Michele Whaley, a Russian teacher at West High School in Anchorage, invited me to her classroom in 2009 to observe a TPRS® lesson. I went in expecting to see a glorified version of Simon Says. What I saw bemused me, and it drove me to park myself in front of my TV for the next … Continue reading Comprehension Based™ Teaching as Explicit Instruction
For the first time since learning about TPRS® and Comprehensible Input, I am not teaching through CI, but learning through CI. I've of course participated as a student in demonstrations and coaching sessions in languages that I don't know, but I've never "studied" a language for an extended period of time. (I say "studied" with quotation marks because I … Continue reading Learning through Comprehensible Input
Thanks to Samantha Uebel, who sent me French translations for my QAR materials, all of you French teachers out there can rest easy knowing that you can pop into class tomorrow and try out QAR without having to do the grunt work of translating everything for yourselves!! Yippee! Click here to download the materials in French, … Continue reading QAR en français!
We had a great Alaskans for Language Acquisition (AFLA) conference last weekend in Seward! The only bummer was that Cynthia Hitz didn't join us this year 🙁 Michele (the Alaska Language Teacher of the Year!) has already blogged about it, and you can read her post here. I have found it nearly impossible to carve … Continue reading Global Competency: Refining Hypotheses
I received an email from a new-to-TPRS®/TCI reader this morning, and it is one that I've read many times in different forms:"I have been trying your curriculum maps for Spanish I & II for 3 days. Spanish I has been going okay. Spanish II has NOT. I tried the fue activity, and to my horror, the … Continue reading TPRS® is failing…what to do?
One common question that I was asked in my sessions at iFLT '14 was, "I thought that our goal is to provide students with comprehensible input...so why do so many of these activities contain output?" Great question! Is output bad? No comprehension based teacher thinks that output is bad. Output is a good thing and one of the end … Continue reading Output
Over the last year, I have received many email requests from teachers, administrators, and conference planners that need to know how TPRS® and other Comprehensible Input strategies meet Common Core standards. Teachers must explain the connections so that they are permitted to use these best practice strategies in their classrooms, administrators seek to know whether … Continue reading TPRS®/CI and the Common Core
This is coming from the lady that just presented at ACTFL on the importance of #authres and how to use them in novice language classes. Kind of a contradiction. #authres are important, but they are not everything. I was able to eek out two or three tweets on Saturday morning before taking off for errands, … Continue reading #authres are overrated
While preparing for the Yup'ik Immersion training last week, I spent a lot of time scouring the internet for elementary TPRS resources and suggestions. Michel Baker's blog and Carol Gaab's article (linked in the YI post) were most helpful. According to their writing, one common obstacle for elementary TPRS teachers is managing student responses during … Continue reading Managing Responses
Earlier this week, I was catching up on some blog reading and noticed a pattern...MovieTalk, MovieTalk, MovieTalk! Laurie Clarcq wrote about using MovieTalk with Despereaux on her Embedded Reading blog. Kristin Duncan wrote about using MovieTalk with The Paperman on TPRS Teacher. Bryan Kandel wrote about trying out MovieTalk for the first time with a … Continue reading The Power of a Person