SlideShare ist ein Scribd-Unternehmen logo
1 von 18
Jane Maria Harding da Rosa
Professional Development Coordinator
International House Newcastle
Is learner independence the same
as learner autonomy?
 Being able to work independently, on their own is not quite

the same as students deciding what they need to do, how
they learn best and what would benefit their own learning.
 The students who can take responsibility for their learning
are more successful (in terms of progress) than those who rely
solely on the teacher
 It is, however, the teacher’s responsibility to encourage and
demonstrate learner training and language tasks in the
classroom so that students are equipped with tools to help
them make decisions about what they can do outside class.
 Teachers should provide practical ideas to promote learner
autonomy
2
How can you promote learner
autonomy in the classroom?
• Set learning goals
• Give choices

• Demonstrate learning tasks
• Encourage students to set

their own tasks/rewards

3
Set some learning goals
S-M-A-R-T goals!
Specific, Measurable, Achievable, Realistic and Timely
The teacher can start by setting goals, encouraging the students
to set their own
Examples:
• By Christmas I will read a (graded) book in English.
• I will try to use an English-English dictionary
• I will set myself and complete a learning task each week.
(see slides on demonstrating learning tasks)

4
Give students choices
Do you give all your students the same
tasks for homework? Why? Why not?
Why?
- easier to mark/check
- students can get peer support
- students’ progress/abilities can be compared within the group
- checks exactly how each student understood the task
Why not?
- more personalised learning
- differentiation in terms of task/skills
- help foster learner independence
Examples:
• For homework, choose an activity from …
• Answer 3 out of the 5 questions
• Choose one of the two topics

5
What’s the difference?
Home-learning

 There is something about the word ‘work’ that implies it is

more of a chore. Learning, on the other hand, implies a
benefit to the person doing it.
 A piece of ‘work’ is something that should be developed
until the author/artist is pleased with the result.
 Homework is to be handed in, for the teacher to mark
 Home learning is optional, but encouraged; for students
to see the benefit of learner autonomy (teacher doesn’t
check (or can’t check) if it has been completed. The onus
is on the student to complete the tasks, and/or to set their
own tasks.
Demonstrate Learning Tasks
As already mentioned, it is not enough to talk about what
students can do at home, they need concrete examples. It
needs to start in the classroom so they can see that they
can take the ideas and activities and do them at home.
The following slides provide ideas for how to demonstrate
learning tasks in class, with the assumption that students
can do the same on their own.
Demonstrate Learning Tasks
Headlines:
Take the headlines from a newspaper article, or even a
text from a coursebook to start with.
Elicit questions on to the board about the headline.
This
 activates interest in the text
 gives students practice in writing questions
 Provides students with a purpose to read.
If it becomes a routine in class, it could become a habit
outside class
Demonstrate Learning Tasks
What are your students thinking...in?
 Encourage them to ‘Think in English’
(activate their inner voice in English)
 Start to think consciously in English so it moves
to the subconscious
 (aim for thinking in the unconscious...ie
dreaming in English!)
For a handout and more information see
http://wp.me/pTy0L-2C
Demonstrate Learning Tasks
Encourage your students to have imaginary
conversations: Is there someone they see
everyday?
Sit quietly and ask them to think.
What would they say to...
...the person sitting next to them on the bus?
... someone walking towards them in the
street?
... to their teacher if they saw them in a cafe?
Demonstrate Learning Tasks
Writing sentences really helps to consolidate
grammar and vocabulary.
Encourage your students to write sentences using
the language covered in class.
Expand the sentences they have written by
adding adverbs and adjectives.
Take the verb they have used and make it into a
noun or a noun to an adjective etc. And re write
the sentence.
Doing it in class first gives the students the
confidence to do it at home. Check their home
learning if they ask you to.
Demonstrate Learning Tasks
The majority of your students now have a smart phone or
ipad/ipod in class. They all have access to a recording
app.
When they next do a pairwork discussion, get them to
record their conversation.
Ask them to listen to it. What does it sound like to
them? How can they make improvements to their
speaking? (pronunciation/ errors/ L1 interference?)
How can they make it sound more ‘English’?
Ask them to transcribe their conversation. Can they
identify their mistakes now? Which ones do they
repeat? Can they correct them?
Demonstrate Learning Tasks
When you have finished a reading text or article
get students to notice the language that is
used.
Underline the different tenses in different colours
(present perfect and past simple) what do they
notice (which is more common)
Highlight adjectives and nouns in different
colours. What do they notice about word
order?
Choose a part of speech and focus on it in one
text. Ask them to identify what they find
difficult and encourage them to notice that
language in a different text.
Demonstrate Learning Tasks
Mindmaps are a useful resource
as they can be added to and
built up gradually and have a
visual affect on the learner.
Ask students to reproduce a
mindmap that was used in
class
Remind students they can take
photos of the white board at
the end of a lesson and look
back at what the language
that was covered.
Demonstrate Learning Tasks
Remind students that they can take photos of
the language they see while they are out and
about.,
Encourage them to find out what it means.
The photos on their phones can also be used
to promote conversation in class; describing
what they see, what they were doing, who
they were with etc.
They can then use other photos to think in
English at home (see earlier slide on
thinking in English)
Encourage learners to set
themselves....
 A Ten Minute Task
 A Quick Quest
 A Massive Mission

They should also give themselves
rewards for completing some
home-learning
Fostering Learner Autonomy in the Classroom
Jane Maria Harding da Rosa
jmhdrosa@gmail.com
jmhdr.wordpress.com

Thank you

Weitere ähnliche Inhalte

Was ist angesagt?

Language learning styles and strategies
Language learning styles and strategiesLanguage learning styles and strategies
Language learning styles and strategiesUNY Pasca PBI-B
 
A.content based instruction (cbi)
A.content based instruction (cbi)A.content based instruction (cbi)
A.content based instruction (cbi)diah Cwek Tauruz
 
Teaching Listening
Teaching ListeningTeaching Listening
Teaching ListeningDorothy 76
 
CLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated LearningCLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated Learningangelammoyano
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciationMeilina Rais
 
Teaching Grammar by Uzma Bashir
Teaching Grammar by Uzma BashirTeaching Grammar by Uzma Bashir
Teaching Grammar by Uzma Bashiruzma bashir
 
Task Based Language Teaching - TBLT
Task Based Language Teaching - TBLTTask Based Language Teaching - TBLT
Task Based Language Teaching - TBLTMüberra GÜLEK
 
How To Foster Autonomy Ppp.Version 1
How To Foster Autonomy Ppp.Version 1How To Foster Autonomy Ppp.Version 1
How To Foster Autonomy Ppp.Version 1vicas0722
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Patrmartin
 
TBLT Lesson Planning
 TBLT Lesson Planning TBLT Lesson Planning
TBLT Lesson PlanningRobert Dickey
 
Learning Strategies
Learning StrategiesLearning Strategies
Learning Strategiesgueste21f806
 
The PPP Approach to Communicative Language Teaching
The PPP Approach to Communicative Language TeachingThe PPP Approach to Communicative Language Teaching
The PPP Approach to Communicative Language Teachingroger miller
 
Grammar Translation Method
Grammar Translation MethodGrammar Translation Method
Grammar Translation MethodMarisol Smith
 
Standards based approach
Standards based approachStandards based approach
Standards based approach1101989
 
English as second and foreign language
English as second and foreign languageEnglish as second and foreign language
English as second and foreign languageANJU A
 

Was ist angesagt? (20)

Language learning styles and strategies
Language learning styles and strategiesLanguage learning styles and strategies
Language learning styles and strategies
 
A.content based instruction (cbi)
A.content based instruction (cbi)A.content based instruction (cbi)
A.content based instruction (cbi)
 
Teaching Listening
Teaching ListeningTeaching Listening
Teaching Listening
 
CLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated LearningCLIL - Content and Language Integrated Learning
CLIL - Content and Language Integrated Learning
 
Competency based language teaching
Competency based language teachingCompetency based language teaching
Competency based language teaching
 
Teaching pronunciation
Teaching pronunciationTeaching pronunciation
Teaching pronunciation
 
Teaching Grammar by Uzma Bashir
Teaching Grammar by Uzma BashirTeaching Grammar by Uzma Bashir
Teaching Grammar by Uzma Bashir
 
SKILL BASED SYLLABUS
SKILL BASED SYLLABUSSKILL BASED SYLLABUS
SKILL BASED SYLLABUS
 
Task Based Language Teaching - TBLT
Task Based Language Teaching - TBLTTask Based Language Teaching - TBLT
Task Based Language Teaching - TBLT
 
How To Foster Autonomy Ppp.Version 1
How To Foster Autonomy Ppp.Version 1How To Foster Autonomy Ppp.Version 1
How To Foster Autonomy Ppp.Version 1
 
Task based language teaching (formato 2010)
Task based language teaching (formato 2010)Task based language teaching (formato 2010)
Task based language teaching (formato 2010)
 
Needs analysis part 2
Needs analysis   part 2Needs analysis   part 2
Needs analysis part 2
 
TBLT Lesson Planning
 TBLT Lesson Planning TBLT Lesson Planning
TBLT Lesson Planning
 
Whole Language Approach
Whole Language ApproachWhole Language Approach
Whole Language Approach
 
Learning Strategies
Learning StrategiesLearning Strategies
Learning Strategies
 
The PPP Approach to Communicative Language Teaching
The PPP Approach to Communicative Language TeachingThe PPP Approach to Communicative Language Teaching
The PPP Approach to Communicative Language Teaching
 
Grammar Translation Method
Grammar Translation MethodGrammar Translation Method
Grammar Translation Method
 
Standards based approach
Standards based approachStandards based approach
Standards based approach
 
English as second and foreign language
English as second and foreign languageEnglish as second and foreign language
English as second and foreign language
 
Teaching speaking
Teaching speakingTeaching speaking
Teaching speaking
 

Andere mochten auch

Developing learner autonomy 8.18
Developing learner autonomy 8.18Developing learner autonomy 8.18
Developing learner autonomy 8.18nicroeper
 
Successful Learner Autonomy and Learner Independence in Self-Directed Learning
Successful Learner Autonomy and Learner Independence in Self-Directed LearningSuccessful Learner Autonomy and Learner Independence in Self-Directed Learning
Successful Learner Autonomy and Learner Independence in Self-Directed Learningmarkkski1
 
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3Human Development I - Chapter 12 - Intellectual Development, Ages 1-3
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3bartlettfcs
 
Reseach proposal presentation
Reseach proposal presentationReseach proposal presentation
Reseach proposal presentationsyazalinah
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroomIsabelle Jones
 
Eal strategies booklet
Eal strategies bookletEal strategies booklet
Eal strategies bookletIsabelle Jones
 
Research Methodology 10 slides
Research Methodology 10 slidesResearch Methodology 10 slides
Research Methodology 10 slidesqnisya85
 
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...EDEN Digital Learning Europe
 
SELF DIRECTED LEARNING
SELF DIRECTED LEARNINGSELF DIRECTED LEARNING
SELF DIRECTED LEARNINGSary Nieman
 
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...Barbara Stokes
 
Learner-centered principles
Learner-centered principlesLearner-centered principles
Learner-centered principlesCarlo Magno
 
Writing A Health Research Proposal
Writing A Health Research ProposalWriting A Health Research Proposal
Writing A Health Research ProposalSoha Rashed
 
Learner-centered approach
Learner-centered approachLearner-centered approach
Learner-centered approachAnna Babak
 

Andere mochten auch (18)

Developing learner autonomy 8.18
Developing learner autonomy 8.18Developing learner autonomy 8.18
Developing learner autonomy 8.18
 
Learner autonomy
Learner autonomyLearner autonomy
Learner autonomy
 
Successful Learner Autonomy and Learner Independence in Self-Directed Learning
Successful Learner Autonomy and Learner Independence in Self-Directed LearningSuccessful Learner Autonomy and Learner Independence in Self-Directed Learning
Successful Learner Autonomy and Learner Independence in Self-Directed Learning
 
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3Human Development I - Chapter 12 - Intellectual Development, Ages 1-3
Human Development I - Chapter 12 - Intellectual Development, Ages 1-3
 
Reseach proposal presentation
Reseach proposal presentationReseach proposal presentation
Reseach proposal presentation
 
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonBenson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil Benson
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom
 
Eal strategies booklet
Eal strategies bookletEal strategies booklet
Eal strategies booklet
 
Autonomy in learning
Autonomy in learningAutonomy in learning
Autonomy in learning
 
Lizzie
Lizzie Lizzie
Lizzie
 
Research Methodology 10 slides
Research Methodology 10 slidesResearch Methodology 10 slides
Research Methodology 10 slides
 
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
Self-determined Learning Action: Lifelong Learning in Open Range or Fenced La...
 
SELF DIRECTED LEARNING
SELF DIRECTED LEARNINGSELF DIRECTED LEARNING
SELF DIRECTED LEARNING
 
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...
Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G...
 
Learner Autonomy
Learner AutonomyLearner Autonomy
Learner Autonomy
 
Learner-centered principles
Learner-centered principlesLearner-centered principles
Learner-centered principles
 
Writing A Health Research Proposal
Writing A Health Research ProposalWriting A Health Research Proposal
Writing A Health Research Proposal
 
Learner-centered approach
Learner-centered approachLearner-centered approach
Learner-centered approach
 

Ähnlich wie Promote learner independence in the classroom

Learning teaching, Scrivener
Learning teaching, ScrivenerLearning teaching, Scrivener
Learning teaching, ScrivenerPeter Szabo
 
Learning teaching, J. Scrivener
Learning teaching, J. ScrivenerLearning teaching, J. Scrivener
Learning teaching, J. ScrivenerPeter Szabo
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSmarly villacrusis
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSmarly villacrusis
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSmarly villacrusis
 
capitulo 3 background to language teaching Por Karen Criollo
capitulo  3 background to language teaching Por Karen Criollocapitulo  3 background to language teaching Por Karen Criollo
capitulo 3 background to language teaching Por Karen CriolloKar Mon
 
Cooperative learning for esl
Cooperative learning for eslCooperative learning for esl
Cooperative learning for eslMrGram
 
E accomplishment and failure
E accomplishment and failureE accomplishment and failure
E accomplishment and failureyangmezi
 
Module 1 (2)
Module 1 (2)Module 1 (2)
Module 1 (2)ECPI
 
Classroom Teaching Activity Menu.pdf
Classroom  Teaching Activity Menu.pdfClassroom  Teaching Activity Menu.pdf
Classroom Teaching Activity Menu.pdfMr Bounab Samir
 
Presentacin tefl to do14
Presentacin tefl to do14Presentacin tefl to do14
Presentacin tefl to do14MiriamJanneth
 
TechniquesinTeachingSpeakingSkill.pptx
TechniquesinTeachingSpeakingSkill.pptxTechniquesinTeachingSpeakingSkill.pptx
TechniquesinTeachingSpeakingSkill.pptxAyaOsman7K
 
British council resources i
British council resources iBritish council resources i
British council resources iJuan Ramírez
 
Learner autonomy.pdf
Learner autonomy.pdfLearner autonomy.pdf
Learner autonomy.pdfMarwaSeif
 
2 g and input situation meeting & workshop november 22nd 2016
2 g and input situation meeting & workshop november 22nd 20162 g and input situation meeting & workshop november 22nd 2016
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
 
ACTION ORIENTED APPROACH [Autosaved].pptx
ACTION ORIENTED APPROACH  [Autosaved].pptxACTION ORIENTED APPROACH  [Autosaved].pptx
ACTION ORIENTED APPROACH [Autosaved].pptxMarcelaMontenengro
 
Lesson planning
Lesson planningLesson planning
Lesson planningydgs20
 

Ähnlich wie Promote learner independence in the classroom (20)

Learning teaching, Scrivener
Learning teaching, ScrivenerLearning teaching, Scrivener
Learning teaching, Scrivener
 
Learning teaching, J. Scrivener
Learning teaching, J. ScrivenerLearning teaching, J. Scrivener
Learning teaching, J. Scrivener
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANS
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANS
 
DEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANSDEVELOPING SPEAKING LESSON PLANS
DEVELOPING SPEAKING LESSON PLANS
 
How to teach grammar
How to teach grammarHow to teach grammar
How to teach grammar
 
capitulo 3 background to language teaching Por Karen Criollo
capitulo  3 background to language teaching Por Karen Criollocapitulo  3 background to language teaching Por Karen Criollo
capitulo 3 background to language teaching Por Karen Criollo
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 
Cooperative learning for esl
Cooperative learning for eslCooperative learning for esl
Cooperative learning for esl
 
E accomplishment and failure
E accomplishment and failureE accomplishment and failure
E accomplishment and failure
 
Module 1 (2)
Module 1 (2)Module 1 (2)
Module 1 (2)
 
Classroom Teaching Activity Menu.pdf
Classroom  Teaching Activity Menu.pdfClassroom  Teaching Activity Menu.pdf
Classroom Teaching Activity Menu.pdf
 
Presentacin tefl to do14
Presentacin tefl to do14Presentacin tefl to do14
Presentacin tefl to do14
 
TechniquesinTeachingSpeakingSkill.pptx
TechniquesinTeachingSpeakingSkill.pptxTechniquesinTeachingSpeakingSkill.pptx
TechniquesinTeachingSpeakingSkill.pptx
 
British council resources i
British council resources iBritish council resources i
British council resources i
 
Teaching Techniques
Teaching TechniquesTeaching Techniques
Teaching Techniques
 
Learner autonomy.pdf
Learner autonomy.pdfLearner autonomy.pdf
Learner autonomy.pdf
 
2 g and input situation meeting & workshop november 22nd 2016
2 g and input situation meeting & workshop november 22nd 20162 g and input situation meeting & workshop november 22nd 2016
2 g and input situation meeting & workshop november 22nd 2016
 
ACTION ORIENTED APPROACH [Autosaved].pptx
ACTION ORIENTED APPROACH  [Autosaved].pptxACTION ORIENTED APPROACH  [Autosaved].pptx
ACTION ORIENTED APPROACH [Autosaved].pptx
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 

Kürzlich hochgeladen

Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Seán Kennedy
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Developmentchesterberbo7
 
The State of AI in Insights and Research 2024: Results and Findings
The State of AI in Insights and Research 2024: Results and FindingsThe State of AI in Insights and Research 2024: Results and Findings
The State of AI in Insights and Research 2024: Results and FindingsRay Poynter
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
Production of Monoclonal Antibodies by Hybridoma Technology.pptx
Production of Monoclonal Antibodies by Hybridoma Technology.pptxProduction of Monoclonal Antibodies by Hybridoma Technology.pptx
Production of Monoclonal Antibodies by Hybridoma Technology.pptxAnupkumar Sharma
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Celine George
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleCeline George
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17Celine George
 
Keynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designKeynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designMIPLM
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptx
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptxPRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptx
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptxAnupkumar Sharma
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 

Kürzlich hochgeladen (20)

Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Development
 
The State of AI in Insights and Research 2024: Results and Findings
The State of AI in Insights and Research 2024: Results and FindingsThe State of AI in Insights and Research 2024: Results and Findings
The State of AI in Insights and Research 2024: Results and Findings
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
Production of Monoclonal Antibodies by Hybridoma Technology.pptx
Production of Monoclonal Antibodies by Hybridoma Technology.pptxProduction of Monoclonal Antibodies by Hybridoma Technology.pptx
Production of Monoclonal Antibodies by Hybridoma Technology.pptx
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP Module
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17
 
Keynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designKeynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-design
 
Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptx
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptxPRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptx
PRINCIPLE & APPLICATIONS OF IMMUNO BLOTTING TECHNIQUES.pptx
 
ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 

Promote learner independence in the classroom

  • 1. Jane Maria Harding da Rosa Professional Development Coordinator International House Newcastle
  • 2. Is learner independence the same as learner autonomy?  Being able to work independently, on their own is not quite the same as students deciding what they need to do, how they learn best and what would benefit their own learning.  The students who can take responsibility for their learning are more successful (in terms of progress) than those who rely solely on the teacher  It is, however, the teacher’s responsibility to encourage and demonstrate learner training and language tasks in the classroom so that students are equipped with tools to help them make decisions about what they can do outside class.  Teachers should provide practical ideas to promote learner autonomy 2
  • 3. How can you promote learner autonomy in the classroom? • Set learning goals • Give choices • Demonstrate learning tasks • Encourage students to set their own tasks/rewards 3
  • 4. Set some learning goals S-M-A-R-T goals! Specific, Measurable, Achievable, Realistic and Timely The teacher can start by setting goals, encouraging the students to set their own Examples: • By Christmas I will read a (graded) book in English. • I will try to use an English-English dictionary • I will set myself and complete a learning task each week. (see slides on demonstrating learning tasks) 4
  • 5. Give students choices Do you give all your students the same tasks for homework? Why? Why not? Why? - easier to mark/check - students can get peer support - students’ progress/abilities can be compared within the group - checks exactly how each student understood the task Why not? - more personalised learning - differentiation in terms of task/skills - help foster learner independence Examples: • For homework, choose an activity from … • Answer 3 out of the 5 questions • Choose one of the two topics 5
  • 6. What’s the difference? Home-learning  There is something about the word ‘work’ that implies it is more of a chore. Learning, on the other hand, implies a benefit to the person doing it.  A piece of ‘work’ is something that should be developed until the author/artist is pleased with the result.  Homework is to be handed in, for the teacher to mark  Home learning is optional, but encouraged; for students to see the benefit of learner autonomy (teacher doesn’t check (or can’t check) if it has been completed. The onus is on the student to complete the tasks, and/or to set their own tasks.
  • 7. Demonstrate Learning Tasks As already mentioned, it is not enough to talk about what students can do at home, they need concrete examples. It needs to start in the classroom so they can see that they can take the ideas and activities and do them at home. The following slides provide ideas for how to demonstrate learning tasks in class, with the assumption that students can do the same on their own.
  • 8. Demonstrate Learning Tasks Headlines: Take the headlines from a newspaper article, or even a text from a coursebook to start with. Elicit questions on to the board about the headline. This  activates interest in the text  gives students practice in writing questions  Provides students with a purpose to read. If it becomes a routine in class, it could become a habit outside class
  • 9. Demonstrate Learning Tasks What are your students thinking...in?  Encourage them to ‘Think in English’ (activate their inner voice in English)  Start to think consciously in English so it moves to the subconscious  (aim for thinking in the unconscious...ie dreaming in English!) For a handout and more information see http://wp.me/pTy0L-2C
  • 10. Demonstrate Learning Tasks Encourage your students to have imaginary conversations: Is there someone they see everyday? Sit quietly and ask them to think. What would they say to... ...the person sitting next to them on the bus? ... someone walking towards them in the street? ... to their teacher if they saw them in a cafe?
  • 11.
  • 12. Demonstrate Learning Tasks Writing sentences really helps to consolidate grammar and vocabulary. Encourage your students to write sentences using the language covered in class. Expand the sentences they have written by adding adverbs and adjectives. Take the verb they have used and make it into a noun or a noun to an adjective etc. And re write the sentence. Doing it in class first gives the students the confidence to do it at home. Check their home learning if they ask you to.
  • 13. Demonstrate Learning Tasks The majority of your students now have a smart phone or ipad/ipod in class. They all have access to a recording app. When they next do a pairwork discussion, get them to record their conversation. Ask them to listen to it. What does it sound like to them? How can they make improvements to their speaking? (pronunciation/ errors/ L1 interference?) How can they make it sound more ‘English’? Ask them to transcribe their conversation. Can they identify their mistakes now? Which ones do they repeat? Can they correct them?
  • 14. Demonstrate Learning Tasks When you have finished a reading text or article get students to notice the language that is used. Underline the different tenses in different colours (present perfect and past simple) what do they notice (which is more common) Highlight adjectives and nouns in different colours. What do they notice about word order? Choose a part of speech and focus on it in one text. Ask them to identify what they find difficult and encourage them to notice that language in a different text.
  • 15. Demonstrate Learning Tasks Mindmaps are a useful resource as they can be added to and built up gradually and have a visual affect on the learner. Ask students to reproduce a mindmap that was used in class Remind students they can take photos of the white board at the end of a lesson and look back at what the language that was covered.
  • 16. Demonstrate Learning Tasks Remind students that they can take photos of the language they see while they are out and about., Encourage them to find out what it means. The photos on their phones can also be used to promote conversation in class; describing what they see, what they were doing, who they were with etc. They can then use other photos to think in English at home (see earlier slide on thinking in English)
  • 17. Encourage learners to set themselves....  A Ten Minute Task  A Quick Quest  A Massive Mission They should also give themselves rewards for completing some home-learning
  • 18. Fostering Learner Autonomy in the Classroom Jane Maria Harding da Rosa jmhdrosa@gmail.com jmhdr.wordpress.com Thank you