Learner's Learning Pedagogy (Equipping Learners for Autonomy)

1. Learners, Learning
Pedagogy.

2. Equipping Learners for Autonomy
- SHIELA MAE C. LLANES

3. Remainder of this Chapter
a. Examines the suitability of the
project work as a vehicle for actual
implementation in process
syllabuses, and
b. Explores how the individual learner
can be equipped to make such
syllabuses work.

4. The Suitability of Project Work

5. Defining Project Work

Project work is viewed "not as a
replacement for other teaching
methods" but rather as "an approach to
learning which complements
mainstream methods and which can be
used with almost all levels, ages and
abilities of students"
(Haines 1989).

6. Haines (1989)
- Suggests that projects are student-
centred activities, with students
choosing which topic to do and how
topics will be approached.

7. Haines (1989) proposes:
Information and research projects
- finding out about groups in the UK.
Surveys
- Language Surveys
Production projects
- developing a radio Programme
Performance projects
- arranging an American evening

8. Sequences in Project Work

9. Fried-Booth (1986)
- suggests the sequence shown on the next
slide.
-enables progressively greater
responsibility to be taken by learners.

10. Stages in the Implementation of Project Work
Communicative Activities
Role Plays
Mini real-world tasks
Assignments
Introductory Activities
Bridging Activities
Lead-in Activities
Simulations
Video
Small Projects
Full-scale Projects

11. Fried-Booth (1986)
suggests the ff. stages:
Classroom based
- Provision of stimulus materials
- Definition of project objectives
- Analysis and practice of language skills
- Design of written materials

12. Carrying out of projects
- Group activities
- Collation of information
Review Monitoring
- Organization of materials
- Final presentation

13.  Developing the skills of individuals
 Pre-project Work
-Communicative Activities
-Role plays and mini real-world tasks
 Bridging and lead-in activities
-Giving a short talk
-Conducting an interview
-Expressing information in different
ways.

14. Full-scale project work
-Stimulus and Objectives
-Analysing and practicing skills
-Group Activities
-Collocating and Organizing material
-Final Presentation

15. Learning Style Differences

16. Convergers
-learn best through active experimentation
and abstract conceptualization.
Concrete Learners
-learn best through their physical senses.
(touch, see, hear, taste and smell)
Conformists
-
Communicative Learners
-learn best through communicating with.

18. The End!!!!