As of right now, there’s no plan for what school looks like in the fall. Even if we were told one thing tomorrow, though, I’d take it with a grain of salt. Whatever fall teaching ends up being, it’s reasonable to expect there to be *some* level of asynchronous remote teaching, if not completely virtual. Reducing burnout in what might be an entirely new teaching environment should be on everyone’s mind. A change to providing feedback* is crucial. **Content-based feedback, NOT corrective. Don’t waste time on that**
One feature of providing input live during class is that all students receive it. Similar to batch quizzing that maximizes time and reduces burnout, the teacher does something just once that everyone in the room experiences, regardless of how many students there are. For example, the teacher can ask a question like “who thinks that…?” and instantly see hands raise, students nod, and/or hear responses. When providing feedback, such as reacting to the responses, addressing them, and/or restating one or two, everyone in the room hears that feedback at the same time (i.e. with 3 or 30 students in class, it’s still just one statement). This is perhaps the most overlooked aspect of input and interaction during live teaching:
Even students not directly being addressed receive the input just like everyone else!
TLDR; Don’t use UbD, especially this next year. COVID-19 messed with everything, so keeping the same expectations is unreasonable. Let’s face it…there’s not going to be any miraculous “catch up,” nor should we expect that. Instead of guessing where students will be in the fall, and how far their proficiency might develop with all the disruptions, try Forward Procedure.
I began writing this post after seeing calls from a lot of language teachers seeking tech tools as answers…to all the wrong questions. Rather than trying to maintain what we’ve done, we’re gonna need to make considerable adjustments to our expectations. Curricular design is one of those.
Backward Design Sure, it makes perfect sense. You start with the result you want for your students, then go backwards from there, planning learning experiences along the way. It’s been recognized as good teaching across all content areas for at least a decade, and has been around since the late 90s. This is “textbook” best practice. In fact, it’s literally a textbook…
Just a few months after the moon landing, Superintendent John Lawson (Shaker Heights, OH) gave a speech at the Symposium on Foreign Language Teaching at Indiana University. Its age certainly shows. Then again, were it not for the typeface, you’d think some of these statements appeared yesterday in a blog! I find it striking that such “progressive” and “controversial” ideas have been discussed for 50 years, pretty much coinciding with the civil rights movement, yet without much fundamental change to either. There’s no excuse for the latter. As for second language teaching, that’s slightly more understandable consideringthe field of Second Language Acquisition (SLA) was hardly established by the late 60s.
To give you a sense of how relevant Lawson’s ideas are today, look at this statement addressing the importance of compelling topics, and what now has become criticism against using unadapted texts driving the AP Latin problem:
There’s also a section, while brief, managing to address topics like teaching to the test, teacher perception of status in their field, elitism, exclusivity, ineffective pedagogy, compellingness, connectedness, comprehensibility, and confidence. All that back in 1969. Holy moly, right?!
That speech also happens to be the source of the “4%er” term that Keith Toda just shared in his latest (and last-for-a-while) blog post. Now, Keith is somewhat of a self-proclaimed man of the shadows not really active on social media, so my first thought was that he didn’t know the “4%er” term doesn’t really come up these days. In fact, I had to go back to a 2015 moreTPRS list email to search for the references contained in here! But maybe that term is exactly what teachers need to be reminded of right now. Let’s start with its history:
The world feels like it’s burning right now. Everyone should pay close attention to police brutality, those defending it, and so-called “leaders“ encouraging it and inciting further violence from white nationalists. If we can’t stand against systematic racism directly, we must be observant of what’s going on in solidarity. No one gets to tune this out, and if you do, recognize that privilege. So, this eBook announcement of mine is insignificant in comparison. Nonetheless, teachers’ attention at some point will have to shift to next year’s micro world of school and the classroom. This is what I have to offer when it comes to putting out some of those fires.
I’ve teamed up with Storylabs to offer the Pisoverse in digital form. All novellas are now available as an annual subscription for ALL your students (up to 180…and if you have more than 180, may the Olympian gods hep you!). Options include single books, packs of 3, or complete Pisoverse All Access. The eBooks are all web-based, and a school-safe certificate is on its way for a downloadable app.
Storylabs also has some tools for teachers, like tracking how long students spend reading, built-in notebooks, and the ability to create, share, and use resources other teachers have made for each book! If you have ideas, there’s a link to a Google form in each book’s Index Verbōrum. Or, fill that out directly, now. Unlike some textbook companies, we want to encourage collaboration between teachers sharing materials that support reading novellas. Just be sure to check first to see if you’re creating something that already exists in a Teacher’s Guide! Oh, and all the narration and Audiobooks I’ve recorded is included with the eBooks on Storylabs! Each student can listen to every chapter as many times as they want while reading at their own pace. There’s also built-in adorable Italian pronunciation for the few books I haven’t recorded, too!
Quintus, Syra, and Sextus are back together again in this tale of 87 unique words (excluding names, different forms of words, and meaning established in the text), nearly a third of which are super clear cognates, with a total length of over 2,400 words.
What became of the quest that Quintus’ mother entrusted to Sextus and Syra in Drūsilla et convīvium magārum? Quintus finds himself alone in a dark wood (or so he thinks). Divine intervention is needed to keep Quintus safe, but can the gods overcome an ancient evil spurred on by Juno’s wrath? How can Quintus’ friends help?
A new Pisoverse illustrator, Chloe Deeley, has updated Quintus and Sextus to show their increased age over time. Chloe has also contributed to the Pisoverse by depicting deities Mercury, Juno, Diana, and Vulcan.
This is my favorite book yet. If you find any typos in the second half of the book, it’s because each time I’ve edited, the narrative keeps me turning pages pretty fast! Oh, right. eBooks are coming for the entire Pisoverse. Stay tunedhere. For now, trēs amīcī et mōnstrum saevum is available…
But first, what’s an example without a non-example, really? When it comes to pedagogy, I’d call that partial information. Maybe you’ll know what to do after learning something, yet maybe it’s not clear what to avoid while also doing that thing. We can’t just stack practices upon practices and expect things to turn out well.
Typical Instruction (i.e. the non-example) An introduction to the infinitive is usually taught by first focusing on the form “-re” with an incomplete, yet easy-to-test explanation (e.g. “the infinitive means ‘to X'”). Students are shown examples using different verbs (i.e. multiple meanings) in isolation, phrases, and/or short sentences. Then, students practice identifying infinitives, and changing verbs into their infinitive form. That’s basically it. The kids who memorize the “-re” form (while also not confusing it with the other…hundred?…forms that were taught by now) as well as verb meanings (i.e. the kids who have good memorize) are successful. One thing to note here is that the examples and practice sentences tend to lack meaning or purpose within a context. That is, even if there’s some continuity from sentence to sentence, the purpose is still identifying infinitives, not reading to find out what the messages are about. Stop doing all that. Here’s how to teach the infinitive…
Modern and classical language teachers alike have been using big name textbooks for decades, yet there’s been an emerging counter culture known broadly as “untextbooking.” This movement is a response to a) the lack of proficiency, b) dropping interest/enrollment, and c) the kind of exclusivity that form-based textbook teaching has an affect on. Instead, preference within the “untextbooking” movement is given to meaning-based teaching that results in greater proficiency, higher enrollment, and a removal of obstacles, making language programs more inclusive. For years now, I’ve heard things like “there’s not enough culture,” or “this lacks curriculum support,” or some other complaint suggesting that textbooks have something necessary to offer that not-textbooks don’t. It’s been shown that textbooks can overload learners with too much vocab, grammar rules, and target-culture details (in English). However, I’m more interested in the role of proficiency. That is, for all the supplements textbooks might bring to the curriculum, what do they really do for language proficiency? Where does proficiency come into play in a curriculum?
Language proficiency generally refers to one’s unrehearsed ability to communicate (e.g. listening, reading, seeking clarification, replying, sharing ideas, asking questions, etc.). Humans can’t plan to communicate genuinely (e.g. “ready, communicate!”). It’s just something that happens when there’s a reason to do so. The following curricular questions keep language proficiency in mind (vs. studying about languages, or cultures, or memorizing vocab, which requires little to no proficiency)…
When I present at conferences and give in-school PD on the topics of grading, assessment, and/or planning, I like to share this slide that includes all the jobs I’ve held prior to (and during!) teaching:
One use of this slide is to show how I approach teaching as a job just like any typical worker would do. That is, when the work day is over, the work day is over. I effectively “punch out” of teaching at the end of the school day, and return to work on the next “shift,” no questions asked. I share this because most teachers are anything but your typical worker, which has significant implications. A lot of them go from one classroom as students themselves straight to another classroom as teachers with little to no experience in any other profession, perhaps besides college work study or a part time job in high school. Some are so fortunate that they never had to work before they began teaching. That means teaching the only example of work to many (most?). There’s a big problem with that…
Nearly three years ago, I wrote about misunderstandings I kept observing with the term “CI.” Since then, CI has not changed at all, of course, but my own use of it has. I now tend to avoid the term because it’s been misrepresented at best, and corrupted at worst. Whenever I can, I refer simply to “input” because in a comprehension-based and communicative language teaching (CCLT) approach, comprehension (C) is not only implied, but step zero. However, I think there’s a need once again for a reminder of what CI is not, as I’ve found non-examples to be just as helpful when it comes to explaining pedagogy.
No, this does not describe a juniper and coriander-based evening. Ginput is Grammar-based Input. Surprise! Yeah, I played this one pretty close to the vest this year. In fact, I began writing this post on June 13th—2019—knowing it would be months until actually implementing and seeing any results from what was last year’s springtime idea.
What’s Ginput? The idea for Ginput came shortly after one of those frequent grammar debates online fizzled out. I still know that teaching grammar isn’t necessary, and I certainly won’t test grammar knowledge, but I also know that even really compelling things get boring throughout the year! I started wondering if grammar had a role to play, if only as a break from all the compelling stuff, especially since I had no plans to test or grade it. However, a question remained: “could grammar somehow be input-heavy?“
The Search for Grammar-based Input Providing CI while teaching grammar is rare, so I began to think…“But what if teaching grammar weren’t the entire syllabus?” and “Could I explore Latin grammar with students knowing that our curriculum is based on their interests (i.e. NOT grammar) under a comprehension-based and communicative language teaching (CCLT) approach?” I was certainly onto something, but needed a resource for guidance. Oh wait, I wrote one…