Here are 4 sneaky activities that don’t seem like input at first glance. I call them “admin-friendly” because when there’s conflict over providing CI, it’s usually someone in a position of power who just wants to see the kind of schoolwork that makes more sense/is familiar to them. Unfortunately, that kind of observable schoolwork is output, or something completely non-communicative, or not even in the target language. I must admit that these 4 activities appear output-heavy, but they aren’t, so pay attention…Continue reading
- Do something to get you drawings from each student (e.g. Listen & Draw, or Silent T/F Reading).
- Project & describe as two students compete to indicate the correct drawing
Last Friday, I suddenly found myself without a document camera after a Listen & Draw with our first One Word Image (OWI). Realizing my error, I scrambled to snap a pic of just one student drawing, send it to my email, sign in, download and orient, turn on the projector, etc. all just to discuss student artwork. No bueno. Not only did I lose a few kids during the shuffle, but I avoided repeating the process, meaning we looked at just one student’s work. No bueno mas. With a document camera, we used to look at several different drawings easily, keeping interest high throughout class. That absence was obvious, and I was unhappy with how things went. Still, I was determined to use the stack of hilarious drawings somehow…
This is not an audiobook with sound effects or music. It’s not just narration. It’s definitely not repeat-after-me.
This release is part of a new series of audio, Learning Latin via, planned for other Pisoverse novellas. This series assumes a listener with ZERO prior Latin can maintain comprehension and confidence while listening to any book! If you listen to this while following along with the novella (or maybe even without the text!?), you WILL start to pick up Latin.
The audio to accompany Agrippīna: māter fortis is the first offered in the series. There are over 1500 Latin messages, some of which are comprised of 10+ words—none of that isolate word-list, or “repeat-after-me” stuff! This contains 6 hours of Latin! Each chapter has the following 3 tracks:
Pygmaliōn is the second video in the series after Mīnōtaurus. I wasn’t familiar with this myth until reading* Ovid with last year’s students. They voted to read it before Daedelus & Icarus, Pyramus & Thisbe, or Orpheus & Eurydice. My personal contribution here is calling Pygmalion “creepy” (i.e. infestus), which was inspired by student comments. I begin retelling the myth after the point when Ovid gives us Pygmalion’s reason for living alone, which downright bothered my students. Misogyny is completely unacceptable, and at an age when image is a sensitive topic, students weren’t comfortable with what the Pygmalion (i.e. Ovid) had to say about the nature of women, as well as how he sculpted a figure “more beautiful than a woman possibly could be.” Go ahead and add that part if you welcome the discussion, which could easily be connected to contemporary advertising industry and its use of Photoshop, as well as the negative social affects, but I kept the story more focused. Here’s Ovid’s Pygmalion myth retold using 31 unique words. The story is 221 words total in length.
*I say “reading,” but I definitely wasn’t reading Ovid with ease. I was certainly interacting with the text, reading the notes to establish meaning, consulting the L & S when necessary, and analyzing it closely for themes. After doing all of that in order to create simplified tiered versions for students, I will say that I had a better understanding, yet, as I “read” the poem now, I’m not sure I’m even reading still! Instead, I’m remembering what I translated during the interaction. I think this is what most Classicists do—recall what they’ve already translated, or discussion (in English) in the past.
This video series is inspired by Mike Peto’s straightforward Story Listening videos in Spanish, and Eric Herman’s structured English Class videos, both shared by John Piazza last month in an effort to get ones like these in Latin. Here’s the Minotaur myth retold using 21 unique words. The story is 229 words total in length.
OK, so you’ve taken the first step of switching gears because NO ONE wants to suffer through a stale story retell between storyasking days or between brain breaks, but what if that story was pretty good? Should you scrap it and move on? Here’s one strategy to save a stale story retell…
We started a story towards the end of class on Friday because, well, because it was Friday and compelling diversions can often be better than anything we had planned. Monday arrived. Unsurprisingly, the class was a bit hazy on details over the weekend. N.B. no, it doesn’t matter that one or two kids remembered every little thing—teaching with CI is about including ALL students. After a retell that produced even better details (as well as a longer-than-usual brain break), we ran out of time to finish the story, which was nowhere close to being done. I don’t blame anything—it was only the second class story of the year so students have been in that phase of getting comfortable with what nearly complete control over co-creating a story feels like. In addition to being heavy on details, and light on plot with virtually no time left to class, 5 students were absent. Was I really going to start the next class by retelling, or having students retell what we had so far? Nope.
Class Story Intro/Background Info
I’ve written about the importance of parallel stories, but we can get some mileage out of reading the actual class story provided that we don’t beat it to death by reading the whole thing. Reports from the field suggest that stories start to wane, and a big reason is because things start to feel routine right down to reading the same story (which is where most of our power comes from).
Instead of asking/telling a story and then reading all of it verbatim, I pre-loaded my retell by typing up the beginning details and background information, but that’s it. We began class with a choral translation before finishing the story during the rest of class. You could bet that there were questions from the absent kids (which is great because that means they’re buying into DEA), and that meant even more input for the other students.
This was enough of a change up to not feel like the “same old same old” we had been doing for three days, and allowed me the opportunity to assist those absent students a little more directly while keeping the interest of the others who had been there all three days. Give it a try!
I just went to my first iFLT conference. I got to chat (live) with Bill VanPatten and Stephen Krashen, saw master teachers teaching with CI, and went to some awesome presentations. I don’t take detailed notes during presentations, but as you can see there’s plenty to take away from a few ideas I emailed to myself over the week. This post includes what I intend to think about and/or change for 2016-17, and would recommend others considering as well. Some of the ideas were ones I’ve seen before but just haven’t gotten around to implementing them, while others were completely new. They’re organized by who inspired me: