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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 IndawanSyahri
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?
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.
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?
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.
PROCEDURE • Procedures refer to the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to particular method.
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.
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
Categorizing Techniques (2) 2. Controlled to free techniques Also see pp. 142-143
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.
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.
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
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.
Continuum Lines Highly manipulative Very communicative Free technique Controlled techniques Semi-controlled techniques Quasi-communicative practices Mechanical drill Meaningful drills