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…
My new room down the hall is just about set up. I’ve kept things from last year that really helped, ditched things that didn’t, and introduced some new things I felt I was missing.
Taking a cue from the diversity-positive practices Anna Gilcher and Rachelle Adams shared at NTPRS a couple years ago, I now have a bunch of qualities at the ready. I’m looking forward to having deeper characteristics other than the baaaaaasic small animal that’s smart and pretty. We can do better than that, right? So, the next time we ask develop a character, either by itself during One Word Image (OWI), or in a story via Teaching Proficiency through Reading and Storytelling (TPRS), I’ll ask if they’re sociable, or quiet…honest, or curious…observant, or courageous, etc. Here are my quālitātēs:
**Updated 10.22.18 with Scaffolded Story Cube Storyasking**
See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:
**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**
If conventional language teaching is grammar-translation, then we’re all somewhat a group of heretics! Still, there are so many sub groups of CI that it warrants a bit of elucidation. At some point, John Bracey and I were talking about if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. Here are descriptions of all the different CI groups I’ve observed over the past 5 years already in existence, or just emerging:
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:
I agree with Justin Slocum Bailey that something great can come from nothing. Most teachers fall into the habit of planning waaaay too much. Even if all that planning is enjoyable, somehow, it often results in insignificant gains in student happiness and/or proficiency. In the spirit of “no fail no burnout,” then, plan whatever you have to in order to sleep well at night, but begin class ready for any compelling diversion to take you away from those plans! Sometimes a sentence is all you need, and depending on the content, a single word (e.g. One Word Image, or One Word Drawing).