Circling isn’t an activity (e.g., “OK class, let’s answer some circling questions”) or something you plan to last 20 minutes during the next class. It’s a strategy, and Von Ray was right. In 2017, he told a small room of TPRS workshop participants “if there’s no breakdown [in processing the language], we don’t circle.“ The strategy was developed as part of collaborative storytelling. No wonder that’s the context in which it works best! Sure, any language learner will benefit from getting micro-exposure to a small set of words, which is what takes place during circling and during the TPRS 2.0 update of triangling (i.e., circling with 3rd, 1st, and 2nd verb persons). Yet, there are times when circling falls flat…
Continue readingcircling
Back To Comprehension Basics: Don’t Speak Latin
No, I haven’t reverted back to the grammar-focused pedagogy of the 90s (and no, not the 1890s, either. Grammar teaching is still the dominant one today, which I predict will hold true for another 20 years). Instead, I’m going to challenge us all speaking Latin in the classroom to do so under just one condition:
Students will understand what you’re about to say.
It sounds too basic, I know, but not everyone does this or does this enough. Hence, back to the basics of comprehension-based teaching, right? So my challenge is now out there. If the condition isn’t met, say something in English, or change what we’re about to say to meet the condition. Of course, this challenge wouldn’t exclude the use of new words. No way. How else would students ever expand vocab?! However, this does mean that we must provide CI by using mostly words students already understand, allowing for just a few new ones during class, and then be sure students understand those new words (i.e., at least tell them what the new words mean in English, demonstrate the meaning whenever possible, and use a picture/realia if applicable).
Speech Rate & Text Coverage
The research of Hsueh-Chao & Nation as well as Laufer shows that a text must have 98% coverage of known vocab (tokens) to have a chance of being read with ease (because even 95% text coverage can get woefully low comprehension scores of 55%!). Well, that’s with texts, when the student able to control the pace and even reread! Speech doesn’t work that way. When we say something, the student can’t control our speech rate. They have to signal us. There’s no 15sec replay. They have to signal us. While we’re working towards training students to self-advocate for comprehension, the reality is that listening to Latin is the MUCH harder mode to process. Therefore, it goes without saying that we should be using 98%+ text coverage in speech. Only speaking the target language in class when students will understand will maximize comprehension. Who doesn’t want that?! Practically speaking, then, I challenge us to all give pause the moment we’re about to say something students don’t understand yet, then do the following:
- Say it in English and move on.
- Restate using other words students already understand.
- Use the new word/phrase, immediately establish meaning, then provide micro-exposure.
Micro-exposure
This is my term for giving students a little bit of concentrated exposure to what has the potential to be a one-off and out-of-bounds word/phrase. In practice, when a new word/phrase comes up, expect to sit with it for some statements and questions for a minute or two. Yes, a minute or two. This helps keep vocab limited and comprehension high without vocab overload and noise that students start to get used to (i.e., they begin to tune out the input and be OK with incomprehension because there’s so much of it during class).
Consider the alternative for a minute: a class during which we teachers use new words/phrases as a reaction to what students say. That’s basically a translation class (English –> Latin) without much expectation (and hope) that students will ever be exposed to those words/phrases again.
Think of micro-exposure as circling or something if that helps you, too. However it’s understood and whatever it’s called, we must acknowledge that the absence of micro-exposure entirely can result in a ton of vocab and high levels of incomprehension, or some kind of one-off situational experience like the translation class. Only the kids with the best, most freakish memories will absorb all that input, and there aren’t too many of them in class, if at all.
So, are you ready to not speak Latin unless students will understand what you’re about to say? Why or why not?
TPRS, etc. & Interaction: Required
Here’s a quick note about TPRS (Teaching Proficiency through Reading and Storytelling) and other collaborative storytelling methods and strategies…
They require interaction.
This has become painfully obvious to me after teaching on Zoom for over a year in a public high school, where responses to polls are few, participation is low, and circling is next to impossible in most contexts (unless you happen to have surprisingly high levels of participation). I mean, we can certainly fake circling by doing something similar via those polls and chat, but it moves a LOT slower than that in-person question after question pace complete with reading the room (i.e. “teach to eyes” etc.). On Zoom, the process gets bogged down. That’s not circling. The point of circling is to give students a massive amount of exposure to a small set of words by asking many different questions that students can answer without hesitation. It’s actually the answering of questions that’s so key, not only to keep an eye on who might be getting lost (and then ask “what does X mean?” comprehension check), but also to get the details you ask for, as well as the surprise responses that can take the story in an unexpected yet highly compelling turn. Hence, interaction.
Yet “interaction” can be woefully misunderstood and misinterpreted to mean full-on conversations. That’s not what we need with collaborative storytelling at all. We need to provide students messages in the target language via a process that might feel ad nauseam to us, but is probably just enough (or maybe not quite enough!) for the beginner. That’s happens from questions, statements, and then restating everything that happens.
THAT kind of interaction is crucial. Other types of interaction might occur, or even prove to be beneficial in certain cases, especially in other activities, but without student responses during collaborative storytelling—not just the ones that get details—we got nothing.
Circling & Scripts: Back To Them Roots (+ 59 Simple Story Starters)
Imma take a break from playing Root and get back to my teaching roots. Several recent experiences have reminded me that the most effective teaching practices are the basics, hands down. Obviously, COVID messed with us big time, but I’m afraid some of us have done a little too much adjusting that might result in lingering bad habits. Let’s face it, we pulled out all the stops on that beastly concert organ that was remote learning, and not all of what we did to make it happen could be considered even OK practices. We want good practices, and best ones whenever possible. Oh, and it’s been a while. Consider this: it will have been over two years since starting the school year with tried and true practices you’ve known to be effective. Yeah, that’s right. No one really did that in 2020, so it was August or September of 2019 when you last began the school year how you wanted. Will you remember what all those practices were? I’m not confident I will, so I’m writing this post to remind myself about them roots. Feel free to follow along…
Continue readingNTPRS 2018 Takeaways & Presentations
These are my updated presentations from the conference:
No-Prep Grading & Assessment 2018
Questioning Is Core
Optimizing Your Classroom Setup For MGMT
Here are my own takeaways organized by presenter, whether a) directly used by them during the conference, or b) inspired by something similar they did that got me thinking and I’ve adapted:
NTPRS 2017 Takeaways
Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!
Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter:
Von Ray on Circling & MovieTalk
I was just with Von Ray—the man, the myth, the legend—at a TPRS workshop in Manchester, NH. It’s been several years since I’ve seen anyone do the 2-day workshop, and I was impressed with the updates. I was also impressed with how magical the experience still was, given my familiarity with all the strategies and techniques of a basic skills workshop, while observing first-time TPRS participants in the room simply dazzled by the experience.
DISCIPVLVS ILLVSTRIS: La Persona Especial, Latīnē
**See a more recent post with a helpful variation on DISCIPVLVS ILLVSTRIS**
**See an even more recent post with some changes to the Quizzes**
Bryce Hedstrom’s La Persona Especial is an excellent team building activity that targets high frequency verbs. Now it’s in Latin. Here’s what to do, in a nutshell:
Magister P. 