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.

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

4. WHY
RESEARCH INFORMED
PEDAGOGY

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 ]

46. Practice
http://www.tirfonline.org/resources/references/?sort=
Theories
http://changingminds.org/explanations/theories/a_clusters.h
tm
[ resources ]

47. RESPONSIVENESS & RELEVANCE
Staying in the loop – updated
Research-based pedagogy and post-method
provide a space for this*
[ post-method ]

48. Download this material
https://goo.gl/9aGUiw