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Creating a Comprehensible Input Classroom Dr. Robert Patrick Parkview High School

Creating a Comprehensible Input Classroom

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Creating a Comprehensible Input Classroom. Dr. Robert Patrick Parkview High School. Daily Schedule. 8:15-9:45  Morning Talk Personal Story Concepts Presentation 9:45--10  Break 10-10:45 Demo 11-12:15 Break out 12:15-12:30 Break 12:30-1 Q and A. Week At a Glance--Tuesday. - PowerPoint PPT Presentation

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Page 1: Creating a Comprehensible Input Classroom

Creating a Comprehensible Input

ClassroomDr. Robert Patrick

Parkview High School

Page 2: Creating a Comprehensible Input Classroom

Daily Schedule8:15-9:45  Morning Talk

Personal StoryConcepts Presentation

9:45--10  Break10-10:45 Demo11-12:15 Break out12:15-12:30 Break12:30-1 Q and A

Page 3: Creating a Comprehensible Input Classroom

Week At a Glance--Tuesday• Keith’s Story• Intro to CI Principles• Circling demonstrated• Breakout: Sequence of lessons from

TPR to TPRS to Reading to Reading and Discussion—experiencing it in another language.

• Q and A

Page 4: Creating a Comprehensible Input Classroom

Wednesday• Bob’s Story• Managing the CI Classroom• Demo—Video Talk• Breakout: Video Talk—experiencing it

in another language.• Q and A

Page 5: Creating a Comprehensible Input Classroom

Thursday• Lauren’s Story• Teaching for May• Demo: Dictee, Diktat, Dictatio, Dictado• Breakout: Word Chunk Game; Pop corn

reading• Q and A

Page 6: Creating a Comprehensible Input Classroom

Friday• The Big Picture and Differentiated

Instruction using CI• Demo: Embedded Readings• Breakout:

o Part A: What the big picture looks like in your language, your school

o Part B: Creating an embedded reading in your language for level 1.

• Q and A

Page 7: Creating a Comprehensible Input Classroom

What motivates me• Healthy langauge programs

• Equity in the classroom

Page 8: Creating a Comprehensible Input Classroom

Comprehensible Input

Page 9: Creating a Comprehensible Input Classroom

What CI teachers are doing

Our aim is to make the acquisition of the language we teach possible for all kinds of learners. In order to do that:

• we affirm that ours is a language like any other with its level of inflection.

• we affirm that anyone who wants to acquire ability in our language can do so if offered an approach which employs principles of best practice in language acquisition.

Page 10: Creating a Comprehensible Input Classroom

We we are doing . . . • We acknowledge that 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.Language teachers are NOT normal. For our

programs to grow and thrive we must be good at teaching NORMAL kids.

Page 11: Creating a Comprehensible Input Classroom

??????????????????????????• Do I have to give up my love of

grammar?• My love of literature?• My passion for history?• My unending delight in philology?

• Language teachers MUST know and be trained in these things.

• It’s not what we know. It’s how we use it.

Page 12: Creating a Comprehensible Input Classroom

How to make a cheesecake

Page 13: Creating a Comprehensible Input Classroom

Cheesecake• Graham crackers• Sugar• Salt• Butter• Cream cheese• Vanilla extract• Eggs• Sour cream• Heavy cream• berries

Page 14: Creating a Comprehensible Input Classroom

Rotary Principle 1The directions you are given may not

mean what you think they mean

Page 15: Creating a Comprehensible Input Classroom

Rotary Principle 2You can stay on the rotary as long as you

like until you are sure where you are going.

Page 16: Creating a Comprehensible Input Classroom

Principles of CI--so far

Page 17: Creating a Comprehensible Input Classroom

1It is impossible to prepare

students to read the great literature in 3-4 years.

It is possible to give them basic reading facility AND an enjoyable experience of reading our language, which may encourage them to continue study, in school or on their own.

Page 18: Creating a Comprehensible Input Classroom

2Every student has a right to experience

being in a second (or third or fourth)

language

Page 19: Creating a Comprehensible Input Classroom

3Language teachers are

not normal and our language is not

different.

Page 20: Creating a Comprehensible Input Classroom

4Students only acquire

language, when they receive understandable messages in the

target language.

Page 21: Creating a Comprehensible Input Classroom

5One of the quickest ways to

deliver an understandable message is

to give an English equivalent for a new word or phrase.

Page 22: Creating a Comprehensible Input Classroom

6Language acquisition,

including the assimilation and understanding of grammar, according to the latest brain

research, happens unconsciously..

Forgetting that I am speaking another language

Page 23: Creating a Comprehensible Input Classroom

7Direct 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.

Page 24: Creating a Comprehensible Input Classroom

8Error correction tends to put

students on the defensive (raise stress).

It focuses on the form (grammar) of the language and not the message,

thereby inhibiting acquisition. Understandable messages are lost in

the “endings”.

Page 25: Creating a Comprehensible Input Classroom

9Shelter 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?

Page 26: Creating a Comprehensible Input Classroom

10"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.

Page 27: Creating a Comprehensible Input Classroom

11We have an obligation to stay

focused: am I delivering understandable messages in my

language?

“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

Page 28: Creating a Comprehensible Input Classroom

12Reading another language is

not translating or speed translating.

• Reading: looking at squiggles on a page and seeing a movie in your head. Jason Fritze

• 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 our language..

Page 29: Creating a Comprehensible Input Classroom

13True 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.

Page 30: Creating a Comprehensible Input Classroom

14 i + 1

• i + 1 = where the students are, with interesting material plus a slight edge.

• Reading 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.

Page 31: Creating a Comprehensible Input Classroom

15What we teach

• We do not teach a textbook.• We do not teach standards.• We do not teach AKS.• We teach human beings (aka

“students”).• We teach a language.• Textbooks are tools that may or may

not be helpful (a hammer won’t drive a screw).

• Standards are guidelines.• It’s ALWAYS about the human beings.

Page 32: Creating a Comprehensible Input Classroom

16Production, of any kind, does NOT

advance acquisition.• 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 language is to receive regular and constant understandable messages, i + 1.

Page 33: Creating a Comprehensible Input Classroom

17CI is not Immersion

Immersion camps, here or abroad, in all our languages

• Helpful and delicious in their own way, but . . . • They are filled entirely with 4 percenters• Screened by prior knowledge of grammar• and not reduplicable in classroom• with normal students (i.e. not 4 percenters)Immersion camps can be stressful, and rising

stress = lowering acquisition.

Page 34: Creating a Comprehensible Input Classroom

18CI does happen in all kinds of

classrooms.• In strict grammar-translation

classrooms, moments of understandable messages in 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 our language?

Page 35: Creating a Comprehensible Input Classroom

GPS Rule -- use tools the way they can best

be used in the location

Page 36: Creating a Comprehensible Input Classroom

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.

Page 37: Creating a Comprehensible Input Classroom

Exerceamus!