Pile 2012 13 3rd day

Seminari PILE

Day 3

03/13/13

The 3 As Tool
Communication is in 3 planning stages:
1. ANALYSE: The content, cognition, culture
for language OF learning.

2. ADD: language FOR learning - all
the language students will need to
operate in the CLIL classroom. Eg
discussion skills, effective group work
skills, research skills.

3. APPLY: language THROUGH
learning – new language which grows
from the learning to the recycling of
language.

The 3 As Tool
Communication: 3 stages:

1. ANALYSE: language OF learning.

2. ADD: language FOR learning

3. APPLY : language THROUGH
learning

Classify the words and sentences using the table
1. RIVER
2. I AGREE WITH YOU
3. THIS HAPPENS BECAUSE THE WATER PARTICLES WERE MORE SEPARATED
4. WHAT DOES “BONE” MEAN?
5. BONE
6. MOUNT EVEREST IS THE HIGHEST IN THE WORLD
7. SHAPE: IT HAS GOT...
8. CITYSCAPE
9. READ THE INSTRUCTIONS CAREFULLY
10. HOW MANY TIMES DO YOU BREATH IN A MINUTE?

LANGUAGE OF LANGUAGE FOR LANGUAGE THROUGH

River I agree with you This happens
because…
Bone What does ‘bone’ mean? Mount Everest is
the highest in the
Shape: It has got… Read the instructions World
carefully
Cityscape How many times do
you breath in a
minute?

Specialized vocabulary is the easy
way for CLIL (easy bit) We have to
teach them to use the glue to stick
the words

Learning language per se?

(based on grammatical
progression)

Integrated model which actively
involves the learner in using
and developing language of
learning, for learning and
through learning.

Communication

Through Of For
The Why: The What: How to:
Cognition Content Meta-cognition
and Grammar
(Thinking)
system

Cultural awareness
Intercultural understanding
Pluri-culturalism

Embedding language in CLIL: an analytical framework (Do
Coyle)

Give pupils enough
“Thinking time”. All
pupils need thinking time
– regardless of ability.

Ensure you allow thinking
time before you expect an
answer – all pupils need at
least three to four seconds to
process their response –
Don’t expect immediate
responses.

Allow thinking time after the
answer is given - so that more
thoughtful responses are
encouraged.

Focus on COMMUNICATION
rather than on ACCURACY.

Don’t try to correct
EVERYTHING

Don’t repeat what a pupil
has just said.

Don’t interrupt when a pupil is
talking or finish his/ her
sentences.

Use pupils’ responses – even
incorrect ones.

Utilise prompts that help
pupils form a response.

Link verbal prompts to
appropiate non-verbal prompts
– over half of what you are
trying to communicate will rest
with body language such as a
smile, a nod or accepting
gesture.

Encourage pupils to aks
questions.

Listen and acknowledge
pupils’ responses
positively.

Vary the way in which you
want pupils to talk – give
everyone a chance to
contribute their ideas.

LANGUAGE FOR
CLASSROOM
M ANAGEMENT

BASIC CLASSROOM LANGUAGE WALL CHART

Please
Si us plau
Thank you
Gràcies
I know, please!
Jo ho sé, si us plau!
I don’t know
No ho sé
I’ m sorry
Ho sento
I don’t understand
No ho entenc
What does ............ mean?
Què vol dir .....................?
How do you say ...... in English?
Com es diu .............................. en anglès?
How do you spell............?
Com s’escriu ............................................?
Can you say it again, please?
Pots dir això un altre cop?
Can you help me, please?
Em pots ajudar, si us plau?
Can I go to the toilet, please?
Puc anar al lavabo, si us plau?
Ask the question
Fes la pregunta / Fes una pregunta
Answer the question
Contesta la pregunta
Put your hand up
Aixeca la mà
Wait a moment
Espera un moment
Listen to me
Escolta’m
Listen to him / her
Escolta’l / Escolta-la
Look at .....
Mira ..................
Write
Escriu
Read it silently
Llegeix en silenci / Llegiu en silenci
Read it aloud
Llegeix en veu alta
Take one and pass them round
Agafa’n un i passa els altres

PILAR OLIVARE’S LANGUAGE
HANDOUT

Entre
Ce que je pense,
Ce que je veux dire,
Ce que je crois dire,
Ce que je dis,
Ce que vous envie d’entendre,
Ce que vous croyez entendre,

Ce que vous entendez,

Ce que vous avez envie de comprendre,
Ce que vouz comprenez,
Il y a dix possibilités qu’on ait des difficultés à
communiquer.
Mais essayons quand
même…

Encyclopédie du savoir relatif et absolu
EDMOND WELLS

Stages of
Language Acquisition

Pre-Production/Comprehension (no BICS)
Sometimes called the silent period, where the individual concentrates completely on figuring out what the new
language means, without worrying about production skills. Children typically may delay speech in L2 from one to
six weeks or longer.

• listen, point, match, draw, move, choose, mime, act out

Early Production (early BICS)
Speech begins to emerge naturally but the primary process continues to be the development of listening
comprehension. Early speech will contain many errors. Typical examples of progression are:

• yes/no questions, lists of words, one word answers, two word strings, short phrases

Speech Emergence (intermediate BICS)
Given sufficient input, speech production will continue to improve. Sentences will become longer, more complex,
with a wider vocabulary range. Numbers of errors will slowly decrease.

• three words and short phrases, dialogue, longer phrases
• extended discourse, complete sentences where appropriate, narration
Beginning Fluency
Intermediate Fluency (advanced BICS/emerging CALP)
With continued exposure to adequate language models and opportunities to interact with fluent speakers of the
second language, second language learners will develop excellent comprehension and their speech will contain
even fewer grammatical errors. Opportunities to use the second language for varied purposes will broaden the
t upn e b s nehe p m C

individual’s ability to use the language more fully.
o

Advanced Fluency
r

• give opinions, analyze, defend, create, debate, evaluate, justify, examine
i l i

Source: Krashen, S.D. (l982). Principles and Practice in second language acquisition. New York: Pergamon Press.

Second Language Acquisition

Basic Interpersonal Communication Skills (BICS)
• ability to communicate basic needs and wants, and ability to carry on basic interpersonal conversations
• takes 1 - 3 years to develop and is insufficient to facilitate academic success

Cognitive Academic Language Proficiency (CALP)
• ability to communicate thoughts and ideas with clarity and efficiency
• ability to carry on advanced interpersonal conversations
• takes at least 5-7 years to develop, possibly longer and is required for academic success

Cummins’ Developmental Interdependence Hypothesis (“Iceberg Model”)
• BICS is the small visible, surface level of language, CALP is the larger, hidden, deeper structure of language
• each language has a unique and Separate Underlying Proficiency (SUP)
• proficiency in L1 is required to develop proficiency in L2,
•Common Underlying Proficiency (CUP) facilitates transfer of cognitive skills

BICS - L1 BICS - L2

SUP - L1 SUP - L2

COMMON
CALP - L1 UNDERLYING CALP - L2
PROFICIENCY

(CUP)

Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy .

Popular Misconceptions about
Language Acquisition, Learning and Development

•Accent IS NOT an
indicator of proficiency—it
is a marker regarding when
an individual first began to
hear/learn the language

•Children DO NOT learn
languages faster and better
than adults do—they only
seem to because they have
better pronunciation but CUP
aids adult learners
considerably

•Language development CAN
NOT be accelerated—but
having developed one
language to a high degree
(CALP) does help in learning
a second language more
easily

• Learning two languages
DOES NOT lead to poor
academic performance—on
the contrary, students who
learn two languages very
well (CALP in both) tend to
outperform their
monolingual peers in
school.

• Code-switching IS NOT an
example of a language
disorder and poor
grammatical ability—it is
only an example of how
bilinguals use whatever
words may be necessary to
communicate their thoughts
as precisely as possible,
irrespective of the

Popular Misconceptions about
Language Acquisition, Learning and Development
• Accent IS NOT an indicator of proficiency—it is a marker regarding when an individual
first began to hear/learn the language

• Children DO NOT learn languages faster and better than adults do—they only seem
to because they have better pronunciation but CUP aids adult learners considerably

• Language development CAN NOT be accelerated—but having developed one
language to a high degree (CALP) does help in learning a second language more
easily

• Learning two languages DOES NOT lead to a kind of linguistic confusion—there is no
evidence that learning two or more language simultaneously produces any interference

• Learning two languages DOES NOT lead to poor academic performance—on the
contrary, students who learn two languages very well (CALP in both) tend to
outperform their monolingual peers in school

• Code-switching IS NOT an example of a language disorder and poor grammatical
ability—it is only an example of how bilinguals use whatever words may be necessary
to communicate their thoughts as precisely as possible, irrespective of the language

Assessment of Diverse Children:
When do English Learners really “catch up?”
60

Cumulative
Hours 55
of Formal After 5
Language instruction years of
Exposure 50 begins instruction
47,450 hrs.
in
Thousands 45 CALP

40
Native English
Speaker (L1) -24,000

ENGLISH LANGUAGE EXPOSURE 35

Awake Asleep
Age 0 to 5: 12 12 30

365days x 12hrs. x 5yrs.= 21,900 hrs

Age 5 to 10+: 14 10 25 23, 725 hrs.
365days x 14hrs. x 5yrs.= 25,550 21,900 hrs.
+21,900 20
47,450
-18,000
Limited English 15
Speaker (L2)

ENGLISH LANGUAGE EXPOSURE 10
Native (L1) English(L2)

Age 0 to 5: 10 2 5 3,650 hrs.

365days x 2hrs. x 5yrs. = 3,650 hrs.

Age 5 to 10+ 3 11
B 1 2 3 4 5 6 7 8 9 10 11 12 13 14
365days x 11hrs. x 5yrs.= 20,075 K 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th
+3,650
23,725 Age and Grade Level

Active processing as a Learning
activity?
THINK:
• How do you make (language) learning
active for the children in your classroom?

MAKE LEARNING ACTIVE

• Children are active processors of
language – not passive recipients

•Children play with language and find
enjoyment in learning through games,
songs and experiential, involving
activities.

Examples of active learning
• Language patterns through jump rope rhymes.

•Math language through “people graphs” and
manipulatives.

• Vocabulary games.
• Sentence games.
• Interviewing peers and adults

Learning strategies for the CLIL classroom
• Language OF learning

• Language FOR
learning
• Language THROUGH
learning

Dictogloss!
Jigsaw Reading
03/13/13

Rationale
* Reconstruction actively involves pupils in the
negotiation of meaning, rather than the literal
reconstruction of a text.

* Productions can be used for assessment.

* Generates much pupil-pupil talk about
language.

* Works at two levels: GLOBAL READING
and DETAIL.

Debriefing

* Identify the strategies they had used to help
them to reconstruct the story.

* Associating the language with pictures.

* Reading words out loud when reconstructing
the story.

*Listening out for words linked to Spanish or
catalan words..

Rationale
* Memorisation plays an important part in
language learning.
* Good language learners are aware of the
language learning strategies they use.

* Pupils need to be supported and shown how
they might “work on their memory”.

* Works at two levels: GLOBAL READING
and DETAIL (helps to become a more
efficient reader).


Running dictation

DEBRIEFING
* Identify the strategies they have used to
complete the task.

2. MAKE LEARNING
CULTURALLY RELEVANT

3. MAKE LEARNING
COLLABORATIVE

PAIR SHARE
• Turn to your elbow buddy.

•Tell to your elbow buddy one activity your
pupils do working in pairs during your
English lessons.

•Turn to another partner and tell him/ her
what your partner has told you.

Collaborative Activities

• Think, pair, share.

• Roles in groups.

• Reading example.

4. DEVELOP LEARNING
STRATEGIES

Visualization as a learning strategy

5. MAKE LANGUAGE
COMPREHENSIBLE

What makes language comprehensible?

• CONTEXT: pictures, gestures, realia.

• VOICE: Stress, intonation, pauses.

• ADAPTATIONS: Repetition, fewer synonyms,
straightforward construction.

• COMPREHENSION CHECKS: Questions,
requests for gestures, signals everybody at the
same time, finishing sentences.

• Adapt oral language with context.

Use gestures and realia

• Adapt oral language:

Increase wait-time

Check comprehension frequently

Goals and feedback

• Using hands (Signals)
• Using cards (different colours) signs.

6. HELP LEARNERS
APPLY PRIOR KNOWLEDGE

7. INTEGRATE LANGUAGE AND
CONTENT LEARNING

Gradual release of responsibility model

Proportion of responsibility for task completion

All teacher Joint All student
responsibility

Modelling Guided Practice or
practice application

Gradual release of Responsibility

8. DIFFERENTIATE
ACCORDING TO LEARNERS

NEEDS
LEVELS
PREFERENCES
LEARNING
STYLES
ABILITIES

9. CLEAR, APPROPIATE GOALS &
CLEAR, APPROPIATE FEEDBACK

* Exceeds Standard
* Meets Standard
* Does not meet Standard

Shared reading

• Teachers read large print texts with learners.

• Learners participate at a variety of levels.

• Ideally, the text is just a bit too challeging for
learners to read on their own.

SCAFFOLDING

Adapted from Mary Chopey-Paquet

Objectives
• To review some principles and practices
of scaffolding strategies.

• To explore the role of scaffolding in CLIL

• To explore issues and choices around
creating a CLIL unit which combines
tasks for variety and support through
scaffolding.

Observations on
scaffolding…

Group activity

1) While you watch the “scaffolding”
slideshow, think about aspects of
the metaphor which have parallels
with teaching-learning in general,
and in a CLIL context in particular.

2) Share your observations with your group
and make a comparative table together.

Observations on Scaffolding in Parallels in a CLIL context: TEACHING
construction: BUILDING

Scaffolding
PPT

Observations on scaffolding...
Supports, structures and consolidates the construction process

Extends reach Provides security

Centred on the building, adapted to it, takes the form of it

Variety of different possible materials and techniques

Assembled/Disassembled progressively

Connections are important

Sometimes it’s perfectly geometric, sometimes it’s more chaotic

Variety of different possible materials and techniques

Collaboration necessary Temporary

Planned, engineered and also creative and artistic!

“ Enseigner est un art où le professeur, les élèves et
l’environnement interagissent d’une façon toujours
changeante, originale et jamais réductible à un mode
d’emploi transférable ou reproductible : chaque
professeur construit ses propres modèles et les
recrée sans cesse.”
Ulric Aylwin

PRINCIPLES OF SCAFFOLDING
IN TEACHING / LEARNING

• Metaphor from the works of Wood, Bruner and
Ross (1976)

• Describes the type of assistance offered by a
teacher or peer to support learning.

Jerome Bruner

• Emphasis on language.

• Nature of
mediation-
Scaffolding

• Value of formats and
routines.

Children learn socially

Lev Vygostky
• Importance of language.

• Importance of SOCIAL LEARNING:
Teaching is assisted performance.

• Development and learning
meet in the ZPD
(ZONE of PROXIMAL
DEVELOPMENT)

Young learners
construct
language and
meaning.

They acquire language through
comprehensible input,
comprehensible output, and
interaction.

Potential
Development

the distance
ZPD between the
actual
developmental
level as
determined by
Zone of Independent independent
problem solving
Performance
and the level of
potential
development as
determined
through problem
Zone of solving under
proximal adult guidance,
development or in
collaboration with
more capable

Children seek
Patterns and
meaning

Meaningful learning is essential
• The brain searches for meaning.

• Context is an assist to meaning.

• Children benefit from learning choices and
autonomy.

How does Scaffolding help us
managing the lessons?
• Getting children interested in the task.

• Keeping children on task; reminding them of
goals.

• Pointing out what is important.

How does Scaffolding help us
managing the lessons?
• Preventing / Managing frustration.

• Demonstrating the task.

• Keeping children on task; reminding them of
goals.
• Pointing out what is important.

5 FEATURES OF SCAFFOLDED TEACHING
INTENTIONALITY • The unit has a clear overall purpose driving
any separate task or activity that contribute to
the whole
APPROPRIATENESS • Instructional tasks pose problems that can
be solved with help but which students could
not successfully complete on their own.
STRUCTURE • Modelling and questioning activities are
structured around a model of appropriate
approaches to the task and lead to a natural
sequence of thought and language.
COLLABORATION • The teacher’s response to student work
recasts and expands upon the students’
efforts without rejecting what they have
accomplished on their own. The teacher’s
primary role is collaborative rather than
evaluative.
INTERNALIZATION • External scaffolding for the activity is
gradually withdrawn as the patterns are
internalized by the students.

Examples of teaching strategies for scaffolding student learning

Activation of background knowledge

Breaking the task into smaller and more manageable parts

Using “think alouds”;
or verbalizing thinking processes when completing a task

Concrete prompts, questioning, visuals, frames


Cooperative learning,
which promotes teamwork and dialogue among peers


Coaching, giving tips, strategies, cues and procedures

Ordering actions Step by step procedure

Modeling

Some – Language + Content = CLIL
ideas – Planning language: always

about – Use of L1 + L2: When? How? Who?
– Detailed language support
LANGUAGE
– Communication vs. Grammar accuracy
In
– Receptive / productive competence in L2
CLIL – Never use L1?

Our – Pupils use of L2. When?
– Pupils need a high level of L2?
CLIL
– Plan language support
teacher
– Teacher: confident and fluent in L2
Profile – Knowledge of skills for language
(revisited) reception/ production

Bloom’s Taxonomy
High cognitive demand - reasoning required
Evaluation
Judge, evaluate, give arguments for and against, criticise
Synthesis
Summarise, generalise, argue, create, design, explain the reason for
Analysis
Break down, list component parts of, compare and contrast, solve,
differentiate between
Application
Use, apply, construct, solve, select
Comprehension
Explain, describe, give reasons for, identify causes of, illustrate
Knowledge
List, recognise, select, reproduce, draw

Low cognitive demand - little reasoning required

La Taxonomía de dominios cognoscitivos Bloom-Anderson

High Order
Thinking
HOT
Low Order
Thinking
LOT

Jack and Jill

Jack and Jill went up the hill
To fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after.

From Gold Dust Resources
http://excellence.qia.org.uk/Golddust/index.html

JACK and Jill

Should Jack and Jill be allowed a second
EVALUATION
chance to fetch a pail of water?
What might have happened if Jack and Jill
SYNTHESIS had made it down safety with the
water.
Explain the series of events that might
ANALYSIS
have led to Jack’s fall.

APPLICATION Why did Jack fall down instead of up?

Explain which part of Jack’s body was
COMPREHENSION
injured

KNOWLEDGE Who went up the hill with Jack?

LITERAL

QUESTIONS INTERPRETATIVE

CRITIC

Parallel Processes in Development:
Education follows Maturation
LANGUAGE COGNITIVE ACADEMIC
ACQUISITION DEVELOPMENT INSTRUCTION

Preproduction Knowledge
B B B B
I I I I
Early Production Comprehension Readiness Training
C C C C
S S S S
Emergent Speech Application Basic Skills Training

C Beginning Fluent C Analysis C Conceptual C
A A
Development
A A
L L L L
P
Intermediate Fluent Synthesis P
P P

Advanced Fluent Evaluation

Appropriate Instructional Program

CULTURAL CONTEXT

ASK CHOOSE ROLE-PLAY LISTEN LIST
COMBINE WRITE PAINT MATCH IDENTIFY
CLASSIFY DEBATE COMPARE DEBATE

ASK CHOOSE ROLE-PLAY LISTEN LIST
COMBINE WRITE PAINT MATCH IDENTIFY
CLASSIFY DEBATE COMPARE SURVEY

Can you think some products for
the different cognitive levels?

Analysing a CLIL activity: Cummins Matrix

High Cognitive Demands

3 4
Low High
Linguistic Linguistic
Demands Demands

2 1

Low Cognitive Demands

CLIL Matrix adapted from Cummins (1984) (Coyle, 2002)

Analysing a CLIL activity: Cummins Matrix

Pair work
Try to classify CLIL activities using:
Bloom’s Taxonomy
Cummins Matrix

Pirámide de aprendizaje
Tasa de retención
Bales, 1996, EDINEB Lección 5%

Lectura 10%

Audiovisual 20%

Demostración 30%

Grupo de discusión 50%

Práctica de ejercicio 75%

Enseñar a otros / Uso inmediato 80%

Estrategias efectivas
Context helps learning

Identification
of objectives
Contextualization

MOTIVATION Involvement

Familiarization

Discovery
Connected with personal experience

La función del docente es ...

El tutor efectivo
 Debe tener conocimientos sobre el contenido y sobre los objetivos
del curso
 Debe comprender los problemas del aprendizaje
 Debe servir para el modelaje de los alumnos
 Ha de ser capaz de monitorizar un proceso de grupo

... facilitar el aprendizaje

La gestión docente

El tutor como entrenador deportivo

 Conoce el juego, la técnica necesaria, el equipo y los jugadores.
 Pone de relieve los puntos débiles, sin asumir que los pueda
paliar.
 Es capaz de desarrollar conocimiento y técnica más allá de su
propio nivel como experto.

Modelo tradicional o clásico Modelo Tecnológico

1. Profesor aislado 1. Equipo docente

2. Profesor como instructor 2. Profesor como mediador

3. Énfasis en la enseñanza 3. Énfasis en el aprendizaje

4. Aplica los recursos sin diseñarlos 4. Diseña y aplica recursos

5. Didàctica basada en la exposición 5. Didáctica basada en la
y con carácter unidireccional investigación y con carácter
bidireccional

6. Solo la verdad y el acierto 6. Utiliza el error como fuente de
proporcionan aprendizaje aprendizaje

7. Restringe la autonomia del 7. Fomenta la autonomia del alumno
alumno

8. El ordenador está al margen de la 8. El ordenador está integrado en el
programación currículum

Four planning stages for CLIL
V
vision

Context
Your school

Unit Concept
Mind Map:
Teaching Aims-Learning outcomes
Lesson Level
Task types use mind map
materials, assessment cycle

Four stages for successful CLIL planning

Stage 1: the CLIL vision
• What do you want to achieve for your learners, their
school and yourself - blue skies?

Stage 2: your school Context
• Who is available teaching, where, when and how?
• What is most appropriate for your learners, parents,
area in relation to stage 1?

Four stages for successful CLIL planning

Stage 3: the MINDMAP
• Working with a conceptual framework such as the 4Cs, what
will a unit of work consist of? Which content do I select, what
will be the teaching aims and learning outcomes?
• What are the kinds of feedback and assessment I will build into
the process (formative, summative)
Stage 4: Task types, materials and resources
• What kind of tasks and activities will achieve stage 3,
what materials and resources will I need to support
these?

Didactic sequence : progression
• Once we have
finished the pyramid,
we consider in a
didactic sequence,
we should increase
the cognition
demanding.
Sequence of activities
(3 sessions)

A
LESSON 1 LESSON 2
GENERAL Let’s draw
OVERVIEW Let’s start! the word
comic in 100
different
ways!
LESSON 3
Who’s your LESSON 5
favourite
comic book Let’s create
character? our own
character!

LESSON 4
LESSON 6
Let’s draw
some faces! Tadaam!
This is my
character!

A
LESSON 7 LESSON 8
GENERAL
OVERVIEW Let’s move Let’s talk!
the body!

LESSON 9
LESSON 11
Let’s have a
look! Let’s create a
comic strip!
Part I

LESSON 10
LESSON 12
How does it
sound? Let’s create
a comic
strip! Part II

‘Are you really sure it was a parrot?’

The real
reason
dinosaurs
became
extinct.

Old MAcDonald
Old macdonald had a farm
(e i e i o),
and on that farm he had a(n) x
(e i e i o),

with a y, y, here
and a y, y, there
here a y, there a y,
everywhere a y, y,

old macdonald had a farm
(e i e i o)!

Chuu! Buchu!
Smack!
¡Mua! ¡Chuick!
Muà!

Catalan Spanish Englis Japanese
h

FRAK!

BOIMP!
DON
MARTIN

Sound Invented Onomatopoeias

Raindrops
falling

Scissors

Resources
CIREL
http://phobos.xtec.cat/cirel/cirel/
Delicious
http://delicious.com/clil_catalonia/

http://archive.teachfind.com/ttv/www.teachers.tv/videos

http://www.education.gov.uk/schools/toolsandinitiatives/
teacherstv/

MOTIVATION: The Missing Link
Sarah Phillips

INVOLVE CHILDREN IN
MAKING THINGS/ NOT ONLY
IN DOING THINGS

EMOTIONAL INTELLIGENCE:
You’re unique
You’re important
You’re part of
Letting them grow in a cognitive
way: children are not just brains.

“What a children do in co-
operation today he will be able to
do alone tomorrow” Vygotsky
1962

Students learn by interacting with
others.

Society does lots of things but it
doesn’t reflect.

Discuss to build up knowledge.

Don’t spoonfeed our students.

Be careful with dead soldiers!

Be careful with fosilized
rankings!

If something changes in your mind
is forever.


Dictogloss


Running dictation

03/13/13

Pile 2012 13 3rd day

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