Senin, 08 Juli 2013

RAMADHAN


                      MOHON MAAF LAHIR & BATHIN
                                ^_^
 

Selasa, 18 Juni 2013

THE SILENT WAY


                                                        A set of Cuisenaire rods


A Fidel chart for English; these charts are used to teach spelling





The Silent Way

·        Background
            The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much as possible. In other hand the teacher as an expositor and students are the listening. This method described learning as a problem solving where the learners must be active to produce their activities.
            Element of the Silent Way, particularly the use of color charts and the colored Cuisenaire rods, grew out of Gattegno’s previous experience as an educational designer of reading and mathematics programs. The Silent Way shares a great deal with other learning theories and educational philosophies.
§  The Silent Way belongs to a tradition that views learning as a problem solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener.
§  The road and the color-coded pronunciation chart (called Fidel chart).
§  The Silent Way is also related to a set of premises that we have called “problem-solving approaches to learning”.








·        Approach: Theory of language and learning
            The Silent Way uses a structural approach(the students own activities rather than activity of the teacher) to organization of language to be taught.
            The 1st principle of the silent way is the subordination of teaching to learning. It means that the teacher doesn’t model the language but helps students develop “inner criteria” for correctness.
                              The teacher uses what the student already knows. The Silent Way advocates that we start from what the student knows. The teacher assists learners to use that knowledge in the target language, and then the teacher can continue putting together sounds to make a name word. The student learns from one another. The Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor but they can teach the peers.
Theory of language The “spirit” of the language “ Semi-luxury vocabulary”: commom expressions in the daily life “ Luxury vocabulary”: used in communicating more specialized ideas “ Functional vocabulary”: learners deals with the most functional and versatile words of the language that almost don’t have direct equivalents in the learner’s native tongue.
      Theory of learning A successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial. Silence as avoidance repetition is an aid to alertness, concentration and mental organization. Silent Way learners acquire “inner criteria”. Gattegno sees language learning through the Silent Way as a recovery of innocence – “a return to our powers and potentials.
                 The Silent Way takes a structural approach to the organization of language to be though. The sentence is the basic unit of teaching, and the teacher focused on propositional meaning, rather than communicative value. Students are presented with the structural patterns of the target language and learn the grammar rules of the language through largely inductive processes.




·        Objectives

      The General Objective : to give beginning level students oral and aural facility in basic elements of the target language. The general goal set for language learning is near-native fluency in the target language, correct pronunciation and mastery of the prosodic elements of the target language are emphasized. Immediate Objective : provide the learner with a basic practical knowledge of the grammar of the target language.
The syllabus Structural syllabus: lesson planned around grammatical items and related vocabulary. Language items: introduced according to their grammatical complexity and their relationship to what has been taught previously. The imperative: is normally the first structure introduced, because of the ease with action verbs may be demonstrated using Silent Way materials. Numeration and prepositions of location Vocabulary
Types of learning and teaching activities Learners go on to create their own utterances by putting together old and new informations. The teacher models a word, phrase, or sentence and then elicits learner responses. Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is minimal, although much of the activity may be teacher directed.
Learner role Learners are expected to develop independence, autonomy and responsibility. Independent learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language. Learner role Autonomous learners choose proper expressions in a given set of circumstances and situations. Responsible learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility. Learners are expected to interact with each other and suggest alternatives to each other, they must learn to work cooperatively rather than competitively.
The role of the students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost to the learning task, and to actively engage in exploring the language.
The teacher is a technician or an engineer who facilitates learning. It means that the teacher monitors the learner’s efforts. Even though teachers are often silent, but they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. The teacher uses gestures, charts, and manipulative in order to elicit and shape student responses and so must be both facile and creative. The teachers’ role is one of neutral observer, neither elated by correct performance nor discouraged by error. According Stevick (1980, p.56), Silent Way teacher’s tasks are: (a) to teach (b) to test (c) to get out of the way. Testing follows immediately and might better be termed elicitation and shaping of student production, which, again, is done in as silent a way as possible. Finally, the teacher silently monitors learners’ interactions with each other and may even leave the room while learners struggle with their new linguistic tool.
·        Teaching materials

The silent way makes use of specialized teaching materials: colored Cuisenaire rods, the sound-color chart, word charts, and Fidel charts. The Cuisenaire rods are wooden, and come in ten different lengths, but identical cross-section; each length has its own assigned color. The rods are used in a wide variety of situations in the classroom. At the beginning stages they can be used to practice colors and numbers, and later they can be used in more complex grammar. For example, to teach prepositions the teacher could use the statement "The blue rod is between the green one and the yellow one". They can also be used more abstractly, perhaps to represent a clock or the floor plan of a house.

The sound-color chart consists of blocks of color, with one color representing one sound in the language being learned. The teacher uses this chart to help teach pronunciation; as well as pointing to colors to help students with the different sounds, she can also tap particular colors very hard to help students learn word stress. Later in the learning process, students can point to the chart themselves. The chart can help students perceive sounds that may not occur in their first language, and it also allows students to practice making these sounds without relying on mechanical repetition. It also provides an easily verifiable record of which sounds the students and which they have not, which can help their autonomy.
The word charts contain the functional vocabulary of the target language, and use the same color scheme as the sound-color chart. Each letter is colored in a way that indicates its pronunciation. The teacher can point to the chart to highlight the pronunciation of different words in sentences that the students are learning. There are twelve word charts in English, containing a total of around five hundred words. The Fidel charts also use the same color-coding, and list the various ways that sounds can be spelled. For example, in English, the entry for the sound /ey/ contains the spellings ay, ea, ei, eigh, etc., all written in the same color. These can be used to help students associate sounds with their spelling.
      Prosedure
            First part of the lesson focused on pronunciation. Depending on student level, the class might work on sounds, phrases, even sentences designated on the Fidel Chart. At the beginning stage, the teacher will model the appropriate sound after pointing to a symbol on the chart. Later, the teacher will silently point to individual symbols and combination of utterances, and monitor student utterances. The teacher may say a word and have students guess what sequence of symbols compromised the word.
      The pointer is used to indicate stress, phrasing, and intonation. Stress can be shown by touching certain symbols more forcibly than others when pointing out a word. Intonation and phrasing can be demonstrated by tapping on the chart to the rhythm of the utterance. After practice with the sounds of the language, sentence patterns, structure, and vocabulary are practice d. The teacher models an utterance while creating a visual realization of it with the colored rods. After modeling the The utterance, the teacher will attempt to reshape the utterance or have another student present the correct model. After a structure is introduced and understood, the teacher will create a situation in which the students can practice the structure through the manipulation of the rods. Variation on the structural theme will be elicited from the class using the rods and charts.

THE SILENT WAY



The Silent Way

·        Background
            The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much as possible. In other hand the teacher as an expositor and students are the listening. This method described learning as a problem solving where the learners must be active to produce their activities.
            Element of the Silent Way, particularly the use of color charts and the colored Cuisenaire rods, grew out of Gattegno’s previous experience as an educational designer of reading and mathematics programs. The Silent Way shares a great deal with other learning theories and educational philosophies.
§  The Silent Way belongs to a tradition that views learning as a problem solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener.
§  The road and the color-coded pronunciation chart (called Fidel chart).
§  The Silent Way is also related to a set of premises that we have called “problem-solving approaches to learning”.








·        Approach: Theory of language and learning
            The Silent Way uses a structural approach(the students own activities rather than activity of the teacher) to organization of language to be taught.
            The 1st principle of the silent way is the subordination of teaching to learning. It means that the teacher doesn’t model the language but helps students develop “inner criteria” for correctness.
                              The teacher uses what the student already knows. The Silent Way advocates that we start from what the student knows. The teacher assists learners to use that knowledge in the target language, and then the teacher can continue putting together sounds to make a name word. The student learns from one another. The Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor but they can teach the peers.
Theory of language The “spirit” of the language “ Semi-luxury vocabulary”: commom expressions in the daily life “ Luxury vocabulary”: used in communicating more specialized ideas “ Functional vocabulary”: learners deals with the most functional and versatile words of the language that almost don’t have direct equivalents in the learner’s native tongue.
      Theory of learning A successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial. Silence as avoidance repetition is an aid to alertness, concentration and mental organization. Silent Way learners acquire “inner criteria”. Gattegno sees language learning through the Silent Way as a recovery of innocence – “a return to our powers and potentials.
                 The Silent Way takes a structural approach to the organization of language to be though. The sentence is the basic unit of teaching, and the teacher focused on propositional meaning, rather than communicative value. Students are presented with the structural patterns of the target language and learn the grammar rules of the language through largely inductive processes.




·        Objectives

      The General Objective : to give beginning level students oral and aural facility in basic elements of the target language. The general goal set for language learning is near-native fluency in the target language, correct pronunciation and mastery of the prosodic elements of the target language are emphasized. Immediate Objective : provide the learner with a basic practical knowledge of the grammar of the target language.
The syllabus Structural syllabus: lesson planned around grammatical items and related vocabulary. Language items: introduced according to their grammatical complexity and their relationship to what has been taught previously. The imperative: is normally the first structure introduced, because of the ease with action verbs may be demonstrated using Silent Way materials. Numeration and prepositions of location Vocabulary
Types of learning and teaching activities Learners go on to create their own utterances by putting together old and new informations. The teacher models a word, phrase, or sentence and then elicits learner responses. Charts, rods, and other aids may be used to elicit learner responses. Teacher modeling is minimal, although much of the activity may be teacher directed.
Learner role Learners are expected to develop independence, autonomy and responsibility. Independent learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language. Learner role Autonomous learners choose proper expressions in a given set of circumstances and situations. Responsible learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility. Learners are expected to interact with each other and suggest alternatives to each other, they must learn to work cooperatively rather than competitively.
The role of the students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost to the learning task, and to actively engage in exploring the language.
The teacher is a technician or an engineer who facilitates learning. It means that the teacher monitors the learner’s efforts. Even though teachers are often silent, but they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. The teacher uses gestures, charts, and manipulative in order to elicit and shape student responses and so must be both facile and creative. The teachers’ role is one of neutral observer, neither elated by correct performance nor discouraged by error. According Stevick (1980, p.56), Silent Way teacher’s tasks are: (a) to teach (b) to test (c) to get out of the way. Testing follows immediately and might better be termed elicitation and shaping of student production, which, again, is done in as silent a way as possible. Finally, the teacher silently monitors learners’ interactions with each other and may even leave the room while learners struggle with their new linguistic tool.
·        Teaching materials
Description: Cuisenaire rods

A set of Cuisenaire rods
The silent way makes use of specialized teaching materials: colored Cuisenaire rods, the sound-color chart, word charts, and Fidel charts. The Cuisenaire rods are wooden, and come in ten different lengths, but identical cross-section; each length has its own assigned color. The rods are used in a wide variety of situations in the classroom. At the beginning stages they can be used to practice colors and numbers, and later they can be used in more complex grammar. For example, to teach prepositions the teacher could use the statement "The blue rod is between the green one and the yellow one". They can also be used more abstractly, perhaps to represent a clock or the floor plan of a house.
Description: A chart consisting of columns of text in various colors

A Fidel chart for English; these charts are used to teach spelling.
The sound-color chart consists of blocks of color, with one color representing one sound in the language being learned. The teacher uses this chart to help teach pronunciation; as well as pointing to colors to help students with the different sounds, she can also tap particular colors very hard to help students learn word stress. Later in the learning process, students can point to the chart themselves. The chart can help students perceive sounds that may not occur in their first language, and it also allows students to practice making these sounds without relying on mechanical repetition. It also provides an easily verifiable record of which sounds the students and which they have not, which can help their autonomy.
The word charts contain the functional vocabulary of the target language, and use the same color scheme as the sound-color chart. Each letter is colored in a way that indicates its pronunciation. The teacher can point to the chart to highlight the pronunciation of different words in sentences that the students are learning. There are twelve word charts in English, containing a total of around five hundred words. The Fidel charts also use the same color-coding, and list the various ways that sounds can be spelled. For example, in English, the entry for the sound /ey/ contains the spellings ay, ea, ei, eigh, etc., all written in the same color. These can be used to help students associate sounds with their spelling.
      Prosedure
            First part of the lesson focused on pronunciation. Depending on student level, the class might work on sounds, phrases, even sentences designated on the Fidel Chart. At the beginning stage, the teacher will model the appropriate sound after pointing to a symbol on the chart. Later, the teacher will silently point to individual symbols and combination of utterances, and monitor student utterances. The teacher may say a word and have students guess what sequence of symbols compromised the word.
            The pointer is used to indicate stress, phrasing, and intonation. Stress can be shown by touching certain symbols more forcibly than others when pointing out a word. Intonation and phrasing can be demonstrated by tapping on the chart to the rhythm of the utterance. After practice with the sounds of the language, sentence patterns, structure, and vocabulary are practice d. The teacher models an utterance while creating a visual realization of it with the colored rods. After modeling the The utterance, the teacher will attempt to reshape the utterance or have another student present the correct model. After a structure is introduced and understood, the teacher will create a situation in which the students can practice the structure through the manipulation of the rods. Variation on the structural theme will be elicited from the class using the rods and charts.


·        Conclusion

            The silent way is an approach to learning and teaching foreign languages that allows the student come to an understanding about the new language without imitating the teacher, or relying on memorization.

·        References

-         http://www.jsums.edu/fulbright/FLTA/Teaching_Techniques_and_Str ategies_in_Foreign_Languages.pptBoran, G. Methods and Approaches in Language Teaching in Brief. Retrieved November 29, 2011

-          Approaches and Methods in Language Teaching

Modul TEFL (UNINDRA)