Click on the buttons below to read more about any one basic tenet of INTERLINK instruction.
In needs-based classes, the learner’s needs take precedence over every other concern and consideration. Factors such as students’ needs, educational backgrounds, cultural conditioning, idiosyncratic learning styles, and personal circumstances all play a role in how (and how well) students learn, and therefore, are of consequence to how teachers conduct classes. At INTERLINK:
Because we believe that we cannot truly “teach” language but only guide and assist students in their learning, the teacher’s role is to be a facilitator who provides “a nurturing context for learning” (H. D. Brown) Textbooks are auxiliary tools, not the core of a class. Using student knowledge and experience as starting points, classes focus on expanding, examining, challenging, and reformulating this content, with academic outcomes in mind. At INTERLNK:
Holistic education refers both to teaching to the whole person and the integration of skills and materials within a given activity. Just as we cannot ignore the whole character of the learner, neither can we ignore the unified nature of language itself and teach such skills as grammar or pronunciation in isolation and without regard to real communication.
Reflection helps students retain and integrate what they learn, as well as better understand their own needs, strengths and weaknesses, and identify initiative-taking strategies for coping with problems and making further progress. At INTERLINK, students:
Teaching should be flexible and responsive to students’ individual needs. Instruction focuses on students rather than on the materials of instruction.
Heuristic learning or learning through discovery tends to be inductive, experiential, creative, self-motivated, and dynamic. The paradigm of heuristic learning is represented by a student solving a problem rather than digesting information fed by a teacher. At INTERLINK: