Presentation for the Course Theories and Approaches in Language Teaching (TEFL-511)

1. Presentation for the Course Theories and
Approaches in Language Teaching (TEFL-511)
Title: Whole Language, Multiple Intelligence, and
Beyond Method
BY : Dawit Dibekulu
January ,2018
Debere Markos University
College of Social Sciences and Humanities
Department of English Language and Literature

2. Outlines
 Whole language :
 Concept and backgrounds
 Principles
 Goals and objectives
 Related concepts
 Multiple intelligence
 Concept and backgrounds
 Types
 Benefits
 View's on usage of MI in
Language classroom
 Implications
In my presentation, I am going to present you :
Beyond methods
Concept
Post method era
Roles of teachers
Macro and micro
teaching
Macro strategies of
language teaching
Dimensions of

3. Whole language

4. Background
 The Whole Language was created in the 1980s by
a group of U.S. Educators.
 The Whole Language movement argues that
language should be taught as a “whole”.
 The Whole Language aims to help young children
to read and write naturally with a focus on real
communication, and to do these skills for
pleasure.

5.  Whole Language views language as a vehicle for
human communication.
 Whole Language also views language psycho-
linguistically as a vehicle; for internal
interaction and for thinking.
 Language as a whole
 User of language develops decoders and create
mental skills of process language.
Theory of Language

6. Theory of learning
 It has a constructivist conception
 Students create knowledge from trial and error.
 Constructivist learners :
should create meaning,
 learn by doing and
 work collaboratively in mixed groups on common
projects.
 Exposure to the real world

7.  The use of authentic literature rather than artificial.
 A focus on real and natural events relate to the students’
experience.
 The reading of real texts of high interest, particularly
literature.
 Reading for the sake of comprehension and for a real
purpose.
 Writing for a real audience and not simply to practice
writing skills.
Cont….
The Major Prıncıples of Whole Language

8.  Writing as a process through which learners
explore and discover meaning.
 The use of student-produced texts.
 Integration of reading, writing, and other skills.
 Student-centered learning.
 Reading and writing in partnership with other
learner.
 Encouragement of risk taking and the acceptance
of errors.
The Major Prıncıples of Whole Language

9.  Goodman (1986) suggested the following goals:
 to expand students effectiveness, broadness on language
knowledge and conceptual base,
 to expand students flexibility and help them broaden and refine
their taste and breadth of interest,
 to build a love of reading and writing and to foster students
total communication
Through the above goals the following Objectives
will achieve:
 students will develop competency in skill necessary for
effective communication
 students will develop competency in skills necessary for
academic achievement so from this goal he drives the objectives
 students will developed an appreciation of literature
Goals and Objectives of Whole Language

10. The Roles of Teachers
 The teachers ;
 are facilitators and active participants
should not follow a preplanned lesson plan
should support collaborative learning
should negotiate a plan of work with the learners.

11. • The learners are ;
 Collaborators
 Evaluators
 Self directed
 Selectors of learning materials and activities.
 learning through a model that is given by the teacher,
 share responsibility for learning
 get feedback
The Roles of Learners

12. Using real-world materials
Students ought to bring newspapers,
signs, handbills, storybooks, and
printed materials to class.
Students should produce their own
materials.
The Roles of Materıals

13. Criticisms of Whole Language
 Weir (1990) stated Whole language belief that reading
should develop naturally assumes that the home provided
the resources to enable it to occur.
 Therefore, if reading didn’t develop the initial blame was
sheeted to the home.
 Delpit (1988) said rather than Whole Language being
supportive of personal growth as it claimed, she saw the
approach as being disempowering to minority students in
particular.
Cont….

14. Criticisms of Whole Language
 Liberman and Liberman (1990) did not accept that
the fault lay with the absence of home resources or
the harmful intervention of society through the
education system.
 They argued that reading and speaking are
qualitatively different activities, and cannot be
expected to be mastered in the same epigenetic
manner.

15.  They highlighted a number of differences:
 all humans have developed language systems but only a
minority a written form;
 speech has a history as old as the species and appears to be
biologically driven; written codes, or more accurately,
alphabets have a cultural basis and a relatively short history;
 speech all around the world is produced in a similar fashion
using a limited range of sounds, while scripts are artificial
systems that differ enormously across different cultures;
 speech develops merely through exposure to the speech of
others, reading usually requires formal assistance.
Criticisms of Whole Language

16.  In this way, Liberman and Liberman (1990)
concluded that learning to speak and learning to
read are qualitatively different.
 Treating the two forms of language development as
similar involves a false assumption, and, they
argued, the practices that derive from that
assumption are part of the cause of reading failure
Criticisms of Whole Language

18.  Howard Gardner is a psychologist and Professor
at Harvard University's Graduate School of Education.
 Based on his study of many people from many different
walks of life in everyday circumstances and professions,
 Gardner developed the theory of multiple intelligences.
 He performed interviews with and brain research on
hundreds of people.
 Gardner defined the first seven intelligences in Frames of
Mind in 1983.
 He added the last two in Intelligence Reframed in 1999.
Background of Howard Gardner

19. • “An intelligence is the ability to solve problems,
or to create products, that are valued within one or
more cultural settings” Howard Gardner (1983)
• “Intelligence is the capacity and the ability:
to do something useful in the society in which we
live.
to respond successfully to new situations and the
capacity to learn from one’s past experiences.”
Dr. Howard Gardner
What is intelligence?

20.  In his research he found that:
Each intelligence is capable of being symbolized.
Each intelligence has its own developmental history.
Each intelligence is vulnerable to impairment
through insult or injury to specific areas of the brain.
Each intelligence has its own culturally valued end
states.
Gardner defines an “intelligence” as a group of
abilities that:

21.  In this view, intelligences are not something that
can be seen or counted, but rather neural
potentials that may be activated or not depending
on the values of a particular culture and the
decisions made by each person, their parents,
their teachers, etc.
 Intelligence cannot view in counted way and but
it’s a unique ability of an individual.
Traditional View

22. Gardener’s Premise :
 Intelligence is not a single general capacity that
each individual has to a greater or lesser extent
of the mind
 Intelligence cannot be measured by simplistic
pen and paper tests or their like.
The Views of Howard Gardner

23.  Gardner tells us that he believes that intelligence is the:
Ability to solve problems that one encounters in real life.
Ability to generate new problems to solve.
Ability to make something or offer a service that is valued
within one’s culture.
 Gardner defines an “intelligence” as a group of abilities that:
Is somewhat autonomous from other human capacities
Has a core set of information-processing operations
Has a distinct history in the stages of development we
each pass through
Has plausible roots in evolutionary history
The Views of Howard Gardner

24.  All human beings possess all intelligences in varying
amounts.
 Each person has a different intellectual composition.
 We can improve education by addressing the multiple
intelligences of our students.
 These intelligences are located in different areas of the
brain and can either work independently or together.
 These intelligences may define the human species.
 Multiple intelligences can be nurtured and strengthened,
or ignored and weakened.
 Each individual has nine intelligences (and maybe more
to be discovered).
Gardner claims that:

25. Types of Intelligence
 Naturalist - "Nature Smart"
 Logical/Mathematical - "Math Smart" analytical
 Musical/Rhythmic - "Music Smart"
 Visual/Spatial - "Art Smart"
 Intrapersonal - "People Smart” introspective
 Existential - "Wondering Smart“
 Verbal/Linguistic - "Word Smart"
 Bodily/Kinesthetic - "Body Smart“ interactive
 Interpersonal - "Self Smart"

26. Language consists of : Phonology, Syntax,
Semantics and Pragmatics
The first two are all about pure linguistic
intelligence
The latter have input from other sources of
intelligence such as inter-personal, logical etc.
 Which means the ability of students’ language
skill or linguistic capacity.
Linguistic Intelligence

27.  As Gardener (1983) stated that linguistic
intelligence is the ability to learn languages and
the capacity to use language to accomplish goals
(p.41).
 Wilson (2014) said it is word Smart.
 Armstrong (2009) said thinking symbolically and
reasoning abstractly fall under this category, as
does the ability to create conceptual verbal
patterns.
 Example: poets, writers and newscasters
Linguistic Intelligence

28. Musical intelligence
 To some the art of musical composing is something that
flows naturally.
 Music is made up of two major components: Pitch (or
melody) and Rhythm
If you are musically intelligent, you are able to:
 Perceive
 Discriminate
 Transform
 Express All kinds of musical forms
Example: music composers, music teachers, musical
theatre

29. Mathematical/Logical Intelligence
 Calculation in left brain
 Maths unlike all other intelligences is not auditory and oral
but is concrete and established through the confronting of
objects
 Logical-mathematical intelligence (Logic Smart) is the
capacity to use numbers effectively and reason well.
 People with this intelligence think by reasoning, and they
love experimenting, questioning, figuring out logical
puzzles, and calculating.
 They are able to identify a problem and solve it right there
on the spot.
Example : accounting, banking, medicine, scientific research

30. Spatial intelligence
 Sometimes called visual-spatial
 It deals with the ability to perceive visual things.
 It features the potential to recognize and
manipulate the patterns of wide space. Gardener
(1999)
 Wilson (2014) said , it is Picture Smart and is the
capacity to think in images and pictures, to
visualize accurately and abstractly.
 People with high visual-spatial intelligence have
the ability to visualize with mind’s eye.
Example: artists, architecture, advertising

31.  Entails the potential of using one’s whole body
or parts of the body to solve problems (Gardner,
1983, p.42).
 It is having a well-coordinated body, something
found in athletes and crafts persons.
 Ability to use the body skillfully and to take in
knowledge through bodily sensation
 Example: dancers, dramatic acting, mime,
physical education
Bodily/ Kinaesthetic Intelligence

32. Interpersonal Intelligence
 Interpersonal is how we relate to others
 These intelligences are strongly culturally based
 The interpersonal skills in cultures are rarely
transferable
 deals with the ability to understand and
communicate with others and to facilitate
relationships and group processes.
 Wilson (2014) explained that Interpersonal
Intelligence is people smarts.
Example: counselors, politics, sociologists, and
therapists

33. Intrapersonal intelligence
 It is how you understand yourself.
 It involves the capacity to understand oneself.
 Gardener (1983) said “to have an effective working
model of oneself including one’s own desires, fears, and
capacities and to use such information effectively in
regulating one’s own life” (p. 43).
 It is the ability to understand oneself and apply one’s
talent successfully. Wilson (2014)
Example: Psychiatry, spiritual counseling, and philosopher

34. Naturalistic Intelligence
 The ability to sense patterns in nature, and
 Making connections to elements in nature.
 Using this intelligence, children possessing enhanced levels
of “nature smarts”
 They may have a strong affinity to the outside world or to
specific animals,
 Brualdi (1996) stated that they are often keenly aware of
their surroundings and changes in their environments, even if
these shifts are at minute or subtle levels.
 Wilson (2014) said it is called Nature Smarts.
Example: Farmers, gardeners, florists, geologist, and
archaeologists

35. Existential Intelligence
 Sensitivity and capacity to tackle deep questions
about human existence such as:
 the meaning of life,
why do we die and how the world came into
being(deep question smart).

36. How intelligences develop
•Nature - Genetics
•Nurture -Environment
•Culture -Values

37.  Teachers can promote new possibilities for learning.
 Different teaching and learning strategies can
accommodate students.
 Empowering students to learn through multiple modalities.
 Fosters a collaborative classroom.
 It can allow students to safely explore and learn in many
ways, and they can help students direct their own learning.
 opportunities for authentic learning based on your students'
needs, interests and talents.
Benefit of Multiple Intelligence

38. Views on Usage of Multiple Intelligence Model in Classroom
 Christison (1996) proposed these views:
 Play to strength:
Variety is the spice: varied activities
Pick a tool to suit the job: language has a variety of
dimensions, levels, and functions.
All sizes fit one: Whole Person within each learner.
Me and my people: IQ testing

39. Curriculum Development and Multiple
Intelligences
 MI is the dominantly factor to develop multiple
effective curriculum.
 MI theory offers a means for building daily lesson plans,
weekly units and year long things. Scarr (1985)
 MI is one of a set of such perspectives dealing with
learner differences and borrows heavily from these in its
recommendations and designs for lesson planning.
 As curriculum development must conceder MI

40. Implications of Multiple Intelligences
Gardner (1993) proposed the following implication:
 Scientific implications of the Theory of MI :
The intelligences constitute the human intellectual
toolkit.
 Each human being has a distinct intellectual profile.
 Educational implications of the Theory of MI
 Individuation (also termed personalization): Since each human
being has her own unique configuration of intelligences, we
should take that into account when teaching, mentoring or
nurturing.
 Pluralization : Ideas, concepts, theories, skills should be taught
in several different ways.

42. Background
 Emerged after the gradual dissatisfaction with
conventional Methods.
 Kumaravadivelu (2006) termed those ‘designer non-
methods’
 Prime success of methods lasted up till late 1980s.
 Eclecticism was widespread
 Post-method came to light during 1990s.
 Aimed to break the ‘cycle’ of methods

43. Background
 Refigures relationship between theorizers and
practitioners.
 Signifies teacher autonomy.
 Principled pragmatism
 The main purpose is “ to facilitate the growth
and development of teachers’ own theory to
practice”…

44. Basic considerations
 Seeks to transcend the limitations of Method.
 Facilitate the advancement of context-sensitive
language education based on a true
understanding.
 Treating Teachers and Learners as Explorers.
 Signifies teachers Autonomy.
 Reconsiders the relationship between theorizers
and practitioners of methods.

45. Shifting assumptions
 From method to post method
 Transmission models and the concept of method are
both top-down exercises.
 Post method pedagogy
 Needed: not an alterative method but an alternative to
method
 Being/becoming strategic thinkers, strategic teachers
and strategic explorers.

46. The role of teachers
 The teacher has been variously referred to as:
an artist and an architect;
 a scientist and a psychologist;
a manager and a mentor;
a controller and a counselor;
a sage on the stage;
a guide on the side; and more. Kumaravadivelu (2003)
 Teachers as passive technicians, reflective
practitioners, and transformative intellectuals.

47. Teachers as a passive technician
• The teacher is passive than active.
• the behavioral school of psychology that emphasized
the importance of empirical verification.
Kumaravadivelu (2003)
• In the behavioral tradition, the primary focus of
teaching and teacher education is content knowledge
that consisted mostly of a verified and verifiable set of
facts and clearly articulated rules.
• Teachers and their teaching methods are not
considered very important because their effectiveness
cannot be empirically proved beyond doubt.

48.  Classroom teachers are assigned the role of passive
technicians who learn a battery of content knowledge
generally agreed upon in the field and pass it on to
successive generations of students.
 As a result of this, the primary goal of such an activity,
of course, is to promote student comprehension of
content knowledge.
Teachers as a passive technician

49. Teachers as a reflective practitioner
• Examines, frames, and attempts to solve the dilemmas of
classroom practice.
• Is aware of and questions the assumptions and values he
or she brings to teaching,
• Is attentive to the institutional and cultural contexts in
which he or she teaches,
• Takes part in curriculum development and is involved in
school change efforts; and
• Takes responsibility for his or her own professional
development
• The teachers act as a reflective or instructing the students.

50. • Maximize sociopolitical awareness of their
learners using consciousness-raising, problem-
posing activities.
• Become aware of inequalities and injustice in
society.
• Address them in purposeful and peaceful ways
• Classroom reality is socially constructed and
historically determined.
Teachers as Transformative Intellectuals

51. Teachers as Transformative Intellectuals
 Critical pedagogists view teachers as :
professionals who are able and willing to reflect upon the
ideological principles that inform their practice,
who connect pedagogical theory and practice to wider
social issues, and
 who work together to share ideas, exercise power over
the conditions of their labor, and embody in their
teaching a vision of a better and more humane life”
(Giroux and McLaren, 1989, p. xxii as cited in
Kumaravadivelu (2003).

52.  Giroux points to the role that teachers :
 who develop counter hegemonic pedagogies that
not only empower students by giving them the
knowledge and social skills
 they will need to be able to function in the larger
society as critical agents, but also educate them
for transformative action
Teachers as Transformative Intellectuals

53. Figure 3.3. A hierarchy of teacher roles Adopted From
Kumaravadivelu (2003)
Teacher as
transformative
intellectuals
Teachers as
reflective
practitioner
Teachers
as passive
technician

54. Particularity
Practicality
Possibility
Three pedagogic parameters or
operating principles

55. The parameter of particularity
 Requires that any language pedagogy, to be
relevant, must be sensitive to :
 a particular group of teachers
 teaching a particular group of learners
 pursuing a particular set of goals
 within a particular institutional context
embedded in a particular sociocultural milieu.
(Kumaravadivelu ,2006)

56. Parameter of practicality
 Entails a teacher-generated theory of practice.
 It recognizes that no theory of practice can be fully
useful and usable unless it is generated through practice.
 A logical corollary is that it is the practicing teacher
who, given adequate tools for exploration, is best suited
to produce such a practical theory.
 In this sense, a theory of practice involves continual
reflection and action.

57. Parameter of possibility
 They call for recognition of Learners’ and teachers’
subject-positions, that is, their class, race, gender, and
ethnicity, and for sensitivity toward their impact on
education.
 concerned with individual identity.
 “Language is the place where actual and possible forms
of social organization and their likely social and political
consequences are defined and contested. (Weeden (1987,
p. 21) cited in Nilufer (2017)

58. Macro and Micro Teaching
 Macro and micro teaching help dictate what a teacher
teaches, how the teacher provides that instruction and
who is included in each classroom activities. Ipatenco
(2017)
Macro teaching:
 occurs when a teacher provides instruction to the entire
class at one time for an extended period of time.
 Macro lesson planning involves mapping out the bare
bones of the entire school year .
 Macro teaching is when a teacher teaches a large group of
people.

59.  Micro teaching:
 occurs when a teacher works with a small group of students for a
short period of time. Ipatenco (2017)
 Micro lesson planning happens when a teacher creates individual
classroom activities that occur on a day-to-day basis.
 Murugan (2016) stated that micro teaching is a method that
enables teacher trainee’s to practice a skill or combination
of skills by teaching short lessons to a small number of students,
or a group of peers.
 In short, Macro teaching occurred when the teacher gives
instruction to the entire class at one for extended period of time
 while micro teaching occurred when the teaching occurred when
the teacher work with small group of students for short period of
time.
Macro and Micro Teaching

60. Macro strategic frame work
 Maximizing learning opportunities
 Facilitating negotiated interaction
 minimizing perceptual mismatch
 Activate intuitive heuristics
 Promote Learner Autonomy
 Foster language awareness
 Contextualizing linguistic in put
 Raise Cultural Awareness
 Ensure social relevance
 Integrated language skills

61. Macro strategic frame work
Maximize learning opportunities
 Teachers both as creators and utilizers of learning
opportunities.
 creators of learning opportunities : Willing to modify
their lesson plans based on feedback to suit the needs of
target learners
 utilizers of learning opportunities (created by learners)
 Duties:
 Shouldn’t ignore contributory discourse from learners
 Must bring learners’ problems to the attention of the class

62.  Meaningful learner-learner, teacher-learner
interaction.
 Activities related to learners’ intrinsic
motivation can be focused on.
 Encouraging ‘peer-initiated’ and ‘self-
initiated’ topics to discuss.
 Clarification Confirmation
 Comprehension checks
 Requests Repairing
 Reacting Turn taking
Facilitate Negotiated Interaction

63.  The mismatch between teachers and students
 There are different perceptual mismatches
Minimize perceptual mismatches
Mismatches
Cognitive Cultural
communicative Evaluative
Linguistic Procedural
Pedagogy Instructional
Strategic Attitudinal

64.  Equipping students with authentic materials
 Help learners ‘self-direct’ and ‘self-monitor’ their own
erudition.
 Involves helping learners learn how to learn.
Promote Learner Autonomy

65. Foster language awareness
 A person’s sensitivity to and awareness of the
nature of language and its role in human life
 How to achieve? (Teacher’s role)
Draw learners’ attention to the formal properties
of L2 deliberately
Lessons should be learner-oriented, cyclic &
holistic
Strategies adopted: Understanding, general
principals & operational experience

66. Contextualizing linguistic in put
 Focus on syntactic, semantic, pragmatic features
of language.
 Language skills are essentially interrelated
Isolation of four skills is uncomfortable for
students.
 Language best developed when it is learnt
holistically (Rigg, 1991 as cited in
Kumaravadivelu, 1994)
 Word/s sentence/s meaningful contexts

67.  The nature of language is integrated
 shouldn’t be taught in discrete items
 How to achieve? (Teacher’s role)
 Classroom teacher takes more responsibility
than textbooks authors / syllabus writers
 Succeed / fail in creating contexts for meaning
making within classrooms ( language learning
scenarios, problem-solving tasks, simulation &
gaming role plays)
Contextualizing linguistic in put

68. The Three-Dimensional Framework
 The Intra-lingual and Cross-lingual
Dimension
 The Analytic-experiential Dimension
 The Explicit-implicit Dimension

69.  Giving opportunity to differentiate between own culture
and the culture of target language.
 Emphasizes the need to treat learners as cultural
informants .
 Culture teaching aims at helping the learners gain an
understanding of the native speaker’s perspective, both
teachers & learners can be the cultural informants
 It enables ‘cultural versatility’, raise learners’ self-esteem,
raise cultural awareness, and gives opportunity to
differentiate between own culture and the culture of target
language,
Raise Cultural Awareness

70. Integrated language skills
 Traditional sequencing & identification of language
skills: listening, speaking, reading, writing (= remnant of
audio-lingual era)
 Fragmenting language skills runs counter to the
parallel & interactive nature of language and language
behaviour
 Must integrate language skills effective language
teaching
 Knowledge & language ability are best developed when
it is learned and used holistically

71. Ensure social relevance:
 McPhail (2013) explained Ensure Social Relevance,
The need for teachers to be sensitive about:
 societal,
political,
economic, and
educational environment where L2 takes
place.

72. The Intra-lingual and Cross-lingual Dimension
 While intra-lingual strategy involves keeping the two
language systems completely separate from each other, cross-
lingual strategy suggests that L2 is acquired and known
through the use of first language.
 In other words, this principle does not bring any restrictions
regarding the use of native language in the classroom unlike
many conventional methods
 It is suggested that cross-linguistic techniques are appropriate
at the initial stages of language learning whereas intra-lingual
techniques are appropriate in advanced stages.

73.  Intra-cultural
 L1 as reference
system
 Immersion in l2
 No translation
 Direct method
 Coordinate
bilingualism
 Cross cultural
 L2 as reference system
 Comparison between l1
and l2
 Translation
 GTM
 Compound bilingualism
The Intra-lingual and Cross-lingual Dimension

74. The Analytic-experiential Dimension
 While the analytic strategy involves explicit focus on
forms of language such as grammar, vocabulary,
notions and functions with emphasis on accuracy;
experiential strategy is message oriented and
involves interaction in communicative contexts with
emphasis on fluency (Kumaravadivelu, 2006).
 Experiential strategy; on the other hand, emphasizes
meaningful activities such as projects, games,
problem-solving tasks, writing a report, discussion
and giving a talk. Stern (1992) as cited in Nilufer (2017)
puts forward that one type of strategy cannot be
effective without the other type.

75.  Focus on code
 Observation
 Focus on language
 Emphasis on accuracy
 Linguistics interaction
 Language practice
 F0cuse on
communication
 Participation
 Focus on topic/purpose
 Emphasis on fluency
 Interpersonal interaction
 Language use
The Analytic-experiential Dimension

76. The Explicit-implicit Dimension
 language can be taught both explicitly through conscious
learning and implicitly through subconscious acquisition.
 Decision on the degree of using explicit and implicit
strategies depend on the language topic, the course
objectives, the characteristics of the students, the needs,
students’ age, maturity, and previous experience (Stern,
1992 as cited in Nilufer , 2017).
 While some forms of language are of an appropriate
complexity to be presented and taught explicitly, other
forms are not easy to be introduced explicitly as
“language can be much too complex to be fully
described” (Stern, 1992, p. 339 as cited in as cited in

77.  Rational/formal
 Conscious learning
 Cognitivism
 Inferring
 Systematic study
 deliberate
The Explicit-implicit Dimension
 Intuitive
 Subconscious learning
 Behaviorism
 Mimicry and memory
 Exposure to language
use
 incidental

78. To sum up
in my presentation :
 whole language , multiple intelligence and beyond
methods
The Whole Language was created in the 1980s by a
group of U.S. Educators.
The Whole Language aims to help young children to
read and write naturally with a focus on real
communication, and to do these skills for pleasure.

79. To sum up
 Multiple intelligence developed by Howard Gardeners
in 1983
 There are nine intelligences
 All human beings possess all intelligences in varying
amounts
 Each person has a different intellectual composition
 We can improve education by addressing the multiple
intelligences of our students
 Multiple intelligences can be nurtured and
strengthened, or ignored and weakened

80. To sum up
 Not an alternative method, but alternative to methods.
 Allows teachers to look at language teaching and learning
from a different and innovative perspective.
 Pedagogy doesn’t imply the end of methods, rather it is a
mélange of theoretical knowledge of methods and practical
understanding.
 Need to become researchers and practitioners to move
beyond the idealistic domain of the methods
 The focus should be shifted from method based pedagogy to
a post method pedagogy ‘To teach is to be full of hope’ (
Cuban, 1989)

81. Thank You