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6 thoughts on “Dr. Beniko Mason DPS Study 1”
This is a fair list. You mentioned a few weeks a go putting a list of 3rd person verbs up and all the kids signed it when they knew all the verbs. Is this an example?
I didn’t mean sign it like signing a letter but just being able to sit in class, look away from the verbs as I say them, they say what they mean or gesture them. Those are some of them up there but not all.
Hi Ben,
I have a few questions. Are you still going to do the stories in past tense and the readings in the present tense? Are you able to share the end story that Anne wrote ?
And finally what is the link to the iFLT?
Thank you.
1. Yes on the tense. I can’t do it any other way now – wouldn’t want to.
2. On the story, Anne has told me that she wants it to get some use before it goes out to others. That goes for the eight scripts as well. She cranked the story and the scripts out in one weekend, because I sprung it on her too late (I thought I could write it and found out how truly clutzy I am at script writing) and Paul and I and the other teachers involved in the study have only tested the first script which I published here yesterday. The fact that the first script kicked so much ass for me in the classroom last week (it was an extremely CRISP script with the biggest acquisition wow factor I have ever experienced) is testimony to Anne as a crafter of scripts. But since she didn’t have time to test them, we are testing them, and the end story may be effected by that work so we prefer to keep it under wraps for now as it gets the kinks out. I hope you understand.
3. http://www.ifltconference.org
I too am wishing for that story, but on the one hand respect Anne and all of you, and on the other, I know that I can sit down and write a story with all that in it. It’s just going to take some time.
There are so many things I’d like to say in response to this post. First of all, it’s awesome that you are participating in this experiment. Second, Diana just got elevated to even higher sainthood than she was already in my personal firmament. Third, I am embarrassed to say that my first-year Russians don’t have all those first-year verbs, and I think that is a very good list…partly because the verbs that they don’t know, we’re working on already! Phew.
Next, the comment about three words a week connected with me perfectly. I have been putting up three words a week for my students this semester, and sometimes we don’t even use all three, yet we are talking and reading full time.
So you’ve given me my homework for the day: I’m going to sit down with the word list here, my own word list to date for the semester, and write a story for my kids that we’ll try out in like manner. I’ll tell them that I’m copying a model that the great TPRS folks in the country are doing right now, and I’m sure that they will be excited to be on board.
Only one question for you: typically how many times do the new vocabulary structures repeat in the big story? And approximately how long is that story that you read to the kids (how many words)?
This is so exciting!! It’s a study that will finally be able to show some results. Great minds are working together. Thank you so much for sharing it with us.
Obviously had two questions…and forgot to say one other thing: this “big story” telling is close to what I watched Susie do as she taught an English class over two weeks. She used every structure that she was going to teach in that two-week period in every final story, and just filled those structures in for the students. That way, after they’d done the reading for each “mini story” with just those structures, they would see all the others. It was masterful. I am going to be really interested in what your kids say at the end of the research period, especially if they can see the difference in comprehension.