>> I kinda have a question about the type of approach as it--
as it states in the article there is a sentence
that I found compelling but confusing at the same time.
It says, in subconscious induction on structured material, the students are exposed
to language material that has been structured in such a way to help the inductive process.
How [chuckles]?
>> Well that's number 4.
>> Right.
>> I mean, I tried to define these because I found a little bit confusing.
I mean, I think his classification is great but I needed to add a little bit more description
with the main features in order to have a clear categorization.
>> So I may have change a little bit and that's why I think this makes more sense
to me even though it's basically the same classification.
But the structure data of course puts you at number 4.
It's not [simultaneous talking].
>> My question is as teachers how do we help the inductive process?
It's so ambiguous.
It sounds wonderful.
It's like yeah this would be awesome.
This would be great to teach students this way and it's like when you get
to the actual lesson planning of it, what I'm I suppose to do [chuckles]?