Sample CI Schedule: The Year

A major reason to ditch what you’ve been doing (or what others expect language learning to look like), and teach with CI is for the flexibility in planning. In fact, the longer I teach with CI, the less I plan, and the better the results. This is probably the least intuitive concept as an educator, especially for anyone still green from their teacher training that included an obsession over Wiggins and McTighe’s Understanding by Design, the push for posted objectives, a need for required lesson plans tied to Bloom’s, etc.

I’ve written 13 blog posts and a summary about what should be considered and/or put in place in your classroom in order to continue teaching with CI. Here’s a perspective on a full year of teaching that might help you see the big picture of how simple it is to actually make this happen:

The Week
– Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes

The Month
– 1-2 unannounced, no notes, 5-10min Fluency Writes

The Grading Term
– Students self-assess Proficiency Rubric (but check these to see if they’re being too hard on themselves)

The bulk of “planning” then becomes varying how you tell/ask stories (e.g. One Word Image, TPRS, MovieTalk, Magic Tricks, etc.), what you do with them (e.g. Choral Translation, Airplane Translation, Read and Discuss, Running Dictation, Draw-Write-Pass, OWATS, etc.), and how you’ll learn more about each other (e.g. ask students for a new batch of  questions to use during La Persona Especial/Discipulus Illustris, etc.).

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5 thoughts on “Sample CI Schedule: The Year

  1. I like how you’re pushing simplification Lance. Thanks for sharing all this good stuff. Will I see you iFLT so we can talk about grading?

    This one sentence had me scratching my head until I realized that the word “THEM” that I put in caps below is about the stories, not the students. Right?

    “how you interact with THEM (e.g. Choral Translation, Airplane Translation, Read and Discuss, Running Dictation, Draw-Write-Pass, OWATS, etc.),”

    • My pleasure, Jim! Yes, I will be at iFLT, and we can talk shop anytime.

      Yes that is about stories, not interacting with students. I’ve edited that to read “WHAT YOU DO with them.”

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  4. Macte! Gratias maximas tibi ago! I have been looking for something like this. I really appreciate this post. After looking through your “A New Curriculum Map – Latin” and this post, I am starting to get an idea for how to “sequence” my activities. I have lately been thinking about next year and which activities would be helpful to start the year off and how I can build from there. I have started a document about my own CI activities and how they may become a sequence, but this has been valuable, meaningful, and helpful! Thanks again!

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