The second method combined with the Communicative and Action Oriented Method is a Problem-Solving approach that considers language as a set of problems students have to meet, solve and conquer. The subordination of teaching to learning method is a method that states that the learning process should have the primacy over the teaching process. Teachers do not teach, they let learners learn from problems they meet. Teachers do not tell, they present inductive materials from which students start to deduce and find the answers.
This pro-active method has been invented by the great educationalist Caleb Gattegno, who created the Silent Way Method to teach languages. This method emphasizes on the inductive-deductive processes of learning proper to human beings and on the continuous feedback given by teachers to students to guide them through their learning processes. Teachers provide inductive materials while students spend energy meeting, thinking, understanding and mastering these new language materials.
This method is aimed at producing not only users of the language, but also thinkers of the language. Pro-active problem-solutionners. It is aimed at producing learners of French who methodically construct, think, conquer and finally see cognitively the entire architecture of the language. “Oh! Now I understand!”, comes repeatedly all along the learning process.
In our classes, the progressive construction of the entire architecture of French language, from complete beginners to mastery levels, is taught thanks to this inductive-deductive method that make students think while discovering.
And as a good example has more value than a long speech, can you guess what the following document is made for? Please, come for a Two Hour Trial Class to give to Gil your answer and work on it with him.