Rather than practices falling under a CI umbrella, I envision CI instead as the result of practices under the umbrella of CCLT. I’m using “practices” in a similar way to refer to many different methods, strategies, techniques, and activities that all fall under a CCLT approach, as well as general “teacher stuff” I find to be core as well.Īnother reason for this post is that I’ve seen the “CI umbrella” graphic shared before, but that doesn’t quite fit with my understanding of things. I just saw that Reed Riggs and Diane Neubauer refer to “instructional activities (IA),” which covers a lot of what goes on in the classroom. Of course, terms and definitions can get tricky, here. Doing so required me to sort out a few things in the process, and helped organize and align my practices to certain principles. I highly recommend that you do this just as an exercise during a planning period this week, making a quick list of your core practices. quaint quīnque, awesome octō, and sweet sēdecim)? Would I go specific, with concrete activities? Or, would I go broad and global, starting with principles and ideas? Would it be a list of 10? Could I get that down to five? Might it be better to prioritize some practices like the top 5, 8, and 16 verbs (i.e. I got thinking about what I’d say my core practices were if anyone wanted to learn more about CI and get an overview of what comprehension-based and communicative language teaching (CCLT) looks like.
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