Topic 2 – 英語科教育 B The Educational Hierarchy: Approaches

1. Topic 2–英語科教育 B TheEducationalHierarchy:Approaches • A teacher is one who makes himself progressively unnecessary.  • Thomas Carruthers

2. TECHNIQUES LESSON APPROACH SYLLABUS METHOD CURRICULUM UNIT or MODULE

3. APPROACH METHOD CURRICULUM SYLLABUS UNIT or MODULE LESSON TECHNIQUES

4. APPROACH THE HIERARCHY 1. DIRECT METHOD 2. GTM (Grammar Translation Method) 3. ALM(Audio Lingual Method) 4. SLT(Situational Language Teaching / Oral Approach) 5. CLT(Communicative Language Teaching) 6. TBL/I (Task-Based Learning/Instruction) 7. GBA / TBA (Genre/Text-Based Approach) 8. CBI / CBT (Content-Based Instruction / Teaching) 9. CLIL(Content & Language Integrated Learning) 10. IMMERSION Behaviorist Input 3. Humanistic 4.Constructivist METHOD CURRICULUM General Objectives (Courses of Study) SYLLABUS Each unit is divided into a number of lessonsthatprogressivelydevelopthecontent&skills.Teachers designandconstruct theselesson plansdetailing the (1) Specific OBJECTIVES (2) ROLES(ofteacher, learners, materials) (3) Types of TASKS i.e. learning activities (学習活動) (4) Lesson DEVELOPMENT(timing, parts) Specific objectives of CONTENT& SKILLS & how they are ORGANIZED in a Scope & Sequence chart of units UNIT or MODULE LESSON The actual procedures that teachers follow in order to carry out the parts & tasks intheplan TECHNIQUES

5. AnAPPROACHisformulatedbythedesigner’s • theoretical assumptions and beliefs about the nature of Language & Language Learning

6. BEHAVIORIST approaches Assumptions • Children’s behavior and actions can be conditioned by adults to condition = to accustom to, (i.e. like a coach conditions an athlete) • Children are empty cups to be filled with knowledge by teachers • Automaticity is the goal In the classroom • Mechanical pattern practice, choral practice, drills and repetition • Extrinsic rewards and praise for success • input and output is restricted and both parties know what to expect. • Passive learners relying on teacher for instructions People • Fries, Skinner Methods • Grammar-Translation, Audiolingual Method • CHARACTERISTICS • Teacher-fronted. He/she is in control of content & learning process • Step-by-step syllabus and clear lesson plans • English patterns are repeated through drills and choral repetition

7. INPUT approaches Assumptions • Children should be exposed to English that they can understand now and English that is just beyond their present level • Children use the controlled English they learn in the classroom outside the classroom in the society In the classroom • New words and patterns can be introduced through physical demonstration, gestures, tapes, CDs • Children don’t have to produce language until they feel naturally ready to do so • Repetition of words and phrases an important part of the lesson People • Asher, Krashen, Terrell, Berlitz & Interlingua Methods • the Natural Approach, Direct Method, Situational Language Teaching • CHARACTERISTICS • Teacher-fronted. He/she is in control of content & learning process. • Step-by-step syllabus and clear lesson plans • English words and patterns are listened to & repeated

8. HUMANISTIC Approaches CHARACTERISTICS Stress the importance of inner thoughts & feelings Aims to help children reach their full potential as ‘whole’ people.. Emphasizes learner autonomy and active student participation Assumptions • Aim to help children reach their full potential as ‘whole’ individuals. • Effective language learning takes place when ch’n are involved in deciding what to learn. The development of people-to-people skills – cooperation, fairness and consideration of others - is paramount. In the classroom • Children learn at their own natural pace and language is learnt in its natural context rather than breaking it up into discrete parts. • Focus is on children (a) building mental models of the language, (b) achieving success only after struggle and experimentation, (c) noticingpatterns in thelanguageandmakingguesses. • emphasizes learner autonomy and active student participation People • Asher, Gattegno, Lozanov, Curran Methods • Silent Way, Suggestopedia, Total Physical Response, Community Language Learning,

9. CONSTRUCTIVIST Approaches • CHARACTERISTICS • Group-centered. Students are in control of content & learning process. • Syllabus and lesson plans dynamic and developed progressively Assumptions • Learning occurs as learners are actively involved in a process of meaning and knowledge construction • Children are the builders of meaning and knowledge. Knowledge is not given but gained through real experiences that have purpose and meaning to the learner. In the classroom • the learners are actively involved • the environment is democratic • the activities are interactive and student-centered • the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous • students work primarily in groups and learning and knowledge are interactive and dynamic. People • Dewey, Piaget, Montessori, Vygotsky Methods • Task-based Learning; Inquiry-based learning; Cooperative Learning, Text-based

10. TRADITIONAL vs CONSTRUCTIVIST 1. Begins with parts of the whole 2. Emphasizes basic skills 3. Strict adherence to fixed curriculum & syllabus 4. Textbooks and workbooks used 5. Instructor gives/students receive 6. Instructor assumes directive, authoritative role 7. Assessment via testing / correct answers 8. Knowledge is inert & static 9. Students generally work individually 10. PRODUCT of learning - the output - is paramount. 1. Begin with the whole – expanding to parts 2. Pursuit of student questions / interests 3. Primary Sources / manipulative materials 4. Learning is interaction – building on what students already know 5. Tchrinteracts & negotiates with stdts 6. Assessment via student works, observations, points of view, tests. 7. PROCESS of learning is as important as product of learning 8. Knowledge is dynamic / changes with experiences 9. Students generally work in groups

11. Quotations about teaching • 1Who dares to teach must never cease to learn.John Cotton Dana • 2. A teacher is one who makes himself progressively unnecessary. Thomas Carruthers • 3. A good teacher is like a candle - it consumes itself to light the way for othersUnknown • 4. The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires. William Arthur Ward • 5. A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. Unknown • 6. The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. Kahlil Gibran • 7. Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats • 8. Teachers open the door, but you must enter by yourself. Chinese proverb  • 9. Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.Albert Einstein  • 10. If a child can’t learn the way we teach, then perhaps we should teach the way they learn. Ignatio Estrada • 11. Good teaching is one fourth preparation and three fourths theater. Gail Godwin