sīgna zōdiaca collectiō: HARDCOVER!

All three volumes of sīgna zōdiaca have been combined into one new collection bound in hardcover! The myths also feature a new version that’s been adapted even further for a quick read (i.e. fābula rapida). When myths are read monthly with the changing of each sign, these new versions provide additional scaffolding which I found helpful in the first months of first year Latin. The book feels good, too, with a solid binding, similar to my LLPSI (Lingua Latina Per Se Illustrata) hardcover. The total length of this collection is 8100 words.

The collection is only available here on Amazon.

Basics: Current Ideas & Summary of Recurring Blog Posts

All Of My Daily Activities, etc.
– input-based strategies & activities
– how to get texts

If this stuff interests you, consider putting a few things in place to support the move towards a more comprehension-based and communicative approach. Here are the practices fundamental to my teaching, making the daily stuff possible:

Core Practices
CI
Grammar
Textbooks
Curriculum
Grading
Course Grade
D.E.A.
Assessments
Speaking & Writing

Continue reading for explanations of each…

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TPRS, etc. & Interaction: Required

Here’s a quick note about TPRS (Teaching Proficiency through Reading and Storytelling) and other collaborative storytelling methods and strategies…

They require interaction.

This has become painfully obvious to me after teaching on Zoom for over a year in a public high school, where responses to polls are few, participation is low, and circling is next to impossible in most contexts (unless you happen to have surprisingly high levels of participation). I mean, we can certainly fake circling by doing something similar via those polls and chat, but it moves a LOT slower than that in-person question after question pace complete with reading the room (i.e. “teach to eyes” etc.). On Zoom, the process gets bogged down. That’s not circling. The point of circling is to give students a massive amount of exposure to a small set of words by asking many different questions that students can answer without hesitation. It’s actually the answering of questions that’s so key, not only to keep an eye on who might be getting lost (and then ask “what does X mean?” comprehension check), but also to get the details you ask for, as well as the surprise responses that can take the story in an unexpected yet highly compelling turn. Hence, interaction.

Yet “interaction” can be woefully misunderstood and misinterpreted to mean full-on conversations. That’s not what we need with collaborative storytelling at all. We need to provide students messages in the target language via a process that might feel ad nauseam to us, but is probably just enough (or maybe not quite enough!) for the beginner. That’s happens from questions, statements, and then restating everything that happens.

THAT kind of interaction is crucial. Other types of interaction might occur, or even prove to be beneficial in certain cases, especially in other activities, but without student responses during collaborative storytelling—not just the ones that get details—we got nothing.

Pisoverse Companion Texts: HARDCOVER Combos!

Following last month’s new hardcover containing all three volumes of sīgna zōdiaca, the five Pisoverse novellas with a companion text are now offered as a combined hardcover option, as well. The companion texts have been used as more independent reading options, to expand vocabulary and bridge beginner texts, and for various annotation tasks and activities by copying them from the teacher guides/materials (Rūfus lutulentus Teacher’s Materials, Syra sōla Teacher’s Materials, Rūfus et arma ātra Teacher’s Materials, Agrippīna Teacher’s materials, and Pīsō Teacher’s Guide).

These combos are more geared toward independent reading, with notes at the end of each novella chapter that send students to the additional story pages.

Available only on Amazon…

Core Practices

I got thinking about what I’d say my core practices were if anyone wanted to learn more about CI and get an overview of what comprehension-based and communicative language teaching (CCLT) looks like. Would it be a list of 10? Could I get that down to five? Might it be better to prioritize some practices like the top 5, 8, and 16 verbs (i.e. quaint quīnque, awesome octō, and sweet sēdecim)? Would I go specific, with concrete activities? Or, would I go broad and global, starting with principles and ideas?

I highly recommend that you do this just as an exercise during a planning period this week, making a quick list of your core practices. Doing so required me to sort out a few things in the process, and helped organize and align my practices to certain principles. Of course, terms and definitions can get tricky, here. I just saw that Reed Riggs and Diane Neubauer refer to “instructional activities (IA),” which covers a lot of what goes on in the classroom. It’s a good term. I’m using “practices” in a similar way to refer to many different methods, strategies, techniques, and activities that all fall under a CCLT approach, as well as general “teacher stuff” I find to be core as well.

Another reason for this post is that I’ve seen the “CI umbrella” graphic shared before, but that doesn’t quite fit with my understanding of things. Rather than practices falling under a CI umbrella, I envision CI instead as the result of practices under the umbrella of CCLT. I also consider such an approach a defense against incomprehensibility—the first obstacle that needs to be removed—and I thought a more aggressive graphic of a “CI shield” might best represent that.

Here’s the first line of core practice defense:

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ecce, poēmata discipulīs! (Published!)

This is—by far—my metrical magnum opus, yet that doesn’t mean it’s beyond the reach of Latin 1 students. Forget any meter of mine you’ve ever met. If your pupils haven’t cared much for poor Piso’s poetry, no problem. This book is for them! It basically makes fun of Latin class, and school in general, which is a very different, yet delightful read, and it’s for students. I keep pointing that out because I’ve come to find that a lot of teaching materials are actually written for teachers, who then of course go on to use them with students (my own Piso Workbook included). This book, however, instead is written for students, directly…

“Wait, we have to read…Eutropius…who’s that?! Homework on a Friday?! Class for an hour straight without a break?! Oh no, more tests in Math?! What, no glossary?! Why can’t we just read?! Honestly, I was in bed (but the teacher doesn’t know!)…”

This collection of 33 poems is a humorous yet honest reflection of school, Latin class, homework, tests, Romans, teaching, and remote learning.

First Poems: “For students, teachers, cats, and dogs”
Those Classes in English: “Chem 101”
Romans & Not-So-Great Teaching: “Who’s Left?”

What makes this good? Why do I need this?
I can answer with some numbers:

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Methods & Results: To What Do We Attribute Success?

Not every teacher shares how well their students are doing—probably out of fear of being criticized—and I don’t blame them one bit. This data is often kept under lock and key, so it’s hard to get a sense of whether all the talk amounts to something. SPOILER ALERT: it does. The reports I’ve seen on how well students have been doing under a…NOT…grammar-translation approach tend to attribute success in different ways, though. Today, I’m looking at two such programs to see if we can narrow down what contributes success:

Program 1:

  • 69% of Latin V students score Intermediate Mid (I4+) on ALIRA
  • Focus on reading
  • Translation of what is understood (vs. in order to understand)
  • Uses LLPSI (Lingua Latina per se Illustrata)
  • Uses novellas & other sources of input
  • Speaks Latin whenever possible (i.e. judicious use of English)
  • Establishes meaning in English (i.e. fēlēs = cat) when students ask
  • CI is necessary, but not sufficient for acquisition
  • Extensive interaction is most important

Program 2:

  • 64% of Latin IV students score Intermediate Mid (I4+) on ALIRA
  • Focus on reading
  • Translation of what is understood (vs. in order to understand)
  • No textbook
  • Uses novellas & other sources of input
  • Speaks Latin whenever possible (i.e. judicious use of English)
  • Establishes meaning in English (i.e. fēlēs = cat)
  • CI is necessary, and sufficient for acquisition
  • Interaction is important

The results are very close by the end of each program, and there’s definitely more in common than not, but what isn’t in common makes for differently-enough teaching and learning environments. Both are just as successful, but what can we attribute that success to? Let’s look into those differences a bit more…

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Pisoverse Novella Recommendations: Levels & Whole-Class

Back in August, you might have seen my 2020-21 plans for novellas in preparation of remote learning on a reduced 2x/week class schedule. It turned out that with less time spent on Free Voluntary Reading (i.e. none), we read more whole-class novellas over Zoom than I would have preferred, but c’est la vie COVID. That experience gave me some insight into which books work best for whole-class reading, as well as helped me organize books in a different way. There was also Mike Peto’s Read-Aloud that came just in time to change things up with a new kind of reading process.

Levels
Following Andrew Olimpi’s system, my books now appear as AA to C (none of mine would be considered Level D or beyond). The general recommendation I’ve given is to read in order of word count. However, I’ve begun making it clearer which books might buck the trend due to higher percentage of cognates, as well as total length. For example, Drūsilla et convīvium magārum is my longest book at 3400 total words. In my experience, trēs amīcī et mōnstrum saevum—a book 1,000 fewer words in length, and with 3x as many cognates—is readable sooner. Books seemingly “out of order” like these can be identified by the word count badges on the front cover to highlight the percentage of cognates. Here are my recommended levels, and order within each, from left to right:

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Trust & Hope: We Can’t Tell Who’s Reading, But We Can SEE Who Isn’t (via Google Docs)

As many of us discussed, this remote year has been the time to put faith into the input hypothesis, by just providing input, and not demanding much more than reading from students during a pandemic. Of course, remote learning has been 100% homework, and there’s no way to know what students do at home, much less monitor and support it. So in addition to trusting the input hypothesis—that input would be sufficient for language acquisition expectations within a K-12 context—there was a hope that students were reading. Trust & Hope. Well, today I discovered that my hopes didn’t really pan out, although I cannot say I’m surprised. There’s a pandemic. Full stop. By chance, I clicked on the “trend” arrow that I’ve somehow ignored for a while, and found that it’s quite handy…

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Novellas: +2 Forward, -1 Back

With new novellas being published almost monthly at this point, opening up titles to choose from, I’ve been looking at how my own sequencing has been changing in the past year. I no longer feel the need to systematically read a) from lowest to highest word count, or b) shortest to longest book, a practice that constantly increases the demand of learners. If you think about it, what’s really the difference between that and using a highly sequenced textbook?! Such practice of constantly increasing demand also presumes learners have attended all classes, and/or develop language ability at the same rate, which is complete nonsense…

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