Learning

Theories

Daw Mary
Associate Professor
English Department
Maubin University
Lesson
Objectives
share ideas of theories,
approaches & methods

discuss learning pyramid

What should a teacher know before starting
the lessons?

 Theories/ approaches/ methods/ techniques for

language teaching and learning

 Teacher’s roles

 Learners’ roles
 Theorie
s?
 Theory is a particular conception or view of
something to be done or of the method of doing
it; a system of rules or principles.
The Nature of Approaches and
Methods in Language Teaching
Three
Three Levels
Levels of
of Conceptualization
Conceptualization and
and Organization
Organization (Anthony,1963)
(Anthony,1963)

1. Approach: A set of specific theories about the nature of

language and language learning

2. Method: An orderly plan for the presentation of

language material based on the selected approach

3. Technique: An implementation strategy or trick used to

accomplish an immediate objective
Summary of elements and subelements that constitute a method
 Approaches/ Methods in ELT

1. Traditional Approaches/ Methods

2. Current Approaches/Methods

3. Contemporary Approaches/ Methods

 Traditional Approaches/ Methods

1. The Grammar Translation Method

2. The Direct Method
3. The Audio-Lingual Method
4. The silent Way
5. Desuggestopedia/ Suggestopedia
6. Community Language Learning
7. Total Physical Response (TPR)
8. Natural Approach
 Current Approaches/ Methods

1. Communicative Language Teaching (CLT)

2. Content-based Instruction
3. Task-based Language Teaching
4. Project-based Learning
5. Blended-Learning
etc.
Contemporary Approaches/ Methods

Electic Approach

“ Choose the best one”

 What is a teacher?
Types Subject Matter Teaching Methodology People

Explainer

Involver

Enabler

Scrivener (2011)
Roles?

Harmer (2001)
Learners’ Roles
 What is
Bloom’s?
 an instructional
theory that
categorizes levels
of learning.

 a tool for
instructors to
assist with writing
learning
outcomes,
curriculum
planning, content
delivery as well
as assessment of
learning levels.
 Why should
educator use
Bloom’s Taxonomy?
 Help educators develop critical
thinking and higher order
cognitive abilities in students
 Provide a framework, or
organization for classifying
classroom lesson objectives
How to Use Bloom’s
1. Use Bloom’s action verbs to
write learning outcomes.
2. Use Bloom’s levels to
structure course content
(curriculum mapping).
3. Use Bloom’s to
assess/measure student
progress.
 Use Bloom's action verbs to write learning
outcomes
(Putting together ideas or elements to
Create invent, modify, tell
develop a original idea or engage in creative
thinking.)

Evaluate Criticize, judge, (Judging the value of ideas, materials and

conclude methods by developing and applying standards
and criteria.)

Analyze compare, classify, examine (Breaking information down into its

component elements)

Apply use, organize, illustrate (Using strategies, concepts, principles

and theories in new situations)

Understand Explain, summarize, discuss (Understanding of given information)

Remember Describe, name, list (Recall or recognition of specific

information)
 Blooming Questions
Create Analyze
What would happen if ---? Evaluate Which events could not have happened ---?
How many ways can you ---? Do you think ---? Can you distinguish between ---?
Can you design a --- to ---? What are the consequences? What was the turning point ---?
Who will gain/loose?

1 2 3

4 5 6
Apply Understand Remember
Can you group by characteristics such as ---? Can you explain why ---? Can you name ----?
Which factors would you change if ---? Who do you think ---? How many -----?
What questions would you ask if ---? What is the main idea ---? Describe what happened after ---?
Thank you