creating a comprehensible input classroom
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Creating a Comprehensible Input Classroom. Dr. Robert Patrick Parkview High School. Agenda. Principles of CI Daily Engagement and Job Exerceamus! What a year looks like What a week looks like. What motivates me. Healthy Latin programs Equity in the classroom. Comprehensible Input. - PowerPoint PPT PresentationTRANSCRIPT
Creating a Comprehensible Input
ClassroomDr. Robert Patrick
Parkview High School
AgendaPrinciples of CI
Daily Engagement and JobExerceamus!
What a year looks likeWhat a week looks like
What motivates me• Healthy Latin programs
• Equity in the classroom
Comprehensible Input
Mission StatementOur aim is to make the acquisition of Latin possible
for all kinds of learners. In order to do that:
• we affirm that Latin is a language like any other with its level of inflection.
• we affirm that anyone who wants to acquire ability in Latin can do so if offered an approach which employs principles of best practice in language acquisition.
Mission Statement . . . • We acknowledge that most Latin teachers,
like most language teachers are themselves "four percenters" who enjoy questions of linguistics, grammar, and philology.
• These are fascinating disciplines of their own.
• They are not language acquisition, and they interfere with acquisition whenever and wherever they are substituted for best practices.Latin teachers are NOT normal. For our
programs to grow and thrive we must be good at teaching NORMAL kids.
??????????????????????????• Do I have to give up my love of
grammar?• My love of Latin literature?• My passion for Roman history?• My unending delight in philology?
• Latin teachers MUST know and be trained in these things.
• It’s not what we know. It’s how we use it.
How to make a cheesecake
Cheesecake• Graham crackers• Sugar• Salt• Butter• Cream cheese• Vanilla extract• Eggs• Sour cream• Heavy cream• berries
Rotary Principle 1The directions you are given may not
mean what you think they mean
Rotary Principle 2You can stay on the rotary as long as you
like until you are sure where you are going.
Principles of CI--so far
Principles of Best Practicies for Acquiring Latin IIt is impossible to prepare
students to read the great Latin literature in 3-4 years.
It is possible to give them basic reading facility AND an enjoyable experience of reading Latin, which may encourage them to continue study, in school or on their own.
IIEvery student has a right to experience
being in a second (or third or fourth)
language
IIILatin teachers are not
normal and Latin is not different.
IVStudents only acquire
language, including Latin, when they receive understandable
messages in the target language.
VOne of the quickest ways to
deliver an understandable message in
Latin is to give an English equivalent for a new word or
phrase and then continue delivering messages in Latin.
VILanguage acquisition,
including the assimilation and understanding of grammar, according to the latest brain
research, happens unconsciously..Forgetting that I am speaking Latin
VIIDirect grammar instruction does not advance acquisition. It interferes.
It raises stress levels. Rising stress = lowering acquisition
Grammar instruction can be helpful in advanced stages of acquisition as students begin to NEED to edit their own language.
VIIIError correction tends to put
students on the defensive (raise stress).
It focuses on the form (grammar) of the Latin and not the message, thereby inhibiting acquisition.
Understandable messages are lost in the “endings”.
IXShelter vocabulary, not grammar.
• All our texts do just the opposite.• Consider Tres Ursi.• What to do with our texts, especially if
they have good stories?
X"Four percenters", both students and
teachers, will interfere with their own language acquisition by their desire to focus on grammar study, translation,
and language control.
XIWe have an obligation to stay
focused: am I delivering understandable messages in
Latin?
“This is a game changer.”Keith Toda
Delivering understandable messageswill mean that WE are uncomfortable
and that students are more at ease.Lower stress = raised acquisition
XIIReading Latin is
not translating Latin or speed translating.
• Reading: looking at squiggles on a page and seeing a movie in your head.
• Reading proficiency: what you are able to do, not what you know about the language.
• Our methods have focused on knowing about and not allowed us to do much in Latin.
XIIITrue reading develops in stages.
• It depends on acquired language.• It does not correspond to a grammar
curriculum.• Reading is taking in understandable
messages. If the messages are not understandable, it’s not reading.
XIV i + 1
• i + 1 = where the students are, with interesting material plus a slight edge.
• Reading Latin only advances acquisition when it is i + 1.
• No textbook currently in use in the US provides those kinds of readings
• Teachers are obligated to create and edit readings to fulfill this requirement.
XVProduction, of any kind, does NOT
advance acquisition.Think sex.• Production happens when the
individual is ready to produce and not a moment before.
• The individual will produce at the levels he/she is capable of and will advance at his/her own pace.
• The only thing that will increase the individual's ability to produce higher levels of Latin is to receive regular and constant understandable messages in Latin, i + 1.
XVICI is not Immersion
Immersion camps like Rusticationes, Bidua and Conventicula
• Helpful and delicious in their own way, but . . . • They are filled entirely with 4 percenters• Screened by prior knowledge of Latin grammar• and not reduplicable in classroom• with normal students (i.e. not 4 percenters)Immersion camps are stressful, and rising stress
= lowering acquisition.
XVIICI does happen in all kinds of
classrooms.• In strict grammar-translation
classrooms, moments of understandable messages in Latin happen, usually unintentionally.
• In immersion camps, understandable messages happen all the time, intentionally and unintentionally.
• How do we craft class sessions where for 90% of the time, we are delivering understandable messages in Latin?
GPS Rule -- use tools the way they can best
be used in the location
Various Delivery Methods Under the
Umbrella
TPRCircling with ballsTPRS--ask and tellPQAWAYKMicrologueDictatioEmbedded readings
Read and DiscussOne Word PicturesWord Chunk GameReaders' TheaterLanguage ExperienceQuae creanda et facienda
Teacher: delivers understandable messages in Latin.
Daily Engagement and JobsDaily Engagement requires:• Bright eyes, heads up, square
shoulders• Clear desk• Responses to EVERYTHINGJobs (there can be millions of them):• Dinumerator• Scriptor• Pictor• Horologiarius/a
Exerceamus!
Q and AWhat is comprehensible input?
What does it have to do with equity in the classroom?
What does it have to do with healthy Latin programs?
How many ways are there to deliver it?
Various Delivery Methods Under the
Umbrella
TPRCircling with ballsTPRS--ask and tellPQAWAYKMicrologueDictatioEmbedded readings
Read and DiscussOne Word PicturesWord Chunk GameReaders' TheaterLanguage ExperienceQuae creanda et facienda
Teacher: delivers understandable messages in Latin.
A CI Week in Latin 1?Die Lunae: Dictatio
Die Martis: 4 new words, circle, ask, tell, PQA,
with jobsDie Mercurii: 4 new words, circle, ask,
tell, PQA with jobs
Die Iovis: 4 new words, circle, ask, tell, PQA, with jobs
Die Veneris: Word Chunk Game