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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

The problem must motivate students to seek out a deeper understanding of concepts.

The problem should require students to make reasoned decisions and to defend them.

The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.

If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.

If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.

Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.

The problem needs to be introduced in stages so that students will be able to identify learning issues that will lead them to research the targeted concepts. The following are some questions that may help guide this process:

What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?

How will the problem be structured?

How long will the problem be? How many class periods will it take to complete?

Will students be given information in subsequent pages (or stages) as they work through the problem?

What resources will the students need?

What end product will the students produce at the completion of the problem?

Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.

The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills.

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una presentacion sencilla the content based instruction

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Aim

•Enable their ESL students to study the same content material as regular English L1 students.

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•called "sheltered" because learners are given special assistance to help them understand regular classes.

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•Two teachers can work together to give instruction in a specific subject.
•One of the teachers is a content specialist and the other an ESL specialist.

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•They may teach the class together or the class time may be divided between the two of them.

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Aim

üTo prepare students for "mainstream" classes where they will join English L1 learners.

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üEmphasis is placed on acquiring specific target vocabulary

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üAlso feature study skills sessions to familiarize the students with listening, note taking and skimming and scanning texts

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Role Play Model Of Teaching PRESENTED BY SHAIKH JAIBUNISHA IBRAHIM

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What is INFORMATION GAP TASK What does INFORMATION GAP TASK mean INFORMATION GAP TASK meaning

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English For Young Learners-Theme Based Approach

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Objective:

English for Science and Technology has been designed to meet the specific needs of students in intermediate and advanced courses as well as those who want to specialize or work in any of the fields of science. It covers all the key vocabulary, structure and usage which can be come across in academic textbooks, articles and lectures. The seminar is appropriate for students at intermediate level and above, as well as those preparing for IELTS and other university examinations. It can be very useful for students who want to take part in any of the student exchange programmes (Erasmus, Erasmus Mundus), or after graduating are interested in bilingual teaching.

Assessment:

Individual and group projects credited on the basis of written reports or oral presentation

Prerequisites:

Intermediate (or above) level of English

Contents:

The seminar is designed for anyone using English for their academic work. It is constructed as a resource for upper-level chemistry majors faced with the need of using the language for reading, writing or presenting various topics related to chemistry. The vocabulary deals with such topics as chemical elements, environmental pollution, sources of energy, laboratory apparatus, laboratory techniques, properties of some chemical compounds as well as vocabulary that targets such important chemistry genres as writing (research report, journal article, conference abstracts or scientific poster) and presenting (oral presentation). Science majors can additionally practice their language skills in the following job-related scenarios:

● Research and Development

● Design and Testing

● Constructions and Manufacturing Production

● Quality control and inspection, Operation and Maintenance

● Management.

New vocabulary will be presented in real-life academic context including extracts from lectures, presentation, essays, tables and graphs.

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In the move away from teachers following one specific methodology, the eclectic approach is the label given to a teacher's use of techniques and activities from a range of language teaching approaches and methodologies. The teacher decides what methodology or approach to use depending on the aims of the lesson and the learners in the group. Almost all modern course books have a mixture of approaches and methodologies.

Example
The class starts with an inductive activity with learners identifying the different uses of synonyms of movement using a reading text. They then practise these using TPR. In another class the input is recycled through a task-based lesson, with learners producing the instructions for an exercise manual.

In the classroom
A typical lesson might combine elements from various sources such as TPR and TBL (the examples); the communicative approach, e.g. in communication gap activities; the lexical approach, e.g. focusing on lexical chunks in reading; and the structural-situational approach, e.g. establishing a clear context for the presentation of new structures.

Further links:
https://www.teachingenglish.org.uk/article/methods-post-method-m%C3%A9todos https://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches https://www.teachingenglish.org.uk/article/lexical-approach-classroom-activities

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In the move away from teachers following one specific methodology, the eclectic approach is the label given to a teacher's use of techniques and activities from a range of language teaching approaches and methodologies. The teacher decides what methodology or approach to use depending on the aims of the lesson and the learners in the group.

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•Categorize along with others rubric of a communication approach

•The method stresses a means of organizing a language syllabus

•The emphasis is on breaking down the global concept of language into units of analysis in terms of communicative situations in which they are used

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The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes. - Download as a PPTX, PDF or view online for free

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The document discusses the Direct Method approach to teaching foreign languages. Some key points: 1) The Direct Method was developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach languages in a similar way that children acquire their first language. 2) Proponents believed the target language should be used exclusively from the beginning, with an emphasis on correct pronunciation, vocabulary taught through examples rather than translation, and inductive grammar instruction. 3) Notable early proponents included Franke, Sauveur, and Berlitz, whose schools employed the method. It focused on oral skills through techniques like questioning, dictation, and conversation practice. 4) While - Download as a PPTX, PDF or view online for free

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Grammar Translation Method: Description, history and example of a lesson using this method.

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In cooperative learning, students work together in pairs and groups, they share information and come to each other's aid.

They are a "team" whose players must work together in order to achieve goals successfully.

Cooperative learning does not merely imply collaboration.

In cooperative learning models, a group learning activity is dependent on the socially structured exchange of information between learners.

In collaborative learning, the learners engage with more capable others such as teachers and advanced peers who provide assistance and guidance.

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What is learner-centered instruction?

Learner-centered instruction includes:

techniques that focus on or account for learners' needs, styles, and goals.

techniques that give some control to the student (group work or strategy training, for example).

curricula that include the consultation and input of students and that do not presuppose objectives in advance

techniques that enhance a student's sense of competence and self-worth.

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Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we most effectively.

Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatic texts, , active participation in songs and games, etc.

Suggestopedia adopts a carefully structured approach, using four main stages as follows:

Theintended purpose of Suggestopedia was to enhance learning by tapping into the power of suggestion. Lozanov claims in that "suggestopedia is a system for liberation"; liberation from the "preliminary negative concept regarding the difficulties in the process of learning" that is established throughout their life in the society.

The types of activities that are more original to suggestopedia are the listening activities, which concern the text and text vocabulary of each unit. These activities are typically part of the "pre-session phase", which takes place on the first day of a new unit.

The students first look at and discuss a new text with the teacher. In the second reading, students relax comfortably in reclining chairs and listen to the teacher read the text in a certain way. During the third reading the material is acted out by the instructor in a dramatic manner over a background of the special musical form described previously.

There are some benefits in utilizing suggestopedia:

By using this suggestopedia method, students can lower their affective filter. Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a practice that may also help them relaxed. Teacher can do numerous other things to lower the affective filter.

Students remember best and are most influenced by information coming from an authoritative source, teachers.

It refers to the learning from two aspects. They are the conscious aspect and the subconscious one. Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes place.

Suggestopedia encourages the students to apply language more independently, takes more personal responsibility for their own learning and get more confidence.

Suggestopedia also has limitation since there is no single teaching method that is categorized as the best based on some consideration such as: the curriculum, students motivation, financial limitation, number of students, etc.

Teacher will find different situation and different types of students in learning. Therefore, teacher should be creative and smart in choosing and using different types of methods in teaching different skill of language. Teacher can use suggestopedia as teaching method in their teaching. Using suggestopedia is very interesting but challenging to do. It can be seen from some considerations. In one side it has some benefits, but on the other side it also has some weaknesses.

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Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we most effectively. Some of the key elements of Suggestopedia include a rich sensory learning environment (pictures, colour, music, etc.), a positive expectation of success and the use of a varied range of methods: dramatic texts, , active participation in songs and games, etc.

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Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. Goals therefore must intertwine the organisational aspects of language with the pragmatic

Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purpose.

Fluency and accuracy are seen as complementary principles underlying communicative techniques but fluency have to take on more important than accuracy.

Students in a communicative class ultimately have to use the language, productively, receptively, in unrehearsed outside the classroom.

Students are given opportunities to focus on their own learning process through understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.

The role of teacher is that of facilitator and guide, not an all-knowing of knowledge. Students are therefore encouraged to construct meaning through genuine linguistic interaction with other.

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The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.

How it works in the classroom

Stage 1- Reflection

Stage 2 - Recorded conversation

Stage 3 - Discussion

Stage 4 - Transcription

Stage 5 - Language analysis

Length of stages

Working with monolingual or multilingual classes

Working with large classes

How it works in the classroom
In a typical CLL lesson I have five stages:

Stage 1- Reflection
I start with students sitting in a circle around a tape recorder to create a community atmosphere.

The students think in silence about what they'd like to talk about, while I remain outside the circle.

To avoid a lack of ideas students can brainstorm their ideas on the board before recording.

Stage 2 - Recorded conversation
Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.

It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down.

Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.

Stage 3 - Discussion
Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

This part is not recorded.

Stage 4 - Transcription
Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.

Stage 5 - Language analysis
I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.

In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.

With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.

Length of stages
The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long

For and against CLL

Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.

CLL works especially well with lower levels who are struggling to produce spoken English.

The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.

In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.

We as teachers can find it strange to give our students so much freedom and tend to intervene too much.

In your efforts to let your students become independent learners you can neglect their need for guidance.

Working with monolingual or multilingual classes
I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.

Working with large classes
For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.

Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.

A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.

Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.

Once you have tried CLL with your class, it's a good idea to evaluate the method. Here are some possible questions you could ask.

Download evaluation task.pdf

Further Reading
Charles A. Curran is the name most associated with CLL. He was a priest and psychologist who derived his ideas from 'Counselling Learning', a humanistic concept introduced by Carl Rogers in the 1950s. CLL has been categorised alongside The Silent Way and Suggestopedia because of its humanistic tendencies.

Approaches and Methods in Language Teaching by J Richards and T Rodgers CUP 2002
CLL: A Way Forward? by Rod Bolitho taken from ELT documents 113 - Humanistic Approaches: An Empirical View The British Council (1982)
Communicating Naturally in a Second Language by Wilga M. Rivers CUP 1986
Introducing Innovations into your Teaching by Denise Ozdeniz taken from Challenge and Change in Language Teaching Ed. Jane Willis and Dave Willis Macmillan Heineman 1998
Language Teaching Methodology by David Nunan Prentice Hall 1998
Reformulation and Reconstruction: Tasks that Promote 'Noticing' by Scott Thornbury taken from ELT documents 51/4 October 1997
Working with Teaching Methods by Earl W. Stevick ITP Co. 1998

Jo Bertrand, Teacher, Materials writer, British Council Paris

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The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused.

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Audiolingual Method | Language Teaching Methods | TEFL Net

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Overview of the audiolingual method for teaching language, popular in the 1950s. For teachers of English, especially as foreign language.

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Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress.