Those of us who have been making the time to watch the links from Grant – see previous posts – have been learning a lot. In return we have been sending him back educationese-phrased sentences that he needs for his current run at Central States Teacher of the Year, which run is in full swing right now.
Grant tells me that he has heard from lots of people and our group efforts to help him codify and parse out all that video is working and that he is very grateful.
This is our last chance to really help Grant get this together. So take a bit of your weekend if you can. We will be too close to the deadline in a few weeks and anything we send him then will be too little too late.
Send your feedback to:
or do so in a comment field below.
Here is the new video being released today:
Again, Grant asks that we:
Look for segments that demonstrate exceptional teaching. If you need guidance, search for sections that touch on the following topics:
Any of the 5 Cs (including discrete ways Culture is infused)
Personalization and customization of curriculum
High engagement, good classroom management
Quality example a particular CI technique, for example One Word Image or Look and Discuss
Sections that demonstrate collaborative leadership model – teacher directed but student driven
Sections that demonstrate culturally relevant teaching
Effective use of student talk
Then, simply comment on the thread with the name of the video, the start and end time you’ve selected, and a short blurb about why you’ve selected that section of video. OR, if you know how, you could even capture and edit that clip yourself and send it to me for posting ( I think that can be done).
1. If you are adept at the art of speaking in a way that helps others outside of the TCI arena to understand what we do and why, this is a time when that skill is helpful.
2. Categorizing clips would be helpful. Areas I of course have to address include the 5 Cs. But also I’m interested in addressing the 6 “core practices” that ACTFL adopted this summer:
Use Target Language 90% + – Students AND teachers use the target language 90% and up as the vehicle (means) and content of learning, by creating comprehensible input, contexts, and interactions between and among learners.
Design Communicative Activities – Teachers design and carry out interpersonal communication tasks for pairs, small groups, and whole class instruction.
Plan with Backward Design Model – Identify desired results as functional, communicative goals THEN determine acceptable evidence (what learners can do) THEN plan learning experiences (lessons and tasks).
Use Authentic Cultural Texts – Provide interactive reading, listening, and viewing tasks using authentic cultural texts with appropriate scaffolding to support construction of meaning and interpretation (without translation).
Teach Grammar as Concept – Teach grammar as concepts and within meaningful use in contexts; learners focus on meaning before form.
Provide Appropriate Feedback – Use a wide variety of corrective feedback in speech or writing so learners reflect on and self-correct their understanding or output.
Admins don’t actually read the research. They don’t have time. If or when they do read it, they do not really grasp it. How could