Contextual Teaching and learning (CTL)

1. The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John Dewey. John Dewey, an expert of classical education proposed the theory of curriculum and teaching methodology related to the student.s experience and interest.

Principally, the students will learn effectively if they can make a connection between what they are learning with the experience they had, and also they actively involve in learning process in the classroom. John Dewey,

Indirect Strategies for General Management of Learning

METACOGNITIVE STRATEGIES

"Metacognitive" means beyond, beside, or with the cognitive. There­fore, metacognitive strategies are actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process. Metacognitive strategies include three strategy sets: Cen­tering Your Learning, Arranging and Planning Your Learning, and Eval­uating Your Learning. Ten strategies form these three groups, the acronym for which is CAPE (see Figure 4.2). Remember these strategy sets by saying, "Metacognitive strategies make language learners more CAPE-able."

Direct Strategies for Dealing with Language

MEMORY STRATEGIES

Memory strategies, sometimes called mnemonics, have been used for thousands of years. For example, orators in ancient times could remember a long speech by linking different parts of the speech with different rooms of a house or temple, and then "taking a walk" from room to room [1]. Before literacy became widespread, people used memory strategies to re­member practical information about farming, weather, or when they were born. After literacy became commonplace, people forgot their previous reliance on memory strategies and disparaged those techniques as "gim­micks." Now memory strategies are regaining theft prestige as powerful mental tools. The mind can store some 100 trillion bits of information, but only part of that potential can be used unless memory strategies come to the aid of the learner.

Principles of communicative methodology KEITH MORROW

Introduction

One of the most striking characteristics of English language teaching in the UK in the past few years has been its pre-occupation with language rather than teaching. We have recently been interested much more in what should be taught than in how. With few exceptions research workers and course writers have focussed their attention on the content of the language programme rather than the ways in which this content should be taught. Notional syllabuses are widely debated and discussed; communicative methodology is still largely unexplored.