There are a million reasons for calling on students randomly, and about a million different techniques you can use to call on them. I’ve tried the whole gamut, from popsicle sticks to color codes and even fancy apps, but here’s a new trick that my students absolutely loved.Read More »
I feel like I’ve spent all summer talking about methodology, instructional planning and curriculum development! That’s not a bad thing, though. I’ve been working Google to the bone, exploring all the ways other teachers and schools handle these broad issues. Oddly, in the midst of it all, I came across a LinkedIn article that really got me thinking. I’d cite the article here, but the title is a little less family friendly than I’d prefer. (And let’s be honest, that’s what caught my attention.) It had nothing to do with language pedagogy and everything to do with return on investment. What kept me reading?Read More »
Possessives are such a funny thing. They’re extraordinarily simple in some languages, and horribly complex in others. If you find yourself in the latter case, here’s a game for you. And since we’re talking about possessives, the object of the game is possession!Read More »
My new teaching position has introduced me to a lot of new challenges in finding harmony between CI-based methodology and a textbook-based pacing guide. Our French 2 textbook is especially heavy on irregular verbs, and although my students are working their hardest — engaging actively in CI practice during class and completing a wide variety of practices at home — we’re still struggling to the meet the goal of mastering all these verbs forms. As usual, the textbook considers a set of verbs like dormir, partir and sortir to be one “rule” because all the verbs have similar irregularities. The reality is that acquiring all the present- and past-tense forms of these three verbs solidly enough for confident production is far beyond the scope of one week’s learning, and that doesn’t even take into account the twenty or more additional lexical items to be covered in the week. It’s also far more than can be sensibly addressed totally through CI activities.
Enter Conjuguno. I developed this activity to give students some kind of purpose for using all these verb forms that’s hopefully enjoyable enough to at least trigger a few good neurochemicals and boost their retention.Read More »
I’ve been reading Make It Stick: The Science of Successful Learning by Peter C. Brown, et al., and I’ve gotten far enough along to extract four fundamental factors in boosting memory: recall, interleaving, spacing and elaboration. In fact, I woke up this morning to find that my never-sleeping brain had organized those factors in a tidy little acronym: RISE. I could hardly resist the urge to head straight for the computer and put this epiphany in writing. After all, I now had the answer to every memory-related question and didn’t want to forget any of it.
Wait, what? How could I forget any of it? I had read and reflected. I had recalled.
I had an acronym.Read More »
For me, an extended reading is a crowning achievement in a TPRS unit. It’s a chance to bring together all the different words and structures students have learned, and it’s amazing how much reapplication you can get out of one extended reading. Best of all, it’s content that students have already mastered, so they get the reward of reading an extended passage with ease. Read More »