1 persoon kan het verschil maken…

Ja, 1 persoon kan het verschil maken. Ware het niet dat ik in 2007 aan wijlen Guusje Groenen had gevraagd of TV5 niet een filmpje uit kon zenden over AIM (Accelerative Integrated Methodology) – een Canadese methodiek om taal te doceren, ontwikkeld door Wendy Maxwell – dan zou Wendy Maxwell niet de keynote speaker zijn geworden op het congres Frans in 2007. Want Guusje was niet alleen het boegbeeld van TV5 in Nederland, maar zij zat ook in de congres commissie van het congres Frans en zij was diep onder de indruk van dat filmpje over AIM en zij heeft direct contact met Wendy Maxwell gezocht. Als dat niet gebeurd was, dan zouden heel veel docenten Frans in Nederland dus geen kennis hebben genomen van AIM. In ieder geval zeker niet in 2007; misschien pas veel later, ooit… Inmiddels zijn er zo’n 80 scholen in Nederland die werken met AIM.

Hier een filmpje met uitleg en beelden over AIM (Engelstalig)

In 2007 was ik al een aantal jaren Frans aan het geven met TPR, Total Physical Response, een taal doceren vanuit bewegen. Klasssieke TPR bestaat uit het geven van “commando’s” in de doeltaal en de leerlingen doen mee met de gebaren, waarbij ze in het begin alleen maar bewegen en goed kijken en luisteren, maar nog niet praten. Dat werkte heel goed, maar op een dag liep ik toch tegen de grens van TPR aan, want een taal is meer dan commando’s. Ik had al vaak de term TPRS voorbij zien komen op internet, maar was er nog nooit verder naar gaan kijken. Ik dacht: laat ik dan nu toch maar eens gaan kijken wat dat TPRS toch is. En het bleek te staan voor “Teaching Proficiency through Reading and Storytelling” en in te houden: het doceren van andere talen via verhalen en lezen. Wat super interessant!

Ik ging op internet zoeken wie in Nederland werkten met TPRS, maar… er was helemaal niemand te vinden! Ik nam dus contact op met de Amerikanen: met Blaine Ray, de uitvinder van TPRS en co-auteur van Fluency through TPR Storytelling – achieving real language acquisition in school en met Ben Slavic, auteur van TPRS in a year! – TPRS in een jaar! En zij stuurden mij hun boeken en ik ging er mee experimenteren, maar dat was net zoiets als leren tennissen uit een boek.

Vervolgens heb ik Blaine Ray uitgenodigd om de allereerste TPRS workshops te geven in Nederland. Hij stuurde zijn zoon Von Ray naar de Landelijke Studiedag van Levende Talen, november 2007, toen nog in Zwolle. Ik kon zelf helaas niet eens bij zijn workshops zijn, omdat ik diverse TPR workshops moest geven in bomvolle zalen op diezelfde studiedag. Bij Von’s workshops waren niet heel veel mensen komen kijken. Maar van degenen die er waren, waren er een aantal, wier leven er nu totaal anders uit zou zien, als zij niet die dag naar Von’s workshop waren gekomen… en daarmee zouden eveneens de levens van heel veel andere docenten en hun leerlingen er anders uitgezien hebben…

Ja, 1 persoon kan het verschil maken! Voor heel veel andere mensen. Ik vind dat soms zelfs een angstaanjagend idee, dat ik in mijn eentje zoveel invloed kan hebben op de levensloop en het lot van mijn medemensen…

Waarom vertel ik dit allemaal?! Om te laten zien hoe geweldig ik ben?! Nee, verre van dat, ik vertel dit, omdat 1 persoon het verschil kan maken! Ook jij kunt het verschil maken: jij kunt zorgen dat jouw talensectie eens kritisch onder de loep gaat nemen hoe jullie les geven, jij kunt jouw directie ervan overtuigen dat je talen heel anders onderwijst dan de zaakvakken, jij kunt ervoor zorgen dat er bij jullie op school écht anders les gegeven kan worden in de moderne vreemde talen, zodat de leerlingen aan het einde van hun schoolcarrière écht kunnen communiceren in de doeltaal, omdat ze hebben leren denken in de doeltaal. Jij kunt ervoor zorgen, dat de leerlingen met plezier een andere taal leren en dat ze van lezen gaan houden en levenslange lezers en taalleerders worden.

Ja, EEN PERSOON kan het verschil maken! Maar… we kunnen dat niet ALLEEN, we hebben ELKAAR daarvoor nodig en het verschil maken begint bij JOU. Ben jij iemand die het verschil gaat maken? Zoek medestanders! Eentje heb je er al: ik!

Iets voor jou? Doe de test!
Wil je weten of op een andere manier les gaan geven wel bij je past?
Doe test 1: “Heb jij CCI genen?”
Wil je weten of onze trainingenserie bij jou past? Doe test 2.
Test 1 : Heb jij CCI genen? Doe de test!
Test 2: Trainingenserie iets voor jou? Doe de test!
Image from: https://www.brainyquote.com/quotes/barbara_mikulski_167665

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NTPRS 15 – The second day – Tuesday the 21rst of July

“Shakira” wants a boy with a motorcycle

Today was the second day of NTPRS15. The programm started again at 8 o’clock. I first went to the workshop of Alina Filipescu: How to expand a 2 day TPRS story to two weeks. Here’s the hand-out of Alina’s workshop. Alina is a 7th and 8th grade Spanish Teacher, Kraemer MS, Placentia, CA | Blaine Ray Workshops Presenter | TPRS/CI Teacher Trainer at Foreign Languages Academy and Tutoring, Placentia, CA. The description of the workshop as mentioned in the schedule: “In order to learn different Comprehenible Input (CI) techniques, participants will acquire Romanian through PQA, TPR, TPRS, and embedded readings. CI brain breaks will be added throughout the workshop such as games, songs, etc. In addition to the CI techniques, teachers will also learn how to use fun movements that accompany expressions requiring all students to show participation throughout the lesson

Dialogue in Linda Li's Chinese Mandarin class

Dialogue in Linda Li’s Chinese Mandarin class

(i.e. How sad!, What a shame!, It is a problem, etc…). These movements make the lesson fun and interactive and will be added unexpectadly in the storytelling process. Participating teachers will see samples of some of the ideas presented via pictures/videos of middle school lessons.”

Dialogue in Linda Li's Chinese Mandarin class

Dialogue in Linda Li’s Chinese Mandarin class

At 10.45 was the second part of the Chinese Mandarin lesson for beginners by Linda Li and Bryce Hedstrom. Because there were so many participants yesterday, the workshop was replaced to another, bigger room. But again: full house! There happens so moch in Linda’s lesson, too much to tell about. it’s good bryce is there to debrief. What I liked very much were Linda’s speech bubbles. And she has a beautiful and clear handwriting!

Carol Gaab: Developing a flexible, 'personalized' curriculum

Carol Gaab: Developing a flexible, ‘personalized’ curriculum

During lunch time I went swimming in the pool to have some physical exercice and then at 2.15 PM I went to Carol Gaab’s workshop Developing a flexible personalized curriculum. There was overlap with the workshop at iFLT, but this one was longer and had more hands-on. In the schedule it is decribed as: ” If the thought of writing curriculum makes you shudder, cringe and/or grimace, you definitely do not want to miss this session! Come learn how to efficiently design curriculum that is engaging, flexible and effective for SLA. Learn how to use themes to give lessons direction and purpose, how to backward plan from any source, whether a textbook, a vocabulary list or a novel and how to use authentic resources as a compelling source of CI. Discover unique resources that will help you create a rich, comprehensive curriculum, along with quick and easy strategies for organizing a student-centered curriculum with minimum effort and maximum creativity. Participants should bring at least one source (i.e. vocabulary list, a novel, a textbook) from which they will backward plan and begin the design process.” Keywords: Define- Refine-Combine. Carol uses a lot of traditional ways a having more repetition e.g. by reading with multiple choice questions and basing the reading on a short video or (funny) commercial. Carol’s hand-out: NTPRS Curric. HOGaab

Blaine Ray, Using yourself as a parallel character

Blaine Ray, Using yourself as a parallel character

At 5 PM a new round of sessions started and I went to Blaine’s : Using yourself as a parallel character. Described in the schedule as: “All TPRS should have student actors. Student actors are taught to answer a question and if they can’t answer the question they read it. Part of that questioning process might include yourself as a parallel character. If the main student has a problem, then the teacher doesn’t have a problem. If the main character goes to Spain, then the teacher goes to France. This allows a great amount of conversation between the teacher and the student actors and the teacher in the class using first person. It works amazingly well.” Blaine  did a demo with to participants and then we worked in groups of three ot practice this skill – one was student/character, one was ‘class’ and one the teacher.

In Michael Miller's studio NTPRS15

In Michael Miller’s studio NTPRS15

At 6.30 the exhibitor’s room opened and there was a reception. I first went to my room and when I arrived there it was not very busy anymore. I bought some books and then I went to look for my Dutch colleagues to go to Michael Miller to record the Dutch part of the song for Michael’s slideshow on Friday.

TPRS – De nieuwe uitgebreide 7e druk van Fluency through TPR Storytelling is uit!

TPRS_Fluency_Cover_7th_editionDe zevende uitgebreide druk – april 2015 – van het Engelstalige boek van Blaine Ray en Contee Seely is uit! Dit is hét basisdidactiekboek voor TPRS, samen met `TPRS in a year` en `PQA in a wink` van Ben Slavic. In deze zevende uitgebreide druk van ‘Fluency through TPR Storytelling, achieving real language acquisition in school‘ worden de meest recente ontwikkelingen van TPRS vermeld.

Via TPRS/CI kunnen de leerlingen al vanaf dag 1 alles begrijpen wat ze horen en lezen in hun nieuwe taal en ze beantwoorden talloze vragen over verhalen, over zichzelf en over elkaar. In de eerste weken verwerven de leerlingen een basiswoordenschat en de meest essentiële grammaticale structuren. Binnen twee à drie maanden zijn de leerlingen in staat om zichzelf vloeiend uit te drukken, passend bij hun niveau. Docenten zijn dol op wat hun leerlingen allemaal al kunnen doen en de leerlingen zelf zijn er ook weg van. Deze zevende editie bevat talrijke vernieuwingen zoals:

  • fluencyThruTPRScontentsAangepaste TPRS materialen en hulpmiddelen
  • Herzien en uitgebreid onderzoek m.b.t. TPR Storytelling
  • Multi-Level klassen en sociale verscheidenheid
  • Overstappen met de sectie naar CI/TPRS
  • Samenwerkend klassenmanagement
  • TPRS en CI op de basisschool
  • Overtuigen van schoolleiding en ouders
  • MovieTalk
  • Embedded Readings gebruiken, gebaseerd op TPRS verhalen
  • Free Voluntary Reading (FVR) & Sustained Silent Reading (SSR)
  • Doceren om verschillende schrijfsystemen te lezen
  • Jezelf als een Parallel Personage inzetten
  • De “Events” Techniek
  • Niet beginnen met TPR
  • Diepe Personalisatie

Taalverwervingsexpert Stephen Krashen zegt, “TPR Storytelling is veel beter dan al het andere elders”

Er is een Nederlandstalige versie van de vijfde druk.

NTPRS14 Chicago – The third day – Wednesday the 23rd of July

Workshop Blaine and Von Ray The power of going deep - NTPRS14Wednesday I first went to the advanced workshop by Blaine & Von Ray: The power of going deep. This year the advanced workshops were from 8.30 -11.30, then a break of two hours and then the workshops continue for two more hours from 1.30-3.30 p.m. Then a short break of a quarter of an hour and then sessions from 3.45-5.15 or open coaching & exhibitors. Then a break of a quarter of an hour and then showcases by masterteachers, like Blaine Ray, Michael Miller, Mira Canion, Laruie Clarcq, Bryce Hedstrom, Karen Rowan and Jason Fritze.

In The power of going deep we had to work in small groups and work out ideas for stories. Blaine stressed again how imporatn it is to try to find out where the students break down through: hesitancy, comprehension, lack of confidence.

Bryan KandelDuring lunchtime = Wholefoods time; we go there with a small group of TPRS-teachers (only female…). It’s nice to have such a long brak in between, to having some time for yourself, to go outside in the sun, to talk to each other.

In the afternoon I went to the sesson by Bryan Kandel “Student-driven Curriculum”. Here you can find his slideshow as pdf. It was in fact all about PQA. His image of a little devil whispering bad things about his deficiencies in his ears and a little saint (Blaine) giving him positive advice was very funny.

Afterwards to Mira Canion’s showcase; it’s amazing how she can Mira Canionthink on her feet and react always so quickly! BTW, very hard to make a picture of her, because she hardly stands still (like a lot of TPRS teachers..)

In the evening were the immersion dinners, but somehow I did miss where the French teachers would meet and when I returned from Mira’s session and dropping my things in my room, everybody had gone. So I decided to walk to Wholefoods, along a busy street with lot’s of cars because it was rush hour. On my way I met one of the Turkey’s military language teachers who was already going back and on my way back when it was already getting dark, Betsy Paskvan was walking behind me – at first I did not recogize her and I thought “Why is this woman walking faster and faster towards me?” . She also happened to have been at Wholefoods and we went back walking & talking and like this time flew and we arrived at the hotel when it had become dark.

My roommate and French teacher Michele Kindt returned very late and I heard from her that the French teachers went to a restaurant in Naperville, where they had been singing all evening and that the aother guests had also been singing, so they had a great French evening. What a pity I missed it all!

 

 

 

 

NTPRS14 Chicago – The second day – Tuesday the 22nd of July

Betsy PaskvanToday I went to the advanced workshop by Betsy Paskvan: TPRS Strategies. She learned us Japanes and this way she showed us all kind of strategies she uses. Bess Hales wrote about it at her blog “Mme Hayles and the TPRS Experiment” and it’s a very good description of the workshop and I do not have much to adjust to it, so do read it here. What I have to adjust is that Betsy uses 8 embedded readings and this way she builds the text gradually up. Betsy sacrifices language time for the social-emotional learning – in order that the students get to know each other & bond.

The first thing Betsy does in the morning is play a song and show a slideshow with explanation with pictures. With us she used a very well known song and gave cultural information about it.

Betsy’s workshop was very practical and inspiring! Here you can find her PowerPoint: TPRS Strategies at Work and Play : Sequencing TPRS Activities for Optimal Learning

Jason FritzeIn the afternoon I went to Jason Fritze’s workshop session: Tools for thriving. Because Bryce had written on the white board with an unerasable marker, Jason learned one of the first person’s entering how to erase it with an erasable marker by writing over the unerasable text and then it was possible to erase. And this person had to learn to a new person entering who did not know this trick how to do it and so forth, like an erasing chain.

Jason’s workshop had a few of the same points of his workshop at iFLT, but also a lot of new information. He had us form groups of three or four and made us do all kind of group works every once and a while and before doing this he had us point at all the participants of the group. When I met the two ladies of my group the next day I felt that we really were somehow closer because of this pointing and working together.

At the end of the afternoon was the exhibitor’s reception. Everybody could have a look at the books and dvd’s and buy them and there was a buffet and drinks. There Judy Dubois introduced me to Alparslan, the french teacher of the Turkish delegation. We contacted each other a while ago on Linkedin, but we did not know of each other we were going to iFLT and NTPRS! We talked for hours and that’s one of the nice thing of these conferences: meeting your colleagues and talking with them.

Monday evening I got lost when trying to find Wholefoods and Tuesday I went there during the lunch break with a  group of colleagues in the shuttle of the Sheraton hotel.  I bought a warm lunch at Wholecheckbook as Jason called it and a big salad for later on and the most expensive tarte au citron (or in fact: lime tart) I’ve ever bought… I could not resist…

Lime tart Wholefoods

 

 

NTPRS14 Chicago – The First Day – Monday the 21rst of July

Blaine Ray, Lisa ReyesThis morning at 8 o’clock started NTPRS14 in the Sheraton in Lisle, Illinois. We gathered in the ballroom and Lisa Reyes opened NTPRS14. Blaine did a few words and Lisa presented all the teams and all countries and US-regions had to stand up in order to show with how many they were. The big group from Turkey is also present at NTPRS.

This year NTPRS has special workshops for :

  • the beginning TPRS teachers,
  • The intermediate TPRS teachers
  • the advanced TPRS teachers

So there is one level more: the intermediate TPRS teachers. The advanced workshop has, unlike last year, one presenter and the intermediates also have one presenter, one of which is my roommate Michelle Kindt. The workshops are longer now: there’s a part in the morning and a part in the afternoon.

Carol GaabI first went to the workshop by Carol Gaab: Reading, an advanced workshop. Carol’s workshops are always a delight to attend. They have a lot of variation, you learn a lot of interesting tips and tricks and they’re fun. I made a lot of notes and hope to use it all the coming schoolyear. See the link for her hand-out.

Diana NoonanDuring the lunch, Diana Noonan held her keynote speech. She told that she’s not the type for speeching and that she didn’t want to do it, but finally she gave in. She told us how she got into contact with TPRS and how she introduced it in her district. She started small, one teacher at a time. She invited a lot of TPRS presenters.  The teachers can choose if they come to the professional or not. The next piece was assessment, because you have to prove that you are improving the students. They had funds and the teachers came together and started writing.  They have the data: thousands of students did the tests. Diana filmed 9 teachers and put it on Schooltube. Teachers ahve to be able to observe each other. At the end Diana gave the message: Do what you know what is best for kids. If  you meet roadblocks, remember (she finished with a cute video): “don’t stop, don’t give up, keep trying, keep trying (sung by of a cute little girl).

After lunch Carol’s workshop continued and besides new tips and tricks she also gave us pages from TPRS novels in order to prepare a readers theater lesson.

Gary DiBiancaAfter Carol’s session I went to Gary DiBianca: Big picture planning: how to use CI to make meaningful; units filled with content and culture. He gave an overview of backward planning, how to reflect on personal and professional passions to engage students, how to present so that students acquire, learn and manipulate language. He gave the ACTFL 5 C’s: Communication, Connections, Culture, Community, Comparisons. He adviced to make cross connections within your lessons and units – do not isolate them.

What’s your students base knowledge in and with the target language? How do you adapt or retool your in-class target language usage? Is it all comprehensible? How do you organize instruction/content/language?

What is your passion that you could share as a teacher? CONNECTIONS. Think about “Teach like a pirate” by Dave Burgess, who mentions 3 passions.

At 6 there were two showcases by Blaine Ray and Michael Miller and after it a research masterclass, I’d have loved to attend to them, but I was too tired to attend.  It was a long day already…