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Eric Herman
Registrace 30. 06. 2012
Acquire languages and learn how to facilitate acquisition in the classroom.
A Comprehension (& Communicative) Approach
A first-semester, university-level class in action, proficiency results, and student feedback.
zhlédnutí: 251
Video
Comprehension-Supporting Strategies
zhlédnutí 45Před rokem
The intended audience is grad student teachers in a basic language university program, but there are some good reminders for teachers in any context and they just may get a new idea to try out.
Classroom Management: Tips & Tricks
zhlédnutí 62Před rokem
The intended audience is grad student teachers in a basic language university program, but there are some good reminders for teachers in any context and they just may get a new idea to try out.
TPRS - Story - 8th grade (C) Oct 2013
zhlédnutí 941Před 3 lety
The 8th graders did the Anne Matava story, "Afraid of the Package." Most of these kids had a half year of TPRS last year.
TPRS - Story - 8th grade (F) Oct 2013
zhlédnutí 421Před 3 lety
The 8th graders did the Anne Matava story, "Afraid of the Package." Most of these kids had a half year of TPRS last year.
TPRS Promo
zhlédnutí 1,6KPřed 3 lety
Teaching Proficiency through Reading and Storytelling (TPRS) is the best way to develop fluency and grow a foreign language program. Here are pieces from two longer videos, both of 8th graders doing the "Afraid of the Package" story by Anne Matava, demonstrating different aspects of the TPRS storyasking process.
Magic Flag Trick
zhlédnutí 439Před 3 lety
Watch to see how magic tricks can be used to teach with comprehensible input. In this example, I made the trick the "story," but as you will see in other examples, the trick can also be used as a way to ask a story as is done in TPRS. Credit for this trick goes to Italian teacher Judi Mazziotti (ritornello.com).
Story Magic: 3 Balls Trick
zhlédnutí 255Před 3 lety
Watch to see how magic tricks can be used to teach with comprehensible input. The trick is used as a way to ask a story as is done in TPRS.
MovieTalk "The Force"
zhlédnutí 1,3KPřed 3 lety
Watch to see how to use MovieTalk to teach with comprehensible input. In this example, we spend 12 minutes on just 12 seconds of video footage. There is no "right" way to do a MovieTalk, so long as everything you say is comprehensible. In this example, I mix in personalized questions to my students while I "tell" the story, combining TPRS steps 1 (PQA) and 2 (Story). In a following class, we wo...
3-Ring Circus: TPR'ing the Tenses - 7th grade
zhlédnutí 569Před 3 lety
This is lots of fun and deliberate comprehensible input on specific tenses. This is an extension of TPR, although I frequently do it as a 5-10 minute separate activity from TPR. It consists of choosing 1-3 students to simultaneously act out 1-3 different actions while the teacher asks the class questions and circles the actions. In this example, I am introducing the present and past progressive...
Total Physical Response (TPR) - 6th grade
zhlédnutí 2KPřed 3 lety
This is where CI-based instruction began! James Asher developed this method in the 1960's and Teaching Proficiency through Reading and Storytelling (TPRS) finds its roots in this method. In this demo, I introduce new vocabulary words and quickly contextualize them by giving the class novel commands, i.e. (non)sensical commands that combine the vocabulary words in sentences and I get individual ...
Listen & Act a Class Story: Mucho Gusto
zhlédnutí 329Před 3 lety
Listen & Act a Class Story: Mucho Gusto
Finally, somebody has actually explained this!
Thank you. Have you ever used this technique for adult intermediate students? If so, how did it go?
I love this book! Thank you! Got any more planned?
Wonderful job! The kiddos really feed off of your energy! ♥️
You are the best discovery I made on You Tube!
Great job. It is engaging and effective. I can see many readings on your desk as a reference substantiating the steps taken in this class. For instance, Fluency Through TPR Storytelling book by Blaine Ray, that is a masterpiece indeed. Congratulations.
excelente, gracias maestro
Really good stuff. I needed to pause every 15 seconds or so to write something down.
Eric, I need to learn more about TPRS from you. I think that is the way secondary education is going.
let me tell you one thing. Feel free to argue. Language Acquisition is not possible in adults in an artificial setting. Perhaps it would be possible in the case of the adult immersing himself in the language where it is spoken but not otherwise. Adults never "acquire" languages, we "learn" them. Little kids acquire language which is possible only because of their fresh mids the unconscious process that takes place. The moment the process is conscious and broken down into pieces it's language learning in action.
I invite discussion and disagreement! I'd be happy if this got more people thinking and trying to learn more. So, my questions for you: What is it about an immersion context that allows acquisition to happen? And can the causal variable(s) also exist in a classroom? What is it that makes a language classroom "artificial?" When would we consider it a "real" context? Would we say that the math class across the hallway is an "artificial setting?" And how do we explain the logical and developmental problems, both of which also hold for adult classroom learners? I gave one example (of which there are many) in which adult classroom learners know something they were never taught and didn't come from their first language (i.e., logical problem). And adult classroom learners conform to similar developmental orders and stages of learners (of all ages) outside of a classroom (i.e., developmental problem).
I think the question here is "what is artificial"? Anything other than the target culture environment? If that's the case, than I would posit that an adult could easily acquire language if they do so in a more immersive, less grammar / memorization based environment. So, they would need to focus on gaining authentic input from podcasts, videos, television, etc. The issue, then, does not become lack of a fresh mind but rather the time the adult can dedicate to their acquisition and the level of acquisition to which they hope to acquire.
I attended my first TPRS workshop yesterday and loved it but I had a ton of questions!! Thanks for this awesome video which I am re-watching to learn about collaborative story telling. I am going to try this out next week!
Amazing explanation.
Wow! I love it. Thank you for sharing!!!
Very Useful. It's difficult finding materials on TPRS and you answer some questions. Thank you.
Merci Eric pour cet incroyable travail et pour le grand service que tu rends à tous les profs de langues. La revolution est bel et bien engagée, au travers de l'éducation. Thank you Eric for this incredible piece of work and for the great service you do to all language teachers. The revolution in language teaching is well under way, through education.
"You ask the class 'What is the woman eating?' and they say cockroaches" -Someone With Classroom Experience LOL
I usually spend soooo much time prepping everything, but we tried this in class after I saw your last collaborative storytelling video and it worked! Thanks for the inspiration.
Eric - this is such a relief. I think one of my biggest challenges as a CI teacher has been figuring out what MY expectations should be for where my students should be at the end of the year. Each year I keep condensing the vocabulary that I use with the kids (I teach 2 year olds through Spanish I). Now I am confident that I should aim to build a comfort level with the Sweet 16 + the high interest vocab of each class and keep recycling. Thanks for all you do to educate us! It really helps!!!
YES YES YES! Thank you sooooo much for this! Common sense is so underrated! Thank you for providing hard data to back this up :D
Eric, you're able to take complex research that does not always get disseminated and distill it for the teachers in the classroom so that it can be put into practice.
Beginning piano students being expected to play Mozart. Beautiful analogy. Thanks for providing us with research and examples we can use, Eric.
Thanks Eric for this informative video. "Tests need to stop measuring proficiency as what can be understood of ungraded material (...) The best way to prepare students for reading ungraded texts is to help them acquire more language "! YES! I do have one question: at 11:02 you say that acquisition will happen slowly by using UNgraded texts. Did you mean "by using GRADED" texts? Aren't we better off using graded texts with 98% coverage? Thanks for clarifying that point.
If there are 60 unknown words on a 300-word page, then 600 unknown words will be reached after 10 pages, not after 100. This mistake is around 3:40
Wow. Thanks for making this, Eric! #FoodForThought
Was this the end of the school year after a full school year of level 1?
End of 8th grade year. 30min x 2/wk in 5th grade, 53min x 2/wk in 6th grade, 53min x 3/wk in 7th & 8th grade.
Eric, this is a wonderful summary of the output hypothesis - one of the least researched SLA concepts to enter the teachers' technical culture and belief system and yet one of most successfully implanted. How did that happen, in your esteemed opinion?
Hey Eric! This is so helpful and relevant. Thank you for all you are doing!
Excelente, ¡gracias!
Hey there. First year teacher here. I use TPRS, and have had a great deal of success with it so far. I’ve watched many of your videos on your channel, and have never seen one that leaves me feeling anything less than inspired and more informed. So, thank you! :) One question, what is happening with the ball? Is there a purpose? Or, do they just have permission to throw the ball at you whenever they want? Obviously, throwing a ball is fun but I was wondering if it served a purpose. Thanks in advance.
Absolutely great & inspiring! Thanks Eric!
Donde esta Eso gym?
Gimnasio Joseph en Morazán, Yoro, Honduras.
Hi Eric, I'm Jon, a Scottish teacher based in Spain. I have really enjoyed your videos and have become inspired by the methodology. I've read Ray's book and watched a lot of online material, but your videos so far have given me the best input in how to approach my lessons. I'm currently doing a masters in Teaching English as a Second Language, and one of my projects is looking at how TPRS can improve fluency. I'm doing an experiment with a group of10 year old spanish kids where for a unit in the text book we use in my school, I am going to completely switch to the TPRS method. This will be about a 4 to 5 week experiment, whilst another class of a similar level will be taught using traditional methods. I then aim to measure the levels of fluency throughout the tow classes to see if indeed TPRS makes a significant difference. The unit I have to work with looks at present perfect grammar, and musical instruments, concerts, and bands as vocabulary. I could do with a nudge in the right direction as to what to do with it. If you could get in touch with me, that would be fantastic. Thanks in advance, and thanks for such great content! Jon
Jon, I LOVE to hear it! :) And really appreciate it!!! Exciting project! I caution that acquisition-oriented practice requires changes in content, so that unit (especially the grammar point) is already biased. . . Contact me and we can email privately. acquisitionclassroom.weebly.com/contact.html
Great video. It gave me a really good idea. I think next year I am going to have one day every couple of weeks be adventure day. We will develop a character (wizard, pirate, space explorer...whatever the kids come up with) and send him on an adventure. Every week or so we will continue the story and then write it down and add illustrations At the end of the year, I will print them off into book form and share them with the other classes. Each book will then go into the class FVR library.
This must be the most hilarious TPR demo out there. I'll buy a beer for anyone who shows me one that comes close.
If this reflects your sense of humor (!!!) you’d like Ben Slavick’s Pringle Man...😂
In your opinion, what level do you have to be at to benefit from TPRS? It looks like at least an intermediate level right?
Collaborative storytelling, asking personal questions, and reading work well at any level. . .
I do stories three weeks into level 1
Darren Way So what do you do for the first 3 weeks, just basic TPR?
Thank You for breaking things down!! I love the "Can-Do" parallel to storytelling, definitely use this. Great info thanks for sharing !!!
Great job! I'm sharing this.
Eric, this is great! Thank you ! Fully agree with all of this, but you masterfully put it all together in this video.
Excellent video, Eric! You put a lot of great points into perspective here and make me want to learn more about RPGs and D&D. =)
This is really helpful Eric! Thanks for the free PD. I had planned on doing this week and your demo is really helpful.
Wow, this shows the power of the method.
I think we should build some beginning lessons for the very young learners to respond to some of the things, words or sentences. Then TPRS can boost!
Who wrote the stories in the book? Also, do you have to be teaching TPRS style in order to use this book? I teach for a immense school, and there are 23 language teachers, 13 of which are Spanish. TPRS is not something we do, but it is something that I have endeavored to sort of create in some way.
Me. www.createspace.com/5558577 You do not have to be a TPRS teacher. You have to be a teacher that wants to develop reading fluency. Or that wants to read high-frequency stories. They also make for great assessments.
The whole point of TPR is that you don't have to translate stuff. This teacher doesn't do a very good job of it.
Great observation! This is not “classical TPR,” i.e. TPR as Asher intended. My adaptation differs in numerous ways, e.g. not imperative-based, more collective actions, etc. At its core it is action-based comprehension instruction and I believe an improvement on Asher’s TPR. This improvement is due to differences in the underlying principles to our teaching approaches, namely that my approach is more scientifically-supported. Asher does NOT have a theory of language, whereas I subscribe to a generativist account - language is essentially abstract properties and constraints. I definitely do NOT share with him the same theory of learning. I think acquisition happens from the processing of input. Asher’s theory (maybe better considered speculation) is of brain lateralization, specifically that meaning is processed in the right hemisphere and actions are a right-hemisphere activity. Asher’s belief that “translation is a giant step backward” (Asher, 2009, p. 3-70 & 3-101) is based on his “believability hypothesis” (3-19) - another speculation and indeed a concept I’ve never seen mentioned anywhere else in SLA. His speculation is that translation has low believability. He also thinks that TPR is transparent, which any teacher or student experience with classical TPR would suggest otherwise. In other words, the action-meaning connection is NOT always clear. To a large extent, the L1 mediates the L2 processing, such that students are thinking in the L1, making an L2 form-L1 meaning connection. In other words, students are translating in their heads! Such a strong aversion to any L1 use is founded in folk science rather than actual science, usually due to some dogma that L1 acquisition conditions should be the same as SLA conditions or due to the misguided idea that struggle in learning allows for deeper processing. We cannot deny the fact that L2 acquirers have an already established L1 system. Rather, we should use that L1 system to bootstrap students into the L2 system and scaffold comprehension. Either way, giving the L1 meaning of an L2 form only provides a fraction of what it means to “know” a word. Students should still spend the majority of instruction time in a language course processing target-language input, as was done in my videos. If translation (probably better considered “glossing”) enables a higher quantity and quality of input processing, then it is definitely a worthwhile teacher technique. Furthermore, the research into TPRS (a method with glossing and translation) is overwhelmingly positive, so that at the least, any speculated harmful effects of translation are not strong enough to cancel out the benefits of TPRS. For a better demo of TPR used to teach Spanish to beginners filmed 2 years ago, see: czcams.com/video/Sqvq4NEwxAY/video.html
Actually, he's doing an excellent job. TPR is one tool of many and good teachers will use it in many different ways. Translation is a tool too, and it's one that everybody uses to learn faster and more easily.
so cool to see students having fun and engaged in the language in this relaxed atmosphere
Is this the first year of Spanish for them? Great job, Eric!
Thanks :) The intro to the video gives that information. . . 30 min/week in 4th grade, 53 min x 2/week in 5th and 6th grade.
Sorry... must have missed the intro. Great job! Have you had the kids since 4th grade? Or have they had other CI/TPRS teachers? What a pipeline!
Just me.
What a cool opportunity, and true lab experience. The possibilities if kids are not bounced around between different teaching methodologies! How many preps do you have? And when they leave the jr. high, will they continue with TPRS teachers? Or will you continue to be their teacher? Your situation is truly unique! Thank you so much for sharing!
Agreed. I have the support to do what I think best for the kids and their language acquisition experience. I bet there are many who are the only language teachers the students have K-8. . . this year I have 3 sections of 4th and 2 sections each of 5th-8th. They go on to a traditional high school teaching department that follows the textbook scope & sequence. Thank you so much for the comments and expressing interest!
Good job, I do magic tricks as well.
Your videos are an extremely valuable resource! Thanks so much for posting! I'm teaching English in a developing country, and I plan on making a mini library for my students. But I'm having a hard time finding appropriate books at the appropriate levels. Do you have a list of your recommended English books? I'd love to see a list of all the books you have in the video. Thanks so much!
I have an inventory, which I will send to you privately. I wrote most of the first readings in the list, because of a lack of easy reading material for true beginners. I also had a subscription to Reading A-Z and printed out their books. The first published readings are from TPRS resources: Mini-Stories for Look, I Can Talk!, Berto and His Good Ideas, The Adventures of Isabella, and Isabella Captures a Congo.
Eric Herman I received the list. Thanks so much! Keep up the good work.
Eric, I'd love a copy of that list, too. Did you find Berto and Isabella in English?
I don't know how to contact you. . . so, in the meantime. . . Here's a novel list to get any one started. . . roughly in order of easy to hard. Mini-stories for Look, I Can Talk! Berto and His Good Ideas The Adventures of Isabella Isabella Captures a Congo Carl Doesn’t Want to Go to Mexico Friendship Matters Poor Ana Felipe Alou Patricia Goes to California He Almost Dies Detective Friends Poor Ana Danced the Tango Search for books here: TPRS Books: tprsbooks.com/ or here: fluencymatters.com/
Thanks, Eric. This is helpful! Many of these titles I have seen in Spanish and other languages, but not English. Do you have all of these in English? You can reach me at klindiemail@gmail.com