Cambridge Academy: Year Three Student Progress

Encouraging developments

Second-year junior high school students in the output class

You can read previous Academy posts here:

  1. Extensive Reading for Secondary Students (April 2015)
  2. Six Months In (September 2015)
  3. Year One (February 2016)
  4. Looking at Year Two (March 2016)
  5. Stocktake (March 2016)
  6. Shadoku explained (April 2016)
  7. Some improvements to the curriculum (April 2016)
  8. December 2016 update (December 2016)
  9. Cambridge Academy: Year Two and Three (March 2017)
  10. Cambridge Academy: Stocktake 2017 (March 2017)
  11. Cambridge Academy: Another Quantum Leap (April 2017)
  12. Cambridge Academy: Year Three Mid-Year Update (August 2017)

The Academy is still going well. I’m having a lot of fun and I think at least some of the students are enjoying it too 😉

We lost one more student on average (lost three, gained two), but I think this is normal and it isn’t something that worries me. The students who are leaving tend to be our older students who started before the Academy existed and haven’t benefited as much as our newer students will from improved lessons and system. Here are our latest numbers:

Right now we have 78 students:

  1. 32 junior high school first years (29 regular, 2 reading only, 1 advanced)
  2. 21 junior high school second years (15 regular, 4 reading only, 2 advanced)
  3. 8 junior high school third years (5 regular, 3 reading only)
  4. 7 senior high school first years (4 regular, 3 reading only)
  5. 6 senior high school second years (5 regular, 1 reading only)
  6. 2 senior high school third years (2 regular)
  7. 2 ronin students (1 regular, 1 reading only)

It looks like we’re going to fill our first year output classes, as one student has changed to output after a few months of tutoring, and a trial student last week is going to try to do the same.

Today I’m going to share the students’ reading numbers. This gives some idea of how much our students are reading given an hour in class (probably more like 50-55 minutes) and for a few of them also reading at home. All numbers are up to date as of today.

First year (six months or so): 16,885-111,509 (most students are in the 30,000-50,000 range), YL0.2-0.4
Second year (eighteen months or so): 75,850-354,976 (most students are in the 120,000-160,000 range), YL0.3-0.6
Third year (thirty months or so): 197,892-748,564 (most students are around 300,000), YL0.6-4.0

You can’t really tell from the numbers above, but each year is reading more/better/faster than the years above them. Our current first years seem to be doing much better than our current second years did in their first year, who did better than our current third years did in their first year. I predict our current first years will be hitting 500,000 words by the end of junior high school, which should set them up to read a couple of million by the time they finish high school.

We need to continue buying intermediate books, and I am working on that. I am trying to find more leveled readers and books aimed at native speakers rather than graded readers (which tend to be a bit more dry). We already have mostly graded readers anyway. Students who find a series they like (Magic Tree House is very popular) and then read all the books in the series tend to do very well in terms of motivation and reading progress.

I have pretty much decided not to increase class sizes above ten, mostly due to the physical constraints of our current classrooms. I think we could do twelve easily, and probably up to twenty, but we just don’t have the room.

In terms of who will teach the classes, I am hoping to assign a teacher to each class next year. I will then join certain classes to model, observe, give feedback, etc. This should allow me to develop the system and get more of a birds’ eye view. Eventually it should allow me to take a step back with regards to the actual teaching too (and maybe open another school, but that’s a different blog post).

What do you think? What are your students’ numbers like? Any good intermediate books/series I could get?

ERWC4: The Last Lecture

Went pretty well

workshop participants

 

I attended the Extensive Reading World Congress last week and gave my last presentation on teaching. Over sixty people were kind enough to attend the 2.5 hour workshop, and we had a very productive session.

The workshop was run PDR style, and we were able to cover four of the five topics I had prepared.

You can see the slides here, and the worksheets here. I think the content would be useful for someone thinking about starting or developing an ER program to work through.

Please feel free to post any questions or comments below.

The Last Lecture (well, workshop)

ER Program Design and Implementation

Extensive Reading World Congress, Toyo Gakuen, Tokyo
Friday August 4th, 15:30-18:00

At the beginning of next month I’ll be doing a pre-conference workshop at the Extensive Reading World Congress in Tokyo. This will be my last presentation on education.

The title is the same as the book I have been thinking about writing for the last few years. The content too. In a way, it’s the summary of the last ten years of my work as a teacher. I hope it comes together the way I would like it to. If it does it should be a pretty comprehensive introduction to all aspects of designing and running an extensive reading program at the institutional level.

It’s a workshop, so we’ll be doing work. I’m going to use the PDR (preparation, discussion, reaction) framework to structure the group discussions and will cover the following areas:

  1. Designing a Program
  2. Selling a Program
  3. Setting up a Program
  4. Running a Program
  5. Leaving a Program

If you come to the conference I hope you will consider spending a couple of hours with us on Friday. I can almost guarantee you will find it useful.

If you have any questions before the event feel free to post them in the comments below.

Cambridge Academy: Another Quantum Leap

The Academy Fluency Course

JHS 1st-year class doing verb exercises

We’re into week three of the new academic year, and we’re starting to see the results of the changes I wrote about in the previous update.

You can read previous Academy posts here:

  1. Extensive Reading for Secondary Students (April 2015)
  2. Six Months In (September 2015)
  3. Year One (February 2016)
  4. Looking at Year Two (March 2016)
  5. Stocktake (March 2016)
  6. Shadoku explained (April 2016)
  7. Some improvements to the curriculum (April 2016)
  8. December 2016 update (December 2016)
  9. Cambridge Academy: Year Two and Three (March 2017)
  10. Cambridge Academy: Stocktake 2017 (March 2017)

Our new reading classroom (the second)

I have to admit I was a bit jittery before classes started on April 1st. I was nervous about the new materials for the output classes, I was nervous about teaching six nights/twelve hours a week, and I was nervous about the larger class sizes.

It’s looking like I needn’t have been 🙂

New Materials

We’ve been working on the Fluency course for about a year now. We have year one in draft form, and will be using it with the three classes (28 students) of JHS 1st years we have this year as an alpha trial.

If anything, the materials work even better than I had hoped. Students have responded extremely well, they are visibly improving already, and the classes are just fun to teach.

The course is based on the New Horizon content, but vastly expanded and designed to get the students speaking, reading, and writing fluently. The first year of the course is 15,000 words long (three times the amount in all three years of New Horizon) and students explicitly study 720 words in the 48 lessons.

Students do speaking and writing practice, speed reading, verb/pronoun exercises, and memorize and write dialogues. They are constantly working for 60 minutes. It’s a beautiful thing to see and teach.

We also use Quizlet (search for CA OUTPUT 1 to see our lessons) to preview and practice vocabulary and questions for the class, and students do Duolingo as optional language practice.

This year we will write the second year of the course, and next year we’ll have a beta of the first-year course at Cambridge and at another partner school, while we do the alpha of the second-year course at Cambridge.

Teaching Six Nights/Twelve Hours a Week

This also went way better than I had expected. I didn’t intend to teach six nights a week, but we had so many students wanting to join that we chose to add another day (Mondays), as well as increase class sizes (see below) to accommodate them.

The classes are fun, and even with the extra preparation needed for the first couple of classes, have so far not been too overwhelming. I have an assistant in each class but, to be honest, haven’t really needed them so far.

Larger Class Sizes

This might be the best thing of all. Up until this year, all our classes had a maximum of six students in. This year due to unexpected demand (we were expecting up to twenty JHS1 students: we actually got twenty-eight) we increased the class size to ten.

I was expecting it to be more difficult to teach. I was also expecting the parents to be unhappy.

The thing is, with our new fluency course, it’s easier to run the class as students need less individual attention. The atmosphere actually improved with more students in the room. In fact, I think this will work equally well (or better!) with twenty or thirty students.

Parents haven’t complained. In fact, many of them have told us their children are really enjoying the classes.

So if we can secure a larger space I will try to increase class sizes to twenty next year 🙂

iTDI: The Power and Joy of Extensive Reading

I’m taking an online course about ER through iTDI. We had the first session this evening. So far it’s a pretty good introduction to the topic.

You can see a recording of the first session here. If you like it, please consider joining the rest of the course.

Maybe see you on there!

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