I got thinking about what I’d say my core practices were if anyone wanted to learn more about CI and get an overview of what comprehension-based and communicative language teaching (CCLT) looks like. Would it be a list of 10? Could I get that down to five? Might it be better to prioritize some practices like the top 5, 8, and 16 verbs (i.e. quaint quīnque, awesome octō, and sweet sēdecim)? Would I go specific, with concrete activities? Or, would I go broad and global, starting with principles and ideas?
I highly recommend that you do this just as an exercise during a planning period this week, making a quick list of your core practices. Doing so required me to sort out a few things in the process, and helped organize and align my practices to certain principles. Of course, terms and definitions can get tricky, here. I just saw that Reed Riggs and Diane Neubauer refer to “instructional activities (IA),” which covers a lot of what goes on in the classroom. It’s a good term. I’m using “practices” in a similar way to refer to many different methods, strategies, techniques, and activities that all fall under a CCLT approach, as well as general “teacher stuff” I find to be core as well.
Another reason for this post is that I’ve seen the “CI umbrella” graphic shared before, but that doesn’t quite fit with my understanding of things. Rather than practices falling under a CI umbrella, I envision CI instead as the result of practices under the umbrella of CCLT. I also consider such an approach a defense against incomprehensibility—the first obstacle that needs to be removed—and I thought a more aggressive graphic of a “CI shield” might best represent that.
On Facebook, I shared my variation on the student interview program Discipulus Illustris (i.e. Special Person) of getting teacher colleagues to choose and answer questions that I put into Google Slides to play “guess the teacher” with classes. Given the size of our staff, I have every Tuesday covered for the rest of the year. Students have enjoyed the process, but they wanted more. Therefore, instead of conducting the typical student interviews on Thursdays, from this point onward, we’ll play “guess the student.”
Setting it up was easy. Last week, all students chose 5-10 questions to answer (from the list they, themselves, generated earlier in the year), and turned them in. I selected a few at random, and put them into Google Slides. I also assigned point values decreasing with each question, a bit like a Kahoot alternative, as well as 15 seconds between each slide. This game runs itself aside from teams guessing a student on the paper, writing the number (of points) shown on the slide at the time, and dropping it into a hat. This awards teams points that correctly guess the student the fastest, or who take the risk if unsure. I can do three each class, so three rounds of this game will be played each Thursday (until the end of school). Most points out of all three rounds wins.
Not Just A Team Building Game This isn’t just a game. There’s input. I found it easy to type up student responses in Latin without vocab getting out of bounds. Where it would have, though, I just quoted the student’s response in English. I also removed the English support from the questions that appear on each slide, so students have 15 seconds in their group to process the input. Then, the response appears as they have 15 seconds to confer. In some cases, I took the class through a choral translation of the question, and/ore response. Everything is timed, so there’s a sense of urgency to earn the most points and win the game (i.e. communicative purpose is entertainment).
I’ve gone through and updated Special Person with 21 questions that my students were most interested in this year. Also, a new format now includes just the question, and a short response starter (but not 3rd person). Download and enjoy!
OK, so it’s still holiday break, but we can celebrate the third #teachersunday in a row, especially to get more teachers on board after the New Year (just post a pic of your Sunday in the Twitter sphere, and/or FB). Even though it’s still break, I’ve already heard teachers beginning to plan their upcoming week. Not me; I took care of that work—at work—before I left work. In fact, I’m not even sure what’s been planned, and don’t really need to know until school begins Wednesday. Come to think about it, I don’t even really have to plan for Mondays at all because the options are bountiful. Having some Monday routines on hand are a must for teacher sanity…
Before you check out my #teachersunday activities from this week, here are some favorite no-prep options for every Monday so you don’t have to think very hard on a Friday, and definitely not during a holiday…
Weekend Talk/Holiday Talk/Card Talk + Simple Survey (e.g. “What was good? What was bad?”)
Special Person Interviews
MovieTalk (always have the next one cued & printed)
One Word Image (OWI)
Free Voluntary Reading (FVR)
Also, whatever you do, make sure it’s something without printing (do all that by Friday). Heading to the copier Monday morning is about as bad an idea as driving back to any major city on a Sunday afternoon.
Making some house compound gin (i.e. legal infusing, not illegal distilling)
This ambient music show is free on Sundays, and you can stream the show all week free on the app.
OK, so watching double bass videos isn’t exactly relaxing, but #teachersunday is more about not planning for school than it is about chilling out. #teachersunday is about making sure you retain free time, and doing what you want with it.
Calm Quincy water from a cozy corner at Aunt Pat’s.
The most practical daily practices aren’t really taught to teachers. None of us received training in how to best take attendance, minimize the paper trail, organize digital files, or transition between classes. The lucky teachers have found a good system. Unlucky ones are still searching for more efficient systems, or don’t even know that alternatives exist at all! This is a companion post to How To Plan So Your Plans Never Get Messed Up with some tips on organization…
Unless you’re an island of one, a program Mission & Vision is a good idea to keep the department heading in a similar direction, even if things don’t start out that way. I put a lot of time into crafting the document last spring, and just had some help from my admin for the final touches. Once that was squared away this week, I could hand in my 2018-19 Syllabus. Let’s unpack all that…
**Updated 7.10.2021 with Card Talk Stories** **Here’s the list of older ones I haven’t used in a while**
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.**
When choosing the class agenda beyond each particular day’s routine, it dawned on me that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected over the years, all in one place. Although this began as only reading activities, I decided that it didn’t matter as much whether students were reading or listening. Why? These input-based activities start with some kind of text either way, so beyond variety, what really matters most to me when planning for class is providing students with input, and what kind of prep goes into getting the text/activity. Everything is organized by prep, whether no instructions, no prep, printing only, or low prep. You won’t find prep-intensive activities here beyond typing, copying, and cutting paper. Oh, and for ways to get that one text to start, try here. Enjoy!
**N.B. Any activity with the word “translation” in it means translating what is already understood. This should NOT be confused with the more conventional practice of translating in order to understand.**
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:
This Discipulus Illustris (i.e. Special Person) variation was inspired by a student who shared with us that he had 4 names. Even though the whole class knew his name since September (i.e. boring interview question), they had NO IDEA that he had two middle names. Sweet. This is the kind of hook needed to reboot interest in a Special Person program. This variation ranks high on that compelling-o-meter…