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End of the Scope and Sequence? – 1
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21 thoughts on “End of the Scope and Sequence? – 1”
I wish I had something ready made for you. In the meantime, here is a link to a huge document, published by the partnership for 21st century skills. It contains a “then and now” comparison of traditional and “21st century” approaches to teaching language. Not everything in there supports CI, but you could certainly cut and paste from it, or use it to support the points you will be making
http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf
I also think it is important to emphasize that you are not trying to radically alter what kids learn. Don’t freak out someone who is already worried about big changes. Rather, tell them that you are simply presenting the language (including grammar) in ways that ALL types of learners can understand and acquire, according to the latest research on how our brains acquire language. Also, this comprehension-based instruction is most in line with school mission statements and mandates regarding different learning styles and special needs students.
email me– stolz_c@surreyschools.ca— I’ll send you my presentation slideshow. Also I’d print off some of the primers on here.
I used this PPT to present TCI to my school committee. Feel free to use what slides best suit your purposes.
https://docs.google.com/presentation/d/1GUvGA29n89B36ju9iEuK5oO26Wnp2YY19x43-vHxX7U/edit?usp=sharing
Awesome PPT, Eric! You certainly do have your s*** together! Perhaps the quote you have on slide 16, “Studies also report that additional writing and speaking do not improve fluency,” would be especially relevant for Melissa.
Very nice, Eric! I would love to use this! May I?
Nice work dude. Really nice. With your permission I’ll go ahead and add it to the Primers.
Thanks! Yes, please use it, modify, and add to it! Let me know if there’s anything that needs correcting.
The bottom of slide 9 has pre-test results from my classes. I can update the PPT without that, and perhaps without the photo of the TCI Conference in Maine. . .
Great job, Eric!
May I reference some for my presentation in March?
Louisa
Yes. It’s been added to the Primers.
Eric, great work. Do you think it would be relevant to add a Van Patten slide in light of his recent paper on “What If There Were No Rules” ? Again, great work. Many thanks.
Chill
Definitely.
That’s a damn good presentation Eric. Thanks for sharing it.
Adding a couple TPRS vs traditional approach action research studies (Joe Dziedzic, Karen Rowan, Barb Watson) might be helpful, and maybe I missed them in your presentation too???
On slide 9 there is a link to the summary of research results on TPRS by Karen Lichtman & Stephen Krashen and it includes those studies you reference 🙂
I would print page 1 of 2 and have copies ready to hand out.
Ahhh, I didn’t open the link to see what studies they referenced, figured they were unique to those. again, nice work
I just made my PPT even SEXIER!!!
Jim, I’ve added the table of research results to it’s own slide, I have a snapshot of this PLC’s members locations, plus a slide on foreign language class benefits, recommendations for instruction time, and some sexy stats and charts on how long it takes to reach certain proficiency levels.
With this we are armed for any battle over foreign language programs!
beautiful!!
Melissa, I’m copying and pasting the “Scope and Sequence” for years 1 and 2 that Robert Harrell wrote up. It’s somewhere on this blog. I put it in my syllabus this year.
Spanish I
In the first year students are introduced to oral language through interpersonal communication in the target language on topics directly related to them and their immediate environment (e.g. personal description, family, friends, and interests) with the emphasis on hearing and understanding spoken language (90%+ target language in the classroom). As their ability increases, students are given ample opportunity to produce language spontaneously and without coercion. Cultural literacy and competence are developed through embedded culture, just as grammatical and syntactical competence is developed through embedded grammar and syntax. Additionally, students “learn how to learn”, i.e. the conditions and procedures that support maximum acquisition of a language. Students are exposed to written language through reading short texts based on class discussion and storytelling.
Spanish 2
In the second year students continue with oral language development through interpersonal and interpretive communication on topics related to the students, their community (including school) and their environment with emphasis on hearing, understanding and responding to spoken language. At this level students’ exposure to written language increases through reading graded readers and short, simple authentic texts. Students are supported by techniques such as Scaffolded Literacy, Embedded Reading, Essential Sentences, and Embedded Culture, Grammar and Syntax.
Remember the Primer docs and Carol Gaab’s article “Co-Constructing a Story” – if she is a reader, she will appreciate these documents. They did the trick for me with my admin. Good luck, Melissa!
Thank you all so so much!! I will let you know how the meeting goes. It has actually been postponed! I don”t know a date yet, but with all this good stuff I am really going to be ready! Thanks again, this is wonderful. You all are my heroes!
I would highly recommend the “primers” on this site: https://benslavic.com/blog/primers/
You might even print out a favorite or two and give them to the other parties of the meeting in advance.