Why i can feel i can be an autonomous learner
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The document discusses learner autonomy and what it means to be an autonomous learner. It defines learner autonomy as being different than self-instruction, and that autonomous learners understand their learning goals, accept responsibility for their learning, help set goals, take initiatives in planning learning activities, and regularly review and evaluate their learning. The teacher's role is to create an environment where learners can develop their autonomy skills while learning content. The conclusion states the author thinks they can be an autonomous learner because it is necessary, they need to learn how, and want to share that approach with students as the school lacks resources.
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Nouveau document microsoft office word
1. Learner autonomy refers to learners taking responsibility and control over their own learning by determining objectives, content, and evaluation.
2. Autonomous learners are active, motivated, organized, and able to identify their own learning strategies and monitor their progress.
3. Developing learner autonomy requires learners to take responsibility, be intrinsically motivated, and use metacognitive strategies like planning, monitoring, and evaluating their learning.
Jiao learner autonomy 1
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
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Cooperative Learning and Learners' Autonomy
The document is a presentation about enhancing student autonomy through collaborative learning given by Abdeslam Badre to the Moroccan Association of Teachers of English in Casablanca on November 23rd, 2012. The presentation discusses why autonomous and collaborative learners are needed, how collaborative learning can be implemented in the classroom, and provides examples of collaborative learning activities and their benefits for students.
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This presentation was given on Methodology Day on 21 February 2014 by Alina Brooks.
"Perhaps the most often-quoted proverb among teachers is "you can lead a horse to water, but you can't make him drink". However, perhaps our duty as a teacher is not just to "give" material to the students, but also to teach them to learn? By developing the students' learning skills and strategies and by giving them options we empower and motivate the students."
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonCentro Estadual de Educaรงรฃo Tecnolรณgica Paula Souza ( Governo do Estado de Sรฃo Paulo )
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Jiao learner autonomy 2
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Jigsaw activity
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This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles are then described, including cognitive, sensory and personality styles. Finally, principles for teaching different styles and strategies are outlined.
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Nouveau document microsoft office word
1. Learner autonomy refers to learners taking responsibility and control over their own learning by determining objectives, content, and evaluation.
2. Autonomous learners are active, motivated, organized, and able to identify their own learning strategies and monitor their progress.
3. Developing learner autonomy requires learners to take responsibility, be intrinsically motivated, and use metacognitive strategies like planning, monitoring, and evaluating their learning.
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The document discusses didactics and teaching practices for English language teaching (ELT) at the primary school level. It covers several key points:
1. Traditionally, ELT for young learners was viewed from the teaching/learning process, with the teacher learning alongside the students.
2. Good teachers focus on how children learn and help students construct their own learning. The teacher's role is to create opportunities for learning.
3. Influential learning theories for ELT include Piaget's theory of constructing knowledge from experiences.
4. Theories of second language development, like Vygotsky's zone of proximal development and Bruner's scaffolding, inform how teachers can support students
Dickinson autonomy
The document discusses the link between learner autonomy and motivation based on a literature review. It finds:
1) Theories of intrinsic motivation posit that learners motivated by interest in learning tasks/outcomes learn more effectively than those motivated by rewards. Autonomy-supporting environments that allow self-determination enhance intrinsic motivation.
2) Attribution theory links motivation to learners' beliefs about the causes of success/failure. Learners who attribute outcomes to effort rather than ability are more motivated and effective. Autonomy may strengthen this attribution.
3) Research suggests autonomy enhances motivation, which leads to greater learning success and further increases motivation, creating a positive cycle. Autonomy preparation may thus boost motivation.
Methods Melisa
The document discusses various language teaching methods and what aspects the student would borrow from each. Some key points:
1) From the Audiolingual Method, the student would borrow transformation drills to help students communicate in simple sentence patterns.
2) From Total Physical Response, the student would borrow the idea that physical activity helps young learners learn and remember, as well as a focus on basic speaking skills over forms.
3) From Communicative Language Teaching, the student would borrow the most, such as using real-life situations to motivate students and allowing them to experiment freely with the language.
4) Overall, the student expresses a preference for methods that focus on meaningful communication over strict
Various forms of curriculum
This document discusses various forms of curriculum, including:
- Recommended curriculum developed by education authorities.
- Subject-centered curriculum organized around content units.
- Learner-centered curriculum focusing on both learners and instructors.
- Integrated curriculum adding elements to existing material and activities.
- Core curriculum of mandatory courses for all students.
- Written, taught, supported, assessed, learned, hidden, and other forms.
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Concept, need and function of teaching
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2. Teaching requires diagnosing students' entry behaviors and abilities, setting educational objectives, and analyzing available resources. It also involves selecting appropriate content and teaching methods tailored to individual students.
3. For teaching to be effective there must be interaction between the teacher as the independent variable working to influence students as the dependent variable through intervening variables like content, methods, and environment.
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The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.ย
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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- 1. Why I can feel I can be an autonomous learner Marรญa M. Orueta
- 2. Definition ๏ Learner autonomy is a problematic term because it is widely confused with self-instruction. It is also a slippery concept because it is notoriously difficult to define precisely. The rapidly expanding literature has debated, for example, whether learner autonomy should be thought of as capacity or behaviour; whether it is characterised by learner responsibility or learner control. (for a comprehensive survey, see Benson 2001).
- 3. Characteristics Autonomous learners understand the purpose of their learning programme, explicitly accept responsibility for their learning, share in the setting of learning goals, take initiatives in planning and executing learning activities, and regularly review their learning and evaluate its effectiveness. (cf. Holec 1981, Little 1991).
- 4. Helping language learners to become autonomous The teacher's role is to create and maintain a learning environment in which learners can be autonomous in order to become more autonomous. The development of their learning skills is never entirely separable from the content of their learning. (Karlsson et al. 1997).
- 5. Conclusion I think I can be an autonomous learner because first at all is in this days a necessity . I need to learn the way and I would like to share that with my students, since we do not have enough resources to learn the language at the school.
- 6. You cannot teach a man anything, you can only help him find it within himself. Galileo Galilei ( 1564-1642)