This document discusses successful language learning from both teachers' and students' perspectives. It emphasizes the importance of students being aware of their own learning processes, setting goals, and evaluating their progress. The document also addresses potential challenges teachers may face in implementing "learning how to learn" approaches and provides suggestions for overcoming issues like time constraints, mixed-ability classes, and constraints from textbooks or curriculums.

1. Learning How to Learn Developing Independent young learners Presented by Lee Knight

2. Successful language learners (Teachers’ thoughts) is prepared to take risks is motivated to learn English is creative is well organized pays attention has concentration is curious is confident

3. Successful language learners (Teachers’ thoughts) does not give up is keen to communicate participates actively corrects own mistakes takes every opportunity to use English is willing to plan and review work

4. Successful language learners (Students’ thoughts) All types of pupil regardless of character (Positive) Shy pupils will have more difficulty because he/she doesn’t dare to ask. (Negative)

5. What can you do to help yourself become a successful learner? Games and songs Books and Tales Playing Paper Teacher Writing and Reading Video/TV Practice it Studying Pay attention in class Make an effort Complete your homework Translate a bit of text each day Travel abroad Practice at home Songs Books with examples Listen to tapes Watch films Read books 7 year olds 10 year olds 13 year olds

6. What does ‘Learning how to learn’ mean? How do I learn? Learners need to be aware of strategies they are using and how effective they are. What are my goals? They need to know why they are learning so they can set their own goals and plan their learning

7. What does ‘Learning how to learn’ mean? How shall I manage my learning? They need to manage learning, feelings and make choices so they are using time and skills in most appropriate way How am I getting on? Be able to monitor learning and evaluate progress so can take appropriate steps to improve it

8. Developing pupils’ capacity to ‘Learn how to Learn’ What activity am I doing? If students know what learning task they are going to do, they can make use of previous knowledge about such tasks Why am I doing it? If pupils understand the significance of what they are doing, they can co-operate in working towards a particular outcome and know whether their work is relevant to goal that has been set

9. Developing pupils’ capacity to ‘Learn how to Learn’ How shall I do it? If students know how you want them to work and how long they have to do the activity, they have better chance of being effective How do I know when I am successful? If you tell pupils how you are going to assess their performance, they will know what to aim for. They will be able to monitor when they have been successful.

10. Teachers’ concerns about implementing ‘Learn how to Learn’ goals and how to combat them Use of mother tongue Set aside some time for use of L1 for reflection on learning. Separate this time from the lesson. Colleagues don’t work like this in their classes Convince other teachers by being open about your methods. Ask their advice, convince boss to develop whole school policy Parents’ attitudes – ‘wasting their children’s time ’ Send letter to parents. Invite them to see what you are doing at parents’ evening

11. Teachers’ concerns about implementing ‘Learn how to Learn’ goals and how to combat them Takes time / Lack of time to finish work Develop a systematic program throughout the year. Develop reusable materials. Use stronger pupils to help. Integrate with usual teaching. Mixed-ability classes Encourage pair and group work and peer tutoring Bad behaviour Negotiate classroom rules Reinforce and praise positive behaviour. Constraints of textbooks/curriculum – textbooks are not ‘learn how to learn’ orientated Adapt to fit your needs. Build in an explicit ‘learning to learn’ focus.

12. Summary Teachers’ views Various types of learners are all able to learn in their own way Pupils’ views Important to know your students inside out What ‘learning how to learn’ means?! Being aware and conscious of how you learn a language Ways of developing capacity to ‘learn how to learn’ Start from what you do every day in the lesson. What, how, why and expected outcomes. Teachers’ worries about ‘learning how to learn’ Think positively and team work difficulties. Communicate!