STRATEGIES FOR

SELF-LEARNING
AND SELF-ASSESSMENT
IN THE EFL CLASSROOM

Date: February 20, 2025.

8:00-8:10 a.m.

Praying

Ecclesiastes 4: 9-10 states:

20%

"Two are better than one, because they have 10% a good return for
their labor. If either of them falls down, one can help the other up.
But pity anyone who falls and has no one to help them up." 30%
8:00-8:10 a.m.

Reflection

Reflect with the group:

What do you consider to be the three most important learnings you
acquired yesterday in session 1?. (5 minutes).
20%
Objectives:
Understand different assessment types and when to used 10% them.

Use Jeopardy as a tool for assessing student learning.

Work in groups to design and share a Jeopardy based assessment. 30%
Learn new tools to use in class.

Share your ideas. (5 minutes).

I learned...
 8:00-8:10 a.m.
8:00 AM - 8:10 AM

Agenda
Praying Reflection

8:10 AM - 8:35 AM - 8:50 AM - 9:10 AM - 9:45 AM - 10:30 AM - 11:00 AM - 11:30 AM - 12:00 PM -

8:35 AM 8:50 AM 9:10 AM 9:45 AM 10:15 AM 11:00 AM 11:130AM 12:00 PM 1:00 PM

Break

15 min

Warm Up Introduction Think, Homework

Think, Educational Self- Practice Self-
Activity and Group, and
Group, Psychology Learning Time Learning
objectives Share wrap up
Share Theories and Self- and Self-
of the Assessment Assessment
topic Strategies Strategies
for Students for Teachers
8:10 a.m-8:35 a.m.

Warm up Activity

1. Put in groups of 5. Then, select one of the statements you feel most
20%
strongly about as a group. After that, spend a few minutes discussing why
you chose that one. (10 minutes). 10%

2. Finally, share your opinions, focusing on the principles of teaching and 30%
learning exemplified by each one.
 8:10 a.m-8:35 a.m.

List of Statements
1. Self-learning empowers students to take control of their education.
2. A student can foster critical thinking and problem-solving skills by developing self-learning skills.
3. Self-learning helps students acquire new skills and knowledge by exploring and practicing on their own.
4. Self-assessment allows students to reflect on their own progress and address areas of improvement in
their learning journey. 20%
5. By practicing self-assessment, students develop a deeper understanding of their objectives and can set
realistic goals. 10%

6. Self-assessment helps students understand what they have learned and what they need to improve.
7. Self-efficacy affects how students face challenges. Those students who strongly believe in themselves
30%

keep trying and do not give up easily.

8. Self-efficacy means that students believe they can succeed; therefore, that gives them the motivation
they need to do better and always try harder.
9. Self-efficacy helps students feel confident in their ability to succeed in tasks and overcome challenges.
8:45 a.m-8:55 a.m.

Why this topic?

Self-learning fosters independent problem-solving and adaptability.

20%

Self-assessment develops metacognition and reflective

10% practices for
lifelong learning.
30%
Essential for language learners who must practice beyond the
classroom
8:55 a.m.-9:00 a.m.

Objectives

By the end of the session, participants will:

1. Understand psychological theories underpinning self-learning and20%

self-
assessment.
10%

2. Learn strategies to foster self-directed learning in students and teachers.

30%

3. Design and implement practical, reflective tools for the EFL classroom.

4. Collaborate and share best practices for EFL education in Panama

9:00 a.m.-9:10 a.m

Think, Group, Share

First, form groups of 5 individuals. Then, discuss the question. (7 minutes).

Choose one of the members of the group to share their ideas. 20%
Finally,
discuss your ideas with the whole group. (7 minutes)
10%

30%
Can you describe the specific self-learning
and self-assessment strategies you have
employed to enhance your teaching
practice?
9:00 a.m.-9:10 a.m

Think, Group, Share

Teacher Self-Learning Strategies:

Professional development courses and workshops
Online learning platforms
20%
Reading and research
Mentorship and coaching
10%
Collaborative learning

Teacher Self-Assessment Strategies: 30%

Reflection journals
Student feedback
Peer observation
Video recording
Self-evaluation rubrics
Professional development plans
9:00 a.m.-9:10 a.m

Think, Group, Share

Teacher Self-Learning Strategies:

Explicit Teaching and Modeling 20%
Independent and Collaborative Practice
Incorporating Metacognition 10%

Teacher Self-Assessment Strategies: 30%

Variety of Assessment Methods

Goal Setting and Progress Monitoring
Feedback on Self-Assessments
9:10 a.m.-9:30 a.m.

"Imagine you have a student who

consistently struggles in English
class, despite your best efforts. They
believe they are "not good with
languages" and feel discouraged. 20%

How might you approach this 10%

situation, drawing on our

30%

understanding of different learning

theories?
9:10 a.m.-9:30 a.m.

Growth Mindset
01
Educational Self-Efficacy 20%

Psychology 10%
Motivation
Theories 30%

Sociocultural Theories
9:10 a.m.-9:30 a.m.

Growth Mindset (Dweck, 2006)

Belief that abilities can be developed through dedication and hard work.

Encourages students to see language learning as a skill to build, not a

fixed ability.
20%

10%

30%
9:10 a.m.-9:30 a.m.

Self-Efficacy (Bandura, 1997)

Belief in one's ability to achieve specific goals.

High self-efficacy leads to persistence in mastering difficult

20%
language concepts.
10%

30%
 9:10 a.m.-9:30 a.m.

Self-Efficacy (Bandura, 1997)

Students with high self-efficacy Students with low self-efficacy

Failure seen as internal, controllable Failure seen as external,

(lack of effort). uncontrollable (lack of ability).
20%

Focus on strategies to succeed next Learned helplessness:

10% all of one’s
time; feel in control. efforts lead to failure.
30%

“I didn’t try hard enough, so I know I can “I’m not smart enough to get better at
do better next time if I put in enough this.”
time to study."
“No matter how hard I try, I’m never
going to understand this.”
9:10 a.m.-9:30 a.m.

Motivation Theories (Deci & Ryan, 1985)

Self-Determination Theory (SDT): Focus on intrinsic and extrinsic
motivation.

Foster intrinsic motivation by connecting language learning to

students' personal goals. 20%

10%

30%
9:10 a.m.-9:30 a.m.

Sociocultural Theory (Vygotsky, 1978)

Learning is mediated through social interaction.

Peer collaboration and scaffolding are crucial for language

acquisition.
20%

10%

30%
9:30a.m.- 9:45 a.m.

Introduction of the Topic:

Defining Self-Learning and Self-Assessment

Imagine a classroom where students are not just

passive recipients of information, but active
explorers of knowledge. How can we cultivate
20%

this kind of independent and self-directed

10%

learning in our students? 30%

9:30a.m.- 9:45 a.m.

Defining Self-Learning and Self-Assessment

Self-Learning: Learner-driven process of identifying needs and
setting goals. Involves metacognitive skills, such as planning and
reflection.

Self-Assessment: Evaluating one’s progress and performance.

20%
Encourages ownership and accountability in learning.
10%

In EFL Contexts: Building language skills requires consistent

practice. Learners benefit from monitoring their progress. 30%
9:30a.m.- 9:45 a.m.

Importance of Self-Learning and Self-

Assessment in EFL

Addresses diverse learning needs and paces.

Encourages active use of the target language outside the20%

classroom. 10%

Develops metacognitive awareness, critical for language 30%

acquisition.

Enhances learner autonomy, a core competency in EFL.

9:45-10:15 a.m.

Think, Group, Share

First, divided into small groups but this time according to the levels they
teach (Elementary (Kinder, 1 and 2), (3-4), (5-6), Junior (7, 8, 9) and High (10,
11, 12) teachers). Then, discuss the question. (7 minutes). Choose20% one of the
members of the group to share your ideas. Finally, discuss your ideas with
10%
the whole group. (7 minutes)

30%
What are the most effective strategies you have found
for incorporating self-learning and self-assessment
into your EFL teaching practice, and how do you
evaluate their impact on student learning outcomes?
10:15 a.m. 10:30 a.m.

Recess
(15 minutes)
10:30-11:00 a.m.

Imagine a classroom where students aren't just

passive listeners, but active explorers of
knowledge. They set their own goals, track their
progress, and reflect on their learning journey.

30%
10:30-11:00 a.m.

SELF-LEARNING AND SELF-ASSESSMENT

STRATEGIES FOR STUDENTS

20%

10%

30%
10:30-11:00 a.m.

1. Vocabulary Journals

2. Shadowing Technique

3. Language Learning Apps/Sites

4. ReadTheory
30%

5. Setting SMARTA Goals

6. Reflective Practices
10:30-11:00 a.m.

1. Vocabulary Journals
Students record new words with definitions, examples, and usage.

Classroom Implementation:
Assign a vocabulary journal as part of regular homework or classwork.
20%

After class, students look for definitions, synonyms, and sample

10%
sentences.

Use interactive activities like group discussions or games where 30%

students use their journals to practice the new vocabulary.

Periodically review students' journals and provide feedback to

encourage thorough entries.
10:30-11:00 a.m.

1. Vocabulary Journals
Why are vocabulary journals important in teaching?

1. Active Engagement and Retention:

Hands-on Learning
Enhanced Retention
2. Deeper Understanding and Contextualization: 20%

Meaningful Connections
10%
Contextual Learning
3. Improved Vocabulary Usage and Expression:
Fluency Development 30%

Enhanced Communication Skills

4. Self-Directed Learning and Autonomy:
Personalized Learning
Independence
5. Assessment and Progress Tracking:
Self-Assessment an Formative Assessment
10:30-11:00 a.m.

2. Shadowing Technique:

Mimicking native speakers to improve pronunciation and fluency.

Classroom Implementation:
Select audio or video clips of native speakers. 20%

10%
Students watch the video after class and practice mimicking the
native speaker’s pronunciation, intonation, tone, etc.
30%

Provide individualized feedback or have students record themselves

for self-assessment.
10:30-11:00 a.m.

2. Shadowing Technique:
Tool:
https://otter.ai/

20%

10%

30%
10:30-11:00 a.m.

2. Shadowing Technique:
Tutorial: https://www.youtube.com/watch?v=SyqipCxv0E
10:30-11:00 a.m.

2. Shadowing Technique:
Tool:
https://www.ted.com/

20%

10%

30%
10:30-11:00 a.m.

3. Language Learning Apps/Sites:

Learning platforms support independent practice.

Classroom Implementation:
Recommend specific apps and guide students in setting up their
accounts. 20%
Allocate class time for app usage, ensuring students understand the
features (e.g., vocabulary lists, quizzes, pronunciation tools).10%
Encourage students to share their progress or scores in class
discussions, creating a sense of healthy competition and 30%

accountability.
Combine app usage with assignments where students demonstrate
skills learned from the apps.
10:30-11:00 a.m.

3. Language Learning Apps/Sites:

What specific educational technology tools or apps do you utilize in your
teaching practice, and how do you effectively integrate them into your
instructional strategies?

20%

10%

30%
10:30-11:00 a.m.

4. ReadTheory

How to Use:
Create a teacher account in https://readtheory.org/.

Create student personal accounts. 20%

Students take a pre-test. 10%

Students practice independently. 30%

Check students’ progress weekly, monthly, etc.

10:30-11:00 a.m.

4. ReadTheory
Video: https://www.youtube.com/watch?v=398tcpugFkQ

30%
10:30-11:00 a.m.

4. ReadTheory

20%

10%

30%

Webinar: https://www.youtube.com/watch?v=FwYRuW8XWjc
10:30-11:00 a.m.

4. ReadTheory
How it works...

20%

10%

30%

Students practice... Teacher monitors...

10:30-11:00 a.m.

4. ReadTheory

20%

10%

30%
10:30-11:00 a.m.

4. ReadTheory

20%

10%

30%
10:30-11:00 a.m.

5. Reflective Practices:
Regular self-checks on learning progress and challenges.

Classroom Implementation:
Start or end lessons with reflection prompts, such as “What was the
20%
most challenging part of today’s lesson?”
Have students write weekly reflections about their learning 10%journey,

focusing on what worked and what didn’t.

Facilitate peer-sharing sessions where students discuss their 30%

reflections and learn from each other’s experiences.

Use reflections to adjust teaching strategies and provide personalized
feedback.
10:30-11:00 a.m.

Specific
S
6. Setting SMARTA Goals: Measurable
M
Specific and Student-centered, Measurable, Achievable, Relevant, Achievable
A
Time-bound objectives, Agreed.
Relevant R
Classroom Implementation:
Begin by teaching the concept of SMART goals. Provide examples
10% like

“Learn 10 new verbs this week.”

Time-bound
T
Guide students in setting their personal language-learning goals 30%

during class time. Agreed

A
Check progress regularly through discussions or progress reports,
encouraging self-reflection.
Celebrate milestones (e.g., mastering 50 new words) to keep students
motivated.
 11:00 am – 11:10 am

Practice Time
Specific and student-centered?
How would you change this objective S
Student´s profiles to make it SMARTA?
Elena´s learning challenges: Measurable? 20%
Elena struggles with forming complete sentences, M
especially when speaking.
She has difficulty remembering vocabulary and often Achievable?
needs repetition and practice. A
She finds it challenging to understand English when 10%
Relevant?
spoken quickly or in complex sentences. R
She lacks confidence in speaking English in front of
others. Time-bound?
T

Agreed?
Objective: I want my student to A
learn daily activities.
 11:00 am – 11:10 am
Specific and student-centered?
S To be able to correctly spell and use 10 new English
words related to daily activities (e.g., wake up, eat
breakfast, go to school).

Practice Time M
Measurable?
To be able to use the 10 new words correctly in simple
sentences in class discussions.
How would you change this objective
to make it SMARTA? Achievable?
Student´s profiles A 20%
By learning 2 new words every week through practice
Elena´s learning challenges: during English lessons and at home.
Elena struggles with forming complete sentences, 10%
Relevant?
especially when speaking. R These words will help Elena talk about my daily routine
She has difficulty remembering vocabulary and often and communicate with others in English.
30%
needs repetition and practice. Time-bound?
T To be able to use all 10 words by the end of the month.
She finds it challenging to understand English when
spoken quickly or in complex sentences. Agreed?
She lacks confidence in speaking English in front of A I will make flashcards, use the words in simple
sentences every day, and practice with a classmate or
others. teacher once a week.

Objective: I want my student to By the end of the month, the student will be able to correctly
use 10 new English words related to daily activities in simple
learn daily activities. sentences in class discussions through flashcards and
weekly practice sessions with a classmate or teacher.
11:00 am – 11:10 am

Examples of SMARTA Goals:

SMART Goal: By the end of the lesson, students will be able to accurately use the simple
present tense to create 5 true statements and 5 questions about their partner's healthy habits
in a pair activity. 20%

10%
SMART Goal: By the end of the lesson, students will be able to correctly use at least 5
comparative adjectives (2 regular and 3 irregular) to compare 3 specific aspects of two
cartoons in a group discussion.

SMART Goal: By the end of the lesson, students will be able to formulate 5 polite requests
using "could" in a role-play scenario where they are ordering food in a restaurant in a pair
activity.
 11:10 am – 11:20 am

Homework
Specific and student-centered?
How would you change this objective S
Jose´s student profile: to make it SMARTA?
Measurable? 20%
Jose is shy and reluctant to speak in front of the class. M
He feels nervous or self-conscious about making mistakes
when speaking English, which leads him to avoid oral Achievable?
activities during lessons. A
He prefers to work quietly and often remains silent during 10%
Relevant?
group discussions or class conversations. R
His speaking skills are underdeveloped compared to his
reading and writing skills, which affects his overall fluency. Time-bound?
T

Agreed?
Objective: I want my student to A
speak confidently.
11:20 p.m. – 12:30 p.m.

What if teachers could unlock their full

potential by becoming lifelong learners
themselves?
11:20 p.m. – 12:30 p.m.

SELF-LEARNING AND SELF-ASSESSMENT

STRATEGIES FOR TEACHERS

20%

10%

30%
11:20 p.m. – 12:30 p.m.

1. Professional Development

2. Reflective Journaling

3. Action Research

4. Student Feedback Surveys

30%
11:20 p.m. – 12:30 p.m.

1. Professional Development
How to Implement:
Identify areas for growth, such as teaching methodologies,
technology integration, or student engagement strategies.
Enroll in courses like webinars, Massive Open Online Courses (MOOCs),
20%
or local training sessions on EFL-specific topics.
Set aside regular time for professional learning and create10%
a system to
apply insights directly to teaching practices.
30%

Benefits:
Keeps teaching practices current and aligned with the latest
research.
Provides exposure to innovative tools, resources, and global trends in
EFL.
11:20 p.m. – 12:30 p.m.

2. Reflective Journaling
How to Implement:
Dedicate 10–15 minutes daily or weekly to record classroom events,
student interactions, and personal teaching reflections.
Use a structured format, such as prompts like "What worked well
20%
today?" and "What could I improve in my lesson delivery?"
Regularly review past entries to identify recurring challenges
10% or
progress in teaching strategies.
30%

Benefits:
Encourages self-awareness and fosters continuous improvement.

Provides a personal archive of teaching strategies and their

outcomes.
11:20 p.m. – 12:30 p.m.

3. Action Research
How to Implement:
Select a specific area of interest, such as improving vocabulary
retention or fostering student participation.
Plan small-scale experiments, such as using gamification for a month
to observe its effects on student engagement.
20%
Collect data through surveys, student feedback, or classroom
observations. 10%

Analyze results to determine effectiveness and refine approaches.

Share findings with colleagues or at workshops. 30%

Benefits:
Promotes data-driven decision-making in teaching.
Encourages a deeper understanding of what works for specific
student groups.
11:20 p.m. – 12:30 p.m.

4. Student Feedback Surveys

How to Implement:
Design anonymous surveys with open-ended and scaled questions,
focusing on aspects like lesson clarity, engagement, and
supportiveness.
Use simple tools like Google Forms, SurveyMonkey, or printed
questionnaires.
Administer surveys regularly, such as at the end of a term or after 20%
a
significant unit. 10%
Analyze feedback to identify trends and actionable areas for improvement.
Benefits: 30%
Offers valuable insights directly from students about what they find helpful
or challenging.
Promotes a student-centered teaching approach by considering their
perspectives.
Builds trust and rapport when students see changes based on their
feedback.
THANKS