Quote:
Originally Posted by Onericali
high low structure teaching? negotiated.. whoa, tihs sounds good, can i have what you read please?
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Thanks for your enthusiastic reply. I don't get many of them. Sorry for the delay in getting back to you. I only drop by here now and again since I am not a trainer and this thread had "gone cold".
Some of the issues in developing a learning/teaching program (approach was actually for language training)
But in a nutshell:
1) Learning-centeredness
learners need to "learn the material but also learn the process of learning - so the program would have twin goals, (in this case learn the process of building muscle/losing fat etc) so the the learner can reach a point where they can make an informed decision about where they "want to go".
2) traditional "teaching vs negotiated learning"
That is a tough one in a nut shell, but basically teacher centered vs student centered ; high/low structure teaching refers to the amount of autonomy that the learner has in a particular activity. (high - very controlled- low - less controlled)
3)Needs analysis (orientation:proficiency or humanistic or specific purpose)
I think this is straight forward : what is the orientation of the teaching approach?
4) goals and objectives..
Anyway, this can be found in
Nunan, D. & Lamb, C. (2001). Managing the learning process. In D. R. Hall & A. Hewings (eds.)
Innovation in English language teaching. (pp. 27-45). Abingdon: Routledge.
I think, however, that you will find more applicable information in general education texts or curriculum development theory.
Perhaps Jennifer M could suggest some sources.
Cheers
Peter