For years, my go-to teacher eval goal has been for students to increase their timed write word counts by X% (like 20%, which always happens), which includes selecting one or two practices to improve that allow CI to be provided, and contribute to the goal (e.g. establishing rules & routines, consistently using brain breaks, writing more embedded readings, etc.). In my experience, it’s not necessarily the results that lead to good evaluations, it’s how everything is analyzed. That is, a thorough analysis is more important than every student meeting the eval goal. Thus, this post. Hey Principal HD, #shoutout!
I had some time during end of the year cleaning, keeping a single copy of each co-created class text, and had fun with counting words. Those texts were also analyzed for vocab in this post. Anyway, I wrote about the solid start to the year up through 55 hours of CI, then the April update at the 100 hour mark. So, here we are at the end of the first year of Latin just 20 classes later (120 total hours of CI). Students have read on their own for 238 total minutes (just under 4 hours) of Sustained Silent Reading (SSR), and 270 minutes (4.5 hours) of Free Voluntary Reading (FVR)…
Over the 55 hours of CI starting in September up to the holiday break, students read on their own for 34 total minutes of Sustained Silent Reading (SSR), and 49 minutes of Free Voluntary Reading (FVR)…
Do something to get you drawings from each student (e.g. Listen & Draw, or Silent T/F Reading).
Project & describe as two students compete to indicate the correct drawing
Silent T/F Reading drawings are ready to go w/ 2 pics on one page, but you could place any two drawings side-by-side under a document camera. Oh, and I know a gal who knows a guy so my doc cam from last year mysteriously showed up again. If you don’t have a document camera, you could scan, and maybe crop/arrange two images side-by-side in Paint or something. Either way, this is easy prep.
Although any two drawings will do, I’ve found that the challenge level is best when you can describe things that are in both drawings, reserving any difference for after some input. Hence, Silent T/F Readings are a great option. Otherwise, if one drawing is a cat, and the other a building, there’s only so much input you could provide before the correct drawing is immediately recognized. Also, I had students yell out “left/right” in the target language and raise the same hand (instead of getting in the way of the board).
Also, this is an excellent way for teachers to become more comfortable speaking Latin. Speaking slowly builds the suspense as students intently listen for clues about the drawings. Even a think-aloud provides input (e.g. “nesciō quid in arbore sit” or “vidētur mihi…” or “in pictūrīs nōn sunt…”).
So, I got my first “hey Mr. P, remember me?” email from a former student. Oh no, they found me! Naw, it’s not too hard. I’m the only person on the planet with my name, so…
Anyway, here’s the gist of that email:
“It’s ___, your former student, now majoring in linguistics at _____ in no small part due to your teaching style.”
Why? Because I didn’t explicitly teach grammar or focus on information about the target language when teaching. We were communicating in the language, co-creating stories in real time, and then reading them. I was providing CI (i.e. comprehensible input…the messages students understand), learning about students, and personalizing content. Grammar wasn’t the focus of class at all, yet somehow this student was inspired to learn more about languages. That’s cool.
There’s still soooooo much resistance to teaching with CI. The classic argument is that doing so “won’t prepare students” for studying Classics, linguistics, or related fields in college. Seeing how most traditional programs aren’t doing a great job of preparing students per se anyway—rather it’s the individual student that makes it happen—I’d say we’ll see the death of the “they won’t be prepared” argument sometime soon. That’d be nice, wouldn’t it?
I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D Quizzes. N.B. These are “sneaky quizzes” per my NTPRS 2017 presentation, No Prep Grading & Assessment, referring to “assessments” that satisfy most quizzing/testing requirements, yet are actually an opportunity to interact and acquire.
28 students were in class for the K-F-D Quiz. Here are some observations:
At the end of November, I was hired to teach a new 7th grade Exploratory Language program. This was the administration’s solution to a failed compulsory extension of their 8th Spanish program that was halted in October by the abrupt resignation of their teacher. I wasn’t certified to teach Spanish, so the workaround was to reestablish 7th grade Spanish as a 7th grade Exploratory Language, and offer Spanish, Latin (for which I DO hold certification, and actually know), and French.
When I accepted the position, I knew very little Spanish, and French wasn’t even on the map. I was willing to invest the time needed to teach them, though, and I had a secret weapon…my CI language training. The administration recognized such value, and I was on my way.
Sure, this activity can be used to deliver understandable messages when asking questions to each group and/or providing Pop-Up Grammar explanations. Realize, though, that the more groups you have, the less CI you can deliver; time is divided between groups students instead of all at once in a whole-class format. Aside from the main purpose of providing some limited CI, OWATS is also suitable when you need a break from delivering CI. I was in that kind of state of mind today, and didn’t ask groups many questions. Still, the students had a blast creating stories together.
I didn’t plan ahead of time for today’s OWATS, but quickly realized upon entering the building that after the long weekend (including a surreal night at Hôtel de Glace), I didn’t have the energy to sustain a full day in Spanish (n.b. we start Latin in February, then French in April for this 7th grade Exploratory Language course). Teachers new to CI, and Latin teachers new to speaking Latin will likely find themselves in a similar boat. OWATS is a good option. I always have phrases we’ve used typed up, cut out, and ready to go, and continue to add more to the pile as we go…
It’s a good habit to really listen to your students. In fact, if all language teachers did so, there would be more Teaching with CI.
At the start of the year, I hand out Expectations, and assign a few questions to be answered with an adult at home. Let’s face it, CI classes aren’t like other classes, and it’s good practice to make sure everyone understands how that academic environment is different, and what makes a CI class flow. The following response samples are somewhat depressing, but reflect the current state of taking a second language in high school. I offer them as anecdotal evidence that forced language production/output is damaging, as well as assurance that this “CI thing” will reach more students, especially if we embrace the research.
So, what makes kids nervous, and what challenges do they foresee? Some responses: