3. 1.
2.
3.
• Caleb Gattegno is a person that devise the silent
way method
• The premise this method that the teacher should
be silent as much as possible in the classroom but
the learner should be encouraged to produce as
much language as possible
• The elements of the silent way that particularly
are the of color charts and the colored
Cuisenaire rods
4. 1. If the learner
remember and
repeats what is
to be learned.
2. By
accompanying
physical object
The Learning
hypotheses
that learning is
fasilited :
3. By problem
solving
involving the
material to be
learned
5. a. The increase in
intellectual potency.
This method belongs
to a tradition (Bruner
1966). And the
benefits “discovery
learning” are :
The Issues About The
Silent Way
The rods and the
color-coded
pronunciation charts
(Fidel Chart)
This method is
“problem-solving
approaches to
learning”
b. The shift from
extrinsic to intrinsic
rewards.
c. The learning of
heuristics by
discovering.
d. The aid to
convering memory.
6.
7. Language is composed of
phonological and suprasegmental
elements (Gattegno)
2. The silent way takes a structural
approach
3. Vocabulary as a central
dimension of language learning
4. This “Functional vocabulary”
provides a key.
5. The artifical approach (the use of
silent awareness and active trial)
8. 6.The learner must constantly test his
powers to abstract, analyze,
synthesize, and integrate (Scott)
7.Awareness is educable
8. Silent way acquire “inner criteria”
9.
10.
11. 6. Teacher silence is
perhaps the unique and
for many traditionally
trained language
teachers.
10. The colored
Cuisenaire rods are used
to directly link word and
structure
9. “Fidels charts” are used
to visually illustrate
pronunciation
7. Silent way teacher’s
tasks as to teach, to test,
and to get out of the
way (Stevick 1980 : 56)
8. The teacher uses
gestures, charts, and
manipulatives in order to
elicit and shape student
responses.
12.
13. 1. Teacher empties rods onto the table
2. Teacher picked up 2 or 3 rods of different colors, and after each rod is
picked up says
3.Teacher hold up one rod of any color and indicates to a student that a
response is required
4. Teacher next picks up a red rod and says
5. Teacher picks up a green rod nd says
6. Teacher picks up either a red or green rod and elicits response from
student
14. 7. Teacherintroduce three other colors in the
same manner
8. Teacher shows any of the rods whose form were
thought previously and elicits student response.
9. When mastery is achieved, teacher puts one
one red rod in plain view and says
10. Teacher then puts two red rods in plain view
and says
11. Teacher places two green rods in view and
says
12. Teacher holds up two rods of a different color
and elicits student response
15. 13.
14.
15.
16.
17.
18.
•Teacher introduce aditional numbers, based on what the class can
comfortable retain. Other colors might also be introduced.
•Rods are put in a pile. Teacher indicates, through his or her own
actions, that rods should be picked up, and the correct utterance
made.
•Teacher then says
•Teacher indicates that the student should give the teacher the rods
called for.
•Teacher now indicates that the students should give each other
commands regarding the calling for of rods.
•Experimentation is encouraged.
16.
17. 2. More
traditional
methods
1. The silent way
are much less
revolutionary
than might be
expected
3. Activities in
classroom are
orginized
From
Gattegno’s
writing
18.
19.
20. 1. Iqbal 10-111
Will silent way be efective when the class has
never been taught by this method before?
Will it focus or not on the material?
A : 1. Yes, it will. It makes the student happy ,enjoy,
and fun in the class.
2. yes, it will.
21. 2. Anies 10-134
Is it possible for writing skill? How?
A : Yes, it is. It can be done by the task. It is teaching
about vocabulary and grammar. Writing coming from
the word.
22. 3.Aradea 10-030
The weakness and the strength?
A : the weakness >
the strength >
1. fluency and accuracy, memorize the materials
vocabulary and grammar, efficiency of time,
recall, active participation.
2. Focus on oral and aural skills, less focus on
reading and writing.
24. 5. Heri 10-074
What kind of Intellectual potency is it? How?
It refers to cognition(the way for
thinking), it comes from knowing,
comprehending, applying, analysis,
evaluation, synthesis.
Knowing, remembering, applying,
analysis, evaluation, creating
