This method has had an INCREDIBLY positive impact on acquisition of vocabulary in my classroom this year! And the beauty of it is that it is versatile and can be adapted to the needs of different learners and classroom settings!
I heard a lecture about the system and read about it here:
With the help of the endlessely patient coordinator at the other side of the world, IN AUSTRALIA, we began the sessions in which pupils meet once or twice a week with a teacher’s aid, or another student acting as tutor. Together they practice vocabulary items using flashcards and track progress according to a set meeting structure we learned. The student tutor can be a very weak student as the answers are all on the back of the flashcards! The weak students are thrilled to be able to act as tutors.
In addition, each student works on the same words once again during his /her weekly session with the speech and language clinologist.
We give out certificates every time a student triples the number of words he/she knows, not when a certain number has been reached. The progress is marked on charts, in color.
How exactly does it work? More about that in the next post!
2 thoughts on “The Y.A.L.P “10 minute system” – Part One”