Last Wednesday, we did our first MovieTalk (yes, still calling it this because I have no intentions or expectations of students acquiring specific vocab, and that’s peachy according to Dr. Ashley Hastings’ 2018 note to teachers who were misinterpreting the method). Believe it or not, but Wednesday’s MovieTalk has been the *ONLY* story so far. Yep. Other than that, no stories. With student interviews (i.e. Discipulus Illustris/Special Person), discussions based on a simple prompt (i.e. Card Talk), and questions about the weekend and upcoming week (i.e. Weekend & Week Chat), class has been compelling enough without any narrative. But stories are awesome, and we have a ton of other MovieTalk texts already prepared for every other week, so I’m thinking now is a good time to get into collaborative storytelling…Continue reading
At iFLT 2019, Martina Bex presented on content-based instruction (CBI), only with an important caveat you’d expect from the conference: a focus on comprehension, hence CCBI. I was delighted to see how similar her three steps were to the framework I’ve been developing with John Bracey, David Maust, and John Piazza, which we presented at ACL’s Centennial Institute. Martina uses slightly different terms taken from Bloom’s Taxonomy to describe the same process we’re using (hers on the left, ours on the right):
Knowledge = Connect
Comprehension = Explore
Analysis/Synthesize = Create
Martina’s presentation showed how simple the process can be, making the concept of teaching Roman content in Latin more approachable. How? The format she shared was for a single class. Of course, the idea is not to teach random new content every day, but instead to have each day’s content within a larger unit, but still, this “bite-sized” approach feels more manageable for anyone looking to teach content in the target language. So how does that differ from the unit template the John’s and I shared at ACL?Continue reading
At iFLT 2019, Grant Boulanger paused to have had students close their eyes and spell a word in the air, syllable-by-syllable as he repeated it slowly. Students opened their eyes, and Grant wrote the word on the board, and continued with class.
Quite simply, this gets students to focus on listening, which Grant mentioned is important since most of what goes on in school makes use of other senses. Also, once the word is written on the board, any “mistakes” literally disappear into thin air. It’s like a fleeting dictātiō!
Consider using air spelling before establishing meaning of a new word/phrase when the class flow could use a short break from the input. In fact, this strategy is part of what I’ve been thinking of as Communication Breaks. These breaks pause or reduce input, allowing students either to think, or briefly interact in ways that lack a communicative purpose. Between these breaks and Brain Breaks, class should be over before students even know it!Continue reading
The Open Coaching session I attended at iFLT 2019 led by Michelle Kindt was among my top experiences. If you’ve never participated…Continue reading
At iFLT 2019, Michele Whaley shared a way to write bottom-up embedded readings together as a class. While many fun collaborative storytelling methods and strategies involve dramatic participation, I’m always searching for new ways to ask a story that doesn’t involve acting. Michele certainly delivered with this new take on an already very familiar process…Continue reading
Mira Canion just presented at iFLT 2019 on how to read novellas quickly. Why quickly? Mira had many reasons; one being if the level is a little too hard for your slowest processors; another if the book is starting to drag out. This latter option is good for anyone who tried to teach a novella over the course of a few weeks or more. I can also see how for most Latin teachers, there still aren’t enough titles available that perfectly match the reading level of the class. Mira’s “Quick Read” stuck out in my mind…Continue reading