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Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
Learner autonomy
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Learner autonomy

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  • 1. Learner autonomy Self Assessment Paul Kelsall
  • 2. Watch <ul><li>http://www.youtube.com/watch?v=-_XNG3Mndww&feature=relmfu </li></ul>
  • 3. How do you learn ? <ul><li>I hear and I forget. </li></ul><ul><li>I see and I remember. </li></ul><ul><li>I do and I understand. </li></ul>
  • 4. The autonomous person
  • 5. The autonomous person <ul><li>“ the one who chooses for himself what to think and what to do.” </li></ul><ul><li>Kupfer (1990) </li></ul>
  • 6. GOAL <ul><li>ADVANCE YOUR INDPENDENCE </li></ul><ul><li>I CAN DO HARD THINGS </li></ul><ul><li>I CAN DO THEM WELL </li></ul>
  • 7. The path to autonomy <ul><li>Model </li></ul><ul><li>Share </li></ul><ul><li>Guide </li></ul><ul><li>Independence </li></ul>
  • 8. Why? <ul><li>Learner involvement </li></ul><ul><li>Learner reflection </li></ul><ul><li>Appropriate target setting </li></ul>http:// www.youtube.com/watch?v = gahvJJFaRLw&feature = youtu.be&a
  • 9. What? <ul><li>'Autonomy is the ability to take charge of one's own learning' </li></ul><ul><li>(Holec, 1979). </li></ul><ul><li>'Autonomy is a capacity – for detachment, critical reflection, decision-making, and independent action </li></ul><ul><li>(Little, 1990). </li></ul><ul><li>'Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his/her learning and the implementation of those decisions' </li></ul><ul><li>(Dickinson,1993). </li></ul><ul><li>' A utonomy is characterized by a readiness to take charge of one’s own learning in the service of one’s needs and purposes. </li></ul><ul><li>(Dam 1995:1) </li></ul><ul><li>http://www.slideshare.net/jonathanlivingstone/learner-autonomy-in-a-nutshell </li></ul>
  • 10. How? <ul><li>situations in which learners study entirely on their own; </li></ul><ul><li>a set of skills which can be learned and applied in self-directed learning; </li></ul><ul><li>an inborn capacity which is suppressed by institutional education; </li></ul><ul><li>the exercise of learners’ responsibility for their own learning; </li></ul><ul><li>for the right of learners to determine the direction of their own learning </li></ul>
  • 11. How? <ul><li>Encourage students to be interdependent and to work collectively. </li></ul><ul><li>Ask students to keep a diary of their learning experiences. </li></ul><ul><li>Explain teacher/student roles from the outset. </li></ul><ul><li>Progress gradually from interdependence to independence. </li></ul><ul><li>Give the students projects to do outside the classroom. </li></ul><ul><li>Give the students non-lesson classroom duties to perform (taking roll, writing instructions, notices, etc. on the board for the teacher) </li></ul>
  • 12. <ul><li>“ Think of something you are good at I bet you … learnt it by self assessment” </li></ul><ul><li>http:// www.geoffpetty.com/selfassess.html </li></ul>
  • 13. Self assess <ul><li>* set his/her learning goals, identify and develop learning strategies to achieve such goals </li></ul><ul><li>* develop study plans </li></ul><ul><li>* reflect on his/her learning which includes identifying problem areas and means of addressing these problems </li></ul><ul><li>* identify and selects relevant resources and the necessary support </li></ul><ul><li>* assess his/her own progress and define his/her own criteria for evaluating performance and learning (including strategies, materials, etc) </li></ul><ul><li>Chan (2001 ) </li></ul>
  • 14. Disadvantages?
  • 15. <ul><li>Possible issues </li></ul><ul><li>Validity of student assessment (address this by providing clear learning objectives and marking criteria; have more than one assessor for each piece of work; build in teacher moderation). </li></ul><ul><li>Debate about whether peer assessment should be used for formative assessment only, or can be used summatively. </li></ul><ul><li>Students may allow friendships, rivalry etc, to affect their objectivity. </li></ul><ul><li>Involving students in assessment practices may increase an obsession with grades. </li></ul><ul><li>http://www.teachingexpertise.com/articles/peer-and-self-assessment-2867 </li></ul>
  • 16. Feedback <ul><li>[email_address] </li></ul><ul><li>http://www.slideshare.net/paulk70/ </li></ul>

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