English Autonomously session 1 Eva Trumpešová - Rudolfová Lenka Zouhar Ludvíková 1 ENGLISH AUTONOMOUSLY – 1st session 25th February 2015 • •learn about learning • •principles of autonomous learning • •learn about yourself • •How does EA work? • • Pre- activity : collect key words of autonomy while waiting for the session to start Outline Stay here today, as we believe it is going to be beficial for you not only if you decide to také this course BUT if after today you feel like this is not for you for whatever reason, then quit and cancel your enrolment. Autonomous learning is not for everybody. Not for every student and not for every teacher. There are about 60 teachers of English at our Language centre and only 1/5 taking part in this course. ENGLISH AUTONOMOUSLY – learning • • What is learning? How do you learn? ENGLISH AUTONOMOUSLY – learning • • ENGLISH AUTONOMOUSLY - roles • • • TEACHER x STUDENT Discussion – groupwork? - groups of 4 What is the traditional role of a TEACHER and STUDENT? What is traditionally expected from a TEACHER and STUDENT? Toxic teaching??? ENGLISH AUTONOMOUSLY - autonomous learning • • • •„Autonomy is the ability to take charge of one's own learning.“ (Holec, 1981) • • • Henri Holec - father of learner autonomy, autonomous learning… be in charge = setting the goals, taking the responsibility for decision making, accepting the consequences of one´s decisions, adjusting learning to one´s abilities and needs, instant self-reflection and monitoring one´s progress, self assessment… COMPARE TO KEYWORDS COLLECTED FROM THE STUDENTS ENGLISH AUTONOMOUSLY - autonomous learning •„Autonomy is the ability to take charge of one's own learning.“ (Holec, 1981) • • •learning situation is different •role of a teacher is different •role of a student is different • • -you are not alone in autonomous learning – there is a FRAMEWORK for your learning -NOT independent learning (requirements and limits given by faculties, peers, major subjects, labour market…) -TODAY - quite traditional, frontal today but the rest of the term will be very different from usual classes -Mindset – you decide where you are going to go and how you are going to travel -The only way to learn successfully in the long term -Process of discovery -Freedom from being told what to do and freedom to do what you think is best for you -NOT about learning English only – learning in general and self development will be influenced -One is in control of his / her life, learning, direction… -SILL -TEACHER -Not the only authority, facilitator, partner -Tourguide – can help -STUDENT -Partner, expert on his / her own learning -To have the instruments and tools, different perspective – the session today ENGLISH AUTONOMOUSLY sill • -To have the instruments and tools, different perspective – the session today -SILL – aspoň začít, vysvětlit ENGLISH AUTONOMOUSLY - metacognition • •planning • •monitoring • •evaluating • Taking resposibility, active part, being pro-active, making decisions, accepting the consequences of those decisions… WORK IN TWOS, DIVIDE THE FOLLOWING STATEMENTS – WHAT HAS TO DO WITH PLANNING /MONITORING / EVALUATING? PLANNING Understand “goals” and illustrate and/or describe their own personal goals for participation in English classes. • Set goals related to working, parenting, and/or participating in their community. • Differentiate between long and short-term goals. • Outline activities that will help them achieve their goals. • Identify obstacles to meeting their goals. • Identify community resources and sources of support for meeting their goals. • Develop and practice skills necessary to achieving their personal goals. Review and update learning goals throughout the program. • Revise course of action for meeting goals. • Identify and develop new strategies to achieve learning goals. • Explore additional educational opportunities. Monitoring Identify their previous learning experiences. • Express likes and dislikes about learning activities. • Understand “strengths” and “weaknesses.” • Recognize learning modalities/preferences in simple terms (e.g., see, hear, feel, do). • Self assess (using instructor-provided tool) learning styles and preferences, strengths and weaknesses • Share and explain their own learning preferences and learning strategies to others. • Describe how one’s learning preference affects how one learns. • Recognize learning modalities/preferences in more complex terms (e.g., visual, auditory, oral, kinesthetic). • Identify learning styles in terms of preferred way to take in information (concretely or abstractly) and in terms of preferred way to process information (through observation/reflection or through experience/action). Evaluating Express feelings about class in simple terms: I like… • Illustrate/describe progress toward their goals. • Monitor and assess their progress (with, and later without, instructor guidance). • Provide feedback to instructor about needs/preferences. • Identify achieved goals. • Determine next steps/changes to plans and activities. • Report new needs (goals) as they arise. • Demonstrate an understanding of evaluations and surveys (e.g., on-the-job, in school, customer service, etc.). • Seek additional/supplemental learning opportunities. • Learn independently of group activities/instructor input. SWOT ENGLISH AUTONOMOUSLY - metacognition • • strengths weaknesses opportunities threats Taking resposibility, active part, being pro-active, making decisions, accepting the consequences of those decisions… WORK IN TWOS, DIVIDE THE FOLLOWING STATEMENTS – WHAT HAS TO DO WITH PLANNING /MONITORING / EVALUATING? PLANNING Understand “goals” and illustrate and/or describe their own personal goals for participation in English classes. • Set goals related to working, parenting, and/or participating in their community. • Differentiate between long and short-term goals. • Outline activities that will help them achieve their goals. • Identify obstacles to meeting their goals. • Identify community resources and sources of support for meeting their goals. • Develop and practice skills necessary to achieving their personal goals. Review and update learning goals throughout the program. • Revise course of action for meeting goals. • Identify and develop new strategies to achieve learning goals. • Explore additional educational opportunities. Monitoring Identify their previous learning experiences. • Express likes and dislikes about learning activities. • Understand “strengths” and “weaknesses.” • Recognize learning modalities/preferences in simple terms (e.g., see, hear, feel, do). • Self assess (using instructor-provided tool) learning styles and preferences, strengths and weaknesses • Share and explain their own learning preferences and learning strategies to others. • Describe how one’s learning preference affects how one learns. • Recognize learning modalities/preferences in more complex terms (e.g., visual, auditory, oral, kinesthetic). • Identify learning styles in terms of preferred way to take in information (concretely or abstractly) and in terms of preferred way to process information (through observation/reflection or through experience/action). Evaluating Express feelings about class in simple terms: I like… • Illustrate/describe progress toward their goals. • Monitor and assess their progress (with, and later without, instructor guidance). • Provide feedback to instructor about needs/preferences. • Identify achieved goals. • Determine next steps/changes to plans and activities. • Report new needs (goals) as they arise. • Demonstrate an understanding of evaluations and surveys (e.g., on-the-job, in school, customer service, etc.). • Seek additional/supplemental learning opportunities. • Learn independently of group activities/instructor input. SWOT ENGLISH AUTONOMOUSLY - principles of learner autonomy •peer support and cooperation • •100% differentiation required and ensured • •logbooks required to document learning and to support self-reflection • •empowering the learners One of the key aspects to consider in defining Learner Autonomy is whether we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other, both of them can be part of our views towards language learning or learning in general. Principles of learner autonomy according to Frank Lacey: Autonomy means moving the focus from teaching to learning. Autonomy encourages and needs peer support and cooperation. Autonomy means making use of self/peer assessment. Autonomy requires and ensures 100% differentiation. Autonomy can only be practised with student logbooks which are a documentation of learning and a tool of reflection. The role of the teacher as supporting scaffolding and creating room for the development of autonomy is very demanding and very important. Autonomy means empowering students, yet the classroom can be restrictive, so are the rules of chess or tennis, but the use of technology can take students outside of the structures of the classroom, and the students can take the outside world into the classroom. ENGLISH AUTONOMOUSLY -kaleidoscope • •http://h27.it.helsinki.fi/vkk/kaleidoskooppi/intro.php • • • ENGLISH AUTONOMOUSLY - needs analysis • - !!! Brainstorm modules options – which ones wold you like??? – groups based on your needs and preferences… ENGLISH AUTONOMOUSLY - course • •2 introductory sessions •3 individual counsellings •min. 2 modules of your choice •writing a log •other acitivities (showers, DIYs…) CHECKLIST – will help everybody to remember everything… 1st introductory session -input on learner autonomy, CEFR, self reflection, 2nd introductory session (next week) -learning styles, multiple intelligencies, contract, selection of modules and showers, booking your first individual counselling 1st individual counselling - goals, contract check, language learning history, log style min. 2 modules of your choice -Up to you , possibility to start your own modules – where? Language Centre – the study 2nd individual counselling - Are you making progress? Feelings? Needs? Comments… writing a log - Brought to every counselling, for your own record – learning diary (from creative and illustrative ones with pictures, stickers, tickets, posters… to sobre ones, or even electronic ones – blog?) 3rd individual counselling - assessment, comparing a contract and completion form (plan and report), evaluation form as a feedback for us !!! Brainstorm models options – which one wold you like??? - groups ENGLISH AUTONOMOUSLY - course • •1st introductory session, February 25th •2nd introductory session, March 4th - planning •1st individual counselling, March 9th – 13th •2 modules of your choice, first meetings March / April •2nd individual counselling, April •3rd individual counselling, exam period Counsellors: Barča, Sťěpánka, Eva T.R., Eva Č, LZL CHECKLIST – will help everybody to remember everything… 1st introductory session -input on learner autonomy, self reflection, 2nd introductory session (2nd October) -learning styles, multiple intelligencies, contract, selection of modules and showers, booking your first individual counselling 1st individual counselling - goals, contract check, language learning history, log style min. 2 modules of your choice -Up to you , possibility to start your own modules – where? Language Centre – the study 2nd individual counselling - Are you making progress? Feelings? Needs? Comments… writing a log - Brought to every counselling, for your own record – learning diary (from creative and illustrative ones with pictures, stickers, tickets, posters… to sobre ones, or even electronic ones – blog?) 3rd individual counselling - assessment, comparing a contract and completion form (plan and report), evaluation form as a feedback for us !!! Brainstorm models options – which one wold you like??? - groups ENGLISH AUTONOMOUSLY - homework •Next week •SILL •bring the EA folder again •bring your calender • • • •First counselling •Language learning history •Kaleidoscope / CEFR / SWOT / Needs Analysis / … • • • • SILL vypracovat doma - HW!!! We are going to split you into two groups in IS of equal size – for the counsellings !!! We are going to upload this ppt to the folder in Studijní materiály. ENGLISH AUTONOMOUSLY • • • • • •Thank you for taking the chance to be autonomous. ENGLISH AUTONOMOUSLY - sources and references • •Holec, Henri: Autonomy and Foreign Language Learning. Oxford, 1981. •Little, David: Learner autonomy 1: definitions, issues and problems. Dublin, 1991. •Karlsson, Leena, Kjisik, Felicity & Nordlund, Joan: From Here To Autonomy. Helsinki, 1997. • •