The following request from Melissa is from a year ago. She was being challenged by a traditional teacher whose idea of a scope and sequence document is from the last century. Being new to this work, she reached out to the group for possible ideas and got some excellent documents, all sent or referenced by various group members in the comments below.
I would like to re-open this thread right now, a year after it started, and try somehow to gather a one stop shopping set of documents somewhere on this site to describe what we do when challenged as Melissa was a year ago.
Here is Melissa’s request for help from last February and the key responses below it:
Ben,
I had a VERY tense department meeting yesterday and the lady with 16 years here in this building did not come because of an email that I sent. She was really upset. The thing is way back she went to some Blaine Ray trainings and does his stories in level one. With the addition of a “new” Spanish teacher (8 years ago) who didn’t like TPRS, this lady has “landed in the middle” as she says. Some grammar some CI. I think a lot of progress has been made in CI since Blaine’s first years and maybe she is disenchanted….
So I am not really fighting a teacher who is entirely against TPRS..
The academic coordinator lady is going to have a meeting with me to better understand what it is exactly that I want to do. I need to educate her. I feel so new with this method and I don’t want to sound shaky or unprofessional as I explain. The meeting is tomorrow at 12. Does anyone on the site have a Power Point already made that I could borrow to present to my academic coordinator that explains and highlights the differences? This would be of the upmost help to me.
I am in the process of collecting information from the site but haven’t distilled it into a deliverable presentation yet.
Thanks again,
Melissa Snider