TPR Wall Reboot & TPR Upgrade: Don’t Laugh!

Last year, I ditched the TPR Word Wall for a bottom-up Word Wall (i.e. blank at start of year, then add as you go). This year, I’ll have both. As such, my TPR Word Wall just had a reboot, now featuring English meanings, pictures when possible, new verbs (that I know I’ll use more), and a cleaner look. Oh, and these posters are primarily to help me do TPR, not as a learner reference on the wall. With everything up there, all I have to do is combine things to form novel chain commands, and hilarious 3 Ring Circus scenes (i.e. assign chain commands/actions that a few learners then loop)!

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Grading: A Zero-Autonomy Quick Fix

After reviewing my NTPRS 2018 presentation with someone earlier today, I stumbled upon a way to demystify the concept while also providing an option for immediate implementation without ANY changes to those pesky school-mandated, unchangeable grading categories (if you’re in that unlucky situation). In each grading category:

  1. Create assignments that do NOT count towards the final grade (usually a check box)
  2. Create ONLY ONE assignment that DOES count towards the final grade
  3. Use a—ANY—holistic rubric to arrive at that grading category grade

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Studies Showing the Ineffectiveness of Grammar Instruction

Greek_1st_declension_contract_nouns

How effective is studying these “rules?” Research shows “not at all!” What was lurking beneath all that studying for those claiming it did, in fact, work? Comprehensible Input (CI).

**Updated 7.3.18**
with Doughty (2004) & Norris/Ortega (2000)

All of this research has been shared by Eric Herman, either in the Acquisition Classroom Memos, or from my direct requests. Thanks, dude! As you’ll see, there is very little support (none?) for explicit grammar, or traditional rule-based language instruction. Even effectiveness aside, it should be clear that the practice has no place in inclusive K-12 classrooms (and probably beyond), since affective factors—alone—are shown to result in enough negative consequences. N.B. The highly-motivated independent adult learner can, and probably will do anything they want, and/or feel is helping them regardless of any proof. K-12 students are NOT those people.

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The Problem with Non-Targeted, Targeting 1, and Targeting 2

In 2013, Stephen Krashen wrote an article, The Case for Non-Targeted, Comprehensible Input, about the problems of the traditional “rule of the day” grammar syllabus. Krashen not only wrote how this “targeted” grammar and vocabulary has disadvantages, but also how TPRS reduces such problems, even ending the section with:

“Although TPRS probably succeeds in reducing the problems of the grammatical syllabus, there is another possibility: Non-targeted comprehensible input.”

At this point, it appears that the “targeted” nature of TPRS and non-targeted are—probably—on par, and that it’s really just an option of what appeals to you…

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