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Toward a post method pedagogy
- 1. In the nameof God Professor of Applied Linguistics/TESOL B. Kumaravadivelu
- 2. Limitations of the conceptof method The transmission model of teacher education Post-method pedagogyResultedin
- 3. Conceptualizing Post-method pedagogy classroomstrategies, instructional materials, curricular objectives, and evaluation measures Historical, political, and sociocultural experiences that directly or indirectly influence L2 education. three-dimensional system particularity practicality possibility
- 4. A Pedagogy ofParticularity 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 language pedagogy should be: Antithetical to the notion that there can be one set of pedagogic aims and objectives.
- 5. A Pedagogy ofParticularity Hermeneutics text interpretation situational understanding Pedagogy is local To ignore local exigencies is to ignore lived experiences
- 6. A Pedagogy ofParticularity Particularity is a goal and a process, for and through, means and ends particularity is not something we begin with; particularity is something we arrive at, something we achieve Becker (1986) by repeating
- 7. pedagogy of particularityshould be a pedagogy of practicality as well practice of particularity context-sensitive pedagogic knowledge particular is so deeply embedded in the practical
- 8. A Pedagogy ofpracticality reflects relationship between theory and practice There is harmful effects in the theory/ practice dichotomy In post method pedagogy: theory and practice constitute a dialectical praxis
- 9. A Pedagogy ofpracticality Professional theories by experts valued from centers of higher learning Personal theories are teacher developed ignored by interpreting and applying professional theories in practical situations teachers should construct their personal theories by testing, interpreting, and judging the usefulness of professional theories
- 10. reflective teaching hasdone very little to foster genuine teacher development and to enhance teachers’ roles in educational reform. A Pedagogy of practicality action research reflective teaching to improve practice rather than to produce knowledge aim Zeichner states
- 11. In pedagogyof practicality teachers theorize from their practice and practice what they theorize Kumaravadivelu says that context-sensitive pedagogic knowledge should emerge from teachers' every day teaching practice so teachers need to be autonomous individuals. in summary: pedagogy of practicality aims for a teacher-generated theory of practice. A Pedagogy of practicality
- 12. a theoryof practice is “an on-going, living, working theory” a union of action and thought is needed to make theory of practice. action in thought and thought in action Pedagogical thoughtfulness Max van Manen A Pedagogy of practicality insights and intuition reflection and action Two sides of practicality unexplained awareness of what constitutes good teaching powerful sense of what works and what doesn’t Not general: for this teacher in this context Van Manen calls it sense making
- 13. A Pedagogy ofpossibility experiences participants bring to the pedagogical setting are shaped by the learning/teaching episodes and social, economic, and political environment in which they have grown up.
- 14. language education providesits participants with challenges and opportunities for a continual quest for subjectivity and self-identity A Pedagogy of possibility
- 15. Conceptualizing Post-method pedagogy •seeks to facilitate the advancement of a context-sensitive, location- specific pedagogy that is based on a true understanding of local linguistic, sociocultural, and political particularities Pedagogy of particularity • seeks to rupture such a reified role relationship by enabling and encouraging teachers to theorize from their practice and practice what they theorize. pedagogy of practicality • seeks to branch out to tap the sociopolitical consciousness that participants bring with them to the classroom so that it can also function as a catalyst for a continual quest for identity formation and social transformation pedagogy of possibility
- 16. Post-Method Learners it activelyseek to help learners recognize sociopolitical impediments to realization of their full human potential. autonomous learners academic autonomy social autonomy liberatory autonomy Related to learning Learning becomes autonomous when learners are willing and able to take charge of their own learning. cognitive, metacognitive, and affective techniques strategies and styles interpersonal learners’ ability and willingness to function effectively as cooperative members of a classroom community. critical thinkers
- 17. Post-Method Teachers teacher isan autonomous individual competence and confidence
- 18. Teacher research startswith desire to self-explore and self-improve. Post-Method Teachers a good observation. Teachers can identifying researchable questions, use questionnaires, surveys, and interviews to gather information, developing interpretive strategies to observe, analyze, and evaluate their own teaching acts.
- 19. Post-Method Teacher Educators Whatis needed in post method era, is a fundamental restructuring of teacher education so that it focuses as much on the teacher part of teacher education as on the education part of it. It is important to recognize teachers' voices and their visions Bakhtin's theory of utterance "word" or "utterance" is the main unit of meaning. Dialogic discourse facilitates an interaction between meanings, between belief systems, interaction produces responsive understanding, as Bakhtin calls it.
- 20. Pedagogic explorationis an integral part of post method pedagogy Post method pedagogy considers research as belonging to the multiple domains of learners, teachers, and teacher educators so they ought to be engaged in pedagogic exploration Post-Method Practitioners as Pedagogic Explorers pedagogic explorers may not have adequate research skills Objectivity becomes problematic only if it is approached in its traditional sense as: having implications for a wider sphere of pedagogic activity Generalizability Feyerabend argues that there is no absolute objectivity even in scientific research.
- 21. Problematizing post-method pedagogy resistanceto change When there is a need to change in teachers, they have to change not only their methods and materials but also their attitudes and beliefs.
- 22. Thanks for yourattention
Editor's Notes
- #4 First Lets we have a definition of pedagogy, can any body help me? A post method pedagogy is a three-dimensional system that consists of three parameters as: particularity, practicality, and possibility
- #5 First and foremost, any post method pedagogy has to be a pedagogy of particularity
- #6 بعد از نمودار هرمونوتیکa meaningful pedagogy cannot be constructed without a holistic interpretation of particular situations آخرPedagogies that ignore lived experiences will ultimately prove to be “so disturbing for those affected by them—so threatening to their belief systems—that hostility is aroused and learning becomes impossible” We know that There is strong support for CLT and we consider it as a dynamic method of teaching, but: Shamim (1996) reports that her attempt to introduce communicative language teaching into her classroom met with a great deal of resistance from her learners, making her “terribly exhausted” and leading her to realize that, by introducing this methodology, she was actually “creating psychological barriers to learning”
- #7 اول نمودارWhat do we mean by repeating? Particularity starts with practicing teachers, observing their teaching acts, evaluating their outcomes, identifying problems, finding solutions, and trying them out to see once again what works and what does not: continual cycle of observation, reflection, and action.
- #8 Kolan hmin: By experience in the classroom and practice of particularity we can achieve context-sensitive pedagogic knowledge. Speaking about practice: we should say particular is so deeply embedded in the practical, we cannot achieve particularity without practice (you remember: observation, reflection, action). So pedagogy of particularity should be a pedagogy of practicality as well
- #9 آخرdialectic is a discourse between two or more people holding different points of view about a subject but wish to establish the truth through reasoned arguments
- #10 آخر بگو this distinction emphasizes on: reflective teaching and action research
- #11 اولthe fundamental aim of action research is to improve practice rather than to produce knowledge but here is a problem: most of the time teachers do as implementers of professional theories and there is little room for self-conceptualization and self-construction of pedagogic knowledge. Many researches point to this limitation as reflective teaching عکسش حالا میاد
- #12 اول: A pedagogy of practicality encourages and enables teachers themselves to theorize from their practice and practice what they theorize آخرActually no theory of practice can be useful and usable unless it is generated through practice.
- #13 اول Now teachers want to make theories how they should do that? Any one any idea? Manen defines pedagogical thoughtfulness as the way that educators grow, change, and deepen themselves as a result of reflecting on living with children. Fed by reflective capabilities of teachers آخرSense making requires that teachers view pedagogy as a means for understanding and transforming possibilities in and outside the classroom.
- #14 اولderived from the works of Paulo Freire Pedagogy of possibility is concerned with individual identity Many researchers take the position that any pedagogy is implicated in relations of power and dominance, and is implemented to create and sustain social inequalities. They advocate a pedagogy of possibility that empowers participants. That works with students experiences. آخر We see how interrelated it can be, for example, an unpublished reports from Palestine indicate how the teaching of English in the secondary schools of the West Bank and Gaza during the intifada movement conditioned and constrained classroom events. There are numerous instances when race, gender, class, and other variables directly or indirectly influence the content and character of classroom input and interaction
- #15 آخرWhen we speak about self-identity we go to depth of individual differences that cannot be look at by a special pre planned method. When it comes to second language instruction it will be more important because languages and cultures are in direct contact with each other. So language teachers can ill afford to ignore the sociocultural reality that influences identity formation in the classroom.
- #16 Ok, until now we understood that, kumaravadivelu has looked at a post method pedagogy three-dimensionally as a pedagogy of particularity, practicality, and possibility. The boundaries of the particular, the practical, and the possible are inevitably blurred. They interweave and interact with each other in a synergistic relationship. The whole picture of them mean more than the sum of its parts. Pedagogy of particularity rejects the advocacy of a predetermined set of generic principles and procedures aimed at realizing a predetermined set of generic aims and objectives. pedagogy of practicality, post method pedagogy rejects the artificial dichotomy between theorists who have been assigned the role of producers of knowledge and teachers who have been assigned the role of consumers of knowledge. pedagogy of possibility, post method pedagogy rejects the narrow view of language education that confines itself to the linguistic functional elements that obtain inside the classroom. آخر: We talked about post method pedagogy but how about the learners? In post method point of view learners should be studied under notion: Post method learners
- #17 By using this strategies and styles learners can monitor their learning process and maximize their learning potentials. بعد از اکادمیک اتانمیLearners can attempt to develop their social autonomy by, seeking their teachers’ intervention to get adequate feedback, collaborating with other learners, taking advantage of opportunities to communicate with competent speakers of the language. بعد از سوشال اتانمیAs this kind of autonomy is necessary to capture the essence of the post method learner, بعد از لیبراتوری اتانمیwhat's your idea? How can we educate critical thinkers or liberatory autonomous learners? Have you any experience in your classroom? Have you ever asked your students to talk about differences and similarities of some categories? Have you ever asked your students to categorize and classify some words for example? Have you ever asked your students to role play after a story or to name a story? As I was reading in a paper, they are simple and powerful ways to improve students' critical thinking.
- #18 آخر what's your idea? Why kumaravadivelu considers these 2 features for a post method teacher? According to pedagogy of practicality, teachers need to build and implement their own theory of practice, these two characteristics are essential for teachers to be able to make their own theories. How can a teacher make appropriate theories without being competence and how he can practice his theory without being confident? No way!
- #19 بعد از خط اول Contrary to a common misconception it is not a sophisticated or complicated experimental controlled studies. But simply it involves keeping one’s eyes, ears, and mind open in the classroom to see what works and what does not
- #20 بعد از پاراگراف اولNot to transmit a set of preselected and pre-sequenced body of knowledge from the teacher educator بعد از مربعA post method teacher educator provide opportunities for the dialogic construction of meaning out of which an identity or voice may emerge
- #21 بعد از مربعNow there is a question of these explorations' objectivity and generalizability بعد از جنرالزیبیلیتیIt is even inappropriate to talk about generalizability in the context of a post method pedagogy. Instead we should use term: particularizability. Because, in a post method pedagogy, any exploration is by definition context specific.
- #22 آخرPost method pedagogy will always remain a work in progress because there are questions raise from special contexts every time.