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>> I kinda have a question about
the type of approach as it--

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as it states in the article there is a sentence

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that I found compelling but
confusing at the same time.

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It says, in subconscious induction on
structured material, the students are exposed

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to language material that has been structured
in such a way to help the inductive process.

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How [chuckles]?

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>> Well that's number 4.

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>> Right.

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>> I mean, I tried to define these
because I found a little bit confusing.

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I mean, I think his classification is great but
I needed to add a little bit more description

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with the main features in order
to have a clear categorization.

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>> So I may have change a little bit and
that's why I think this makes more sense

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to me even though it's basically
the same classification.

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But the structure data of
course puts you at number 4.

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It's not [simultaneous talking].

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>> My question is as teachers how
do we help the inductive process?

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It's so ambiguous.

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It sounds wonderful.

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It's like yeah this would be awesome.

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This would be great to teach students
this way and it's like when you get

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to the actual lesson planning of it,
what I'm I suppose to do [chuckles]?