Unit 1: Measurement and the Scientific Method “You can observe a lot just by watching.” -Yogi Berra.
Autonomy in learning: development of learner … Autonomy...Autonomy in the classroom If you don't...
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Autonomy in learning: development of learner autonomy Nina Lauder
Transcript of Autonomy in learning: development of learner … Autonomy...Autonomy in the classroom If you don't...
Autonomy in learning: development of learner autonomy
Nina Lauder
Outline for today’s session
2
Warm up Building autonomy
Choices Reflection
Easy for parents? Easy for children? What steps could you take?
Taking the bus to school for the first time
Taking the bus to school
You might…
- Talk about what is going to happen
- Drive the route and look for landmarks
- Make it enjoyable/game-like
- ‘Shadow’ the bus a couple of days
- Reassure that things will go well
- Explain what to do if problems arise
- Make an index card with emergency numbers/information
- Provide positive reinforcement when task is completed
Autonomy in the classroom
If you don't know where you're going, you'll wind up somewhere else.– Yogi Berra
Goal-setting
Long terms goalsShort term goals
This week I’m going to…
- Watch two programmes in English online
- Make flashcards for 10 new words
- Record myself making a short, personal presentation
- Try to transcribe part of a song
By the end of the course I want to..
- Make a presentation in English- Take an official oral exam- Get good grades on my written
work- Be able to apply for a summer job
where English is required
Autonomy in the classroom
How can we provide a feeling of safety in class?
Feeling of safety
Routines(especially for younger learners)
Clarity(rules, expectations, steps…)
Step-by-stepinstructions
Scaffolding
Lists of commonexpressions
“Buddy-system”(for less secure students)
Autonomy in the classroom
Guidance to build confidence
• Model dialogues• Relaxed environment• “Practice round”
• Avoid overcorrection• Praise and support
• Rubrics
• Writing frames• Sentence stems• Model texts
• Clear instructions• Correction symbols
• Rubrics
SpeakingWriting
Guidance to build confidence
Autonomy in the classroom
Sprint, ELI Publishing
Autonomy in the classroom
• You don’t understand something
• You have a question
• Someone is class is bothering you
• You have a problem
• You haven’t understood the instructions
• You need extra help
• You feel uncomfortable speaking in public
What to do if…
Autonomy in the classroom
• Give effective praise
• Celebrate goals that are reached
• Surprise ‘rewards’ or ‘treats’
• Encourage self and peer checking and editing
• Help students understand how to complete self-evaluation tasks and how to use them for goal setting
• Achievement certificates
Positive reinforcement
Decisions in class
Who distributes and collects materials?
Who answers questions asked by the students?
Who do the students speak to (in English) mostly?
Who writes the questions for quizzes?
Who do students look at during class time?
Giving choices
Sprint, ELI Publishing
TESTS: GIVING CHOICES
Give options:
- Answer 25 questions on a test
OR- Answer 13/25 items
on test and write a paragraph
OR- Write 2 paragraphs
Ask students to each write 1 suitable test
question.
Open-ended formative assessment
‘test’
Individual, pair or small group options on tests
(for part of the test) Take-home tests or open
book tests.
Which options could your try? Why? Why not?
HOMEWORK: GIVING CHOICES
Find pictures of hobbies and write captions for
them.
Interview a friend orfamily member about
their hobbies. Ask at least four different questions.
Draw an illustration of your favorite hobby andwrite 4 sentences about
your hobby.
Complete a worksheetwith vocabulary related
to hobbies. Write 2 sentences about your
hobby.
Write a paragraph about your favorite hobby.
Include a topic sentence and at least three details
about your hobby.
Write a poem or a song about your hobby.
Which option would you pick? Why?
Final thoughts
Thank you for joining us! Nina Lauder
Images from the session from Sprint, ELI Publishing
