четвер, 29 жовтня 2015 р.

Modern teaching methods

                                Modern teaching methods                                                                   / Сучасні методи навчання/                                                                                             The project method

          The project method is an educational enterprise in which children solve a practical problem over a period of several days or weeks. It may involve building a rocket, designing a playground, or publishing a class newspaper. The projects may be suggested by the teacher, but they are planned and executed as far as possible by the students themselves, individually or in groups. Project work focuses on applying, not imparting, specific knowledge or skills, and on improving student involvement and motivation in order to foster independent thinking, self-confidence, and social responsibility.
          According to traditional historiography, the project idea is a genuine product of the American Progressive education movement. The idea was thought to have originally been introduced in 1908 as a new method of teaching agriculture, but educator William H. Kilpatrick elaborated the concept and popularized it worldwide in his famous article, "The Project Method" (1918). More recently, Michael Knoll has traced the project method to architectural education in sixteenth-century Italy and to engineering education in eighteenth-century France. This illustrates that the project of the architect–like the experiment of the scientist, the sandbox exercise of the staff officer, and the case study of the jurist–originated in the professionalization of an occupation.
          The project method was first introduced into colleges and schools when graduating students had to apply on their own the skills and knowledge they had learned in the course of their studies to problems they had to solve as practicians of their trade.




                           COMMUNICATIVE LANGUAGE TEACHING


       CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan’s (1991) five features of CLT:

 1.An emphasis on learning to communicate through interaction in the target language.

 2.The introduction of authentic texts into the learning situation.  

  3.The provision of opportunities for learners to focus, not only on language but also on the learning process itself. 

  4.An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.

  5.An attempt to link classroom language learning with language activities outside the classroom.

      These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practise and develop language functions, as well as judicious use of grammar and pronunciation focused activities.       In the mid 1990s the Dogma 95 manifesto influenced language teaching through the Dogme language teaching movement, who proposed that published materials can stifle the communicative approach. As such the aim of the Dogme approach to language teaching is to focus on real conversations about real subjects so that communication is the engine of learning. This communication may lead to explanation, but that this in turn will lead to further communication

                                                                Suggestopedia

        Suggestopedia (USA English) or Suggestopaedia (UK English) is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teacher's students can learn a language approximately three to five times as quickly as through conventional teaching methods.
    Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that students develop towards the method by simply believing that it works.
        The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on “desuggestive learning” and now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the words “suggestion” and “pedagogy". A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.


Немає коментарів:

Дописати коментар