the why and how of independent learning
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Independence and autonomy, What do you think about it? Interesting What we can do in class as teachers? and the students too What they can do?TRANSCRIPT
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
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