1. The Silent Way
Tell me and I forget, teach me and I remember, involve me and I learn ~Benjamin Franklin

2. Background
Caleb Gattegno
The premise
The learning hypotheses

3. The learning hypotheses
Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
Learning is facilitated by accompanying (mediating) physical objects.
Learning is facilitated by problem solving involving the material to be learned.

4. Theory of learning
A successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.
Silent Way learners acquire “inner criteria”.
The Silent Way student is expected to become independent, autonomous and responsible.

5. Independent learners
Independent learners are aware that they must depend on their own resources and realize that they can use the knowledge of their own language to open up some things in a new language.

6. Autonomous learner
Autonomous learners choose proper expressions in a given set of circumstances and situations.

7. Responsible learners
Responsible learners know that they have free will to choose among any set of linguistic choices, the ability to choose intelligently and carefully is said to be evidence of responsibility.

8. The syllabus Structural syllabus Language items The imperative
Numeration and prepositions of location
Vocabulary

9. Instructional materials
Color-coded pronunciation charts (Fidel charts)
Color-coded vocabulary wall charts
Colored rods
A pointer
Reading/writing exercises

10. Fidel charts

11. Word charts

12. Colored Rods

13. Types of learning & teaching activities
The teacher models a word, phrase, or sentence and then elicits learner responses.
Learners then go on to create their own utterances by putting together old and new information.
Charts, rods, and other aids may be used to elicit learner responses.
Teacher modeling is minimal, although much of the activity may be teacher directed.

14. The principles
Silence is a tool. It helps to foster autonomy, or the exercise of initiative. The teacher should give only what help is necessary.
   Students need to develop their own inner criteria for correctness.
   Students should rely on each other and themselves. The teacher’s silence encourages group cooperation.

15.      The teacher works with the students while the students work on the language.The teacher is responsible for creating an environment that encourages student risk taking and that facilitating learning. He is a neutral observer, neither pleased by correct performance nor discouraged by error.
    Errors are important and necessary to learning. They show the teacher where things are unclear.
    At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time. Students learn at different rates.

16.     Students should receive a great deal without repetition.
    The elements of the language are introduced logically, expanding upon what students already know.
   The teacher can gain valuable information from student feedback. Students learn how to accept responsibility for their own learning.

17. Some learning takes place naturally as we sleep
     Some learning takes place naturally as we sleep. Students will naturally work on the day’s lesson then.
     The syllabus is composed of linguistic structures.
    The skills of speaking, reading, and writing reinforce one another.

18. The end