the why and how of independent learning

The Why and How of Independent Learning

Outcomes• The concept of autonomy• What does autonomy involve?• Profile of autonomous learners• Connection between autonomy the language

classroom:– Challenges and teaching opportunities

Warm upWork in groups of three or four. Find words that begin with

ten:1. Inclination2. Delicate, gentle or sore3. A racket game4. Between baritone and alto5. Stretched tight6. A place to live7. Camping equipment8. Person who rents a house or an apartment

Tendency

Warm upWork in groups of three or four. Find words that begin with

ten:1. Inclination Tendency2. Delicate, gentle or sore: Tender3. A racket game: Tennis4. Between baritone and alto: Tenor5. Stretched tight: Tense6. A place to live: Tenement7. Camping equipment: Tent 8. Person who rents a house or an apartment: Tenant

What is autonomy?• Work with a partner and come up with your

own definition

What is autonomy?• A generic definition: The competence to

develop as a self-determined, socially responsible and critically aware participant in (and beyond) educational environments, within a vision of education as (inter)personal empowerment and social transformation.

(Pedagogy for Autonomy in Language Education in Europe: Towards a Framework for Learner and Teacher Development (2007. Dublin : Authentik. Manuel Jinénez Raya, Terry Lamb, and Flávia Vieira)

What is autonomy?• The ability to take charge of one’s own

learning (Holec, cited in Griffiths, 2008)• The central issue is “decision-making in the

learning process”.– This implies a change in role of the learner and

teacher (more on this later)

Autonomous learning is NOT:

• learning without a teacher or in isolation• another teaching method• just a set of skills, rules or strategies• let students do what they like when they

want to if they want to

What does autonomy involve?Motivation, Self-esteem, Self-regulation,

Independent action, Counseling, Learning Styles, Learning Strategies, Learner Training, Teacher Training, Self- and Peer-assessment, Critical reflection, Learner Diaries, Learner Contracts, Culture, Technology, Self-access, Decision-making, Affect, Multiple Intelligences, Differentiation, Self-instruction, Learning Pathways, Perceptions and Beliefs, Goal-setting, Portfolios, Detachment…

What does autonomy involve?• A capacity for ‘detachment’• Critical reflection• Decision-making• Independent action• Learning styles and learning strategies

“It’s too hot to struggle for autonomy!”

New Yorker Cartoon by William Haefeli

Autonomous learning:

… maximizes learning opportunities.

… encourages learners to incorporate ‘new’ forms in their language.

… promotes genuine learning.

AND …

Without autonomous learning no one could possibly learn a language. The systems are too complex and too numerous for conscious learning.

Adapted from: www.willis-elt.co.uk

What makes an autonomous learner?• An autonomous learner:– goes beyond what the teacher presents in class.

– likes to find ways to stay in contact with the target language outside the classroom.

– does things beyond what the teacher asks or requests.

What makes an autonomous learner?• An autonomous learner:– does things beyond what the teacher asks or

requests. For instance, may do extra grammar exercises either in print or on line.

– goes beyond what the teacher presents in class. For example, looks up a new word in a dictionary even if the teacher didn’t “teach” it during the lesson.

– likes to find ways to stay in contact with the target language outside the classroom. For example, may regularly keep up with English language sites of interest on the internet.

Becoming autonomous• Is a process of self-discovery• Needs some guidance• Implies making choices

Teacher and learner roles in autonomous learning

Teacher• Process Facilitator• Feedback provider• Supplier of tasks• Decision maker• Creator of

opportunities

Learner• Decision maker• Strategy user• Manager of

their autonomy• Collaborator

Open curriculum

Autonomy in language teaching: A cline

Autonomy and language teachingFocus on:– Learner involvement– Awareness of what’s relevant in their conditions

and lived experience– Choice and responsibility– Social aspect of language learning

–Learner involvement–Awareness of what’s relevant in their

conditions and lived experience–Choice and responsibility–Social aspect of language learning

Learner involvement• Learner training– Self-discipline– Self-assessment– Critical reflection upon learning progress

Tips for self-discipline

• Set a time to study/do homework• Learn at least one new word per day• “Collect” words from the real world• Use your own word to explain a grammar rule– Try explaining it to yourself– Try explaining it to others

Adapted from McCarthy, McCarten and Sandiford Touchstone 2 Cambridge University Press

Adapted from McCarthy, McCarten and Sandiford Touchstone 2 Cambridge University Press

Learner involvement• Learner training– Self-discipline– Self-assessment– Critical reflection upon learning progress

Learner involvement: practical example

Woodward, T. 2009

Woodward, T. 2009

Cute

Baby

Girl

Teddy bear

Your turn

Woodward, T. 2009

dark

–Learner involvement–Awareness of what’s relevant in their

conditions and lived experience–Choice and responsibility–Social aspect of language learning

Awareness of what’s relevant in their conditions and lived

experience• Needs analysis• Difference between using English vs just

remembering English

Taken from Connect Second Ed by Richards, Barbisan and Sandy

–Learner involvement–Awareness of what’s relevant in their

conditions and lived experience–Choice and responsibility–Social aspect of language learning

• Lesson plan vs learning plan

Lessons become less predictable

Students’ expectations

Choosing a path

–Learner involvement–Awareness of what’s relevant in their

conditions and lived experience–Choice and responsibility–Social aspect of language learning

Social aspect of language learning

I just bought a new TV.

And you know what?

Did I tell you about…

my accident?

Did I tell you...

about the tornado?

I won a talent contest.

And guess what?Do you know what

happened

the good news about John?

Have you heard … to the woman next door?

Adapted from: McCarthy, McCarten and Sandiford Touchstone, Cambridge University Press

Social aspect of language learning: technology

• Use of technology to foster autonomous learning

Do you recognize them?Do you recognize them?

Delicious

MSN

MySpace

Flickr

SkypeTwitter

Google

Facebook

Video maker example

http://www.dfilm.com/live/moviemaker.html

“I’m going away for the weekend. Would you mind feeding my

husband?”

How do I start helping my students become independent?

• Get informed, read, discuss (AUTO-L online discussion list)

• Give students choices, small at first• Discuss with students what they value as

students as well as what is valued from students• Remember that autonomy = freedom• Needs analysis

Needs analysis

• Tasks• Teachers• Other students

Example types of activities for autonomous learning

Cooperative

Inductive

Discovery

Problem-based

Role-plays

Cooperative

Taken from Richards, J. Interchange Third Edition Teacher’s Resource book

Inductive

Discovery

Exercise where students receive input in the form of a text or conversation to notice, and then figure out, how an expression, word or structure is used.

Problem-based

Problem-based

Role playsTypes:- Students “act as if” they were someone else- Students “act as if” they were a well-known person- Students act as themselves in a given situation

“I know, let’s try role reversal. I’ll go on and on and on about my miserable life and we’ll see how you like it.”

Help learners identify their own preferred styles and strategies

Taken from Connect Second Ed by Richards, Barbisan and Sandy

Conclusions:In effect, successful or expert or intelligent learners have learned acquired knowledge about learning and the attitudes that enable them to use this knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous.

Wendend 1991

References• Griffiths, C. – ed – (2008) Lessons from Good

Language Learners Cambridge University Press • Wenden, A. (1991) Learner Strategies for Learner

Autonomy. London: Prentice Hall International.• White, C. (2003) Language Learning in Distance

Education Cambridge University Press • Woodward, T. (2009) I think, therefore I learn 5

ETProfessional, 62:18-19 May