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achiving autonomous learners
- 7. Find and use resources independently© Flexible Learning Associates Ltd 2009
- 11. See whether their learning is progressing or not, and change what they are doing to bring about improvements© Flexible Learning Associates Ltd 2009
- 15. See whether their learning is progressing or not, and change what they are doing to bring about improvements
- 16. Change what they are doing in response to changing circumstances© Flexible Learning Associates Ltd 2009
- 20. See whether their learning is progressing or not, and change what they are doing to bring about improvements
- 26. See whether their learning is progressing or not, and change what they are doing to bring about improvements
- 28. Exploit opportunities for working in groups as well as working aloneWhat can/must teachers do to help their learners acquire these skills? © Flexible Learning Associates Ltd 2009
- 29. Achieving autonomous learning The rectangle represents a programme of learning; a period, a project, a semester, a year or even the whole time at school/college Time © Flexible Learning Associates Ltd 2009
- 30. Achieving autonomous learning For learning to be successful the learning environment and the learners must be well organised, there has to be structure Structure Time © Flexible Learning Associates Ltd 2009
- 31. Achieving autonomous learning However, at the start of any programme learners don’t know what they don’t know, they don’t have the learning to learn skills, in short they lack structure Structure Time © Flexible Learning Associates Ltd 2009
- 32. Achieving autonomous learning To compensate for this the learning environment (the role played by teachers and other staff/resources/location/curriculum plan/assessment) must have structure Structure Time © Flexible Learning Associates Ltd 2009
- 33. Achieving autonomous learning If they are to become autonomous then, over time, learners must acquire structure…the goal for teachers is to help them do this Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
- 34. Achieving autonomous learning In traditional teaching approaches the teacher retains control of the learning environment (targets, content, assessments, learning styles, timings) throughout the programme Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
- 35. Achieving autonomous learning After the initial enthusiasm of a fresh start, if all major decisions are being made by someone else learners soon realise its best not to think for themselves Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
- 36. Achieving autonomous learning Some teachers believe in a ‘laissez faire’ approach in which they expect learners to plan what they have to do, find resources and complete assignments with little or no support Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
- 37. Achieving autonomous learning However the result is the same, without appropriate support from the beginning only the most gifted natural learners make progress, with no skills the rest lose their way Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
- 38. Achieving autonomous learning To achieve the goal teachers must gradually let go, ensuring that at each stage the learners have the skills and confidence to manage their learning themselves Autonomous learners Structure Time © Flexible Learning Associates Ltd 2009
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