I’m listening to a section of Latin 1 students translate out loud to their partner, going back and forth every sentence or so (Volleyball Translation). Sure, most of class time involves purposeful interaction comprised of meaningful input. As the language expert, I provide most of those messages, asking questions to engage students in thought, as well as genuinely learn something about everyone in the room. And of course, students spend a LOT of time reading.
However, students need an opportunity to interact with each other well beyond all that input to laugh, connect, or maybe commiserate about teenage things. For beginning language students, that’s going to be in English. Hence, the unlikely activity in comprehension-based and communicative language teaching (CCLT): translation…
In its debut year, Comprehensible Online offered a different kind of PD, allowing participants to watch as many presentations over three weeks as they could from their computers and phones. #pdinpajamas was trending for many teachers sneaking in loads of PD from the comfort of their own home. In fact, I was able to watch most videos during my part-time job (shhh)!
Like other conference takeaways, I’ll consult this post over the years, and the info will be here to share with all. I have a code system to help me spot new things to try, and others to update. High-leverage strategies I consider “non-negotiable” for my own teaching are “NN.” Strategies to update or re-implement are “Update!,” and those I’d like to try for the first time are “New!” I encourage you to give them all a try. Here are the takeaways from some of the presentations I got to, organized by presenter:
Classroom Management is paramount. Without it, none of the strategies to provide students with CI stand a chance. They don’t stand a chance because students who aren’t paying attention aren’t receiving any input (I) at all, let alone input that’s comprehensible (C)! Of aaaaaaaall the systems in place to manage the classroom, though, comprehension checks are probably the most effective, yet most overlooked…
I’ve been writing about Assessment & Grading for a while. That writing has earned me slots presenting at the local, regional, and national level, which means this is a hot topic not to be overlooked. I’m not surprised. Grading systems influence assessment, which drive content, and even the slightest adjustments can have profound effects on one’s teaching. For example, the simple decision to grade homework comes with considerable baggage…
I have an upcoming workshop at CANE’s 2016 Annual Meeting on how to continue Teaching with CI. My abstract reads:
[…] Despite the success and enjoyment of experimenting with CI, many Latin teachers tend to abandon CI methods and strategies after a brief yet blissful period of refreshing change in favor of familiar ways. This workshop addresses how to continue using CI after the honeymoon phase ends by establishing routines, maintaining engaging activities, and having assessment systems in place to support you and your students.
These next 13 blog posts form a CI Program Checklist (emphasis on “a“), which serves as the basis for my workshop. The checklist is organized by words that begin with the letter C…they’re all the rage right now.
Let’s get right to it:
Scott Benedict just blogged about his current Pagame system, which is essential for a CI class to flow. If class doesn’t flow, we begin to consciously learn. If we do too much conscious learning, we don’t acquire as much. In place of a participation system, I use an adapted version of Bob Patrick’s DEA. I agree with Scott and the grading experts (e.g. Marzano, O’Connor, etc.) that traditional participation scores should be reported, but never included in an academic grade, especially when using proficiency-based grading systems. There is, however, one distinction that I, Bob Patrick, and other teachers using DEA make, that justifies including it in the grade.