1. Hooray Michele!! If any of our ACTLF contributors wants to buy an ACTFL membership and is not feeling good about the paying of the $80, I’m happy to send $10 when I get my next paycheck Thursday!

        Yes, I agree with Diane here… I can’t imagine how he could see his own lesson and your lesson Michele and still want to do his again (and not do something more like yours instead). Perhaps a story like Brrrr!, which can work well around clothing vocab (but certainly doesn’t have to), would be a good example of bringing those in using narrative/reading.

        I had the same feeling Diane, sounds like semantic set teaching, and if he is the research guy, he should know better right? Maybe he needs some counsel from Eric Herman… 🙂

        1. Yes Jim and Diane.
          I had the same feeling after reading his introduction in the Language Educator.
          Both VP’s practical examples have been so-so, at best.

          “Teaching FL” is very different from “Talking about it”.

          Hopefully VP will see Michelle teach at AFLA 2015. Now that would be a treat!
          And Brrr! is FANTASTIC.

          You are all so much more competent. And smarter.

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