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So far Bryce Hedstrom has created 361 blog entries.

SPANISH 3 PASSWORDS: ANSWERS & COMMENTARY

Here are the answers to the Spanish 3 passwords post and some of the thinking behind them. My Spanish 3 students, who are very sharp, mostly said that it was easy to remember these passwords and everything about them. Proud of those kids. For more password ideas, plus cultural/historical context and explanations as to WHY passwords word and especially HOW to use them most effectively, see my book, "What's the Password", published by Teacher's Discovery: https://www.teachersdiscovery.com/product/whats-the-password-spanish-book/spanish   “Little by little one goes far.”                     "Poco a poco se va lejos."   This is the [...]

By | 2018-05-22T14:29:11+00:00 May 22nd, 2018|Categories: Passwords|2 Comments

LEVEL 3 PASSWORDS THIS YEAR

These contraseñas are ones that we have used to enter the class this year. They are well-known Spanish cultural sayings, quotes by famous Spanish speakers, phrases that require a subjunctive, useful idiomatic expressions, or just for fun. Write in  Spanish. (Answers and commentary will be shared in an upcoming blog here.)       “Little by little one goes far.”                     _ I was born the (#) of (month) of the year (#). “Zamora was not won in an hour.”                             What English saying conveys a similar message? I forgot! / It forgot me! It left me. / It went away from me. [...]

By | 2018-05-21T16:30:16+00:00 May 21st, 2018|Categories: Passwords, Uncategorized|0 Comments

LEVEL 1 PASSWORDS THIS YEAR

Using passwords is a joy and a great way to set the tone for each class period, but passwords also yield long-term language results. Last week I  asked the students which passwords they remembered from the entire school year... and as a group, each class remembered them all. Students said them all in Spanish and I compared them to a list I had prepared beforehand from my memory. They remembered ones I had forgotten. I am giving them this slam-dunk test as part of their final exam this week. I expect most students will score in the the 95% range, [...]

By | 2018-05-21T08:35:38+00:00 May 20th, 2018|Categories: Passwords, Starting Class|0 Comments

COMPREHENSION CHECK & DISCUSSION QUESTIONS (Krashen’s Hypotheses Series, #9 of 9)

  Check Your Understanding of Krashen's Hypotheses: (See them all 9 posts in this series  here)    Check Your Understanding of Krashen's Hypotheses            . 1.  _________________________ is the unconscious absorbing of language when exposed to comprehended messages. 2.  _________________________ is getting conscious, focused knowledge of certain elements of a language through grammatical explanations, drills and studying. 3.  _________________________ results in knowing about the language. 4.  _________________________ results in being able to understand and use the language spontaneously. 5.  The ________________________ hypothesis suggests that the grammatical elements of a language are acquired in a predictable sequence that cannot be altered by [...]

OTHER HYPOTHESES (Krashen’s Hypotheses Series, #8 of 9)

There is overlap between each of these hypotheses, as well as with the previous ones in this series. The Net Hypothesis    (A refinement of the Input Hypothesis) “Given enough comprehensible input at the i + 1 level, all the vocabulary and grammatical structures the student is ready to acquire is automatically provided.” •  i + 1 is the level of language that has been acquired (i) and just a little bit more (+1). i + 1 is a level of language that can be understood by the listener, often with the help of the context of the comprehended words [...]

By | 2018-05-16T11:36:21+00:00 May 16th, 2018|Categories: C.I. Skeptics, Krashen|0 Comments

COMPELLING INPUT (Krashen’s Hypotheses Series, #7 of 9)

(Previous post in this series: The Affective Filter Hypothesis) C: The Compelling Input Hypothesis (2011) "When the input is compelling you acquire whether you are interested in improving or not."     This hypothesis asserts that compelling input trumps everything else in language acquisition. It emphasizes the role of subconscious acquisition while attention is focused elsewhere. Language comes along for the ride when students are engrossed in a topic. The goal is to find material and topics that captivate students. These are things that not just merely amuse them or that they find mildly interesting. This hypothesis is sometimes titled [...]

By | 2018-05-15T16:31:57+00:00 May 15th, 2018|Categories: Compelling Input, Krashen|0 Comments