Someone asked the “Teaching Latin for Acquisition” Facebook group for a list of the top 10 verbs in each of our classes—if we had to make such a list. There were only about
10 11 comments, but many teachers probably use similar verbs and just didn’t have anything to add. What I find interesting, though, is that across the lists from only 10 11 comments, there were still 38 44 different verbs in total!
The verbs that were most common between everyone who chimed in were:
be able (4)
be quiet (4 )
Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!
Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter:
CI is not optional.
For language acquisition, CI is necessary, and no one disputes it. For full inclusion of all students, no one can deny that tapping into what every human is hard-wired for (i.e. language acquisition) is the more universal practice and responsible choice as educators.
CI is not a method or strategy.
The messages students listen to or read are received as Input. When students understand those messages, they receive Comprehensible Input. Continue reading
The 238 pages of support for Pīsō Ille Poētulus are finally here! In addition to invaluable information about Latin poetry, this Teacher’s Guide has 13 ready-to-go options for interacting with each chapter of Pīsō! Head to the copier, or project on board. Use them all, or choose a few per chapter; do whatever you’d like!
Pīsō Ille Poētulus is a poetry novella, so don’t overlook the Poetry Audio Album as a classroom resource, or more importantly, to improve your own rhythmic fluency. If a picture is worth a thousand words, the audio is invaluable when it comes to “feeling” the rhythm of Latin poetry. You can get it on iTunes or Amazon, but it’s better to download from Band Camp! Alternatively, I can mail it to you on a USB Drive. Continue reading
After attending iFLT, I spent another week in Reno at NTPRS. While iFLT offered more opportunities to observe teachers teaching students, NTPRS offered more opportunities to actually BE a student for those of us in the Experienced track. I appreciated the short demos that most presenters gave, even when the workshops were not titled “___ language demo.” There are some game changes here that warrant their own posts (e.g. embedded readings straight from the source, Michele, Whaley), but I have much else to report on. Like last week’s iFLT post, this one includes more of what I intend to think about and/or change for 2016-17. They’re organized by presenter:
**New iteration of the Curriculum Map as the Universal Language Curriculum (ULC) Updated 2.4.18**
For many teachers, the New Curriculum Map is just what they need to to articulate what it means to teach for language acquisition. For others, it isn’t structured enough, and falls short of what they’re accustomed to using. Surprisingly, a few even consider this curriculum format TOO restrictive with its high frequency words and suggested structures and topics. If you are in the first two camps, this post will help you see the big picture of how simple it is to teach without a grammar syllabus and instead focus on high frequency vocabulary, just like the Sample CI Schedule for the Year:
The more recent open-book style Quick Quizzes completely changed how I assess for the better. To recap, I used to say 4 True/False statements in the target language about something that happened during class. Kids either remembered the details, or didn’t, or didn’t understand what I said in the target language. Now I say the statements in English and the target language is projected (or printed) so students READ the text during the quiz. This has led to an interesting take on the whole “quizzing” idea.
I’ve often heard teachers claim that their “assessments are part of the learning process,” but in almost every case, their practices just don’t back that up. Here’s a look at how you can really get it done with Quick Quizzes using a fake language, Piantagginish, since the best way to really understand how practices that support CI work is to become a student yourself. Imagine you’re a kid who’s been out of school for a couple of days and at the end of class there’s a Quick Quiz. Normally you’d panic, but not in my class. Here’s why…
**Update 4.26.16 See how the checklist sets up a Sample CI Schedule for the Year**
**Read a post on the Week & Day Updated 12.9.17**
✔ Rules (DEA & CWB)
✔ Routines (Routines, Student Jobs, Interjections & Rejoinders)
✔ Brain Breaks
✔ Inclusion (Safety Nets, Gestures & Question Posters)
✔ Shelter Vocab (Super 7, TPR ppt, TPR Wall, and Word Wall)
✔ Unshelter Grammar (TPR Scenes)
✔ Secrets (Class Password)
✔ Students (People)
✔ Stories (TPRS, MovieTalk, Magic Tricks, Free Voluntary Reading (FVR))
✔ Reporting (Quick Quizzes)
✔ Showing Growth (Fluency Writes)
✔ Grading (DEA & Proficiency Rubrics)
✔ Groups, Blogs, Contacts (LPB, moreTPRS, Tea with BvP, Ben Slavic)