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Describing Learners

The document outlines the session objectives which are to celebrate language learning, explore teachers' and students' experiences with learning, share knowledge on metalinguistics and learner strategies, and develop a system for students to understand their own language learning. It then poses a series of questions for reflection on experiences as a language learner and now as a teacher. Finally, it discusses promoting learner autonomy, developing independence from the teacher, and alternatives to traditional journal writing for student reflection.

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542 views

Describing Learners

The document outlines the session objectives which are to celebrate language learning, explore teachers' and students' experiences with learning, share knowledge on metalinguistics and learner strategies, and develop a system for students to understand their own language learning. It then poses a series of questions for reflection on experiences as a language learner and now as a teacher. Finally, it discusses promoting learner autonomy, developing independence from the teacher, and alternatives to traditional journal writing for student reflection.

Uploaded by

api-27579175
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Saturday, June 6

Federico Arteaga C.
TEFL Diploma, Centro Colombo Americano
2009
Session objectives

 To celebrate language.
 To explore what learning has meant to
teachers and elucubrate on what it
means to students.
 To share knowledge on metalinguistics
and learner strategies.
 To develop a sensible system that allows
students to make sense of their own
language learning process.
Thoughts on your learning

 What was your first meaningful


learning practice?
 What was your first meaningful
teaching experience?
 When you were learning, what were
your favorite resources?
 Now that you’re teaching, what are
your most used resources?
Thoughts on your learning

 When you were studying, what were your


normal complaints about the process?
 Now that you’re teaching, what do your
students normally complain about?
 Do you recall keeping a sort of record of your
progresses during your training?
 Do your students keep ANY kind of record in
the course of their lives?
Thoughts on your learning

 What kind of student were you?


 What kind of students do you have?
 What is something you learned how
to do by yourself?
 What do you wish you had learned to
do by yourself?
 Do you know about anything your
stundents have learned on their
own?
Promoting autonomy
(Sarah Cotterall)

 The course should reflect the learners’ goals


in its language, tasks and strategies.
 The course tasks should be explicitly linked
to a simplified model of the learning process.
 Course tasks should replicate real-world
communicative tasks (or provide rehearsal
for such).
 The course should promote reflection on
learning.
Developing autonomy

Learning to learn how we learn.


Developing autonomy

Teacher dependence.

Ineterdependence.

Independence.
Alternatives to journal writing

 Short statements describing current states


(Facebook “what’s on your mind?” Twitter “what
are you doing now?”)
 High and low (reflections on the events of the
day, the week, a class, etc.)
 A yell-out board (uncensored, anonymous
exhaust pipe for students).
 Telegrams, strings of lies, bumper stickers,
semaphor signs.
THANK YU
Federico Arteaga C.
asmodeus.cama@gmail.
com

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