Brief description of Methods and Methodologies From Refresher course at Rennert

1. RENNERT INTERNATIONAL
METHODS AND
METHODOLOGIES
Silvia Del Salto- Néstor Bonilla

2. METHODS AND METHODOLOGIES
Communicative Language Teaching
Audio-Lingual Method
Total Physical Response (TPR)
Grammar-Translation Method
Task-Based Learning
Project Based Learning (PBL)
Natural Approach/ Method
Silent Way
Community Language Learning
Direct Method
Suggestopedia
Cognitive-Code Approach
Content Based Instruction (CBI)

3. METHODS AND METHODOLOGIES
1.- Grammar-Translation Method
2.- Direct Method (1900)
3.- Audio-Lingual Method (1950's and 1960's)
4.- Total Physical Response (TPR) (1960s)
5.- Silent Way (1970s)
6.- Community Language Learning (1970’s)
7.- Suggestopedia (1970s)
8.- Cognitive-Code Approach (1970s)
9.- Natural Approach/ Method (early 1980s)
10.- Communicative Language Teaching (1980s )
11.- Content Based Instruction (CBI)
12.- Task-Based Learning
13.- Project Based Learning (PBL)

4. PROJECT BASED LEARNING

5. 1.- DRIVING QUESTION – is the question that focuses the
students’ work and deepens their learning throughout the
process of finding the answer
2.- INDEPTH INQUIRY – students ask questions, search
for answers and arrive at conclusions
3.- NEED TO KNOW – students are motivated to learn
what is needed to answer the driving question because it
has a real world application
4.- 21ST CENTURY SKILLS – critical thinking, teamwork,
cooperation, problem-solving, communicating, etc…
PROJECT BASED LEARNING

6. 5.- STUDENT VOICE/ CHOICE –students have the choice
of presentation method; choice of lesson topic & context;
students learn to work independently and take
responsibility
6.- FEEDBACK & REVISION – students learn to give and
receive feedback and think about what and how they are
learning and what makes that effective
7.- PUBLICLY PRESENTED PRODUCT – presenting work
to other people which increases motivation and adds
authenticity
PROJECT BASED LEARNING

8. USING TEXT BOOKS EFECTIVELY
1.- You already know what you need to
cover/teach. So prepare clear objectives for you
and your students. objectives should be: SMART
Specific ( Specific Target Language, goals – level
of accuracy-level of fluency. Connected to a
specific activity.
Measurable
Attainable (accessable, duable, possible)
Realistic /real-world applicable (meaningful)
Time-bound (it needs to happen in a specific
activity at specific time. You have to know when
you will assess it.

9. USING TEXT BOOKS EFECTIVELY
2.- Once you have your objective you need to use
SARA – considering: _ECRIF – FMU-Ways to
increase fluency- PBL- TBL- A variety of classroom
models + configurations
1.- Select what you want to use
2.- Adapt based on the best way to teach – order of
activities.
3.- Reject what is missing
4.- Add in what is missing / new activities like a role-
play that aren’t in the book.

10. One lesson 50 minutes /4 lessons per day
False beginner Level 1 (beginner) = 8 weeks= 160 lessons
Beginner Level 2 (elementary) = 8 weeks= 160 lessons
Pre-intermed Level 3 (low intermediate) = 8 weeks= 160 lessons
Level 4 (low intermediate) = 8 weeks= 160 lessons
Level 5 (intermediate) = 8 weeks= 160 lessons
Intermediate Level 5 (adv. intermediate) = 8 weeks= 160 lessons longest levels
Level 6 (intermediate) = 9 weeks= 180 lessons
Level 6 (adv. Intermediate) = 12 weeks= 240 lessons TOEFL 80
Upper-interm. Level 7 (upper Intermediate) = 12 weeks= 240 lessons
Level 7 (adv. upper Intermediate) = 10 weeks= 200 lessons
Low advanced Level 8 (low advanced) = 10 weeks = 200 lessons
Advanced Level 9 (advanced) = 10 weeks = 200 lessons
Level 10 (proficient) = 12 weeks = 240 lessons
About 4 Years to Cover Levels 1-10
RENNERT
LEVELS

11. READING SKILL
What did you read? (text) How did you read it?(sub-skills)
1.- Predicting
A newspaper 2.- Skimming
A book 3.- extensive reading
A bus schedule 4.- scanning
An article/ email/ instructions 5.- intensive reading
An extract of an article / an article 6.- gist reading /reading for gist
Unfamiliar road signs 7.- inference
Other sub-skills happen before or
after reading: predicting,
summarizing, paraphrasing,
interpretation
1- before reading ; 2-7 use these
while reading

12. TEXTS Example
1.-Authentic texts - an American newspaper
- grade the task not the text
2.-Pedagogically prepared text - an article from the
textbook
3.-Semi –authentic texts - An authentic story that I
adapted to a new version for my class.