blaine ray workshops - tprs books · pdf file7/14/2017 2 brain rules circling / adding details...

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Blaine Ray

WorkshopsTPRS Workshop – 2017

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Brain Rules

Circling / Adding Details

Verifying details / Parallel characters

Reading and Discussing

TPRS and Grading

A Little Theory

Planning a Story

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We must make every

minute COUNT!!!

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We focus

on

FLUENCY

Fluency and TPRS®

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In order to successfully teach FLUENCY

the teacher must:

In order to successfully teach FLUENCY

the teacher must:

1. Focus on the context of the input (acquisition)

2. Not focus on the language (learning)

3. Allow students to pick up the

language subconsciously

1. Focus on the context of the input (acquisition)

2. Not focus on the language (learning)

3. Allow students to pick up the

language subconsciously1

Uses lessons each day

to practice structure

because

structure is the key to fluency.

TPRS…

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TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible inputand create an atmosphere of scaffolded immersion in the classroom (or create a feeling of “I am so getting this.”)

What is TPRS®?(Teaching Proficiency through Reading and Storytelling)

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In TPRS

We teach a story a sentence at a time. If there is breakdown then we :

1. Circle (Repetitive questions)

2. Add a character

No breakdown

We don’t circle.

1. We add details to our story or

2. We go back and review.

All stories are dramatized

� We talk to our student actors. The actors

either answer our questions or read the correct answer.

� We are looking for accuracy and confidence

in our student actors.

� When our actors are hesitant or lack

confidence it is a breakdown.

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Comprehensible

Repetitive

Interesting

Three Keys to TPRS Input(Fluency/Maximizing Intake)

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Use words students know – if they don’t know it, write it on the

board

Speak slowly

Edit speech for students

Input Key 1: Comprehensible

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Repetitive questions

Continually review/start

over (Recycle)

Add detailsMultiple locations /

characters

Verify details (Repeat the

correct answers)

Input Key 2: Repetitive

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Recycle the Story

✓at any point, stop, go

back, and review the story

✓ re-circle the recycled

parts

✓ continue story when

you get back to where

you left off

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Key 2: Repetitive

Compelling input may be all that is

needed for acquisition to occur.

– Stephen Krashen

Input Key 3: Interesting

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Surprise details“Playing the game”

Personalization

Positive exaggeration

Dramatization and

DialogueEvents

Input Key 3: Interesting

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4 best results:1. Teach to the Eyes

✓Teach STUDENTS not

curriculum

✓Look in individual student’s

eyes when teaching

✓Hold students accountable

consistently

✓Always check for understanding

2-3

Evidence of mastery-

2. Story Retells

Have students frequently retell

the story to their partners– After the story ends

–Have superstar retell story to

class

– Limit the time to two or

three minutes

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Fill in the blank.

60% of the language is

composed of _____

different words.

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3. Shelter Vocabulary

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Shelter Vocabulary

50 = 60%1000=85%

Limit vocabulary to a few

hundred words per year

(using guide words)

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3. Shelter Vocabulary

Don’t shelter grammar

Use whatever grammar

is necessary to express meaning that

leads to fluency.

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4. Don’t Shelter Grammar

Is TPRS repetitive?Barb Watson's study

Data – TPRS Teacher

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Data – Control Group Teacher

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Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

Brain Rules

By John

Medina

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SHORT

TERM

MEMORY

Brain Processing Model

E

N

V

I

R

O

N

M

E

N

T

HEARING

LONG-TERM

STORAGE

SMELL

SIGHT

TOUCH

TASTE

PERCEPTUAL

REGISTER

OUT OUT OUT

WORKING

MEMORY

Sousa, David A.. How the Brain Learns.

Thousand Oaks: Corwin Press, 2006.

12 Brain Rules

1. Exercise boosts brain power.2. The human brain evolved, too.3. Every brain is wired differently.4. We don't pay attention to boring things.5. Repeat to remember.6. Remember to repeat.

7. Sleep well, think well.8. Stressed brains don't learn the same way.9. Stimulate more of the senses.10. Vision trumps all other senses.11. Male and female brains are different.12. We are powerful and natural explorers.

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Rule #4:We don’t pay attention to boring

things.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 71. 5

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Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 71. 5

Rule #4:We don’t pay attention to boring

things.

Rule #4: BoringStudents must pay attention

in order to learn.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 74-79. 5

Rule #4: BoringHow do we get them to

pay attention?

• “The novel stimuli – the

unusual, the unpredictable, or

distinctive are powerful ways

to harness attention.”

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 76.5

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Emotions get

our attention.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 79-82.

Rule #4: Boring

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In TPRS®, we add as many details as

we can for novelty.

Rule #4: Boring

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Each detail increases the chance

that the students will remember as

long as the detail is understood.

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 84.

Rule #4: Boring

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PersonalizationLearning is best with “real world experiences.”

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 275.

Rule #4: Boring

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Encode elaborately

The more clear the information, the better

Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 110-111. 5

The initial learning is important.

Rule #5: Repeat to remember

Rule #5: Repeat to remember

We have 30 seconds to repeat something before it is forgotten.

Memories take years to solidify, not days, not weeks, not months

Our brains store old info with new info

Medina, John. Brain Rules. Seattle: Pear Press, 2008. p130. 5

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One could increase the life span of a

memory simply by repeating the

information in timed intervals.

Rule #6: Remember to repeat


Rule #9: Stimulate sensesInformation is remembered best when it is

elaborate, meaningful, and contextual.

Use multisensory inputs

“Extra information given at the moment of learning makes learning better.”


Rule #10: Vision trumpsMost of what we learn is visual.

• Dramatize the

story

• Pictures

• Animations

• Props


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If information is presented orally only, people

usually forget 90% of what they learn within 72

hours.

If a visual is added, then only 35% will be

forgotten.

Rule #10: Vision trumps

Medina, John. Brain Rules. Seattle: Pear Press, 2008. p234 5

Dramatize

the story

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✓wigs & hats

✓ cardboard cutouts

✓ funny noses

✓ funny glasses

✓ stuffed animals

✓ toys

use props

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Rule #5-MemoryThere are two types of memories.

• Declarative

• Non-declarative

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1. Declarative memories

“The shirt is blue”

“Jupiter is a planet.”

2. Non-declarative

These are things learned by feel

such as riding a bike, playing the piano,

or jumping rope.

These memories are not in our

conscious awareness.

Rule #5:

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Two Types of Memories

• Learning about language is

declarative. (Conscious

awareness)

• Learning to speak a language is

non-declarative. (Unconscious)

Rule #5:

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What we remember after 24 hours…

Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.

HEAR 5%

READ 10%

AUDIO-VISUAL 20%

DEMONSTRATE 30%

DISCUSS 50%

DO 75%

EXPLAIN / APPLY 90%

DEMO

TPRS® PROCEDURES

1. Make a statement.

Expression of interest

•“OOOHHH”

Something bad

•“Oh no, oh no”

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Students respond

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2. Ask a question where

the students know the

answer.

Students answer the question with

a choral response.

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Students can respond in 3 ways

Strong Response

Weak Response

• Students didn’t understand

• Students weren’t focused on procedures

Silence• Students weren’t

engaged

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Solution

1. You must be aware of weak responses.

2. You must be sure they understand.

3. Do it again until the students respond correctly.

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3. Ask a question where

the students don’t know

the answer.

1. Students guess.

2. Students guess in the target

language.

3. They also guess with proper nouns.

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L I S T E NL ook at me

I nvolve yourself in the story

S how me when you get it or

don’t get it

T une back in (when your

mind wanders aimlessly)

E spañol only

N o talking over me

Die GeschisteThe story

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Class Jobs

1. Timer: Uses a cell phone and an 8 minute alarm

2. Counter: Counts the number of questions asked

3. No English Enforcer: Throws a paper at Profe if he

speaks English for ore than 5 seconds

4. Artist: In 6 boxes, draws the story

5. Owl: Hoots when I say the question word “Wer?”

6. But dut dah: All say “dut dut dah” when I say “aber”.

Es gab ein MädchenThere was a girl

it gave

Sie war schönShe was pretty

Sie heißt AmyShe was named Amy

Was?

What?

Wer?

Who?

Wie?

How?

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Sie war schön-She was pretty

Sie hatte ein hund-She had a dog

kein - not one nicht –not

oder - or und - and

mit - with

Was? -What?

Wer? - Who?

Wo? - Where?

Wie? - How?

Warum? - Why?

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Was? -What?

Wer? - Who?

Wo? - Where?

Wie? - How?

Warum? - Why?


Sie war schönShe was pretty

Sie hatteShe had

Sie wollte zwei Hunden habenShe wanted to have 2 dogs

Sie ist nach Paris gegangenShe went to Paris

kein - not one nicht –not

oder - or und - and

mit - with8

We are looking for:

1. Confidence

2. Accuracy

3. No hesitation

If they are not, this is called Breakdown

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What do I do if I see

“Breakdown” ?

Input flood by:

1. circling

2. adding characters or locations

If they are CAN, then we add storyline

by embellishing with back story 6

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Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

Circling

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Circling:

the heart

of

TPRS®

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Technique 1: Circling

the art of asking repetitive questions

✓ start with a statementstatement should include structure

✓ ask yes/no question where answer is YESrepeat answer: “yes, ...”

✓ ask either/or questionrepeat answer: “that’s correct, ...”

✓ ask yes/no question where answer is NOrepeat answer: “no, ...”

restate correct statement

✓ ask question-word questionFor beginners point to the question word.

✓ Verify the detail.

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Circling

1. Positive statement

2. ? with a yes answer

3. Either/or questions

4. ? with a no answer

5. Restate the negative and restate the positive

6. Who?

7. What? Where? When? How? Why?

How much?, etc…

8. Positive statement 6

Y

E/ON

W

Read the questions in order

and wait for response.

Step 1(page 7)

CIRCLE THE SUBJECT

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Step 2

Repeat the correct answer.

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CIRCLE THE VERB

Step 3

Work on restating the

negative (with a gesture),

and restate the positive.

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CIRCLE THE OBJECT

Step 4

Random order

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CIRCLE A BIT OF ALL

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Ask for a detail with a W questions

and circle new statement

Step 5

� Same structure with different

subject and complement

� Keep it simple like before8

� Ask 3-4 questions

� Add a detail

� Ask 3-4 questions

� Add another detail

Step 6

810 QUESTIONS PER PERSON

Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

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¡Sí!¿Eres loco?

Practice verifying with actors and adding details

Step 1Introduce a character

Elena was a girl.

(Talk to the class in the past tense.)

Ask Elena in present tense:

Are you are girl?

Yes, I am a girl.

Yes, you are a girl.

Class, Elena was a girl.

Step 2

Add a “general” location (state/country)

You now have two sentences.

Elena was a girl.

She was in Arizona.

(Talk to the class in the past.)

(Talk to your student actor in the present.)

Verify what she says and then talk to the

class.

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Step 3

Add a more specific location (city)

Now you have 3 sentences.

Elena was a girl.

She was in Arizona.

She was in Happy Valley, Arizona.

Step 4

Add a more specific location

(restaurant)

Elena was a girl.

She was in Arizona.

She was in Happy Valley.

She was in Panda Express.

Step 5

Add a parallel character.

-Compare and contrast both characters.

Elena was a girl in Happy Valley, Arizona at

Panda Express.

Susie was a girl in Blaine, Minnesota, at

Starbucks.

-Compare and contrast the two characters.

-Verify the details with your student actors.

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Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

Create a TPRS® Lesson Plan

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Every story has a problem!

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Variables

Every story has variables.

Use your variables to create surprise details.

Surprise details are what make the stories interesting.

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Parallel characters are used to compare and contrast.

They also make the story last much longer.

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Parallel Characters

Go from the generalto the specific

general

specific

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Specificity

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A story has two parts

1. Background information

2. A problem

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Background information

1. Names, and places

2. Multiple characters

3. Doesn’t need to pertain to story

4. Practice any word or structure

5. Use for compare and contrast

6. Verify details with actors

Problem has 3 parts

1) Introduce the problem by stating someone wants something.

2) Make an unsuccessful attempt to resolve the problem.

3) Resolve the problem.

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Planning Process

1)Begin with a problem

2)Pick 2-3 structures

3)Read the story

4)Determine potential variables and additional details (these may change based on student responses)

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Problem: A boy wants to buy a clean bird.

Sentences: ________________________________________________________________________________

In the first line, list a fact of the story, circle the variable or variables, and list the alternative variables. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan

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Planning Process



3)Read the story


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Start with 2 or 3 structures

� These are the structures you want

to practice.

� Should be basic, high frequency

words.

� Always translate the words of these

structures.

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Sentences:

The boy needs to take out money.

The boy has to wash the bird. .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan

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Planning Process



3)Read the story


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Read the story

� There is a boy who wants to have a clean bird. He goes to the Wells Fargo Bank in Wells, Nevada. He wants to take out money because he wants to buy a bird. He takes out ten thousand and four dollars but he takes out one dollar and twenty cents extra because he also wants to buy some good food at the Wells Outback Steakhouse.

� He goes to Yakima, Washington to buy the bird. He enters the Birds of the World store and sees a pretty bird named Ed. He buys him and takes him to his house in Dover, Delaware. When he arrives at his house he looks at the bird and sees that he is a dirty bird. He doesn’t like it. He has to wash the bird. He washes him with Joy Liquid Dishwashing Soap. After that Ed says:--I don’t like Joy Liquid Dishwashing Soap. I prefer Lemon Scent Dawn Liquid Dishwashing Soap.

� The bird is not very happy but the boy is very happy because he has a clean bird.

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Read and plan the story

� 1. Read the story to see the problem, the unsuccessful resolution of the problem and the solution of the problem.

� 2. Look for variables that can be expanded and changed. Script out surprise details.

� 3. Plan parallel characters.

� 4. Plan surprise proper nouns.

Lesson Plan


Sentences: The boy needs to take out money. The boy has to wash the bird.

The boy - What don’t we know about him? Name? Where he lives? How old is he? Favorite music? What is in his bedroom? Who are his friends? Why does he want a bird?

Wells Fargo Bank in Wells, Nevada - List alternative variables. Where else did he go to get the money? When? Be as specific as possible. Add other details about how he went.

ten thousand and four dollars - Add more information about the amount of money. Why did he need a ten thousand dollar bird? How much do birds cost? How much is a cheap bird? Where do you buy a cheap bird? Where do you buy an expensive bird?

one dollar and twenty cents extra - What does he do with the extra money?

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Lesson Plan


Sentences: The boy needs to take out money.

The boy has to wash the bird.

Wells Outback Steakhouse - This detail is related to the extra money.

Yakima, Washington - Add details. Why go to Yakima? How? How long?

Birds of the World - Add details. What do they sell in the store?

Ed - It is unexpected to use people’s names with animals.

Dover, Delaware - Why does he go to Dover? How does he go? How long does it take?

Joy Liquid Dishwashing Soap - Why does he wash the bird with dish soap? Where did he buy it?

Lemon Scent Dawn Liquid Dishwashing Soap - Why does the bird prefer this soap?

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Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

� Teacher reads a sentence at a time.

� Class chorally translates the sentence.

� Repeat until the end of the paragraph.

� Students write in words they don’t

know.

Step 1 - Read

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� Ask questions about the information.

� Ask background information.

� Let students guess details about the

reading and add parallel characters.

�Add lots of surprise details and proper

nouns to your discussion.

Step 2 - Discuss

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� You develop two stories.

� The first story is your reading.

� The second story is the story about

your parallel student character.

� Add details from the students’ culture.

Step 3 – 2 Stories

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� Dramatize the story.

� If there is time, dramatize the story

about the parallel character.

Step 4 - Dramatize

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� Go back and translate the story.

� Teacher reads a line and students

chorally read aloud in English.

� Read and translate the story.

Step 5 - Repeat

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Pop-Up Grammar

✓ highlight in reading BEFORE class

✓ focus on the MEANING✓ pop-up often and

frequently✓ compare and contrast✓ scaffold your questions

✓ hold your superstars accountable

✓ goal is to acquire over time, not immediately

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German Example

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� Es gibt ein Zimmer im Hotel. Heidi möchte ein Zimmer im Hotel haben. Heidi geht in das Hotel. Sie geht in das Zimmer. Es gibt ein Problem mit dem Zimmer. Es gibt eine Kuh im Zimmer. Heidi möchte ein Zimmer mit einer Kuh. Es gibt ein Problem mit der Kuh. Die Kuh stinkt. Die Kuh heißt Susie Kuh. Susie Kuh stinkt. Susie möchte Kuh Right Guard haben.

� Heidi geht nach Charles City, Iowa. Heidi möchte Kuh Right Guard haben. Sie geht zu Kuh Mart. Sie geht in Kuh Mart. Es gibt einen Mann. Er hat Kuh Right Guard. Er gibt Kuh Right Guard zu Heidi. Sie hat Kuh Right Guard. Sie geht zum “Die große Kuh Inn.” Sie geht in das Zimmer. Susie Kuh ist im Zimmer. Susie Kuh stinkt. Heidi gibt Kuh Right Guard zu Susie Kuh. Susie Kuh hat Right Guard. Susie Kuh stinkt nicht.

� Heidi hat ein Zimmer. Heidi hat eine Kuh. Die Kuh stinkt nicht. Es gibt kein Problem. Das Ende.

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Brain Rules




TPRS and Grading

A Little Theory

Planning a Story

TPRS®

and

School

Proficiency

Curriculum Mapbackwards plan

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High-frequencyvocabulary,structures,and culture

Plan your stories (weekly lessons)

A typical TPRS® week

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Monday

✓ talk about weekend/ PQA practice with new structures

✓Establish background information and add parallel characters with surprise details.

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Tuesday

✓ Start over and re-establish the background information from yesterday.

✓ Introduce the problem.✓ Make an unsuccessful attempt

to solve the problem✓ Solve the problem✓ If there is time, solve the

problem with the parallel

character✓ If there is time, do a partner

retell

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Wednesday

✓Do the embedded and extended reading

✓Add background information to the story

✓Add a student as the parallel character

✓Add background information about the student

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Thursday

✓Review the details of the extended reading

✓Add more surprise details to both characters

✓Dramatize the rest of the story

✓Read and translate the rest of the story

✓If time, partner retell

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Friday

✓Timed writing✓Read a discuss a novel✓Develop background

information and surprise details

✓Add one or more parallel characters

✓ If time, read and dramatize to the end of the chapter

✓ If time, do partner student retells.

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Grading - Ideas

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Tests1. 50% of nine-weeks grade

2. Can be unannounced

3. Translation – Target language to English

4. Cumulative throughout the year

5. Test words they know

6. Most students get A’s or B’s on tests

7. If 80% don’t get 80% or higher, retest

8. Other: Interpretive Listening; Interpretive Reading; Presentational Writing; Speaking

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Non-Test Grades

1. 25% of nine-weeks grade

2. About a grade or two a week

3. Quizzes

4. Homework

a. Retell story to an adult

b. Write out story

c. Draw the story

d. Write a new ending to the story

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Timed writings

A homework grade.

Speed write

Students write for five minutes without

editing, or picking up their pen.

Relaxed write

Students write for ten minutes.

They can stop, edit and ask questions.21

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Timed writings

� Both are graded at a point a word. Accuracy is usually not graded on

timed writings.

� Develop class goals so students can write more words per minute as the

year progresses.

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Participation/Interpersonal Communication

1. 25% of nine-weeks grade

2. Each student starts with 100 points.

3. Students are required to look engaged.

4. Looking engaged means: no sleeping, talking or writing.

5. Each infraction costs the student 5 pts.

6. When there is an infraction, teacher says the name of the student and “págame”.

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Págame Makeups

1. Student can make up two págames(10 pts.) by giving the teacher a nice card.

1. Student can make up two more págames by shaking the teacher’s hand.

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Págame Makeups

There is a maximum of one card and one handshake per nine weeks.

All other págames are made up with 100

word essays in the target language:

a. Essay can be copied but it must be in the student’s own handwriting.

b. Student can only write two 100-word essays per week. 17

And we are just

scratching the surface

Step One Activities

PQA

Word Associations

Circling with Balls

One Word Images

Word Chunk Team

Look & Discuss

Verb Slam Activity

Three Ring Circus

Visual PQA

Class Poem

Math Breaks

Step Two Activities

Stories

Super Mini Stories

Listen and Draw

Sentence Frames

Movie Talk

Picture Talk

Streetview Talk

Special Chair

Star of the Week

Persona Especial

Two Truths and a Lie

Animal Parade

Step 3 Activities

Textivate

Reading Option A

Read and Discuss

Running Dictation

Dictée

OWATS

Tric a Quiz

Free Writes

blaine ray workshops - tprs books · pdf file7/14/2017 2 brain rules circling / adding details...

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