Skip To Michele

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4 thoughts on “Skip To Michele”

  1. O.K. now this is new to me and expands on Michele’s idea of students generated stories into asking them first what expressions they would like to know. But the time line is a bit confusing to me Skip, so let me say it back as per what I am hearing:
    1. You asked three or four kids, to start, for about five expressions that they would like to know. Only those kids got to offer suggestions and, from them, you got the ones above.
    2. Did you then PQA them the rest of the day, and then, the next day, you had the kids start the class by making the short stories? (I will put the instructions from Michele that you referred to as a separate blog today so we can search it under student generated stories – I need to create a category here for that as well).
    3. Then, as per Michele, after a few minutes you picked a story and went with it. Also then tell us how the reading part went.
    I’ll go find that comment from Michele now and turn it into a blog.
    [ed. note: All of this, weather the kids generate the stories or however, is just a variation on a theme – we introduce a few structures (establish meaning), talk about them for awhile while trying to get some personalized information tied to the new structures (PQA), then, when and if we feel like taking the structures into a story, we do that, then we read, expand/embed, and, when that process (Reading) and talking about the reading through various stacks of embeddedness is complete, we start the entire process again with some new structures. At least that is what CI means to me as I think about it today. The pattern I just described, however it is labeled, seems to be what makes all of this stuff work, and what makes it unique, truly unique, among foreign language pedagogies. Tying that elegance to a unit in some book, even a TPRS unit book – which to me is a contradiction in terms – would only harden the process described above, which is one of free form elegance, as in the ice skaters who win the gold are not just the technicians, but the artists who ALLOW elegance to FLOW THROUGH THEM]

  2. That is perfect Ben. Each of the four students gave me 1 word. I was afraid that I had too many – but it seemed okay. I established meaning with them one day and then the next had them write a story.

  3. So Skip when you say you established meaning I assume that was telling them briefly what the terms meant and then doing PQA with those terms the rest of the period. Is that correct?
    Then the next day would you not have first done a story with the terms, and then you yourself written the story they made? Clarify this please. I want to make sure we are on the same page exactly.

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