Jim Tripp’s BINGO 2.0 + & Kuhner’s 9

BINGO is pretty much a waste of time, however fun it might be, which we all know can’t be that much or last long because…well…it’s BINGO.

Jim Tripp has just breathed new life into this classic game, however, by providing massive amounts of input via circumlocution. It’s a brilliant idea, really, and quite simple to pull off!

This would also be a convenient time to implement Kuhner’s 9 Vocabulary Strategies. While the strategies aren’t appropriate for establishing meaning, and likely require output beyond most students’ capabilities (or just add too much time to whatever you’re doing), they  fit really, really well here with Jim’s BINGO reboot.

NTPRS 2017: 10 Workshops On Assessment & Grading!

Assessment & Grading is, by far, the most frequent topic I’m asked about, and this year’s National TPRS Conference features 10 of those workshops on Thursday and Friday! Based on the descriptions, there’s a mix of proficiency people, skill people, tech-tool people, speaking people, rubric people, and more! I’ll be presenting one of those workshops, and have noticed that my thinking is a little different. I do recommend getting to as many of the 10 as you can, so in case you miss out on mine, here’s a brief look at what I’m about…

RLMTL
I have a very simple approach to assessment because the answer is always RLMTL (i.e. Reading and Listening to More Target Language). That is, there is NO assessment I could give that WOULD NOT result in me providing more input. Therefore, my assessments are input-based, and very brief. In fact, what many consider assessments—for me—are actually just simple quizzes used to report scores (see below).

I prefer to assess students authentically.

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Agrippīna māter fortis: A New Latin Novella

**Updated 6..30.17Agrippīna has been published!**

Agrippīna māter fortis is the latest addition to the “Pisoverse” novellas (i.e. Pīsō Ille Poētulus, and Rūfus et arma ātra), only now Piso and Rufus’ mother gets the spotlight! Agrippina wears dresses and prepares dinner like other Roman mothers, but she has a secret—she is strong, likes wearing armor, and can fight just like her husband! Can she keep this secret from her family and friends? 

The novella is currently written with 65 unique words (n.b. Rūfus has 40, and Pīsō 108). Agrippīna is an engaging read, like Rūfus, but almost as long as Pīsō (n.b. Rūfus has ~1440 total words, Agrippīna ~2870, and Pīsō ~2935), making the density of unique words repeated in different contexts much higher. Stephen Krashen told me that a “density” metric didn’t really matter as much as compelling content. My wife, who doesn’t read Latin btw, couldn’t wait to finish the last two chapters of Agrippīna! That’s a good barometer! In addition to compelling content, we know that fewer words contribute to a sense of confidence while reading (for student feedback on the matter, see this post over at The Inclusive Latin Classroom). While Rūfus could be read within the first months of Latin I, Agrippīna can surely follow later in the year, although older students will enjoy confidence from reading something with ease

As this year comes to a close, I’m asking that you take a look at the first half of the novella, maybe run off a class copy (or project it and read through), and then get back to me with ways to improve it. Asterisks indicate where I intend to establish meaning within the text as a footnote. I’ll be editing it in June, and it should be ready before the next school year. Enjoy!

Click here to access the first 6 chapters (of 12) for previewing/piloting.

Let’s Make A Deal

I once had a native Spanish-speaking colleague propose a deal; in order to improve his English, he was to speak only English to me, and in order for me to improve my Spanish, I was to speak only Spanish to him. Without wanting him to know how I reaaaally felt about language acquisition so soon after meeting, I hesitantly agreed to the terms.

The results were disastrous.

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K-F-D Quizzes

Use these quizzes to satisfy those school requirements that have nothing to do with acquisition, yet everything to do with teaching expectations. K-F-D Quizzes allow you to put a number in the gradebook that builds confidence instead of shattering it, while also providing input. Alternate with something like Quick Quizzes to vary your quiz-types a little bit without any prep.

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Stolz’ Daily Routine PPT

If you missed Chris Stolz’ daily routine, go check out his post for the details. I like how this is both an extension, and reminder of his “how should I teach boring stuff?” post from years ago; just 2 minutes for the boring stuff, and then personalization really starts to lift off! Note how easily this daily routine could launch into a scene, or complete story!

Here’s a PowerPoint (ppt) to help get you comfortable with a daily routine:

Stolz’ Daily Routine PPT