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| Description: | |||||||||
| The Silent Way (SW) is a pedagogical approach to teaching foreign languages invented by Caleb Gattegno in the late 1950s. The language teacher using this approach strives to “subordinate teaching to learning” by putting less emphasis on teaching and more on learning. The teacher talks time is reduced and the learners’ voice is amplified because the teacher is silent (but not mute!) most of the time and therefore gives more space for the learners to express themselves. The silence of the teacher is one of the main characteristics of this approach but a SW teacher can also speak a lot in class. The ultimate goal of any SW teacher is to not hinder the learners’ expression and to “let them learn”. The teacher focuses on the students’ learning rather than her own teaching: she does not explain but immerses the learner in situations that are multimodal (visible and tangible) and where the meaning can be naturally constructed via investigations, experiences, and explorations (following the principles of an inquiry-based approach). When coupled with a concept-driven approach, the SW brings in all the ingredients for students to direct their own learning, think at deep and conceptual levels, and enjoy the learning process made of trials and errors. The nature of the SW approach is inquiry-based and learning-focused, it promotes the IB profile and the Approaches to Learning and Teaching. Teachers who have had contact with this pedagogy find it in agreement with the IB framework as it makes the learners’ thought processes visible. This approach can solve problems of student disengagement and also of heterogeneous groups. In addition, it promotes the growth of more inclusive classrooms where differentiation and personalization are constantly part of the classroom atmosphere and where students are leaders of their own journey of discovery. In this course, we will apply this approach to teaching French as a Foreign Language (or additional/second language, i.e. language acquisition). |
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| Audience: | |||||||||
| PK-12 French language teachers. Other foreign language teachers and ESL/ELL teachers would also benefit from the pedagogical framework. The workshop will be facilitated in English for the presentation part and in French for the practical learning experiences. | |||||||||
| Workshop Platform: | |||||||||
| Zoom | |||||||||
| Outline: | |||||||||
| Session 1 - WHY and SO WHAT? - Saturday 19th February (This session will be for Two and a half hours) Provocation
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| Session 2 - WHAT - Saturday 26th February (Two Hours) Connections between the SW and an inquiry-based and concept-driven approach
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| Session 3 - HOW and SO WHAT - Saturday 5th March (Two Hours) The role of autonomy-supportive feedback
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| Session 4 - How did it go? - Saturday 12th March (Two Hours) Learnings from your personal explorations and your trials and errors with students
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| Participants will: | |||||||||
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| Fanny Passeport | |||||||||
| Fanny Passeport is the Founder of No Borders Learning that serves PK-12 schools, educators, and families in co-constructing healthy learning ecosystems that attend to the heart, exercise the mind and engage the willpower. She is also a postgraduate student at the University of Dundee and has +11 years of experience in PK-12 international schools. Fanny is currently working as an Education Development Officer with the radical innovation unit called ErasmusX (Erasmus University Rotterdam). She is a published author and an award-winning educator. | |||||||||
| DATES & TIMES: 19th, 26th February & 5th, 12th March 2022 Each session is for 2 hours. London 7:00 am | Zurich 8:00 am | Dubai 11:00 am | India 12:30 pm | Hong Kong 3:00 pm | Melbourne 6: 00 pm Please click here to check your time for the workshop This workshop will be not recorded |
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