Community Learning

Humanistic Approach

This approach is rooted in the progressive

philosophy and child-centered movement. It
considers the formal or planned curriculum and
the informal or hidden curriculum. It considers
the whole child and believes that in curriculum
the total development of the individual is the
prime consideration. The learner is at the center
of the curriculum.
Community Learning

Community learning is a teaching method that

promotes student learning through active
participation in meaningful and planned service
experiences in the community that are directly
related to course content. High quality
community learning blends academic learning,
practical experience, personal exploration and
reflection on student roles and involvement in
their communities.
 Types of learning and teaching
activities:
 Translation – learners sit in a small circle. A learner whispers what he
wants to say to the teacher, who then translates it into the target
language. The learner then repeats the sentence.
 Group Work – Learners engage in various group tasks, discussion of a
topic, preparing a conversation, preparing a story that will be
presented to the teacher and the rest of the class.
 Recording: Students record conversations in the target language.
 Reflection and Observation: learners reflect and report on their
experience of the class. This usually consists of expression of feelings,
sense of one another, reactions to silence, concern for something to
say etc.
Learner Role:

 The learner is considered a member of a community

with fellow students and the teacher.
 Learning is viewed as a collaborative experience.
 Learners are encouraged to provide meanings they wish
to express, support fellow students and report inner
feelings and frustrations as well as joy. They also
become counsellors to other learners within the group.
Teacher Role:
 At the deepest level, the teacher’s function comes from the
counselling functions as described in Rogerian psychological
counselling.
 In the early stages the teacher works in a supportive role, providing
L2 translations and a model for imitation at the request of the
‘clients’.
 As learning progresses the teacher is likened to a ‘nurturing parent’
and as the student grows in ability, the nature of the relationship
changes so that the teacher’s position becomes somewhat
dependent on the learner. The knower derives a sense of self-worth
through requests for the knower’s assistance.
SUGGESTOPEDIA
Background

An educational method based on a modern

understanding of how the human brain works
and how we learn most effectively.
It is often claimed that it can teach languages
approximately three times as quickly as
conventional methods.
PRINCIPALS
Learners’ roles

Commitment to the class and its activities.

Respect and trust their teacher.
Relax and believe in the method
Feel comfortable.
Do their assignment
Teachers’ roles

To create situations in which learners are most

suggestible.
 Show absolute confidence in the method.
Organized and observe.
Source of authority.
Encourage face to face communication.
SUMMARY