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DESIGNING AND IMPLEMENTING CLASSROOM TECHNIQUES: Techniques and Materials

DESIGNING AND IMPLEMENTING CLASSROOM TECHNIQUES: Techniques and Materials. Indawan Syahri. TECHNIQUES AND MATERIALS. How teachers can best facilitate leaning process. How learners learn. Dynamic approach . Principled Teaching. Designing & Implementing Techniques in Classroom .

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DESIGNING AND IMPLEMENTING CLASSROOM TECHNIQUES: Techniques and Materials

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  1. DESIGNING AND IMPLEMENTING CLASSROOM TECHNIQUES: Techniques and Materials IndawanSyahri

  2. TECHNIQUES AND MATERIALS How teachers can best facilitate leaning process How learners learn Dynamic approach Principled Teaching Designing & Implementing Techniques in Classroom How old are the learners? Contexts of Learning What are the effects of sociopolitical factors How proficient are they? What are their goals?

  3. TECHNIQUES REDIFINED • TASK • Task refers to a specialized form of technique or a series of techniques, closely allied with communicative curricula. • Task-based learning is not a new method, it simply puts task at the center of one’s methodological focus. • It views that the learning process as a set of communicative tasks that are directly link to the curricular goals they serve, and the purposes of which extend beyond the practice of language for its own sake.

  4. Task-based Learning Task-based learning is a perspective that you can take within a CLT in terms of a number of important pedagogical purposes: • Do they ultimately point learners beyond the forms of language alone to real-world contexts? • Do they specially contribute to communicative goals? • Are there elements carefully designed and not simply haphazardly or idiosyncratically thrown together? • Are their objectives well specified so that you can at some later point accurately determine the success of one technique over another? • Do they engage learners in some form of genuine problem-solving activity?

  5. ACTIVITY • An activity may refer to virtually anything that learners actually do in the classroom • Because an activity implies some sort of active performance on the part of learners, it is generally not used to refer to certain teacher behaviors. • What are done by teachers are called techniques.

  6. PROCEDURE • Procedures refer to the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to particular method.

  7. TECHNIQUE • Technique as a superordinate term refers to various activities that either teachers or learners performs in the classroom. • Techniques include all tasks and activities. • Techniques are almost always planned and deliberate. • Techniques are the product of choice made by the teacher.

  8. Categorizing Techniques (1) • From manipulation to communication • Techniques can be thought of as a continuum of possibilities between highly manipulative and very communicative in their natures Very communicative Highly manipulative

  9. Categorizing Techniques (2) 2. Controlled to free techniques Also see pp. 142-143

  10. Categorizing Techniques (3) 3. Drills (mechanical, meaningful, and communicative drills) • A drill may be defined as a technique that focuses on a minimal number (usually one or two) of language forms (grammatical or phonological structures) through some types of repetition. • Drills are commonly done chorally (the whole class repeating in unison) or individually. • Drills can take the forms of simple repetition drills, substitution drills, moving slot substitution drills.

  11. Types of Drills (1) 1. Mechanical drills • Mechanical drills have only one correct response from a student, and have no implied connection with reality. • E.g., repetition drills simply require that the students repeat a word or phrase whether the students understand it or not. T: The cat is in the hat. Ss: The cat is in the hat.

  12. Types of Drills (2) • Substitution drills T: I went to the store yesterday. Ss: I went to the store yesterday. T: Bank Ss: I went to the bank yesterday. T: the hospital Ss: I went to the hospital yesterday • Slot substitution drills T: I went to the store yesterday. Ss: I went to the store yesterday T: Bank Ss: I went to the bank yesterday T: He Ss: He went to the bank yesterday

  13. Types of Drills (3) 2. A meaningful drill may have a predicted response or a limited set of possible responses, but it is connected to some form of reality. T: The woman is outside. [pointing out the window at a woman] S1: The woman is outside. T: Right, she’s outside. Keiko, where is she? S2: She’s outside. T: Good, Keiko, she’s outside. Now, class, we are inside. Horoko, where are we? S3: We are inside. • A communicative drill is oxymoron. If the exercise is communicative, i.e., to offer the student the possibility of an open response and negotiation of meaning, then it is surely no longer a drill, so the so-called quasi-communicative practices. T: Good morning, class. Yesterday, I went to market to buy stationeries. Mary what did you do yesterday? Mary: I went to see my friend in hospital.

  14. Continuum Lines Highly manipulative Very communicative Free technique Controlled techniques Semi-controlled techniques Quasi-communicative practices Mechanical drill Meaningful drills

  15. Thank you

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