Unlock with PatreonThe Problem with CI
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Scope and Sequence 3 – Robert Harrell
Share:
Facebook
Twitter
Pinterest
LinkedIn
Ben Slavic
Get The Latest Updates
Subscribe to Our Mailing List
No spam, notifications only about new products, updates.
Related Posts
CI and the Research (cont.)
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research Question
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
We Have the Research
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
13 thoughts on “Scope and Sequence 3 – Robert Harrell”
In this article, Robert points out in my opinion to something fundamental we should NEVER oversee when he writes:
“Of course, that means input that is comprehensible to the student not just to the teacher.”
What do we have at our disposal to ensure comprehensibility from all our students?
Let’s see:
1) Finger checks ( in which students show you with their finger where they are in terms of comprehension, with 1 being the lowest and 10 the highest)? We know from anecdotal evidence that finger checks don’ t work because kids will lie and show you a 10 when in fact they did not comprehend.
2) hand going over the head or fist in palm of the hand signaling that the teacher was going too fast or kid did not understand? Kids are inconsistent and don’t always use that to indicate break down in comprehension ( also observed anecdotally).
3) Answers to question by the teacher to students ( formative assessments, in the form of Q and A) ? That is a little more telling. However, it works more with extroverted students willing to take chances, but what about all the shy/intoverted students. Can/do they comprehend at all times?
4) Summative assessment in the form of quick quizzes ? This comprehension check is informing but not 100% full proof as the kids have a 50/50 chance of guessing the answer.
It is Mark Knowles who wrote once in his bio the statement below and made me realize as I read through his painful experience in which he became the student that we need to be aware of the possible fallacy . He wrote:
“It seems to me that the term itself does not capture exactly what we seek in our classrooms. That is because we must ask ourselves, comprehensible to whom, and how often? Would it be too late to rename what we really seek, “Comprehended Input,” knowing at the same time that we will always be beset by a margin of doubt about whether something is fully comprehended? Otherwise, meaning is not negotiable, and I believe meaning, by definition, is always negotiable.”
https://benslavic.com/blog/2012/11/25/mark-knowles/
After I read this article I started to call comprehensible input comprehended input and I know Skip was with me on this one, but I guess it doesn’t really matter what we call it, but rather that we keep on thinking and finding better ways to assess comprehension.
Anyway, reading comments on this PLC always bring me all kinds of thoughts, digressions and tangents but that is the beauty of this site.
Sorry for the blabber.
Sabrina – we love your blabber!! 🙂 it makes sense.
and I appreciate it, because I am preparing for my meeting tomorrow morning with my principal. It is a gorgeous day outside right now in Maine, and I am inside prepping (but no matter – I had gorgeous weather in CA and TX for 3 weeks! – now it’s time to process) I am using the skeleton of your letter to parents that you shared with me last year, and have tweaked it for my own students’ parents, and now added to it to use as talking points tomorrow. So, thank you for your insight and blabber!
Ah Mb,
missing all the fun from the conferences already…
As I mentioned before , I have this powerpoint presentation that I give my kids at the beginning of French 1 , which explains in kid-friendly language the 5 Krashen Hypothesis and the Comprehension theory.
I just need to revamp it and change the pictures on it, but would you still want it when it’s done?
um…me! i want it! pretty please? 🙂
Bien sûr Jen. Dès que possible!
Oh course I would you Silly!!! 🙂
Mb, Why don’t you help me finding good pictures for it?
MB just sent me a very neat course description of expectations and I am waiting for her permission to duplicate it here and then Sabrina if you send your Power Point and I can figure out how to load it here people can cut and paste as they need.
Ben,
I lost my digital version of the powerpoint but I have a paper version so I am working on recreating it dgitally.
I’ll send it as soon as its done , d’accord?
you have my permission. 😀
I’d like to have that Power Point and course description as well! Just for reference. Sounds useful :).
Hi Nathan!
Are you home yet?
I’m so happy I got to meet you Nathan, you are zee best.
You got it Nathan, as soon as it’s done I’ll send it to the boss and he can put in on the blog for anyone to share. It is no big deal, really!
Hi Nathan! I’m glad I got to meet you too!!!
send me your email and I’ll send it to you: mbt719@yahoo.com