Autonomously Together Lenka Zouhar Ludvíková autonomous learning why learner´s autonomy? who? what actually? how? when? where? whether? why learner´s autonomy? – purpose for us who? – the change in roles (teacher, student), who is the expert here what actually? – what is learner´s autonomy about how? – the change in roles (teacher, student), tailoring when? – proven by decades, from theory (April 2012) to piloting (autumn term 2013) where? – English all around whether? – the future debate the role of student vs. the role of teacher? • who is the expert? what are the expectations from all sides? what can be done? • the answer in ALMS – University of Helsinki WHY? Autonomous learning could be an answer to large groups of students, to diversity within groups (levels, needs, expectations…) role play STUDENT -expert on learning -partner -individuality -test is not the end - - TEACHER -counsellor / advisor / partner, not authority -flexible, open-minded, patient -belief in the student -experience -ideas, not a plan - - - STUDENT -expert on learning -partner -individuality -test is not the end – life long learning TEACHER -counsellor / advisor / partner, not authority -flexible, open-minded, patient -belief in the student -experience -ideas, not a plan - adrenalin metacognitive skills David Little: • "...drawing together the threads of self-assessment, goal-setting and reflection..." • • • http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/06/06%20Supplementary%20text.pdf What is it when we speak about AUTONOMOUS LEARNING? metacognitive skills responsibility attitudes, motivation evaluation, monitoring integration, self-reflection planning, setting goals realization… responsibility attitudes, motivation evaluation, monitoring integration, self-reflection planning, setting goals realization… English Autonomously - option - framework • - not a compulsory course - - no testing English Autonomously - contract - SILL, CEFR, Kaleidoscope, strategies... - intro sessions - individual counsellings - independent / individual work - log - support groups, showers • • For students support groups portfolio support groups portfolio contract template intro sessions ..................10 individual counselling ........1 min.2 support groups ...... 20 log writing ..........................4 independent work ............15 TOTAL .............................50 hours = 2 credits • • piloting now - 38 students - 2 counsellors - 12 module teachers - -8 modules (over 40 hours of contact hours) -3 showers (300 minutes) -40 hours of counselling - - • I met Leena and Flis in April 2012 and we started our own course now, autumn 2013 future -life-long learning -know-how -motivation - other faculties - other areas - other teachers - - - - • • STUDENTS -life-long learning - -know-how – not only in English -motivation TEACHERS - other faculties – students from different backgrounds - other areas – EAP for us, could be legal English, business English… other languages… - other teachers Mathew´s syndrome The rich will be richer, the poor will be poorer… And hopefully, they will all be more autonomous:) • Thank you for your attention. • ludvikova@phil.muni.cz