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).
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.
I agree with Justin Slocum Bailey that something great can come from nothing. Most teachers fall into the habit of planning waaaay too much. Even if all that planning is enjoyable, somehow, it often results in insignificant gains in student happiness and/or proficiency. In the spirit of “no fail no burnout,” then, plan whatever you have to in order to sleep well at night, but begin class ready for any compelling diversion to take you away from those plans! Sometimes a sentence is all you need, and depending on the content, a single word (e.g. One Word Image, or One Word Drawing).
I read this statement somewhere recently about researched teaching practices:
“X is at least as supported as Y.”
Since we’re talking about something that affects students, I’d begin by asking the kind of questions Eric Herman includes with each of his memos. Then I’d move away from data, and instead consider practical classroom applications, as well as personal observations and reflections (of both practices X and Y when applicable).