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So I'm still plugging away at making my master lists. They won't be perfect, but I think they'll be darn useful. They are also helping me analyze the stages better and plan for the future.
I'm working on Stage 31 at the moment. For some reason there are sentences in this stage in particular where the vocabulary item is in a phrase that I do not want to separate. So it occurred to me: don't.
Keep eOdem tempore and make the student write the whole phrase: at the same time.
The same with clAmOribus fabrOrum neglEctIs and get the whole Ablative Absolute meaning.
The same with patrOnI favOrem.
I started to question myself on whether this would be fair. Actually, I was hearing OTHER people questioning me on whether this would be fair and it occurred to me: ABSOLUTELY. Why? Because it prepares students for chunking on the AP.
Vocabulary is not learned in ISOLATION. I have said this for a long time. Lists of vocab to be learned and regurgitated rarely stays in long term memory and often have little to do with reading Latin. Words in context are key. That's exactly how Cambridge is set up. EXACTLY. Man, I should do a Cambridge workshop on vocab acquisition.... but I digress.
Why not introduce chunking on a vocabulary quiz? QUIDNI!? Two to three words max.
After all, we do not read 1 word at a time in English. A specialist in visual disabilities at UT once told me that the human eye doesn't go smoothly across a line of text. It skips and jumps across a few words at a time. So why not get students to focus on words in small clusters and groups?
When you focus on isolated information you teach isolated information. We should no longer be teaching Latin as something that is bits and pieces that need to be fitted together. IT IS A LANGUAGE!
Right. Back to work. Slow and steady wins the race.
I'm working on Stage 31 at the moment. For some reason there are sentences in this stage in particular where the vocabulary item is in a phrase that I do not want to separate. So it occurred to me: don't.
Keep eOdem tempore and make the student write the whole phrase: at the same time.
The same with clAmOribus fabrOrum neglEctIs and get the whole Ablative Absolute meaning.
The same with patrOnI favOrem.
I started to question myself on whether this would be fair. Actually, I was hearing OTHER people questioning me on whether this would be fair and it occurred to me: ABSOLUTELY. Why? Because it prepares students for chunking on the AP.
Vocabulary is not learned in ISOLATION. I have said this for a long time. Lists of vocab to be learned and regurgitated rarely stays in long term memory and often have little to do with reading Latin. Words in context are key. That's exactly how Cambridge is set up. EXACTLY. Man, I should do a Cambridge workshop on vocab acquisition.... but I digress.
Why not introduce chunking on a vocabulary quiz? QUIDNI!? Two to three words max.
After all, we do not read 1 word at a time in English. A specialist in visual disabilities at UT once told me that the human eye doesn't go smoothly across a line of text. It skips and jumps across a few words at a time. So why not get students to focus on words in small clusters and groups?
When you focus on isolated information you teach isolated information. We should no longer be teaching Latin as something that is bits and pieces that need to be fitted together. IT IS A LANGUAGE!
Right. Back to work. Slow and steady wins the race.
