learning by doing by anthony prato, ma, tesol esl instructor, interlink language center the...

“Learning by Doing”By

Anthony Prato, MA, TESOL

ESL Instructor,

INTERLINK Language Center

The University of North Carolina at Greensboro

Special thanks to Mark Feder, Director of Curriculum and Training, for creating most of this presentation,

and inspiring the rest of it.

UNC-Greensboro, Valparaiso University, Indiana State University, Colorado School of Mines, Al-Yamamah College

SurveySurvey

• Can you find something on the Internet Can you find something on the Internet with with

relative ease?relative ease?

• Can you use Microsoft Word?Can you use Microsoft Word?

• Can you write and respond to an email?Can you write and respond to an email?

• Can you use any other computer Can you use any other computer programs (Excel, Outlook, PowerPoint, programs (Excel, Outlook, PowerPoint, Access, Adobe Photoshop)?Access, Adobe Photoshop)?


Questions to ponder…Questions to ponder…

• How many of these things did you learn in How many of these things did you learn in schoolschool??o Did you take a class on emailing?Did you take a class on emailing?o Did you attend a lecture on MS Word?Did you attend a lecture on MS Word?o Did you earn a “Masters in Google”?Did you earn a “Masters in Google”?


DiscussionDiscussion: What is the : What is the meaning of this cartoon? meaning of this cartoon?


The “moral” of the cartoon:The “moral” of the cartoon:

Knowledge = AbilityKnowledge = Ability

But this begs the question…………………..

What does engender “ability”?


The Answer:The Answer:INTERLINK Language Center

There are dozens of advocates of this type of learning. But in today’s “Communicative Language Teaching” culture, many of these influential theorists are overlooked, or only paid lip service.....


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Advocate #1: Carl RogersRogers was a great

proponent of experiential learning (which he labeled significant learning), that is, learning connected to real-life situations. In the field of language learning, experiential learning indicates learning by using language rather than by studying grammar, vocabulary or other elements of language.

Carl Rogers offers the following learning precepts:

1. Significant learning takes place when the subject matter is relevant to the personal interests of the student

2. Learning which is threatening to the self (e.g., new attitudes or perspectives) is more easily assimilated when external threats are at a minimum

3. Learning proceeds faster when the threat to the self is low

4. Self-initiated learning is the most lasting and pervasive.

The learning depicted in this picture illustrates Carl Roger’s four learning precepts.


According to Rogers…According to Rogers…““Significant Learning” involves Significant Learning” involves

the WHOLE person:the WHOLE person:

ReasonReason

++IntuitionIntuition==

Left side +Right side =

Cognitive elements + Feeling=


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Advocate #2: Caleb Gattegno

Roger’s principles are consistent with what we know about student-centered learning—a phrase educators use to embody these ideas. Student-centered learning is epitomized by Gattegno’s phrase, “the subordination of teaching to learning,” and his dictum, “the student works on the language and the teacher works on the student.”


The Silent Way demands that students work inductively, discover patterns, and establish hypotheses.

Gattegno’s Silent Way is so named because the teacher remains silent and allows the student to initiate learning and develop criteria of correctness. In antithesis to a deductive approach in which the teacher provides explanations and rules for students to memorize and apply, the Silent Way demands that students work inductively by discovering patterns and establishing hypotheses.


Learning that is inductive, heuristic, individualized, and needs-based is affectively oriented and places the focus clearly on the learner (student-centered) rather than the teacher – and in Roger’s terms is relevant to the learner.

In the Silent Way, the student’s mind is actively engaged in solving problems and making discoveries (learning heuristically). Because the student initiates and controls the learning, this approach caters to individual needs. The student gets what he or she needs rather than whatever the teacher happens to dish out.


Assumptions 1 & 2 Assumptions 1 & 2 of the Silent Wayof the Silent Way 1. Various gestures, 1. Various gestures,

especially those employing especially those employing the fingers, are used to help the fingers, are used to help students correct their own students correct their own mistakes, rather than rely mistakes, rather than rely on the teacher to make the on the teacher to make the correction. Here correction. Here teaching is teaching is subordinated to learningsubordinated to learning because good learning because good learning demands that any language demands that any language student carefully observe student carefully observe his or her own speech.his or her own speech.

2. 2. Common Common misconception: misconception: People People learn what they are learn what they are taught. taught. In reality:In reality: We We only learn what we only learn what we mobilize ourselves to mobilize ourselves to learn, what we discover learn, what we discover for ourselves. for ourselves.


Assumptions 3 & 4 of the Assumptions 3 & 4 of the Silent WaySilent Way

3.3. Imitation and Imitation and memorization DO memorization DO NOT equal learning!!!NOT equal learning!!! If imitation=learning If imitation=learning then there wouldn’t be then there wouldn’t be 2 distinct words for 2 distinct words for these concepts.these concepts.

4.4. Main assumption of Main assumption of the Silent Waythe Silent Way: The : The nature of the mind is nature of the mind is fluidityfluidity. Education, in . Education, in the popular sense of the popular sense of the term, makes the the term, makes the learning process learning process rigidrigid. .


“Not many years ago I began to play the cello. Most people would say that what I am doing is ‘learning to play’ the cello. But these words carry into our minds the strange idea that there exist two very different processes: (1) learning to play the cello; and (2) playing the cello. They imply that I will do the first until I have completed it, at which point I will stop the first process and begin the second. In short, I will go on ‘learning to play’ until I have ‘learned to play’ and then I will begin to play. Of course, this is nonsense. There are not two processes, but one. We learn to do something by doing it. There is no other way.” (Instead of Education, 1976, p. 13)

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Advocate #3: John Holt Holt provides this insight into experiential learning – learning by doing:

Educators tell us, in effect, that we cannot be Educators tell us, in effect, that we cannot be trusted even to think, that for all our lives we trusted even to think, that for all our lives we must depend on others to tell us the meaning of must depend on others to tell us the meaning of our world and our lives, and that meaning we our world and our lives, and that meaning we may make for ourselves, out of our own may make for ourselves, out of our own experience, has no value.experience, has no value.

Whoever takes that right away from us, as Whoever takes that right away from us, as educators do, attacks the very center of our being educators do, attacks the very center of our being and does us a most profound and lasting injury. and does us a most profound and lasting injury.

““Education” now seems to me the perhaps the Education” now seems to me the perhaps the most authoritarian and dangerous of all the social most authoritarian and dangerous of all the social inventions on mankind.inventions on mankind.

-John Holt, “Instead of Education,” 1976-John Holt, “Instead of Education,” 1976


Advocate #4: David KolbAdvocate #4: David Kolb• 1) the learning process often begins with a person 1) the learning process often begins with a person

carrying out a particular action and then seeing the carrying out a particular action and then seeing the effect of the action in this situationeffect of the action in this situation

• 2) the second step is to understand these effects in 2) the second step is to understand these effects in the particular instance so that if the same action was the particular instance so that if the same action was taken in the same circumstances it would be possible taken in the same circumstances it would be possible to anticipate what would follow from the actionto anticipate what would follow from the action

• 3) the third step would be understanding the general 3) the third step would be understanding the general principle under which the particular instance falls.principle under which the particular instance falls.

• 4) when the general principle is understood, the last 4) when the general principle is understood, the last step is its application through action in a new step is its application through action in a new circumstance within the range of generalizationcircumstance within the range of generalization


David Kolb’s Model for David Kolb’s Model for Experiential LearningExperiential Learning


The Acquisition-Learning Distinction

acquisition learningsimilar to child first language acquisition formal knowledge of language

“picking up” a language “knowing about” a language

subconscious conscious

implicit knowledge explicit knowledge

formal teaching does not help formal teaching helps

From The Natural Approach, Stephen Krashen and Tracy Terrell, 1983

#11

Advocate #5: Stephen Krashen advocates an experiential approach and distinguishes between acquisition, which he views as a natural and powerful developer of language skills, and conscious learning, which he considers limited and far less significant.


According to Krashen, "Acquisition requires meaningful interaction in the target language -- natural communication -- in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

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In other words, learning experientially, learning by doing, is the only practical way to master a foreign language.


The Input Hypothesis - Major Points

1. Relates to acquisition, not to learning.

2. We acquire by understanding language a bit beyond our current level of competence. This is done with the help of context.

3. Spoken fluency emerges gradually and is not taught directly.

4. When caretakers talk to acquirers so that the acquirers understand the message, input automatically contains “I+1”, the grammatical structures the acquirer is “ready” to acquire.


The primary component of Krashen’s acquisition theory is the comprehensible input hypothesis. The idea is that language – that includes vocabulary and syntax – is acquired naturally through appropriate language contact.


LanguageAcquisitionDevice

The affective filter acts to prevent input from being used for language acquisition. Acquirers with optimal attitudes are hypothesized to have a low affective filter. Classrooms that encourage low filters are those that promote low anxiety among students, that keep students off the defensive.


input

filter

acquired competence

Another component of Krashen’s acquisition theory is what he terms the affective filter.


“I happened to get [a job] teaching ESL. I had never heard of ESL before…my approach was very casual and low pressure. My method usually consisted of thinking up a topic to talk about, introducing it, and encouraging each student to express her feelings.”

The teacher goes on to say that his students’ skills improved and he decided to take up a career in ESL. Feeling guilty about the casual approach of his first class, and attempting to become a truly professional ESL teacher, he adopted a “traditional authoritarian style with the textbook dominant.” He concludes:

“I can look back on these four years and see a gradual decline in the performance of my students…My present style of teaching bypasses the students’ feelings and basic needs, and concentrates on method. I never see successes like those first [students].”

From Teaching Languages: A Way and Ways, 1980

For Krashen, the role of the teacher is to provide students with extensive comprehensible input and to supply affective support. Earl Stevick relates a story supporting this position and affirming his own insistence that in order to learn, students must have a feeling of “primacy in a world of meaningful action.”


The teacher, if he is indeed wise, does not bid you to enter the house of wisdom but leads you to the threshold of your own mind. Kahlil Gilbran

I cannot teach anybody anything, I can only make them think. Socrates

Teaching is the art of assisting discovery. Mark van Doren

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Experiential Learning aka Significant Learning aka Task-Based Learning aka “Learning Through Discovery” is learning that has real meaning and relevance. This is NOT a new concept!


I hear and I forget. I see and I believe.I do and I understand. Confucius

You learn to speak by speaking, to study by studying, to run by running, to work by working; and just so, you learn to love by loving. All those who think to learn in any other way deceive themselves. Saint Francis de Sales

One must learn by doing the thing. Sophocles

Don’t learn to do, but learn in doing. Samuel Butler

Skill to do comes of doing. Ralph Waldo Emerson


We now accept the fact that learning is a lifelong process … and the most pressing task is to teach people how to learn. Peter F. Drucker

The object of teaching a child is to enable him to get along without a teacher. Elbert Hubbard The greatest sign of success for a

teacher ... is to be able to say, “The children are now working as if I did not exist.” Maria Montessori A teacher is one who

makes himself progressively unnecessary. Thomas Carruthers

A master can tell you what he expects of you. A teacher, though, awakens your own expectations. Patricia Neal

The teacher is, in effect, teaching the student to be an independent, autonomous learner capable of enhancing skills outside of the classroom. Being an autonomous learner is especially important in a task as colossal as learning a language, because learning must continue after the language course ends.


“Students learn what they care about . . .," Stanford Ericksen has said, but Goethe knew something else: "In all things we learn only from those we love." Add to that Emerson's declaration: "the secret of education lies in respecting the pupil." and we have a formula something like this: "Students learn what they care about, from people they care about and who, they know, care about them . . . Barbara Harrell Carson, 1996, Thirty Years of Stories

No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value. Bertrand Russell

Theories and goals of education don’t matter a whit if you don’t consider your students to be human beings. Lou Ann Walker

Of all the qualities necessary for effective teaching, none is as important as empathy and sincere caring for the student. If methodology gets in the way of such caring, the result is invariably disastrous.


Almond says that the increased popularity of the piano at the turn of the century spawned many “mass-produced teaching systems touted by large publishers” which required the reading of musical notation. The boredom and frustration engendered by a method (now the norm) which stifles creativity, discovery and enjoyment, is responsible for millions of people quitting piano after taking lessons as children.

Continuing our musical interlude, consider the thesis of the piano method advocated by Mark Almond in his video lesson Piano for Quitters. Almond suggests that many quit the piano because of conventional teaching methods. Almond’s experiential method stimulates interest and fosters autonomy by enabling learners to make music and experiment after the first 5 minute lesson. The parallels between conventional piano instruction and language instruction that begins with learning about grammar and memorization of vocabulary are obvious. When the learner is deprived of meaningful language use and focuses on exercises, autonomy and engagement are inhibited.


The teacher cannot impart knowledge but can provide a key to how to learn.

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While it appears that the teacher does not teach the actual subject matter but makes it possible for the student to learn it, there is something that the teacher can legitimately be said to teach -- how to be a learner. A good teacher is one who does not feed information but provides the student with the tools to learn, not only for the matter at hand, but for the future.


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Student-centeredExperientialNeeds-basedInductiveHeuristicIndividualizedAutonomy-focused

We now have some ideas about the nature of learning and teaching to serve as a foundation for our curriculum. We have established that while language learning utilizes cognitive, psycho-motor, and affective elements, teaching deals mainly with affective matters impacting readiness to learn. To open the door to student learning, the curriculum should aim for instruction that is student-centered, experiential, needs-based, inductive, heuristic, individualized, and autonomy-oriented. Now let’s talk about how to implement this type of learning in the classroom…


Implementation Implementation of Task-Based Learningof Task-Based Learning

• Contrary to what you may think, Task-Based Contrary to what you may think, Task-Based Learning is not difficult to do, once you, Learning is not difficult to do, once you, well… well… do it.do it.

• The essence of Task-Based Learning is its The essence of Task-Based Learning is its “student-centered” approach. It does not “student-centered” approach. It does not begin with the teacher laboring for hours at begin with the teacher laboring for hours at home to create perfect lesson plans. Rather, home to create perfect lesson plans. Rather, it begins with the students, their needs, and it begins with the students, their needs, and a student-generated task that will help them a student-generated task that will help them acquire the language they need to use.acquire the language they need to use.


Case Study #1Case Study #1

Vocation ExplorationVocation Exploration

Students will interview a professor or professional

in their intended area of study.


The class:The class:

•# of students: 12# of students: 12

•Level: Advanced Level: Advanced

•Ages: 16+Ages: 16+

•Nationalities: Varied. Latin Americans, Nationalities: Varied. Latin Americans, Koreans, Taiwanese, Chinese, etc.Koreans, Taiwanese, Chinese, etc.


ClassicClassic approach to this approach to this project:project:• Teacher explains the project to the Teacher explains the project to the

students, and perhaps provides a handout. students, and perhaps provides a handout. Students are told to interview a professional Students are told to interview a professional and then give a ten-minute presentation to and then give a ten-minute presentation to the class, reporting their findings. Teacher the class, reporting their findings. Teacher answers questions. But there is no in-class answers questions. But there is no in-class work related to this project, other than work related to this project, other than presentation day. Students are given 2 presentation day. Students are given 2 weeks to finish the project. weeks to finish the project.


Presentation Day:Presentation Day:


Now let’s approach this project in a way that Now let’s approach this project in a way that Rogers, Gattegno, Holt, Kolb, and Krashen might Rogers, Gattegno, Holt, Kolb, and Krashen might like…like…An “experiential,” student-centered, Task-Based An “experiential,” student-centered, Task-Based approach that starts with the students’ approach that starts with the students’ interests…interests…Students are not “assigned” the project to begin Students are not “assigned” the project to begin

with. They brainstorm as groups on the first day with. They brainstorm as groups on the first day of class. Their task is to consider various of class. Their task is to consider various projects that will help them increase their projects that will help them increase their language in areas that are important to them. language in areas that are important to them. They decide that interviewing someone with They decide that interviewing someone with their career interests—some sort of professional their career interests—some sort of professional or professor—would be a great idea. or professor—would be a great idea.


Stage 1Stage 1Assuming the students have chosen this Assuming the students have chosen this

projectproject a classroom discussion about a classroom discussion about interviews begins. Students must interview interviews begins. Students must interview each other, and report back to class about each other, and report back to class about what they learn. This leads to a class what they learn. This leads to a class discussion about interviews in general discussion about interviews in general “Who has been interviewed and when and “Who has been interviewed and when and why? Has anyone ever seen an interview why? Has anyone ever seen an interview on TV?” Final part of discussion is about on TV?” Final part of discussion is about how students will interview their professor how students will interview their professor or professional. They decide to send an or professional. They decide to send an email, rather than visit their offices.email, rather than visit their offices.

Stage 2Stage 2Students brainstorm about the differences Students brainstorm about the differences

between a “formal” email and an between a “formal” email and an “informal” email. They report back to “informal” email. They report back to the class and create two lists on the the class and create two lists on the board: characteristics of a formal email, board: characteristics of a formal email, and characteristics of an informal and characteristics of an informal email. The class discusses how and email. The class discusses how and why emails to professionals should be why emails to professionals should be written. written.


Stage 3Stage 3

Students do research about the Students do research about the professors/professionals they want to professors/professionals they want to interview. Based on the research, interview. Based on the research, students report back to class in students report back to class in groups, explaining why they chose groups, explaining why they chose those professors. those professors.


Stage 4Stage 4

Students work in pairs and write an email Students work in pairs and write an email to the professors/professionals they to the professors/professionals they chose to interview. Teacher can view chose to interview. Teacher can view each letter on the overhead and solicit each letter on the overhead and solicit suggestions and improvements AND/OR suggestions and improvements AND/OR the students can read their letters to one the students can read their letters to one another and get corrective feedback. another and get corrective feedback. Students send their emails and wait for Students send their emails and wait for responses. responses.


Stage 5Stage 5

While waiting for responses, students are While waiting for responses, students are provided a real interview to study and use as a provided a real interview to study and use as a model. Students listen to a 10-minute segment model. Students listen to a 10-minute segment of an interview on NPR’s “Fresh Air” program. of an interview on NPR’s “Fresh Air” program. Terry Gross interviews Denzel Washington Terry Gross interviews Denzel Washington about his new movie, about his new movie, The Great DebatersThe Great Debaters. . Interview is divided into 3-4 sections, one per Interview is divided into 3-4 sections, one per group or pair. Each group or pair must analyze group or pair. Each group or pair must analyze their section of the interview and make a list of their section of the interview and make a list of 10-15 new vocabulary words. Using context, 10-15 new vocabulary words. Using context, and teacher’s help, students define the words and teacher’s help, students define the words for their section. Next, they teach other groups for their section. Next, they teach other groups the vocabulary words, until all groups have the vocabulary words, until all groups have experienced all words. experienced all words.


Stage 6Stage 6After listening 2-3 more times, each After listening 2-3 more times, each

group must write 5 comprehension group must write 5 comprehension questions and answers, and then questions and answers, and then quiz the other groups. Groups rotate quiz the other groups. Groups rotate until all groups have heard all until all groups have heard all questions and answers. Students are questions and answers. Students are welcome to listen to the interview welcome to listen to the interview again during class to check for facts. again during class to check for facts.


Stage 7Stage 7Using the same interview segments from Using the same interview segments from

last time, students role-play the last time, students role-play the interview between Terry Gross and interview between Terry Gross and Denzel Washington. To do this, they Denzel Washington. To do this, they must use correct intonation, and be as must use correct intonation, and be as accurate as possible. Interviews may accurate as possible. Interviews may be recorded. Afterwards, they can be recorded. Afterwards, they can listen to the interview again and listen to the interview again and compare/contrast their interview with compare/contrast their interview with the real one. the real one.

Stage 8Stage 8Students listen again to the 10-minute Students listen again to the 10-minute

segment of the interview. They work segment of the interview. They work in pairs and focus on the questions in pairs and focus on the questions that Terry Gross asks, as well as the that Terry Gross asks, as well as the answers. Groups compare and answers. Groups compare and contrast their lists, using the contrast their lists, using the interview and the teacher for interview and the teacher for clarification.clarification.


Stage 9Stage 9Students classify the questions they hear. Students classify the questions they hear.

They make categories based on the They make categories based on the types of questions asked. Then they types of questions asked. Then they report back to the class about the report back to the class about the categories. On the board, students categories. On the board, students make a list of types of questions. A class make a list of types of questions. A class discussion ensues: Why is it important to discussion ensues: Why is it important to ask variety of questions during an ask variety of questions during an interview?interview?


Stage 10Stage 10Students are paired up and discuss who Students are paired up and discuss who

they would likes to interview for practicethey would likes to interview for practice—any famous person, living or dead. (Bill —any famous person, living or dead. (Bill Gates, Barack Obama, Britney Spears). Gates, Barack Obama, Britney Spears). To do this mock interview, students will To do this mock interview, students will research the famous person and write a research the famous person and write a script for an interview together. They will script for an interview together. They will use a variety of types of questions in a use a variety of types of questions in a practice 5 minute-interview. practice 5 minute-interview.


Stage 11Stage 11

Based on the first mock interview, or Based on the first mock interview, or based on the NPR interview itself, based on the NPR interview itself, students create a “feedback form” that students create a “feedback form” that highlights the strengths of a good highlights the strengths of a good interview (interviewer asks a variety of interview (interviewer asks a variety of questions; interviewer thanks the questions; interviewer thanks the interviewee; etc.). Students use this interviewee; etc.). Students use this form to judge one another’s mock form to judge one another’s mock interviews. interviews.


Stage 12Stage 12

If mock interviews are videotaped If mock interviews are videotaped students must watch the videos students must watch the videos outside of class and then critique outside of class and then critique themselves, using the “feedback themselves, using the “feedback form.” This critique can be handed form.” This critique can be handed in to the teacher, or shared with the in to the teacher, or shared with the class in groups or pairs. class in groups or pairs.


Stage 13Stage 13Students listen to another NPR Students listen to another NPR

interview. They do the interview. They do the aforementioned vocabulary aforementioned vocabulary activities, and/or they critique the activities, and/or they critique the interview using their feedback forms. interview using their feedback forms. They use what they notice to They use what they notice to improve and expand the feedback improve and expand the feedback form.form.


Stage 14Stage 14Students do more research at home Students do more research at home

about the professional or professor about the professional or professor they intend to interview. Using this they intend to interview. Using this information, they write a list of possible information, they write a list of possible questions and answers from the questions and answers from the interview with the professional they interview with the professional they have chosen. They review their scripts have chosen. They review their scripts in pairs. Fellow students use the in pairs. Fellow students use the “feedback form” to assess the “feedback form” to assess the interviews. interviews.


Project ConclusionProject ConclusionStudents present their 10-minute Students present their 10-minute

‘interview reports’ to the class. ‘interview reports’ to the class. Students use the “feedback form” to Students use the “feedback form” to judge their peers. Teacher does so as judge their peers. Teacher does so as well. Teacher and students offer well. Teacher and students offer feedback—positive and negative—after feedback—positive and negative—after each presentation. After all each presentation. After all presentations, teacher and students presentations, teacher and students have a discussion about what they have a discussion about what they learned from this process.learned from this process.


Why was this project Why was this project successful?successful?

The presentation at the end was the least The presentation at the end was the least important part of the project. Actually important part of the project. Actually doing the interview and presenting the doing the interview and presenting the information, while important, were NOT information, while important, were NOT the goal. The project simply served as the goal. The project simply served as a a vehiclevehicle through which a variety of through which a variety of skills could be practiced.skills could be practiced.


Case Study #2Case Study #2

Shopping Spree Shopping Spree

THE PROJECT: Students will do a variety of activities, either beginning with or culminating with one ore more trips to a supermarket, store, or mall.


The class:The class:

•# of student: 12-20# of student: 12-20•Level: Level: False Beginners / Generation False Beginners / Generation

1.51.5

•Ages: 12+Ages: 12+

•Nationalities: Varied. Mexicans, Nationalities: Varied. Mexicans, Latin Americans, Koreans, Latin Americans, Koreans, Taiwanese, Chinese, etc.Taiwanese, Chinese, etc.


ClassicClassic approach to this approach to this project:project:• Teacher explains the project to the Teacher explains the project to the

students, and perhaps provides a handout. students, and perhaps provides a handout. Students are told to write a report about Students are told to write a report about their favorite store, and then give a three-their favorite store, and then give a three-minute presentation to the class, reporting minute presentation to the class, reporting their findings. Teacher answers questions. their findings. Teacher answers questions. But there is no in-class work related to this But there is no in-class work related to this project. Students are given 1 week to project. Students are given 1 week to finish the project. finish the project.



Can you think of any Task-Based activities that will help the students learn language by using it?

Work with your partner(s):

Questions to PonderQuestions to Ponder::

It is not because teachers teach that students learn. It is not because teachers teach that students learn. Consider a baby as a “Scientist in the Crib”: Consider a baby as a “Scientist in the Crib”: Babies start life by simply observing. They Babies start life by simply observing. They become aware of their surroundings through become aware of their surroundings through observation, followed closely by testing their observation, followed closely by testing their hypotheses just as a scientist would. Once the hypotheses just as a scientist would. Once the baby tests a hypothesis, once she figures baby tests a hypothesis, once she figures something out on her own, it is learned.something out on her own, it is learned. She owns She owns it. it. In short, In short, If you put your own understanding If you put your own understanding into something, then it is yours.into something, then it is yours.

1) Why do students (or peoplein general) learn?


2) What should the focus of 2) What should the focus of classroom activities be?classroom activities be?

Activities in a class could either Activities in a class could either promote this state of being or promote this state of being or undermine it. A teacher can be undermine it. A teacher can be silentsilent without being without being mutemute. . Simply, the teacher never models Simply, the teacher never models and doesn't give answers that and doesn't give answers that students can find for themselves.students can find for themselves.


3) How should mistakes be viewed by the 3) How should mistakes be viewed by the

teacher and the learner?teacher and the learner? Making mistakes is an essential part of Making mistakes is an essential part of

learning. Teachers should view mistakes by learning. Teachers should view mistakes by students as 'gifts to the class', in Gattegno's students as 'gifts to the class', in Gattegno's words. This attitude towards mistakes frees words. This attitude towards mistakes frees the students to make bolder and more the students to make bolder and more systematic explorations of how the new systematic explorations of how the new language functions. As this process gathers language functions. As this process gathers pace, the teacher's role becomes less that pace, the teacher's role becomes less that of an initiator, and more of a source of of an initiator, and more of a source of instant and precise feedback to students instant and precise feedback to students trying out the language.trying out the language.


4) 4) Is “knowledge” the same Is “knowledge” the same as “know-how”?as “know-how”? Knowledge never spontaneously becomes Knowledge never spontaneously becomes

know-how. This is obvious when one is know-how. This is obvious when one is learning to ski or to play the piano. It is learning to ski or to play the piano. It is skiing rather than learning the physics of skiing rather than learning the physics of turns or the chemistry of snow which turns or the chemistry of snow which makes one a skier. And this is just as true makes one a skier. And this is just as true when one is learning a language. The only when one is learning a language. The only way to create a "know-how to speak the way to create a "know-how to speak the language" is to speak the language.language" is to speak the language.


FYI...FYI...

• If you would like a If you would like a copy of this copy of this Presentation, Presentation, please email me at please email me at [email protected]@yahoo.comom

• For more For more information about information about INTERLINK INTERLINK Language Center, Language Center, please go to please go to ESLUS.comESLUS.com

References/Links Stephen Krashen summary of Krashen’s theoriesCaleb Gattegno/Silent Way summary of information about Silent WayHumanism in Language Learning full text online of book by Earl StevickDissertation online thesis section on affect in language learningAutonomy in Language Learning plenary by David NunanSecond Language Teaching Methodologies ERIC database with many useful linksLearning Theories links to articles on virtually all learning theoriesTheory Into Practice Database explorations in learning and instruction

For additional information on subjects treated in this presentation, read more from these authors:


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