Some TPRS and CI teachers cringe at the idea of preparing a lesson plan for admin. The main reason being is that administrators maybe asking for too many elements in a lesson. What this does for the teacher is restrict the spontaneity of a lesson which can impede engagement.
How then can a CI teacher meet requirements and still keep it spontaneous?
To me the best practices in teaching point towards adaptability. This means staying in bounds (using new words and ANY old words in order keep the CI Compelling)
https://drive.google.com/file/d/0ByA-HcwlUqsreVNXNDVQdEpZTU0/view?usp=sharing
This link is my lesson plan based on a UBD (understanding by design) template.
In it I address Common Core Standards of Reading (text) Writing (students write their own adaptation of the story) and Speaking (students say "yes" or "no" to comprehension checks).
I also add California World Language Standards of Holidays, since the story deals with a Canadian boy wanting to dress up for Halloween. Halloween is not celebrated much in France so I adapted the story.
In theory, I would disagree with having Level 1 students write their own stories. However, many administrators and schools want products so after: 1) Establishing meaning to key vocabulary 2) acting an adaptation and 3) reading and acting the story again, I had students write an adaptation of their own. The lesson took about 3-4 days. This addresses the need for teachers to go narrow and deep with the language. Acquisition is about understanding the message which is fundamental.
Too many departments and teachers are strongly encouraged to "cover" many units of themes with over 20 vocabulary words per unit.
In my "mini" unit above, I covered about 6 different expressions like:
Comes from
I want to be
I want you to be (subjuntive)
Gets angry (reflexive)
You cannot be
Sings
Of importance is also that these expressions were not isolated in "grammar" type of units. Language acquisition does not work in "grammar" units. In fact, learning 3 weeks of subjunctive is confusing and frustrating. The same goes for 2 weeks of reflexive verbs. When in a communicative context, these expressions mean something to students, are compelling and encourage students to use language that they have acquired (or are beginning to experiment with).
Thursday, November 12, 2015
Tuesday, October 20, 2015
Meeting Standards and TPRS/CI
What is unit design?
Actually what is a unit? Is it a theme of vocabulary such as chores, rooms of the house, number, letters, greeting etc...?
Can a unit be a series of structures as they relate to a compelling story?
I am going to see how a round peg fits in a square hole it seems. I guess it technically can if the peg is made of play dough. I am going to attempt to use CI to teach my observed TPRS lesson.
I can choose a variety of strategies such as: TPR, Silent Reading, Gestures, Single word responses like yes/no. I may throw in an activity to please the supervisors. Pair-work is an example, I believe, that does not help students acquire the language. This is because it is a forced pronunciation of sounds to negotiate meaning. It is as if the teacher is trying to trick the students into feeling the language when they do not.
I definitely feel like throwing in some props/realia in there. I normally do not but I feel that they will benefit from it.
I plan on using student jobs like: a timer, a rep counter, artist, journalist or story writer. I would also throw in a clapper kid.
Now the problem is writing a lesson plan. How to do this?
The lesson plan needs to have: an hook/anticipatory set, modeling, guided practice and independent practice. I can't forget an objective (and standards).
I am also going to attempt this in 35 minutes. Wish me luck.
Actually what is a unit? Is it a theme of vocabulary such as chores, rooms of the house, number, letters, greeting etc...?
Can a unit be a series of structures as they relate to a compelling story?
I am going to see how a round peg fits in a square hole it seems. I guess it technically can if the peg is made of play dough. I am going to attempt to use CI to teach my observed TPRS lesson.
I can choose a variety of strategies such as: TPR, Silent Reading, Gestures, Single word responses like yes/no. I may throw in an activity to please the supervisors. Pair-work is an example, I believe, that does not help students acquire the language. This is because it is a forced pronunciation of sounds to negotiate meaning. It is as if the teacher is trying to trick the students into feeling the language when they do not.
I definitely feel like throwing in some props/realia in there. I normally do not but I feel that they will benefit from it.
I plan on using student jobs like: a timer, a rep counter, artist, journalist or story writer. I would also throw in a clapper kid.
Now the problem is writing a lesson plan. How to do this?
The lesson plan needs to have: an hook/anticipatory set, modeling, guided practice and independent practice. I can't forget an objective (and standards).
I am also going to attempt this in 35 minutes. Wish me luck.
Friday, October 9, 2015
On Supervisors
When doing "new" work or when teaching differently, it is important to have your weapons ready. I was caught with my tongue tied and my Affective Filter high when meeting with my supervisor.
There was one important discovery made: my method was compared to a "whole language" approach that apparently did not work in English Language Arts. I've heard of this method only briefly but TPRS or TCI is should not be tainted by shoddy pedagogy.
TPRS and TCI is based on second language acquisition research in particular by Stephen Krashen, Asher and is now advocated by VanPatten.
What does this mean to someone like me who is going through California's BTSA program?
It means proving a point to the degree that shouldn't be necessary. This is because language programs are NOT designed according to the way humans learn language. Have your SLA/TPRS/TCI literature printed and ready to hand to your supervisor. Be prepared to perform for your evaluations and observations.
Yet, it also means choosing your battles.
My purpose with this blog is to document how a California teacher going through BTSA can be successful teaching with Comprhensible Input and TPRS (Teaching Proficiency though Reading and Storytelling).
This means having to look at California Standards, using a text book as a resource, and a designing "units". For all of this, it also elicits questions on choosing standards, when and why to use a text book and what is an effective "unit". We have to test the parameters to make them work for us.
This is the challenge that I have set before me. To not only survive but to thrive and swim in the philosophy of TCI/TPRS. I need to remind myself, "defend the fundamentals".
There was one important discovery made: my method was compared to a "whole language" approach that apparently did not work in English Language Arts. I've heard of this method only briefly but TPRS or TCI is should not be tainted by shoddy pedagogy.
TPRS and TCI is based on second language acquisition research in particular by Stephen Krashen, Asher and is now advocated by VanPatten.
What does this mean to someone like me who is going through California's BTSA program?
It means proving a point to the degree that shouldn't be necessary. This is because language programs are NOT designed according to the way humans learn language. Have your SLA/TPRS/TCI literature printed and ready to hand to your supervisor. Be prepared to perform for your evaluations and observations.
Yet, it also means choosing your battles.
My purpose with this blog is to document how a California teacher going through BTSA can be successful teaching with Comprhensible Input and TPRS (Teaching Proficiency though Reading and Storytelling).
This means having to look at California Standards, using a text book as a resource, and a designing "units". For all of this, it also elicits questions on choosing standards, when and why to use a text book and what is an effective "unit". We have to test the parameters to make them work for us.
This is the challenge that I have set before me. To not only survive but to thrive and swim in the philosophy of TCI/TPRS. I need to remind myself, "defend the fundamentals".
Sunday, October 4, 2015
Comprehensive Input and BTSA
I will begin to write about BTSA and how teaching with Comprehensible input can fulfill those requirements. I will hunt down effective CI strategies to make the standards work for me.
There is one major obstacle at the horizon. It is the topic of output (speaking, writing, projects, partner work) and how generally it does not help students gain fluency. This maybe at the dismay of many supervisors, administrators and university professors.
Wynne Wong (Ohio State University) stated, “a flood of Input is necessary to get a trickle of Output”.
Yes. You cannot force output with kids. It is only until they have 1) understood 2) heard 3)read new structures in whole spontaneous language can they begin to use it with ease. It also has to be more than a 1,000 times before the light bulb begins to shine.
No wonder I was silent in France for six months. Only when I made some good friends could i begin to break out of my English bubble.
The CSTPs (California Standards for the Teaching Profession) that will address will be: Standard 1: Engaging and Supporting ALL students in Learning
Standard 2: Creating and Maintaining Effective Environments for Student Learning and Standard 5: Assessing Students for Learning
This may not be as easy as planned. Stay tuned.
There is one major obstacle at the horizon. It is the topic of output (speaking, writing, projects, partner work) and how generally it does not help students gain fluency. This maybe at the dismay of many supervisors, administrators and university professors.
Wynne Wong (Ohio State University) stated, “a flood of Input is necessary to get a trickle of Output”.
Yes. You cannot force output with kids. It is only until they have 1) understood 2) heard 3)read new structures in whole spontaneous language can they begin to use it with ease. It also has to be more than a 1,000 times before the light bulb begins to shine.
No wonder I was silent in France for six months. Only when I made some good friends could i begin to break out of my English bubble.
The CSTPs (California Standards for the Teaching Profession) that will address will be: Standard 1: Engaging and Supporting ALL students in Learning
Standard 2: Creating and Maintaining Effective Environments for Student Learning and Standard 5: Assessing Students for Learning
This may not be as easy as planned. Stay tuned.
Monday, September 14, 2015
Week 5 and Staying Alive
After 4 weeks of using TPRS and CI strategies, I'm officially hooked. Now, I how do I make my supervisors happy?
I am still working on circling but I am always using an tone and emotion to drive the CI further into their brains.
I admit that I am privileged to be working at a Magnet school were students hang onto to your every word. Still, that doesn't mean there aren't any bored students. Time to experiment with PQA!
I am still working on circling but I am always using an tone and emotion to drive the CI further into their brains.
I admit that I am privileged to be working at a Magnet school were students hang onto to your every word. Still, that doesn't mean there aren't any bored students. Time to experiment with PQA!
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