The why and how of independent learning
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

The why and how of independent learning

on

  • 473 views

Independence and autonomy, What do you think about it?

Independence and autonomy, What do you think about it?
Interesting What we can do in class as teachers?
and the students too What they can do?

Statistics

Views

Total Views
473
Views on SlideShare
473
Embed Views
0

Actions

Likes
1
Downloads
45
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

The why and how of independent learning Presentation Transcript

  • 1. The Why and How of Independent Learning
  • 2. Outcomes • • • • The concept of autonomy What does autonomy involve? Profile of autonomous learners Connection between autonomy the language classroom: – Challenges and teaching opportunities
  • 3. Warm up that begin with Work in groups of three or four. Find words 1. 2. 3. 4. 5. 6. 7. 8. ten: Inclination Tendency Delicate, gentle or sore A racket game Between baritone and alto Stretched tight A place to live Camping equipment Person who rents a house or an apartment
  • 4. Warm Find words that begin with up Work in groups of three or four. ten: 1. Inclination Tendency 2. Delicate, gentle or sore: Tender 3. A racket game: Tennis 4. Between baritone and alto: Tenor 5. Stretched tight: Tense 6. A place to live: Tenement 7. Camping equipment: Tent 8. Person who rents a house or an apartment: Tenant
  • 5. What is autonomy? • Work with a partner and come up with your own definition
  • 6. What is autonomy? • A generic definition: The competence to develop as a self-determined, socially responsible and critically aware participant in (and beyond) educational environments, within a vision of education as (inter)personal empowerment and social transformation. in Language Education in Europe: Towards a (Pedagogy for Autonomy Framework for Learner and Teacher Development (2007. Dublin : Authentik. Manuel Jinénez Raya, Terry Lamb, and Flávia Vieira)
  • 7. What is autonomy? • The ability to take charge of one’s own learning (Holec, cited in Griffiths, 2008) • The central issue is “decision-making in the learning process”. – This implies a change in role of the learner and teacher (more on this later)
  • 8. Autonomous learning is NOT: • • • • learning without a teacher or in isolation another teaching method just a set of skills, rules or strategies let students do what they like when they want to if they want to
  • 9. What does autonomy involve? Motivation, Self-esteem, Selfregulation, Independent action, Counseling, Learning Styles, Learning Strategies, Learner Training, Teacher Training, Self- and Peer-assessment, Critical reflection, Learner Diaries, Learner Contracts, Culture, Technology, Selfaccess, Decision-making, Affect, Multiple Intelligences, Differentiation, Selfinstruction, Learning Pathways, Perceptions and Beliefs, Goalsetting, Portfolios, Detachment…
  • 10. What does autonomy involve? • • • • • A capacity for ‘detachment’ Critical reflection Decision-making Independent action Learning styles and learning strategies
  • 11. “It’s too hot to struggle for autonomy!” New Yorker Cartoon by William Haefeli
  • 12. Autonomous learning: … maximizes learning opportunities. … encourages learners to incorporate ‘new’ forms in their language. … promotes genuine learning. AND … Without autonomous learning no one could possibly learn a language. The systems are too complex and too numerous for conscious learning. Adapted from: www.willis-elt.co.uk
  • 13. What makes an autonomous learner? • An autonomous learner: – goes beyond what the teacher presents in class. – likes to find ways to stay in contact with the target language outside the classroom. – does things beyond what the teacher asks or requests.
  • 14. What makes an autonomous learner? • An autonomous learner: – does things beyond what the teacher asks or requests. For instance, may do extra grammar exercises either in print or on line. – goes beyond what the teacher presents in class. For example, looks up a new word in a dictionary even if the teacher didn’t “teach” it during the lesson. – likes to find ways to stay in contact with the target language outside the classroom. For example, may regularly keep up with English language sites of interest on the internet.
  • 15. Becoming autonomous • Is a process of self-discovery • Needs some guidance • Implies making choices
  • 16. Teacher and learner roles in autonomous learning • • • • • Teacher Process Facilitator Feedback provider Supplier of tasks Decision maker Creator of opportunities • • • • Learner Decision maker Strategy user Manager of their autonomy Collaborator
  • 17. Open curriculum Centralization of decision making Autonomy in language teaching: A cline
  • 18. Autonomy and language teaching Focus on: – Learner involvement – Awareness of what’s relevant in their conditions and lived experience – Choice and responsibility – Social aspect of language learning
  • 19. – Learner involvement – Awareness of what’s relevant in their conditions and lived experience – Choice and responsibility – Social aspect of language learning
  • 20. Learner involvement • Learner training – Self-discipline – Self-assessment – Critical reflection upon learning progress
  • 21. Tips for self-discipline • • • • Set a time to study/do homework Learn at least one new word per day “Collect” words from the real world Use your own word to explain a grammar rule – Try explaining it to yourself – Try explaining it to others
  • 22. Adapted from McCarthy, McCarten and Sandiford Touchstone 2 Cambridge University Press
  • 23. Adapted from McCarthy, McCarten and Sandiford Touchstone 2 Cambridge University Press
  • 24. Learner involvement • Learner training – Self-discipline – Self-assessment – Critical reflection upon learning progress
  • 25. Learner involvement: practical example Woodward, T. 2009
  • 26. Baby Girl Cute Teddy bear Woodward, T. 2009
  • 27. Your turn dark Woodward, T. 2009
  • 28. – Learner involvement – Awareness of what’s relevant in their conditions and lived experience – Choice and responsibility – Social aspect of language learning
  • 29. Awareness of what’s relevant in their conditions and lived experience • Needs analysis • Difference between using English vs just remembering English
  • 30. Taken from Connect Second Ed by Richards, Barbisan and Sandy
  • 31. – Learner involvement – Awareness of what’s relevant in their conditions and lived experience – Choice and responsibility – Social aspect of language learning
  • 32. • Lesson plan vs learning plan Lessons become less predictable Students’ expectations Choosing a path
  • 33. – Learner involvement – Awareness of what’s relevant in their conditions and lived experience – Choice and responsibility – Social aspect of language learning
  • 34. Social aspect of language learning
  • 35. I just bought a new TV. about the tornado? Did I tell you about… the good news about John? I won a talent contest. my accident? Did I tell you... And guess what? Do you know what happened And you know what? Have you heard … to the woman next door? Adapted from: McCarthy, McCarten and Sandiford Touchstone, Cambridge University Press
  • 36. Social aspect of language learning: technology • Use of technology to foster autonomous learning
  • 37. Do you recognize them? Twitter Delicious Skype MySpace Google MSN Flickr Facebook
  • 38. Video maker example
  • 39. http://www.dfilm.com/live/moviemaker.html
  • 40. “I’m going away for the weekend. Would you mind feeding my husband?”
  • 41. How do I start helping my students become independent? • Get informed, read, discuss (AUTO-L online discussion list) • Give students choices, small at first • Discuss with students what they value as students as well as what is valued from students • Remember that autonomy = freedom • Needs analysis
  • 42. Needs analysis • Tasks • Teachers • Other students
  • 43. Example types of activities for autonomous learning  Cooperative  Inductive  Discovery  Problem-based  Role-plays
  • 44. Cooperative Taken from Richards, J. Interchange Third Edition Teacher’s Resource book
  • 45. Inductive
  • 46. Discovery Exercise where students receive input in the form of a text or conversation to notice, and then figure out, how an expression, word or structure is used.
  • 47. Problem-based
  • 48. Problem-based
  • 49. Role plays Types: - Students “act as if” they were someone else - Students “act as if” they were a well-known person - Students act as themselves in a given situation
  • 50. “I know, let’s try role reversal. I’ll go on and on and on about my miserable life and we’ll see how you like it.”
  • 51. Help learners identify their own preferred styles and strategies
  • 52. Taken from Connect Second Ed by Richards, Barbisan and Sandy
  • 53. Conclusions: In effect, successful or expert or intelligent learners have learned acquired knowledge about learning and the attitudes that enable them to use this knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous. Wendend 1991
  • 54. References • Griffiths, C. – ed – (2008) Lessons from Good Language Learners Cambridge University Press • Wenden, A. (1991) Learner Strategies for Learner Autonomy. London: Prentice Hall International. • White, C. (2003) Language Learning in Distance Education Cambridge University Press • Woodward, T. (2009) I think, therefore I learn 5 ETProfessional, 62:18-19 May