Friday, November 9, 2007

Approach 1

21 July 2007 12:01 AM
I see the approach, design and procedure model in the realm of the syllabus designer, who needs to contemplate how the principles of learning and teaching relate to actual practical application and implementation, however that may be stating the obvious??? Each approach requires specific thought to how it is to be presented.
Richards and Rodgers (2006) use the approach, design and procedure model and apply it to the oral, audio-lingual, TPR, silent way, community language learning, Suggestopedia, whole language, MI theory, NLP, lexical, CLBT approach and so on...
It seems that in any situation, thought must be given to the theoretical principles that underlie it, what objectives of each method, the types of learning tasks and the roles of learner and teacher. Once thought has been given to these aspects, then we need to understand which tasks will foster the learning principles and then achieve the particular objectives that are set.
Most of the time, busy or inexperienced teachers will rely heavily on the textbook to decide on these things. Yet, as we become more familiar with teaching approaches, we can sculpt our lessons (design), using activities (procedure) that encourage greater student participation and interaction.

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