The Silent Way by Caleb Gattegno Presented by Plutus and Marina September 26, 2006 For TRED 251 L2 Instruction Presented by Plutus and Marina September 26, 2006 For TRED 251 L2 Instruction

Caleb Gattegno ( )  Born in Alexandria, Egypt on 11/11/11  Mathematician, teacher, lecturer, author  The “World’s Greatest Teacher”  e/caleb-gattegno.html e/caleb-gattegno.html  Born in Alexandria, Egypt on 11/11/11  Mathematician, teacher, lecturer, author  The “World’s Greatest Teacher”  e/caleb-gattegno.html e/caleb-gattegno.html

The Silent Way (SW)  Metacognition  Social interactions  knowledge and skills while at the same time developing autonomy, independence, and responsibility  subordination of teaching to learning  Metacognition  Social interactions  knowledge and skills while at the same time developing autonomy, independence, and responsibility  subordination of teaching to learning

The Silent Way (SW)  T’s Silence - tool placing responsibility on Ss  Platform for for interaction  Facility for self-monitoring  Setting S’s inner standards  S-S interactions - active exploration  Materials - Fidel charts, realia, gestures, drawings, pictures, cuisinaire rods  T’s Silence - tool placing responsibility on Ss  Platform for for interaction  Facility for self-monitoring  Setting S’s inner standards  S-S interactions - active exploration  Materials - Fidel charts, realia, gestures, drawings, pictures, cuisinaire rods

Learning Language & Culture  Linguistics Universals - every language has a subject, object, adjective, adverb, verb...etc.)  Self expression - to express thoughts, perceptions, ideas and feelings  Cognitive Coding - learners learn “ Cuisinaire rods" and "Fidel Charts"  Culture - integral to language  Linguistics Universals - every language has a subject, object, adjective, adverb, verb...etc.)  Self expression - to express thoughts, perceptions, ideas and feelings  Cognitive Coding - learners learn “ Cuisinaire rods" and "Fidel Charts"  Culture - integral to language

Roles and Interactions  Silent teacher - facilitates learning  Is aware of Ss’ L1 - what they already know  Decides what the next sequence is  Gives responsibility to the Ss through silence  Autonomous LLs  Ss work with others  Ss work on language skills (L, S, R, W)  Silent teacher - facilitates learning  Is aware of Ss’ L1 - what they already know  Decides what the next sequence is  Gives responsibility to the Ss through silence  Autonomous LLs  Ss work with others  Ss work on language skills (L, S, R, W)

Materials for Teaching  Charts - color-coded for sounds and used for sound/spelling association  Realia - context learning  Gestures - prompts for concepts  Drawings - stick figures for concepts  Cuisinarie rods - cognitive coding of grammatical patterns  Charts - color-coded for sounds and used for sound/spelling association  Realia - context learning  Gestures - prompts for concepts  Drawings - stick figures for concepts  Cuisinarie rods - cognitive coding of grammatical patterns

Cuisenaire Rods

Charts in English

Fidel Charts in English

SW Techniques & Structured Feedback  T’s silence - Ss’ active learning  Pronunciation  Cognitive coding  Peer correction  Self-correction  Structured feedback  Sound & word charts  T’s silence - Ss’ active learning  Pronunciation  Cognitive coding  Peer correction  Self-correction  Structured feedback  Sound & word charts

Errors, Feelings, Evaluations  Errors are considered normal - T uses Ss’ errors to reteach and move on  Ss’ feelings impact cooperative learning  Continuous monitoring & CFU  Errors are considered normal - T uses Ss’ errors to reteach and move on  Ss’ feelings impact cooperative learning  Continuous monitoring & CFU

Context & Skills  Builds on Ss’ prior knowledge  All 4 skills (L, S, R, W) are worked on from the very start  Builds on Ss’ prior knowledge  All 4 skills (L, S, R, W) are worked on from the very start

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