POST-METHOD CONDITION - creado desde un Mapa Mental

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METHOD

METHODOLOGY

THE LOGIC OF POST-METHOD

THE POSTMETHOD LEARNER

POST-METHOD PEDAGOGY

Plannned way of doing something

Is a construction that reflect

Has a lot myths

THE DEATH OF METHOD

Implies an orderly way of going about something planing and control

Could be a process rather that a product

Syllabus design

Textbook production

Clasroom procedure

Myth #1: There is a best method out there ready and waiting to be discovered.

Myth #2: Method constitutes the organizing principle for language teaching.

Myth #3: Method has a universal and a historical value.

Myth #4: Theorists conceive knowledge, and teachers consume knowledge.

Myth #5: Method is neutral, and has no ideological motivation.

Is a discussion between

a method-based one that is imposed on them

methodological one that is improvised by them

shows is that the concept of method has little theoretical validity and even less practical utility.

utility.

It means that is ambiguos

Resulting language teaching might be better understood and better executed if the concept of method weren't to exist at all

is what the teacher does in the classroom

in order to maximize learning opportunities for the learner.

To review the character and content of classroom teaching in all its pedagogical and ideological perspectives.

To fundamentally restructure our view of language teaching and teacher education.

To streamline our teacher education by refiguring the reified relationship between theory and practice.

It demands that we seriously contemplate the essentials of a coherent postmethod pedagogy.

can be visualized as a three-dimensional system

consisting of three pedagogic parameters:

The Parameter of Particularity.

The Parameter of Practicality.

The Parameter of Possibility.

merges into the parameter of practicality.

emphasizes local exigencies and lived experiences.

must be sensitive to a particular group of teachers teaching a particular group of learners pursuing a particular set of goals within a particular.

relates between theory and practice.

the teacher’s skill in monitoring his or her own teaching effectiveness

focuses on teachers’ reflection and action, which are also based on their insights and intuition.

Stress the importance of acknowledging and highlighting students’ and teachers’ individual identity

Encourage them to question the status quo that keeps them subjugated.

The need to develop theories, forms of knowledge, and social practices that work with the experiences that people bring to the pedagogical setting.

give to the students a meaningful role in pedagogic decision making.

treating them as active and autonomous players.

takes into account two views

The narrow view seeks to develop in the learner a capacity to learn to learn.

The broad view goes beyond that to include a capacity to learn to liberate as well.

recognizes the teachers’ prior knowledge

promotes the ability of teachers to know

The task of this

how to develop a reflective approach to their own teaching,

how to analyze and evaluate their own teaching acts

how to initiate change in their classroom

how to monitor the effects of such changes

is to create conditions for prospective teachers to acquire necessary authority and autonomy

that will enable them

Reflect their own pedagogic experiences

Shape their own pedagogic experiences

Transform their own pedagogic experiences