Research informed pedagogy
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This document discusses the importance of research-informed pedagogy and post-method approaches to teaching. It argues that teaching is a complex process shaped by various factors and best informed by educational research. Methods and approaches alone are inadequate for today's learning environments. Instead, teachers should adopt eclectic, context-specific frameworks and focus on empowering learners. As reflective practitioners, post-method teachers develop their own strategies through practice, research, and collaboration with others.
![[ RESEARCH INFORMED
PEDAGOGY ]
Methods - Eclectic - Post Method
Ardian Wahyu Setiawan](https://image.slidesharecdn.com/researchinformedpedagogy-171120020334/85/Research-informed-pedagogy-1-320.jpg)
![[ research ]
• Systematic investigation to reach conclusions: both
empirical/practical research and state-of-the-art
reviews
• Conducted by others and ourselves - in any forms](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Research informed pedagogy
- 1. [ RESEARCH INFORMED PEDAGOGY ] Methods - Eclectic - Post Method Ardian Wahyu Setiawan
- 2. [ research ] • Systematic investigation to reach conclusions: both empirical/practical research and state-of-the-art reviews • Conducted by others and ourselves - in any forms
- 3. [ pedagogy ] • an encompassing term concerned with what a teacher does to influence learning in others. • ... the instructional techniques and strategies that allow learning to take place • the process of accompanying learners; caring for and about them; and bringing learning into life. The way we teach – without reducing its complexity
- 5. [ teaching ] Different approaches – different fields Various definitions of teaching • Teaching is the process of attending to individuals’ needs, experiences and feelings, and making specific interventions to help them learn particular things. • B.O. Smith (1960): “Teaching is a system of actions intended to produce learning.”
- 6. [ the nature ] Mention one aspect which shapes teaching
- 7. [ the nature ] • Multifaceted – shaped by various aspects [teaching needs to consider the aspects] • Dynamic • Dialogic-Social Complexity and Dynamicity
- 8. [ what informs teaching ]
- 10. [ good teaching ] It gets more complicated here Our practical purpose - Good teaching What’s good teaching? How do you characterize good teaching?
- 11. [ good teaching ] What’s good teaching? • The word ‘good’ reflects ‘quality’ – this means particular standards • Good teaching is measurable • What are the standards? Characteristics • Mention one characteristic of ‘good teaching’
- 12. [ why research informed ] Theoretical We need to improve the quality of teaching • Research – an attempt for improvement – teaching as an object of improvement • Research is a way to improve the quality of teaching*
- 13. [ why research informed ] Theoretical • Teaching as guided practice* • Research helps teachers understand what works and why, what the short-term and long-term implications are, provide justification and rationale for decisions and actions, help to build a repertoire to help deal with the unexpected, identify problems, inform improvement and so forth
- 14. [ why research informed ] Practical We need data-evidence Simply because we’re [too] busy. We don’t have time for research. A good idea to refer to/use studies conducted by others
- 15. [ how to make it practical ] #1. Examine teaching closely at ‘meta’ level Meta-teaching/pedagogy Awareness of our own teaching • Meta-teaching contains such functions such as understanding teaching, changing teaching and reflecting on teaching (Chen, 2013, p. s64)
- 16. [ how to make it practical ] Meta-teaching/pedagogy Awareness of our own teaching Plan-Control-Evaluate* What documents do you use?
- 17. [ how to make it practical ] #2. Locate your self Identify your position in the practice/research area Where are you? What are the current issues? etc. Awareness of our position in the area
- 18. [ how to make it practical ] #3. Adjust your [teachers’] stance Open – Critical – Constructive Not submissive to certain approaches or methods
- 19. [ widening perspective ] Methods-Approaches Eclectic Post Method* * Appropriate for today’s teaching-learning environment
- 20. Methods-Approaches Eclectic The shift of learning environment * Why methods-approaches and eclectic approch are not adequate for today’s teaching-learning environment
- 21. • Audiolingualism • The Silent Way • Suggestopedia • Situational Language Teaching • Total Physical Response • Counseling-Learning [ methods ]
- 22. • Linked to specific claims and prescribed practices • Contain what to teach and how to teach • Little scope for individual interpretations [ methods ]
- 23. • Communicative Language Teaching • Content-based Instruction • Lexical Approaches • Natural Approach • Task-based Language Teaching • Competency-Based Language Teaching • Cooperative Learning • Multiple Intelligences • Neurolinguistic Programming • Whole language [ approaches ]
- 24. • Having a core set of theories and beliefs • Having various interpretations on how principles of language teaching are applied • Allowing individual interpretations and applications [ approaches ]
- 25. • Compatibility – with classroom practices and teaching- learning context • Easy-difficult to understand and use • Practicality – how practical is the method/approach? [ methods and approaches ] criticism
- 26. Top-down Criticism • Teachers only accept the theory underlying the method and apply them. • Therefore, good teaching refers to the use of method and its prescribed techniques and principles appropriately [ methods and approaches ] criticism
- 27. Contextual Factors • Teachers sometimes ignore the starting point in the design of language program: a careful consideration of the context. [ methods and approaches ] criticism
- 28. Lack of Research Basis • Mostly based on second language acquisition • Studies on language learning do not support the approaches and methods* [ methods and approaches ] criticism
- 29. [ the cages of methods and approaches ] criticism
- 30. • a combination of different methods of teaching and learning approaches • Teachers take the advantages of each method/approach, and combine them [ eclectic approach ]
- 31. [ eclectic approach ]
- 32. 21st Century It’s jungle out there! Language teachers should adopt a context-specific pedagogic framework - able to respond to special characteristics of a particular learning and teaching context * Teachers should focus on helping learners to learn and not on fulfilling the prescriptions of the methods and approaches
- 33. Technology Today’s teaching-learning environment [ today’s environment ]
- 34. Our teaching should not be based on the way we learned [our experience]. It should be based on the way our students learn. Recognize the students What sort of students do we teach? [ students – today ]
- 35. The assumption • Methods do not provide all solutions to language teaching • Do not rely on methods (Kumaravadivelu, 2006) [ post-method ]
- 36. Responsiveness – Relevance* To find [and construct] the most effective strategis and techniques - to enrich our teaching repertoire One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001). [ post-method ]
- 37. Three context-driven parameters [ post-method ] Post Method Particularity PossibilityPracticality
- 38. Particularity • Sensitive to a particular group of learners and teachers [ post-method ]
- 39. Practicality • The relationship between theory and practice or professional/external theories and personal/internal theories. • Autonomy, reflective teaching and action research for developing context-sensitive pedagogic knowledge. [ post-method ]
- 40. Possibility • Pedagogy as power • Aim to empower teachers and learners [ post-method ]
- 41. • Develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. • The constructed method reflects teachers’ beliefs, values and experiences. (Richards & Rodgers, 2001) [ post-method teachers ]
- 42. • Post-method teachers are autonomous, analysts, strategic researchers and decision-makers. • Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. (Richards & Rodgers, 2001) [ post-method teachers ]
- 43. ‘Theorize what they practice or [and] practice what they theorize’ (Kumaravadivelu, 2003, p.37) [ post-method teachers ]
- 44. • Observe practice - Reflect • Explore references [and theories] - Frame the practice • Improve [ post-method ]
- 45. Create CoP – Community of Practice [ post-method ]
- 47. RESPONSIVENESS & RELEVANCE Staying in the loop – updated Research-based pedagogy and post-method provide a space for this* [ post-method ]
Editor's Notes
- In this session today, I wish to talk about research-informed pedagogy, its advantages, and why post-method is appropriate for research-informed pedagogy Simply, it’s about taking the most advantage of other people’s research for our teaching – using research to inspire practice (OECD, 2010)
- Prior to discussing research-informed pedagogy, we need to align our understanding of the term, so that we have the same understanding about the concept. In order to do that, achieving the same understanding, we need to define ‘research’ and ‘pedagogy’ Here, the term ‘research’ refers to a systematic investigation to reach conclusions – this includes not only empirical or practical research, but also state-of-the-art reviews presented in articles [1]. https://childaustralia.org.au/wp-content/uploads/2017/02/CA-Statement-Pedagogy.pdf [2]. http://infed.org/mobi/what-is-pedagogy/
- The term pedagogy implies various meanings. However, in this session, pedagogy is understood as the way we teach – without reducing its complexity; we acknowledge that pedagogy –similar to research- is complex and multifaceted. [1]. https://childaustralia.org.au/wp-content/uploads/2017/02/CA-Statement-Pedagogy.pdf [2]. http://infed.org/mobi/what-is-pedagogy/
- Therefore, research informed pedagogy can be understood as ‘the way we teach, informed by research’ – the way we teach, inspired by research But why? We have been doing this –teaching- for years. Why should our pedagogy be informed by research? To address this question, we need to visit the concept and nature of teaching, which lead to the complexity and dinamicity of teaching
- Define ‘teaching’ – what is teaching? The term/concept of ‘teaching’ has been defined variously – seen and understood from different perspectives/fields – focuses Psychology – social psychology: the act of sharing and caring – the interaction between teachers and students Sociology – constructing understandings of the society; collective understanding Economy – empowering people to achieve social welfare etc. Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things. http://infed.org/mobi/what-is-teaching/ More about teaching: http://www.himpub.com/documents/Chapter929.pdf H.C. Morrison (1934): “Teaching is an intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter” John Brubacher (1939): “Teaching is an arrangement and manipulation of a situation in which there are gaps and obstructions which an individual will seek to overcome and from which he will learn in the course of doing so.” B.O. Smith (1960): “Teaching is a system of actions intended to produce learning.” N.L. Gage (1963): “Teaching is a form of interpersonal influence aimed at changing the behaviour potential of another person.” Edmund Amidon (1967): “Teaching is an interactive process, primarily involving classroom talk which takes place between teacher and pupil and occurs during certain definable activities. B.O. Smith (1963): “Teaching is a system of actions involving an agent, an end in view, and a situation including two sets of factors those over which the agent has no control (class size, size of classroom, physical characteristics of pupils, etc.) and those that he can modify (ways of asking questions about instruction and ways of structuring information or ideas gleaned.)” Clarke (1970): Teaching refers to “activities that are designed and performed to produce change in pupils behaviour” Thomas F. Green (1971): “Teaching is the task of teacher which is performed for the development of a child.” Yoakum and Simson: “Teaching is the means whereby the experienced members of the group guide the immature and infant members in their adjustment of life.”
- The nature of teaching Multifaceted – shaped/influenced by various aspects; teaching needs to consider various aspects Dynamic: changes over time Dialogic-Social: teaching is not independent/not isolated; influenced by the teaching of others, influenced by your past teaching [experience] Teaching should be seen and understood in terms of its complexity and dynamicity – we should not use a simplistic approach/perspective to understand teaching We should not take ‘teaching’ for granted
- In addition to this, there have been many models representing the complexity of teaching (see OECD report, p.3) – models of teaching complexity
- At this point, we arrive at the understanding that teaching is complex and dynamic – multifaceted; shaped/influenced by various aspects. Therefore, teaching should not be seen and understood from a simplistic approach/perspective. We should acknoweldge its complexity and dynamicity.
- The concept gets more complicated here. Our key purpose as teachers is to present ‘good teaching’. But what is ‘good teaching’?
- Good – standards: must be measurable. For example, ‘good teaching involves the heart and soul of the teachers’ – how do you measure the involvement of heart and soul? Provide more practical examples: criteria/characteristics of ‘good teaching’ The point here are: #1. the standards of ‘good teaching’ reflect the complexity of teaching. #2. If teaching has certain standards, then there are opportunities for improving its quality. In other words, we can improve the quality of our teaching.
- * Teaching should be improved from time to time * It is also a key element of teachers’ professional development. Improving teaching means improving the professional identity [competence] of English teachers
- * Guided by theories/research See dialogism Teaching as guided practice* Research helps teachers understand what works and why, what the short-term and long-term implications are, provide justification and rationale for decisions and actions, help to build a repertoire to help deal with the unexpected, identify problems, inform improvement and so forth
- It’s impossible to explore. Time constraint
- * In other words, how can our teaching be practically informed by research? ------ * Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. * Meta-teaching is related to the knowledge, inspection and amendment of teaching activities in terms of their design, practice, process, and results.
- Chen (2013) states, Like meta-cognition and meta-learning, meta-teaching, as ‘teaching about teaching’, can serve to design, examine and reflect on teaching. From practice-orientation, it defines what teaching activity is and what it is for, under which theoretical framework it is being carried out, and what experience and rules can be applied to it. Meanwhile, meta-teaching can assist teachers in discovering drawbacks in the teaching system and solving problems. This demonstrates that meta-teaching contains such functions such as understanding teaching, changing teaching and reflecting on teaching. (p. S64) Evaluate: Classroom evaluation Value-added materials Student evaluation Judgement by managers Teacher self-evaluation Benefits of meta-teaching: When teachers reflect and evaluate whether their teaching methods actually have an impact on student learning and adjust their practices accordingly, inevitably student learning and performance improves. Second, meta-teaching can invigorate and create a passion for teaching. In that, engaging in this process has been found to increase teacher’s love for the profession (Chen, 2013). Moreover, Chen states, “When the teacher takes action, he/she begins to observe and reflect on the action, impelling him/her to stay highly conscious of what he/she is doing….Without meta-teaching action, a teacher would hardly keep his /her motivation and enthusiasm for better teaching.” (p. S69) . Finally, meta-teaching promotes the teaching profession through formal and informal scholarship of teaching and learning (SoTL). That is, SoTL cannot be conducted without proper meta-teaching practices. More about meta-teaching Chen, X. (2013). Meta-teaching: Meaning and Strategy. Africa Education Review, 10(1), S63-S74. doi:10.1080/18146627.2013.855431 Nuhfer, E. (2104). Metacognition for guiding students to awareness of higher-level thinking (part 2). Retrieved from http://www.improvewithmetacognition.com/metacognition-for-guiding-students-to-awareness-of-higher-level-thinking-part-2/ Richmond, A. S. (in press). Teaching learning strategies to pre-service educators: Practice what we preach! In M. C. Smith, & N. DeFrates-Densch (Eds.). Challenges and innovations in educational psychology teaching and learning. Hersey, PA: IGI Global. Spring, H. T. (1985). Teacher decision making: A metacognitive approach. The Reading Teacher, 290-295. Was, C. (2014). Are current metacognition measures missing the target? Retrieved from http://www.improvewithmetacognition.com/are-current-metacognition-measures-missing-the-target/ Westmoreland, D. (2014). Science and social controversy – A classroom exercise in metacognition. Retrieved from http://www.improvewithmetacognition.com/science-and-social-controversy-a-classroom-exercise-in-metacognition/
- Again, teaching –similar to research- is not isolated. It is dynamic, shaped by our past teaching and others’ teaching. To make it more practical, to cover many issues/aspects, working groups can be established. Each working group focuses on one aspect, for example – based on language skills -or- based on topics. Each working group can [then] share their ‘findings’ in a collaborative session attended by all members of the working groups. It’s like expert-groups.
- To take advantage of research [done by others and ourselves], we should widen our perspective. From methods-approached, to eclectice approach, to post method Post method is appropriate for todays environment* -- methods-approaches and eclectice approach are not enough
- Prior to discussing post-method and why post-method is appropriate for today’s environment, let’s talk about methods-approaches, and eclectic approach
- Kinds-definitions [characteristics]
- Kinds-definitions [characteristics]
- Kinds-definitions [characteristics]
- Methods and approaches have been criticized in terms of compatibility, difficulty level, and practicality. They are: unlikely to be widely adopted; difficult to understand and use; and lack clear practical application According to Douglas Brown (2002, p. 9), “a method is a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences.” In his view, methods are prescriptive, overgeneralised and developed a priori in terms of place of implementation and actors involved in it. From a postcolonial perspective - Kumaravadivelu (2003) defines methods as colonial constructs conceptualised by theorists, not methods actualised by teachers in their everyday practices. ---- As Kumaravadivelu (1994) states, post method condition is; An awareness that as long as we are caught up in the web of method, we will continue to get entangled in an unending search for an unavailable solution, an awareness that such a search drives us to continually recycle and repackage the same old ideas and an awareness that nothing short of breaking the cycle can salvage the situation. (p. 28)
- Cultural context; political context; local-institutional context; context constituted by teachers and learners
- * Richard and Rodgers, 2001 * More criticisms have been identified.
- Kumar (2013:1) notes that “the eclectic method is a combination of different method of teaching and learning approaches”. Gao (2011:1) describes the eclectic approach as “not a concrete, single method, but a method, which combines listening, speaking, reading, and writing and includes some practice in the classroom”. Wali (2009:40) summarises ‘…one of the premises of eclecticism is that teaching should serve learners not methods. Thus, teachers should feel free in choosing techniques and procedures inside the classroom. There is no ideal approach in language learning. Each one has its merits and demerits. There is no royalty to certain methods. Teachers should know that they have the right to choose the best methods and techniques in any method according to learners’ needs and learning situation. Teachers can adopt a flexible method and technique so as to achieve their goals. They may choose whatever works best at a particular time in a particular situation’.
- However, teachers should know the various methods and techniques of language teaching, and have the ability to choose appropriately which methods and techniques to integrate in a lesson which can lead to the achievement of the learning and teaching goals. Hard? Caged. As Harmer (2001) articulates it is extremely difficult to come to conclusions about which approaches and methods are best and/or most appropriate for our own teaching situations.
- Our teaching-learning environment has changed at a fast pace. So fast. Technology - here
- Why we need to understand the present context? The present environment?
- Why we need to understand the present context? The present students? The present environment?
- Kumaravadivelu (2006) actually warns against relying on methods in their specifications because they do not provide all solutions to language teaching. He instead proposes a post-methodic approach to language teaching. She suggests that a language teacher should adopt a context-sensitive pedagogic framework which will be able to respond to special characteristics of a particular learning and teaching context.
- * Responsiveness - Relevance: of pedagogy Kumaravadivelu (2001) summarizes: As a pedagogy of possibility, postmethod pedagogy rejects the narrow view of language education that confines itself to the linguistic functional elements that obtain inside the classroom… The boundaries of the particular, the practical, and the possible are inevitably blurred. They interweave and interact with each other in a synergistic relationship in which the whole is greater than the sum of its parts (545). --- Richards (2013, p. 18) offers a definition of postmethod in postmethod teaching: This term is sometimes used to refer to teaching which is not based on the prescriptions and procedures of a particular method nor which follows a predetermined syllabus but which draws on the teacher‟s individual conceptualizations of language, language learning and teaching, the practical knowledge and skills teachers develop from training and experience, the teacher‟s knowledge of the learners‟ needs, interests and learning styles, as well as the teacher‟s understanding of the teaching context (Kumaravadivelu, 1994). The teacher‟s „method‟ is constructed from these sources rather than being an application of an external set of principles and practices. The kinds of content and activities that the teacher employs in the classroom as well as the outcomes he or she seeks to achieve will depend upon the nature of the core principles that serve as the basis for the teacher‟s thinking and decision-making. Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. As regards particularity, Kumaravadivelu (2001, p. 538) advocates that any postmethod pedagogy has to be a pedagogy of particularity. That is to say, 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. Practicality should be understood as the relationship between theory and practice or professional/external theories and personal/internal theories. Practicality lends itself to autonomy, reflective teaching, and action research for the development of context-sensitive pedagogic knowledge. Last, the parameter of possibility is related to pedagogy as power inequality. Through possibility, we aim at empowering teachers and learners. --- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- Richards (2013, p. 18) offers a definition of postmethod in postmethod teaching: This term is sometimes used to refer to teaching which is not based on the prescriptions and procedures of a particular method nor which follows a predetermined syllabus but which draws on the teacher‟s individual conceptualizations of language, language learning and teaching, the practical knowledge and skills teachers develop from training and experience, the teacher‟s knowledge of the learners‟ needs, interests and learning styles, as well as the teacher‟s understanding of the teaching context (Kumaravadivelu, 1994). The teacher‟s „method‟ is constructed from these sources rather than being an application of an external set of principles and practices. The kinds of content and activities that the teacher employs in the classroom as well as the outcomes he or she seeks to achieve will depend upon the nature of the core principles that serve as the basis for the teacher‟s thinking and decision-making. Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. As regards particularity, Kumaravadivelu (2001, p. 538) advocates that any postmethod pedagogy has to be a pedagogy of particularity. That is to say, 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. Practicality should be understood as the relationship between theory and practice or professional/external theories and personal/internal theories. Practicality lends itself to autonomy, reflective teaching, and action research for the development of context-sensitive pedagogic knowledge. Last, the parameter of possibility is related to pedagogy as power inequality. Through possibility, we aim at empowering teachers and learners. --- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. As regards particularity, Kumaravadivelu (2001, p. 538) advocates that any postmethod pedagogy has to be a pedagogy of particularity. That is to say, 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.
- Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. Practicality should be understood as the relationship between theory and practice or professional/external theories and personal/internal theories. Practicality lends itself to autonomy, reflective teaching, and action research for the development of context-sensitive pedagogic knowledge. Last, the parameter of possibility is related to pedagogy as power inequality. Through possibility, we aim at empowering teachers and learners. --- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. The parameter of possibility is related to pedagogy as power inequality. Through possibility, we aim at empowering teachers and learners. --- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- Kumaravadivelu (2006) actually warns against relying on methods in their specifications because they do not provide all solutions to language teaching. He instead proposes a post-methodic approach to language teaching. She suggests that a language teacher should adopt a context-sensitive pedagogic framework which will be able to respond to special characteristics of a particular learning and teaching context. So, being responsive to context – including the students --- Instead of looking for which language teaching method is the best to follow, the language teacher must find the most effective strategies and techniques to enrich her or his teaching repertoire. --- Kumaravadivelu (2001) summarizes: As a pedagogy of possibility, postmethod pedagogy rejects the narrow view of language education that confines itself to the linguistic functional elements that obtain inside the classroom… The boundaries of the particular, the practical, and the possible are inevitably blurred. They interweave and interact with each other in a synergistic relationship in which the whole is greater than the sum of its parts (545). As a sign of growth and challenge, he views postmethod as a postcolonial construct which is bottom-up and comes to place context, teachers, and the observed curriculum in a relevant place away from marginalisation. --- Richards (2013, p. 18) offers a definition of postmethod in postmethod teaching: This term is sometimes used to refer to teaching which is not based on the prescriptions and procedures of a particular method nor which follows a predetermined syllabus but which draws on the teacher‟s individual conceptualizations of language, language learning and teaching, the practical knowledge and skills teachers develop from training and experience, the teacher‟s knowledge of the learners‟ needs, interests and learning styles, as well as the teacher‟s understanding of the teaching context (Kumaravadivelu, 1994). The teacher‟s „method‟ is constructed from these sources rather than being an application of an external set of principles and practices. The kinds of content and activities that the teacher employs in the classroom as well as the outcomes he or she seeks to achieve will depend upon the nature of the core principles that serve as the basis for the teacher‟s thinking and decision-making. Post-method pedagogies are to be shaped by three context-driven parameters: particularity, practicality, and possibility. As regards particularity, Kumaravadivelu (2001, p. 538) advocates that any postmethod pedagogy has to be a pedagogy of particularity. That is to say, 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. Practicality should be understood as the relationship between theory and practice or professional/external theories and personal/internal theories. Practicality lends itself to autonomy, reflective teaching, and action research for the development of context-sensitive pedagogic knowledge. Last, the parameter of possibility is related to pedagogy as power inequality. Through possibility, we aim at empowering teachers and learners. --- post-method teachers are encouraged to develop and create their own methods as they gain experience based on their classroom context and knowledge of other methods and approaches. As a result, the constructed method reflects teachers’ beliefs, values and experiences (Richards & Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic researchers and decision-makers. Such teachers are also reflective as they observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. “theorize what they practice or practice what they theorize” (Kumaravadivelu, 2003a, p. 37). One should notice that post-method does not disregard the knowledge of existing methods and approaches because these methods make you aware of your beliefs and principles and provide inexperienced teachers with some valuable initial knowledge (Richards & Rodgers, 2001).
- Making it practical – create CoP Three principles: domain [relevance], community [reflection], and practice [contribution]
- Key element of post-method – Resources Practices: tirfonline.or/resources/ Theory: http://changingminds.org/explanations/theories/theories.htm Grouped by type: Motivation: Basic systems that get us going (and keep us going). Belief: What and how we believe. Meaning: How we make sense of the world and infer meaning. Emotion: Affect and what we feel as emotion. Memory: Memorizing and recall. Attention: How we pay attention to things around us. Understanding Ourselves: How we perceive ourselves. Understanding Others: How we make sense of other people. Discomfort: How we handle discomfort. Attribution: How we attribute cause. Forecasting: How we forecast what will happen. Decision-making: How we make decisions. Decision errors: Mistakes when we make decisions. Conforming: Conforming with social rules. Being Contrary: Acting differently or in non-conforming ways. Helping Others: Sometimes we are just very helpful. Persuasion: Changing the minds of others. Resistance: Resisting attempts to persuade. Trust: Building trust of others. Leadership: Leading followers. Lies: Telling things that are not true. Power: Being able to achieve our goals. Friendship: Making friends with others. Behavior: General behavioral responses. Groups: How groups think and act. There is also: Clusters: All theories in clusters of meaning (similar to above).
- In conclusion, the key elements of post-method are: responsiveness and relevance, which are also the aspects which keep us [teachers] stay in the loop, updated – being relevant to students and teaching-learning environment. Research-based pedagogy [post-method] --- relevance, opportunity for staying updated