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Silent Way

Silent Way. By 蔡佳穎 林姚如 林伊莉. I. Introduction. According to Cattegno ’s conclusion, learning is a process which we initiate by ourselves by using our inner resources to meet the challenge at hand. II. Goals:. A. Students should be able to use the language for self-expression.

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Silent Way

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  1. Silent Way By 蔡佳穎 林姚如 林伊莉

  2. I. Introduction • According to Cattegno’s conclusion, learning is a process which we initiate by ourselves by using our inner resources to meet the challenge at hand.

  3. II. Goals: • A. Students should be able to use the language for self-expression. • B. Students need to develop their own inner criteria for correctness by each other or themselves without the dependence of the teacher.

  4. III.Techniques and Principles: teaching should be subordinated to learning • A. Student-teacher interaction:‘The teacher works with the student; the student works on the language.’

  5. 1. Teacher’s roles: • Start with something the students have already known and build from that to the unknown. • As a technician or engineer: The teacher is a silent helper who only gives what help is necessary. • Respect the autonomy of the learners in their attempts at relating and interacting with the new challenges.

  6. 2. Student’s roles: • Make use of what they know • Free themselves of any obstacles that would interfere with giving their utmost attention to the learning task • Actively engage in exploring the language.

  7. 3. Peer correction Students are encouraged to help another student when he or she is experiencing difficulty.

  8. 4. Self-correction gestures The teacher will use some gestures to direct the students.

  9. 5. Structured feedback • Students learn to take responsibility for their own learning by becoming aware of an decontrolling how they use certain learning strategies in class. • The teacher accepts the students’ comments in a nondefensive manner. • This will give him direction for where to work on next.

  10. B. Materials:

  11. Rods:Small colored rods of various lengths. • Provide visible actions, or situation for any language structure, and introduction, or to enable students to practice using it. • The rods are very versatile. They can be used as rods or more abstractly to represent other realities. • Encourage students to be creative and imaginative.

  12. Inefficiency: The silence of the teacher removes him from the center and the class focuses on developing students’ inner criteria. It may take a lot of time to learn a small unit, therefore, the teacher may not be able to follow the schedule. Dry Class: The class depends on group cooperation and the students need to learn from each other. If the students play a passive role, the class will be dry and unexciting. IV. Possible Problems

  13. Thank You for Your Listening! Reference: Techniques and Principles in Language Teaching

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