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This is a continued discussion from Latinteach. RP was discussing having kids make up words or pictures that REMIND them of the meaning of the word when drawing the word is too difficult. There had also been a discussion about how Oerberg uses nothing but Latin or pictures to define words...
Here's how today's discussion went on Latinteach (first part RP, second part me):
>It really depends on active imagination and playing with the sounds of
>words--out loud.
And, as we said before, some students will not have the right kind of imagination for this sort of thing. I have seen some teachers use this well and others not because they were forcing it on everyone as if everyone were the same.
One thing, though, that we did NOT mention for the flashcards and perhaps should be mentioned is that sometimes a short sample sentence of the word in context is better than pictures, English, or more Latin/Latin definition. I took a quick peek at Oerberg last night and was wondering how to do ET. But it was in the geography lesson. It was something like Nilus est fluvius. Tiber est fluvius. Nilus et Tiber sunt fluvius. Later it had -que = et___ and then gave an example.
This is all well and good and even great, but it got me thinking about something that I admittedly am not ready to change. My quizzes are Latin sentences with the item in question underlined. That is, they are in context. And I want English answers.
And when I drill flashcards in class I provide the Latin (and say it correctly so hopefully the right pronunciation is embedded in their wee little heads) while they provide the English in unison.
And do these two things drive too hard against what we want them to do with their own personal flashcards??
And here's one more item, something I always tell new teachers. Before assigning what you think is a neat assignment, in this case making flashcards with as little English as possible, figure out HOW you will grade it and whether the grading process you have devised will make too much work for you. For instance, I grade warm-up spirals during tests so I take nothing home and I have enough time to look at all the spirals. But there's certainly NOT enough time with my vocab quizzes to grade all the flashcards if they have them done.
Hmmmm
I suppose one day one of the warm-ups could be to trade cards and have a neighbor grade them based upon a rubric. Cards could be turned in at the time of the quiz to be spot checked....
Here's how today's discussion went on Latinteach (first part RP, second part me):
>It really depends on active imagination and playing with the sounds of
>words--out loud.
And, as we said before, some students will not have the right kind of imagination for this sort of thing. I have seen some teachers use this well and others not because they were forcing it on everyone as if everyone were the same.
One thing, though, that we did NOT mention for the flashcards and perhaps should be mentioned is that sometimes a short sample sentence of the word in context is better than pictures, English, or more Latin/Latin definition. I took a quick peek at Oerberg last night and was wondering how to do ET. But it was in the geography lesson. It was something like Nilus est fluvius. Tiber est fluvius. Nilus et Tiber sunt fluvius. Later it had -que = et___ and then gave an example.
This is all well and good and even great, but it got me thinking about something that I admittedly am not ready to change. My quizzes are Latin sentences with the item in question underlined. That is, they are in context. And I want English answers.
And when I drill flashcards in class I provide the Latin (and say it correctly so hopefully the right pronunciation is embedded in their wee little heads) while they provide the English in unison.
And do these two things drive too hard against what we want them to do with their own personal flashcards??
And here's one more item, something I always tell new teachers. Before assigning what you think is a neat assignment, in this case making flashcards with as little English as possible, figure out HOW you will grade it and whether the grading process you have devised will make too much work for you. For instance, I grade warm-up spirals during tests so I take nothing home and I have enough time to look at all the spirals. But there's certainly NOT enough time with my vocab quizzes to grade all the flashcards if they have them done.
Hmmmm
I suppose one day one of the warm-ups could be to trade cards and have a neighbor grade them based upon a rubric. Cards could be turned in at the time of the quiz to be spot checked....
