Developing Learner Autonomy<br />Learners doing it for themselves<br />
Introduction<br />Identify what an autonomous learner is:<br />good learners / bad learners<br />Look at how that affects ...
What about Teacher Autonomy?<br />How much opportunity do you have to decide what / how to teach your learners?<br />What ...
Good Learners		Bad Learners<br />Reflect on their learning and make decisions about it<br />Take responsibility for their ...
Expect the teacher to be responsible for their learning and their progress
May have little enthusiasm for learning English
May think they know more than the teacher
May not know how to study effectively</li></li></ul><li>Adapted from Scharle & Szabo (2005), who adapted it from Brandes &...
Learning Strategies<br /><ul><li>Cognitive Strategies </li></ul>help learners process input, & transform and apply L2 know...
Meta Strategies<br />Meaning of meta: <br />metalanguage<br />(from Greek: μετά = "after", "beyond", "with", "adjacent", "...
A model of metacognition<br />Taken from Lessons from Good Language  Learners, (2008) p100<br />
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Developing learner autonomy 8.18

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I developed this presentation for teacher training. The audiences have been varied but mostly to teachers for whom the ideas of learner autonomy are either new or seem unrealistic.

The aim is to give them some background and then show how to start at ground zero. Every little helps.

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  • Classroom English: If learners know how to ask questions and can tell you when they don’t understand, then you have made the very first step to making them responsible for their own learning.Share information: What the course is, what they have to achieve, timescales, what the exam will be about, study skills, rules. Strengths and Weaknesses: Tell them it is their responsibility to learn – you (the teacher) and the course book are there to support their learning but they have to active participants. They have to make time to review / revise / learn.Study skills – suggest different ways to study. Make sure they know they are all different – if one student find it easy to learn vocabulary, it doesn’t mean the others are stupid, they have to develop their own strategies for learning. The teacher facilitates that learning by giving learners ideas about how to learn.Most of the adult learners in my classes have jobs, families and are studying for a master’s. They also have to make time for English. I encourage them to spend a short time every day (if possible) on their English study. 10-15 minutes everyday is better than an hour once a week. Listening to English radio / TV / films / podcasts is a great way to improve listening skills even if you don’t understand much for the first few months. Your ‘ear’ will tune-in eventually. Suggest learners find a study partner or someone you can practice speaking English with . This can be a classmate, another student learning English, a child in the family, anyone that can speak some English. It does not need to be a native speaker. With a study partner,
  • Developing learner autonomy 8.18

    1. 1. Developing Learner Autonomy<br />Learners doing it for themselves<br />
    2. 2. Introduction<br />Identify what an autonomous learner is:<br />good learners / bad learners<br />Look at how that affects teaching<br />Examine what we can do in the classroom to develop and encourage learning<br />
    3. 3. What about Teacher Autonomy?<br />How much opportunity do you have to decide what / how to teach your learners?<br />What is your role as a teacher? <br />
    4. 4. Good Learners Bad Learners<br />Reflect on their learning and make decisions about it<br />Take responsibility for their learning and their progress<br />Know why they are learning English and try to stay motivated<br />Know how to study effectively<br /><ul><li>Blame teachers or the course book for poor results
    5. 5. Expect the teacher to be responsible for their learning and their progress
    6. 6. May have little enthusiasm for learning English
    7. 7. May think they know more than the teacher
    8. 8. May not know how to study effectively</li></li></ul><li>Adapted from Scharle & Szabo (2005), who adapted it from Brandes & Ginnes (1992)<br />
    9. 9. Learning Strategies<br /><ul><li>Cognitive Strategies </li></ul>help learners process input, & transform and apply L2 knowledge<br />Affective Strategies<br />learners create positive attitudes and stay motivated<br />Sociocultural-interactive Strategies<br />help learners with communication, sociocultural contexts and identity.<br />
    10. 10. Meta Strategies<br />Meaning of meta: <br />metalanguage<br />(from Greek: μετά = "after", "beyond", "with", "adjacent", "self"), is a prefix used in English (and other Greek-owing languages) to indicate a concept which is an abstraction from another concept, used to complete or add to the latter.<br /> Metacognition<br /> Metaknowledge<br />Metastrategies<br />
    11. 11. A model of metacognition<br />Taken from Lessons from Good Language Learners, (2008) p100<br />
    12. 12. What you can do in the Classroom<br /><ul><li>Classroom English
    13. 13. Share information
    14. 14. Ask learners to identify their strengths and weaknesses
    15. 15. Tell learners how you see it
    16. 16. Take yourself out of the picture
    17. 17. Be consistent</li></li></ul><li>references<br />Scharle & Szabo (2005) Learner autonomy: a guide to developing learner responsibility<br />Carole Griffiths Lessons from Good Language Learners (2008)<br />Rebecca Oxford Teaching and Researching Language Strategies (2011) <br />
    18. 18. Teachers Say: <br /> My students are lazy and they never do their homework.<br /> They never remember anything I teach them!<br /> We did the present perfect last week but they got it wrong today. <br /> I tell them to study hard but they don’t care. I’ll have to give them more tests. <br />
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