The main assumption is the division of time during classes and attention within the group in the proportion 30% to 70%, where:
A. 30% time is dedicated to:
- Explaining and correcting errors in reasoning.
- Answers to questions.
- Discussion on topics related to previously acquired knowledge.
In addition, we limit the speaking time of the teacher to 30%, because he or she takes the position of a helper in searching for messages and asking questions, and a person indicating ways of acquiring knowledge instead of the current transfer of knowledge as its authoritative representative.
B. 70% time is dedicated to:
- Realization of new language material including grammar,
word formation and other linguistic components.
- Discussions, analyzes, arguments, development of critical thinking.
- Practical translation of previously acquired knowledge and language structures into current ones
literary works or trade articles.
- Business game and simulation of business / private situations.
- Carrying out case studies and formulating conclusions.
Due to the active role of the listener, as a person partially influencing the course of the class, his position is not limited only to the role of a passive participant, but an active moderator of the plan and researcher in the subject. Therefore, under the watchful eye of the teacher who ensures the correct and effective course of the course, the student explores the issues individually, actively engages in discussions and constructs individual conclusions.
Problem Based Learning
Linguistic affirmation - creating a natural environment in which we function “in English”. Exchange of everyday content in Polish with content in English.
Problem Based Learning Method - This teaching focuses on the essence of the issue, which puts the student at the center of the process of transferring knowledge and prompts him to independently seek solutions. The teacher prepares materials for discussion among learners, directs classes and discussions on the right track, points to errors in reasoning and indicates further sources of information, leaving the student with space for their own work and self-reflection. The listener undergoes an initial evaluation to determine:
A. What do I know? ---- What do I need to know?
B. What can I do? ----- What do I need to learn?
- The problems and issues discussed simulate everyday life situations.
- The teacher, by asking the right questions, encourages the listener to combine current information with previously acquired knowledge to reflect the listener and understand the essence of the topic under discussion.
- Close cooperation within the group and with the teacher and full open communication. The "no stupid questions" principle is very important and makes language popular when all even minor problems are communicated openly.
- Analyzing the results of the students' work. Consolidation of acquired new information and the method of reasoning used together with the formulation of conclusions.
Based on the conducted consumer research and years of experience in teaching adults, we have created a method and guidelines for "immersion" in the language, based on linguistic affirmation. It consists in "implanting" certain habits in your own subconscious and looking for practical aspects of using language at every stage of our day at work and outside.
Additionally, classes based on the "Problem Based Learning" method place great emphasis on the development of such skills as: critical thinking, collaborative work, self-improvement, communication. The important thing in the method is that the teacher is constantly working on the individual issues of you as a client. At the same time, it eliminates mistakes, gradually increasing your self-confidence. By inverting the proportion from the school bench, YOU take over even the 70% of practical initiative in class.