METHODS AND METHODOLOGIES

RENNERT INTERNATIONALMETHODS AND METHODOLOGIESSilvia Del Salto- Nstor BonillaMETHODS AND METHODOLOGIESCommunicative Language Teaching Audio-Lingual Method Total Physical Response (TPR) Grammar-Translation Method Task-Based LearningProject Based Learning (PBL)Natural Approach/ Method Silent Way Community Language Learning Direct Method Suggestopedia Cognitive-Code Approach Content Based Instruction (CBI)METHODS AND METHODOLOGIES1.- Grammar-Translation Method 2.- Direct Method (1900)3.- Audio-Lingual Method (1950's and 1960's)4.- Total Physical Response (TPR) (1960s)5.- Silent Way (1970s)6.- Community Language Learning (1970s)7.- Suggestopedia (1970s)8.- Cognitive-Code Approach (1970s)9.- Natural Approach/ Method (early 1980s)10.- Communicative Language Teaching (1980s )11.- Content Based Instruction (CBI)12.- Task-Based Learning13.- Project Based Learning (PBL)

PROJECT BASED LEARNING1.- DRIVING QUESTION is the question that focuses the students work and deepens their learning throughout the process of finding the answer2.- INDEPTH INQUIRY students ask questions, search for answers and arrive at conclusions 3.- NEED TO KNOW students are motivated to learn what is needed to answer the driving question because it has a real world application4.- 21ST CENTURY SKILLS critical thinking, teamwork, cooperation, problem-solving, communicating, etcPROJECT BASED LEARNING5.- STUDENT VOICE/ CHOICE students have the choice of presentation method; choice of lesson topic & context; students learn to work independently and take responsibility6.- FEEDBACK & REVISION students learn to give and receive feedback and think about what and how they are learning and what makes that effective 7.- PUBLICLY PRESENTED PRODUCT presenting work to other people which increases motivation and adds authenticityPROJECT BASED LEARNINGUSING TEXT BOOKS EFECTIVELY1.- You already know what you need to cover/teach. So prepare clear objectives for you and your students. objectives should be: SMARTSpecific ( Specific Target Language, goals level of accuracy-level of fluency. Connected to a specific activity.MeasurableAttainable (accessable, duable, possible)Realistic /real-world applicable (meaningful)Time-bound (it needs to happen in a specific activity at specific time. You have to know when you will assess it.USING TEXT BOOKS EFECTIVELY2.- Once you have your objective you need to use SARA considering: _ECRIF FMU-Ways to increase fluency- PBL- TBL- A variety of classroom models + configurations1.- Select what you want to use2.- Adapt based on the best way to teach order of activities.3.- Reject what is missing4.- Add in what is missing / new activities like a role-play that arent in the book.

RENNERT LEVELSREADING SKILLWhat did you read? (text)How did you read it?(sub-skills)1.- PredictingA newspaper2.- SkimmingA book 3.- extensive readingA bus schedule4.- scanningAn article/ email/ instructions5.- intensive readingAn extract of an article / an article6.- gist reading /reading for gistUnfamiliar road signs 7.- inference Other sub-skills happen before or after reading: predicting, summarizing, paraphrasing, interpretation1- before reading ; 2-7 use these while readingTEXTS Example1.-Authentic texts - an American newspaper - grade the task not the text2.-Pedagogically prepared text - an article from the textbook3.-Semi authentic texts - An authentic story that I adapted to a new version for my class.