The Silent Way

1
The Silent Way

• Tell me and I forget, teach me and I
  remember, involve me and I
  learn.
  Benjamin Franklin

2
Background

• Caleb Gattegno
• The premise
• The learning hypotheses

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The learning hypotheses

• Learning is facilitated if the learner discovers
  or creates rather than remembers and repeats what
  is to be learned.
• Learning is facilitated by accompanying
  (mediating) physical objects.
• Learning is facilitated by problem solving
  involving the material to be learned.

4
Theory of learning

• A successful learning involves commitment of the
  self to language acquisition through the use of
  silent awareness and then active trial.
• Silent Way learners acquire inner criteria.
• The Silent Way student is expected to become
  independent, autonomous and responsible.

5
Independent learners

• 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.

6
Autonomous learner

• Autonomous learners choose proper expressions in
  a given set of circumstances and situations.

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Responsible learners

• 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.

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Objectives

• General objective
• Immediate objective
• The general goal

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The syllabus

• Structural syllabus
• Language items
• The imperative
• Numeration and prepositions of location
• Vocabulary

10
Instructional materials

• Color-coded pronunciation charts (Fidel charts)
• Color-coded vocabulary wall charts
• Colored rods
• A pointer
• Reading/writing exercises

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Types of learning teaching activities

• The teacher models a word, phrase, or sentence
  and then elicits learner responses.
• Learners then go on to create their own
  utterances by putting together old and new
  information.
• 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.

12
The principles

• Silence is a tool. It helps to foster
  autonomy, or the exercise of initiative. The
  teacher should give only what help is necessary.
•    Students need to develop their own inner
  criteria for correctness.
•    Students should rely on each other and
  themselves. The teachers silence encourages
  group cooperation.

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The principles

•      The teacher works with the students while
  the students work on the language.The teacher is
  responsible for creating an environment that
  encourages student risk taking and that
  facilitating learning. He is a neutral observer,
  neither pleased by correct performance nor
  discouraged by error.
•     Errors are important and necessary to
  learning. They show the teacher where things are
  unclear.
•     At the beginning, the teacher needs to look
  for progress, not perfection. Learning takes
  place in time. Students learn at different rates.

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The principles

•     Students should receive a great deal without
  repetition.
•     The elements of the language are introduced
  logically, expanding upon what students already
  know.
•    The teacher can gain valuable information
  from student feedback. Students learn how to
  accept responsibility for their own learning.

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The principles

•      Some learning takes place naturally as we
  sleep. Students will naturally work on the days
  lesson then.
•      The syllabus is composed of linguistic
  structures.
•     The skills of speaking, reading, and writing
  reinforce one another.

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The end
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Fidel charts
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Word charts
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Colored Rods