We believe in cooperative learning with authentic assessment and an inclusion of a vast range of current articles about teaching methodologies, ideal for people from all walks of life. We have diversified our teaching strategies by implementing service-learning projects and integrating technology in our classroom. These resources will help you gain the experience and expertise you need to become a successful English speaker, whether you’re a native or a qualified professional.
We use learner-centered classrooms that focus primarily on individual students’ learning. Our role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. These classrooms are goal-based. Students’ learning is judged by whether they achieve predetermined, developmentally-oriented objectives. Because people learn best when they hear, see, and manipulate variables, our methods are unique and oftentimes experiential.
On the other hand curriculum-centered classrooms that you will find in academic institutions and many language training centres focus essentially on teaching the curriculum. The teacher determines what ought to be taught, when, how, and in what time frame. The curriculum that must be covered throughout the course duration takes precedence. These classes often require strict discipline because student’s interests are considered only after content requirements are established. In this framework students are compared with one another. Student success is judged in comparison with how well others do. A fixed standard of achievement is not necessarily in place. In these classrooms grades resemble the familiar bell curve.
In order to visualize the difference between our classrooms and the curriculum based classrooms, let us check the comparison chart below:
|Information-age model||Factory model|
|Criterion-based||Norm (bell curve) based|
|Thematic integration||Single subjects|
|Process- and product-oriented||Product-oriented|
|Block scheduling||Short time periods|
|Collaboration||Isolated teaching and learning|
|Experiential knowledge||Rote knowledge|
Many institutions fall somewhere in the middle of this continuum. They are neither strictly learner-centered nor only curriculum-centered. They use what works for them based on their fundamental belief and structure.
We rely exclusively on the use of slides, movies, filmstrips, PowerPoint slides, photographs, illustrations, videos, or overhead transparencies. In contrast to a lecture, most of the information is presented visually, rather than orally.