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My teaching method-ECRIF





Fluently Use

Lets take a look at what this method of teaching is with an example from the creators of this framework Mary Scholl and Josh Kurzweil.


Imagine you go to a party and meet some new people. In this context, when you see a face and realize that you don't know the name, and you want to know that name you are encountering the person and have a need for information. Likewise, you may hear someone call out a name but not know which face it goes with and your curiosity is piqued. In these cases, your attention is focused, you have a desire to learn, and the context makes the name meaningful once you hear it or see the face. In the next moment, you seek to clarify the name by either asking the person a question, looking at name tag or noticing who turned their head when the name was called. You may also seek to clarify the spelling and pronunciation of the name. Next, you may work to remember the name, moving it from short-term to long-term memory. For example, you might repeat it several times, use it in conversation, make a rhyme, or associate it with another person you know who has the same name. As you spend more time with the person, you may internalize the name by building up a set of experiences by hearing, seeing, and feeling things that you associate with that name. These experiences, over time, make it possible for you to fluently use that person's name, meaning that you have become automatic with it; you see the face and instantly think of the name. 


The chart below provides and overview of possible student behavior and thinking at each stage. 


This is how I teach, to know what students are doing and thinking as they learn during different stages of the lessons. We also feel that ECRIF is one of the best methods to effectively help our students remember what they learn in an engaging, interactive, fun and interesting manner.

I know English. Helping you talk to the world.

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