MSI Press Blog

    Today's publisher's pride is not a book we published, since it is not among the lines we publish and is targeted to an academic audience that we do not service in particular (coincidentally, yes, but not by plan or purpose). However, a couple of MSI Press authors appear among the editors, so, in support, we assist in promoting the book as an affiliate book. (See information about our  affiliate program .) And the book is? The recently released tome,  Open Architecture Curricular Design  (Corin, Leaver, and Campbell, eds.), published by Georgetown University Press. Currently, #94 in foreign language education books, it started out at #1 when it was released in July and has appeared in the Amazon top 100 list on multiple occasions. book description A guide to a textbook-free approach to world languages curriculums that will improve learning outcomes Open architecture curricular design (OACD) is a textbook-free curricular design framework for teaching and learn...

    Today's publisher's pride is not a book we published, since it is not among the lines we publish and is targeted to an academic audience that we do not service in particular (coincidentally, yes, but not by plan or purpose). However, a couple of MSI Press authors appear among the editors, so, in support, we assist in promoting the book as an affiliate book. (See information about our  affiliate program .) And the book is? The recently released tome,  Open Architecture Curricular Design  (Corin, Leaver, and Campbell, eds.), published by Georgetown University Press. Currently, #94 in foreign language education books, it started out at #1 when it was released in July and has appeared in the Amazon top 100 list on multiple occasions. book description A guide to a textbook-free approach to world languages curriculums that will improve learning outcomes Open architecture curricular design (OACD) is a textbook-free curricular design framework for teaching and learn...

      Available for download, article from JDLS 8: " Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center" (Andrew R. Corin and Sergey Entis) . Abstract: Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties; applying PBFA to all students but in fewer instances; or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Language Institute Foreign Lang...

      Available for download, article from JDLS 8: " Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center"  (Dr. Andrew R. Corin, DLIFLC, and Sergey Entis, DLIFLC) Abstract: Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties, applying PBFA to all students but in fewer instances, or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Langua...

Released today! An in-depth guide for teachers seeking to understand dysfunctional classrooms and create a mathemagenic experience. A unique resource, based on experience with thousands of language learners. Based on Jungian psychology, using MBTI categories (with a passing reference to equivalents in Socionics), this book presents an explanation behind dysfunctional language classrooms (though much could apply to any K-16 classroom) and provides a heuristic for managing the classroom successfully. For each MBTI type, there is a section posing a teacher of that type and a classroom of randomly gathered types (as in real life). A discussion follows as to the source of any dysfunction, the way to accommodate all learners, an exploration of the probable comfort level of that teacher, and a posed question as to what would be the case if the class were the same but the teacher the polar opposite. Meant for application by teachers and for use in faculty development, it is a book that t...