#113Have you listened to the last 2 episodes about Comprehension-Based Language Teaching and Standards-Based Grading? I referenced the book Honing Our Craft, World Language Teaching Today as I prepared those topics. In today’s episode I have the 2 editors of Honing Our Craft, Dr. Florencia Henshaw and Dr. Kim Potowski, who speak about their objectives behind this project, working through the content with 15 contributors and how language teachers can most efficiently and effectively use this very user-friendly resource.Honing Our CraftEdited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago),12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.Practical applications and suggestions for language educators that they can adapt to their particular contexts. Use this link and the discount code JOSHUA25HOC to save 25% on the book.In This Episode:What Florencia and Kim would you like educators to gain from reading Honing Our Craft.The “user friendly”chapter layout.The process of editing a volume like Honing Our Craft, where the initial idea come from and the writer/editor relationship.How Florencia and Kim suggest that teachers use Honing Our Craft Connect with Dr. Florencia Henshaw:X (Twitter): @Prof_F_Henshaw YouTube: Unpacking Language PedagogyConnect with Dr. Kim Potowski:Instagram: @_kimpossibility_Use this link and the discount code JOSHUA25HOC to save 25% on the book.__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.

#112Are your assessments and grades in your classes a reflection of what students are able to do with the target language? Are the communication modes in there?  Are there parts of your grade that are based on compliance to rules and routines? In this episode I am going to look into what grading based on standards in a proficiency based classroom looks like.  And once again, luckily there is a very useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to engage with “Standards-Based Grading for Proficiency-Based Language Instruction."  That’s actually the title of chapter 7. Honing Our CraftEdited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)12 chapters written by educators for educatorsUse this link and the discount code JOSHUA25HOC to save 25% on the book.Standards-Based Grading for Proficiency-Based Language InstructionPut Standards-Based Grading in ContextTraditional grading system:Variability in what exactly counts towards the percentage average of a traditional grade. 3 Core Principles of Standards-Based GradingFocus should be on mastery of specific skillsMultiple opportunities for students to demonstrate their learning Separate factors such as behavior, punctuality, homework completion and extra creditKey Terms and MisconceptionsProficiency: language ability in the real world, unscripted, without practicePerformance: can do with practice in an educational setting. Mastery: highest levelSBG can be used with any set of standardsRubrics: core principle of SBG to provide feedback for revision and multiple attempts to demonstrate learning.Multiple attempts to demonstrate learningSystem in place to have retake opportunities: practice, formative, HW, meet with teacher.Grading behaviors unrelated to masteryRemoves opportunity for implicit bias.SuggestionsFocus on...Standards and create rubric accordinglyDifferentiation Feedback and the iterative processFormative and summative assessments Do…Plan units around your learning goalsCollaborate with colleagues for common rubrics, assessment and learning goals (standards)Plan for reassessments and retakes (adUse this link and the discount code JOSHUA25HOC to save 25% on the book.__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.

#111What have you heard about Comprehension-Based Communicative Language Teaching?  Is this what you are doing in your classroom?  In this episode I want to unpack exactly what CCLT is and is not. Luckily there is an incredibly useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to answer the question “What is and What Is not Comprehension-Based Communicative Language Teaching?”  That’s actually the title of chapter 4.Honing Our CraftEdited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)12 chapters written by educators for educatorsPractical applications and suggestions for language educatorsUse this link and the discount code JOSHUA25HOC to get save 25% on the book.Comprehension-Based Communicative Language Teaching(CCLT)Context and Origin of CCLTRole of InputKrashen's Input HypothesisPresentation-Practice-Production (PPP)popular because it is conceptually easy to understandeasy to grade and assessaccuracy is main criteria for successKey Terms and MisconceptionsCommunication is not synonymous with oral production (reflection of PPP)move input to the center of the curriculum Production and Grammar are not neglected (focus on form, structured input)SuggestionsWhat if my textbook follows the PPP approach?modify activities to give have a communicative goalWhat if my exams are grammar-based?set aside time for grammar explanation Do…speak the target language most of the class time.make input activities meaningfulDon’t…forget that accuracy is developed graduallyforget comprehension is communicationplan classes around grammar points, grammar is a tool, not a goalRemember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.Let's connect! wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.

#110Have you attended a conference specifically for language teachers, either locally, regionally or nationally.  If you have, this episode will get you excited about the upcoming conference season.  If you’ve never attended, you’ll be inspired to attend for sure. Danja Mahoney and Vilma Nasuti Bibeau, both members of their state language conference planning committee, join me to explore everything that these events have to offer and all that’s in it for language teachers.  I live for PD, workshops and a good ol’ conference. I’m so excited.Topics in this episode:Benefits of attending a conference for world language teachersWhat typically happens at a language teacher's conference?Who presents at conferences?Events and activities that are typically available to conference attendees.Networking opportunities, social gatherings and exhibitors.How language teacher conferences foster collaboration among attendees.Connect with Vilma, Danja and MaFLA:X/Twitter: @MaFLAonline , @vbibeau1LinkedIn: Vilma Nasuti Bibeau Ed.D.mafla.orgState, Regional and National Language OrganizationLet's connect! wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.

#109How do you plan out your individual classes and keep an eye on the pacing? Today’s episode is a Leveling Up episode, where I coach Tamica, a Spanish teacher in New Jersey. Lesson planning with a close eye on timing and class pacing is the area where she wants to level up her teaching practice.  Dive in with us & take the ideas back to your classroom. Suggestions:Develop a lesson planning template or framework that includes sections for warm-up activities, instructional content, single, pair and group practice opportunities, and assessments. This helps maintain consistency and organization. Break this into 2 or 3 sections per class.Create a list of 10 go-to activities and work toward putting the number of minutes along with each one so that you can effectively gauge and determine how long each one will take.Collect data on how long each activity takes and mix and match the activities.Action Plan:This Week: Create a list of 10 go-to activities that include various opportunities for single, pair and group practice opportunitiesThe Coming Weeks: As you move through the fall and implement the class template and activities, keep track of the minutes on task and make note of the time for planning purposes. Reflect on the effectiveness of your class template and planning. Revise and adjust your future lesson plans based on insights gained from the reflections and student input.Join Joshua for a Leveling Up Coaching Episode  on the podcast.  Let's connect! wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.

#108We are back for a new school year. I asked you in the spring what you would like to get from this podcast. In this episode I’m excited to share with you how we will be changing up the podcast episodes (just a little) so that they are exactly what you are looking for and need as you approach your teaching. Who is listening to the podcast? Looks like you want 25-30 minute episodesAll the topics you requestedLeveling Up coaching episodesWhat to look forward to Let's connect! wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.

#107This is episode 6 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 79 where Ben Fisher-Rodriguez shows how to do a Write and Discuss and episode 90 where Kaitlin Leppert talks us through parallel texts. These two activities work really well together.  Let’s jump in.Ben Fisher (79): the benefits of using Write and DiscussLogistics of doing a Write and Discuss– when you us it– how you do it– the procedure– what you can do afterBen’s pro tipsKaitlin Leppert (90): engaging students in a parallel text– creating an original text– whole Class parallel texts– individual/small group parallel textsspecific examplesCombining Write and Discuss with a Parallel Text.Episodes: 79: How to Do a Write and Discuss with Ben Fisher-Rodriguez90: Parallel Texts in the Language Classroom with Kaitlin Leppert__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#106This is episode 5 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 78 where Meredith White shares lots of interpersonal activities and episode 82 where Wendy Mercado and Valérie Greer give us a wealth of engaging language activities.  Let’s jump in.Meredith White (76): how prescribed (curriculum) grammar and vocabulary come into play with communicative activitieseffective interpersonal (and communicative) activities that we can use in our classroomsWendy Mercado & Valérie Greer (82): how “games” or “activities” address skill development and standardslots of ideas for engaging activities and gamesHigh TechSome TechLow TechNo TechEpisodes: 76: Interpersonal Activities with Meredith White82: Engaging Language Activities With Wendy Mercado & Valérie Greer__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#105This is episode 4 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 78 where Allison Perryman talks about seeing, hearing and tasting culture and episode 88 where Kia D. London discusses representation in the language classroom.  Let’s jump in.Allison Perryman (78): formats for presenting and engaging students in diverse cultural experiencesAllison’s approach of seeing, tasting and hearing diverse cultures with studentsKia D. London (88):  examples of centering representation and diverse racial and ethnic content from Kia’s classroom and curriculumhow to do this consistently while also engaging students authenticallyEpisodes: 78: Seeing, Hearing & Tasting Culture with Allison Perryman88: Representation in the Language Classroom with Kia D. London__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#104This is episode 3 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 69 and 85, 2 of my Teacher Toolbox episodes with activity that you can use right away in your classroom. Activities Mentioned: Quiz-Quiz-TradeAt the TableShipwreckThe Card PathThe Die DecidesLogic PuzzlesLearn/Practice/ApplyTime CapsulesChatGPT Episodes: 69: Go-To Activities for Your Teacher Toolbox (Vol 3)85: Go-To Activities for Your Teacher Toolbox (Vol 4)__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#103This is episode 2 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 60 where Tin Eagan talks about leading a proficiency-based language department and episode 74 where Mike Mitchel and Jenny Delfini discuss state language associations.Episodes: 60: Building & Leading a Proficiency-Based Department with Tim Eagan74: State Language Associations with Jenny Delfini and Mike Mitchell__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#102This is episode 1 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at the  episodes about the book Common Ground.Episodes: 57: Why “Common Ground?” Why now?59: Guiding Principles of Second Language Acquisition61: Goals and Assessment in the Language Classroom63: Input and Output65: (1) Finding a Common Ground with Florencia Henshaw and Maris Hawkins66: (2) Finding a Common Ground with Florencia Henshaw and Maris Hawkins__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#101Now that the school year is over hopefully you have a little less on your mind and have a little extra time. This is the perfect time to get into your summer headspace.  What do I mean by “Summer Headspace?”time to reflect without other pressing priorities and issuesopportunity to revisit themes and episodes with a fresh lenscatch something new.finish an episode that you startedlisten to an episode for the first timeI'll group episodes by theme so that you can listen to them together with a 5 minute recap to pull the themes together. The links to episodes will be in the show notes.__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#100Guess what? This is episode 100 of the world language classroom podcast. I was watching data to see if we would get to 100 episodes first or 100,000 downloads. I’m happy to report that we crossed the 100,000 download mark well before this 100th episode.  So, thank you so much for your continued support of the podcast and the many guests who have joined me over the past 2 years.  In this episode I want to look back at some key takeaways from the collective wisdom of guests and share some listener highlights as well.  Can’t wait, so Let’s jump in!Episodes Mentioned in this Episode:Florencia Henshaw and Maris Hawkins (65, 66)Ben Fisher on Write and Discuss (79)Kaitlin Leppert on Parallel Texts (90)Cécile Lainé on Social Justice Standards (33)Ben Tinsley on Diversity and Equitable Feedback (27, 58)Joseph Parody Brown  on LGBTQ+ Inclusive Classrooms (42)Vicky Wang on Courageous Dialogues and Affinity Spaces (28)Allison Perryman on Seeing, Hearing and Tasting Culture (78)Kia D. London on Representation (88) A.C. Quintero on Equity in the Language Classroom (10)Lisa Sherpard on Critical Thinking Skills (92)Margarita Pérez García on Story-Listening (91)Teacher Toolbox (25, 54, 69, 85)__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#99Do you find it time-consuming to create effective communicative activities? We can all feel that way at times.  In this episode, we are talking about how to do this more efficiently.  Hope Anderson, a Spanish instructor in Arizona, joins me to offer suggestions for going about our communicative practices a little more efficiently, while also being quite effective. Something for all of us to learn.Topics in this Episode:breaking down exactly what we mean by communicative teaching how to determine if an activity is truly and authentically communicativethe value and benefits of authentic communication in the language classroom.ways to engage students in communicative tasks without taking a ton of timeusing templates when creating tasksConnect with Hope Anderson:Instagram: @teachingsolvedTwitter: @teachingsolvedWebsite: www.teachingsolved.comLinkIn: Hope M AndersonEmail: Hope@TeachingSolved.com__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#98How do you find a text, or any kind of reading that you use with your students?  Does it have to be a long piece of text to make sure that students really get something out of it or that you can use as a way for students to engage with the language? Today, Sarah Barrientos Svatos, a Spanish teacher in Spain, joins me to discuss how we can take a short text and turn it into a full lesson that touches on all of the communication modes. She has lots of tips to share so that you can get started right away.Topics in this Episode:what we mean by a “short text” the benefits of using a short textare short texts only effective at novice level or also effective at higher proficiency levels?how to set students up for success by preparing them to engage with the text (pre-reading activities)how to support students while they engage with the text (during-reading activities)how to check for understanding of the text and set students up to produce output  (post-reading activities)Download Sarah's Paella ActivityConnect with Sarah Barrientos Svatos:Blog: thestressfreespanishteacher.comFacebook: The Stress Free Spanish Teacher  Twitter: @stressfreespani Intagram: @thestressfreespanishteacher__________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#97Please take this 3-5 minute feedback survey (mostly multiple choice).  This will provide incredibly valuable information as I move on to the next 100 episodes.This episode is all about you, the World Language Classroom Podcast listener.  As I say at the start of every episode, thank you for taking the time out of your week to listen to me and other teachers discuss topics of language teaching and taking those ideas into your classroom.  This is just one of the many things that make you an incredible educator. We are soon coming up on episode 100. I’ve learned a lot and have changed some things about the podcast based on your feedback. I want to make sure that the next 100 episodes and your listening experience are even better. That’s what we’ll take on in this episode. Topics in this Episode:the importance of listener feedback and its role in shaping the podcastcreating a valuable and tailored experience for the audiencesurvey questions:language taughtideal episode lengthlistening environmentsolo and guest episodecoaching episodedesired topicsadditional contenttake the 3-5 minute feedback survey __________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#96Do you have heritage speakers in your language class or perhaps you have full classes of heritage speakers? In this episode, we are talking about how to design and implement curriculum and daily class activities that meet the specific needs of heritage speakers. Courtney Nygaard, who has full classes of heritage speakers in Minnesota, joins me to talk about how she designs her classes and offers useful tips and suggestions for working with this unique group of students.Topics in this Episode:who our heritage language learners are and how Courtney came to teaching this population of studentsthe early days, lessons learned and where Courtney is now with her heritage language classeswhat the curriculum looks like with heritage speakers and how this differs from the “typical” second language curriculumCourtney's core beliefs behind her heritage learner curriculumthe core components of her curriculum and her process for delivering itdifferentiating what can be a wide ranges in proficiency, particularly with regard to literacyConnect with Courtney Nygaard:Website: www.profenygaard.comYouTube: @profenygaard3948 Facebook: profenygaardIntagram: @profenygaard______________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#95What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording HERE.  I hope to include you in episode 100.  If recording your voice isn't your thing, please send me your highlight to include through a DM on Twitter or Instagram.What does curriculum look like in a classroom that puts comprehensible input at the center of the language acquisition experience? Is it possible, in fact, to follow a curriculum, in either a traditional or reinvented way? In this episode, we look at this very question with Adriana Ramirez, a Spanish teacher in Canada. Adriana helps us to see what curriculum looks like in her classroom as she implements a CI approach to language teaching and learning.Topics in this Episode:the key aspects of a CI (Comprehensible Input) classroom that are a departure from some more legacy approaches“curriculum” in a CI classroom and how do we plan for and document the learningthe structure of a lesson and the student experiencewhy  CI is ultimately more beneficial than a vocabulary and grammar-focused curriculumsome misconceptions and critiques about CIConnect with Adriana Ramirez:Blog: drianaramirez.caYouTube: Teaching Spanish with StoriesTwitter: @veganadriIntagram: @veganadri______________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.

#94What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording HERE.  I hope to include you in episode 100.How do we choose the input that we use when engaging students in comprehensible input activities?  In this episode, we are talking about the idea of targeted comprehensible input.  Angie Torre, a Spanish teacher in California, joins me to talk about the pros and cons of using targeted and non-targeted comprehensible input.  There are likely diverse opinions on this out there, so here is our chance to find the common ground.Topics in this Episode:what “targeted” and “non-targeted” Comprehensible Input are and their objectivesthe varying opinions on both approachesAngie's personal reasoning behind using targeted Comprehensible Input the benefits of considering age and developmental levels in the language acquisition processplanning of a lesson or unit that using targeted Comprehensible Inputsheltered videos, how do you use them, and the effectiveness Connect with  Angie Torre:WebsiteInstagramFacebookYouTubeTwitter______________________________Work with Joshua either in person or remotely.______________________________Sign up for Talking Points for tips, tools and resources for language teaching.______________________________Let's connect!wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group______________________________Teachers want to hear from you and what you are proud of in your classroom.Join me on the podcast.  We record conversations remotely, so you can be anywhere.