This is part two of my response to Chris Cashman's questions, which can be seen here. Part one of my response can be seen here. I have put Chris' text in blue so you know whose words belong to whom.
First of all, I’ll share some common points between how I teach and some of the methodology you brought up. But then, I’ll launch into a big gap that remains for me – a gap from what you shared, and the lack of response about it when I post about these things on other blogs, discussions with colleagues, and ACTFL Discussion Boards. Still coming up dry.
The thinking behind your grammar videos actually overlaps a bit with the pattern that I myself use to present grammatical structures – and vocab too, actually (I give vocabulary lists for four out of eight units in Spanish 3).
Keep in mind that the grammar videos are there to help others learn Spanish. They are not necessarily made for my students. While some of my students use them, I would say that the majority does not. And considering the medium (online), it is very hard to replicate what goes on in my class with the internet since what I do is not lecture at all, but instead incredibly interactive and contingent upon my students to provide feedback, ideas, reactions, input, etc. Meaning: we have conversations in the TL on a variety of topics.
