K-F-D Quiz: Fun With Data Analysis!

I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D QuizzesN.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:

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Making Latin More Comprehensible: Cognates

Teacher’s Materials for Rūfus et arma ātra are just days away from being published, featuring 28 additional stories that expand the unique word count, and increase sentence lengths. This will provide the novice+ student with 3000 more total words to read in Latin, and is the first of my Latin texts written with deliberate attention to super clear cognates—45 of them!

When it comes to a student-centered acquisition-rich classroom, the main responsibility of a teacher is providing input. Given time constraints, as well as what we know about general anxiety over learning languages, the input (I) should be as comprehensible (C) as possible. Therefore, the teacher would benefit from spending most of their time making the target language more comprehensible, but doing so requires training in particular strategies and techniques.

An oft neglect technique for Latin teachers is the liberal use of cognates.

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Assumptions & Definitions: Establishing Meaning

1) Our goal is reading Latin via acquisition (universal to humans).
2) Comprehensible Input (CI) is necessary for acquisition.
3) Teaching with CI means providing understandable messages in [Latin].
4) Receiving understandable messages as a student means listening and reading—not being forced to speak [Latin]. N.B. Single word/phrase responses are not considered “forced speech.”

This was the opening slide to my recent CANE presentation on how to continue Teaching with CI after discovering it, largely influenced by the 13-post series on a CI Program Checklist containing many resources and support materials for people just getting into this way of teaching. #3 above deserves more attention. How do we actually make something understandable?

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