Программа практических тренингов
по развитию стратегий автономности учащихся
Аннотация
Данная программа предназначена для учителей английского языка и нацелена на работу с ключевыми понятиями, составляющими основу концепции автономности учащихся.
В программе подробно разбираются типы учебных стратегий и их классификация в зависимости от мыслительной функции и учебного контекста.
Предлагаемые задания вовлекают участников семинаров в обсуждения и обмен опытом, основанные на рефлексии на свою преподавательскую деятельность, на учебную деятельность учащихся и на эффективность учебных материалов.
Участникам семинаров предлагается подробно исследовать основные характеристики личностно-ориентированного класса и сопоставить их с традиционным подходом в организации урочной деятельности.
Для того, чтобы понять как учащиеся могут осознавать использование той или иной стратегии, учителям предлагается проделать подобный опыт по отношению к собственной деятельности и определить свой преобладающий учебный стиль и наиболее часто используемые стратегии.
На последнем тренинге участники семинара попробуют спланировать урок по своим учебным материалам, где определят какие стратегии автономности развиваются на каждом этапе урока.
Rationale
To learn a language effectively, students need to know what to learn as well as how to learn. Teaching Language Learning Strategies (LLS) can aid EL teachers in helping students of different age improve their mastery of the English language.
The latest methodological developments prove that learning strategies are the thoughts and actions we engage in, consciously or not, to learn new information.
The goal of teaching learning strategies is to help students to consciously control how they learn so that they can be efficient, motivated, and independent language learners (Chamot, Barnhardt, El-Dinary, & Robbins, 1999).
When students begin to understand their own learning processes, they tend to take more responsibility for their own learning. The skill in regulating one's own learning is a characteristic of successful learners, including successful language learners. Having a repertoire of learning strategies can help students become efficient and more autonomous learners.
Within the module the participants will raise awareness of Learning Strategies instruction and will have an opportunity to apply LLS in different learning contexts and according to the learners’ level of language proficiency.
Aims and Outcomes2.1. Aims
- to encourage participants to figure out the main characteristics of good teachers and good language learners to extend participants’ repertoire of LLS to raise participants’ awareness of Learning Strategies instruction
· to provide participants with an opportunity to adopt LLS to a variety of learning contexts
2.2. Outcomes
By the end of the module participants will have:
- raised awareness of teaching LLS to YL got familiar with the framework in developing Learner Autonomy
· practiced in designing activities for integrating LLS
- evaluated different activities presented by their colleagues
3.1 Creating a Learner-Centered Classroom
This component emphasizes the importance of establishing students’ – teacher responsibilities before starting the strategies instruction. Students have to be responsible for their own learning. The teacher models how to use the language and helps students take directions, but the teacher cannot learn for students.
3.2 Defining and Organizing Language Learning Strategies
This element introduces and defines twenty learning strategies which are particularly valuable for language learners at a high school level. A tutor should emphasize the difference between metacognitive and task-based learning strategies. The Metacognitive Strategies can be used for almost any task and are based on reflecting on one's own thinking while the Task-Based Learning Strategies are more determined by the specific nature of the task and the resources of the student.
3.3 Empowering Students with Learning Strategies
This component demonstrates how to integrate the instruction of learning strategies into your English language curriculum in order to help students master the target language and to assist in the development of student autonomy. The participants get familiar with the five stages framework for integrating LLS into their lessons.
3.4 Designing and Evaluating Classroom Activities for Teaching Learning Strategies
The participants are provided with sample activities that can be adapted to fit the individual classroom needs. These activities illustrate learning strategies instruction for
a variety of proficiency levels. Each activity provides instruction in introducing a learning strategy and focuses on one or more language objective. A template for planning a learning strategies activity is provided in Appendix A. After group presentations participants get feedback from their peers and a tutor.
3.5 Feedback
It gives Ps an opportunity to improve their skills in designing appropriate materials for their learners and get individual feedback from a tutor.
Module StructureThe content of the module is delivered through three 2-hour sessions with the feedback session followed.
Session-I Input
Session-II Task-based discussions
Session III Designing LLS activities and giving presentations
Session IV Individual feedback
It is intended that the sessions be held during the first seminar.
5. Methodology
During the first session participants should define the ways to introduce LLS to their students. A tutor should lead participants to the conclusion that the only way to do it is to establish a learner-centered environment in the classroom before beginning strategies instruction.
A tutor should emphasize that when the Ps explicitly teach learning strategies, they share responsibility for the students’ learning with the students themselves. The students take on greater responsibility for their own learning and gain greater independence. This is known as the learner-centered approach to instruction. It is characterized by (1) a focus on how students learn, (2) explicit instruction in learning strategies, (3) explicit goal setting by students for themselves, and (4) student self-evaluation.
It is important to involve teachers into activities as if they were learners with further reflecting on its teaching procedures. The practice of this kind helps the participants get familiar with the format of LLS instruction and makes them feel confident when they do these activities with their students.
To consolidate the basic content of the module Ps are asked to design sample lesson plans which involve integration of LLS. That helps teachers realize the technology of Learning Languages instruction in a detailed practice.
During the sessions participants are involved into:
· Reflecting
· Matching
· Group discussions
· Material designing
· Presentations
· Evaluating peers’ work
· Face-to-face feedback
Assignments and AssessmentsAssessment is based on the final assignment, in which teachers are asked to design/write a learning strategy lesson according to a plan. Ps are provided with sample lesson plans and work individually. They are offered to choose a task and an appropriate learning strategy depending on the demands of the language task.
Ps should point out
- target group (age, grade) proficiency level language objective(s) materials procedure ( pre, while, post – stages)
Participants will get pass if
- The activity is appropriate to Ss needs Learning strategies serve the functions The procedure is logically organized (according to five-phase framework)
Face-to-face feedback is focused on helping teachers to improve their materials and make them ready for use in their future practice. If a participant fails she has an opportunity to revise and improve the work and then to get the second feedback at the seminar.
Bibliography1. Dornyei, Z. (2010). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
2. Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison-Wesley Longman.
3. Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
4. Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.
5. Teaching Teenagers by Herbert Puchta and Michael Schratz, Addison-Wesley Longman, (1993).
6. Sarah Barnhardt. Learning strategies instruction: getting started by creating a learner responsible classroom. The Language Resource, Vol. 1,7 August, 1997.
Session OutlinesSession I By the end of the session Participants will have:
- discussed what makes a good teacher and a good learner
- defined the main characteristics of learner-centered classrooms
- figured out the differences in learner-centered classrooms
Stage | What participants do | What tutor does |
I | Brainstorm what makes a good teacher and a good learner. Discuss professional, educational, social, and personal goals for studying English their learners might have. | Begins by with open-ended discussions on the following topics: · Roles of teacher and learner; · Goals in being able to use the language. Leads participants to the conclusion that the only way to do introduce LLS is to establish a learner-centered environment in the classroom before beginning strategies instruction. |
II 2.1 | Discuss the differences between the teacher-centered and the learner centered classroom. | Encourages Ps to bring as many examples as possible. |
2.2 2.3 | Ps predict the possible difficulties in creating the learner-centered classroom. Ps reflect on the learning process (how their Ss learn). | Helps Ps if necessary. |
3.3 | Ps reflect on the content of the session. | Summaries what was done at the session. Makes a conclusion about what is necessary for creating a learner-centered classroom: students take responsibility for their learning process. |
Session II By the end of the session Participants will have
- learnt what a strategy is and got aware about a variety of LLS got familiar with five-phase framework for introducing Learning Strategies given a sample strategy lesson
Stage | What participants do | What tutor does |
I 1.1 | Try to give the definition to the term strategy. | Leads Ps to the opinion that strategy is a technique one can use to learn better. Makes a conclusion that the goal of strategies instruction is to make students more aware of how they learn and how they can learn more efficiently and effectively |
1.2 | Get familiar with a variety of metacognitive and task-based learning strategies. Discuss and share their opinions about their application. | Gets Ps aware of LLS classification. Brings Ps to the conclusion that Metacognitive strategies can be used for almost any task and are based on reflecting on one's own thinking, while Task-Based Learning Strategies are determined by the specific nature of the task and the resources of the student. |
1.3 | Match the strategies to their definitions. | Monitors. Helps if necessary. |
II 2.1 | Make a “guideline” for teachers how to introduce new strategies. | Introduces five-phase framework for strategy instruction. |
2.2 | Demonstrate how teachers can introduce LLS in their classroom by providing them with a sample lesson plan. | Applies thinking aloud when working through a task. This process makes aware of how well strategies are working for the task. |
III | Ps are involved into reflection on the session. Make a conclusion about what should be taken into account when they plan a strategy lesson. | Emphasizes that: - strategies should be relevant to the tasks; - lesson should be organized according to five-phase framework (preparation, presentation, practice, evaluation, expansion) - |
Session III By the end of the session, participants will have:
- written a learning strategy lesson using the five-phase framework presented their lessons in front of the group evaluated peers work got a feedback form a tutor
Stage | What participants do | What tutor does |
I | Warming up. Ps are involved into revision of the key points of developing learning strategies | Helps Ps refresh the previous session. |
II 1.1 | Study the plan of final activity (make and present a strategy lesson). | Gives explanation of final assignment |
2. | Work in groups making a lesson plan to develop learning strategies | Helps when necessary |
3 | Present their lesson plan in front of the whole group. | Monitors the work. |
4 | Ps are involved into the follow-up discussion. Get feedback from the colleagues and a tutor. | Encourages Ps to express opinions about colleagues’ presentations. Gives feedback. Makes a conclusion to the module. |
Appendix A
TEMPLATE FOR LEARNING STRATEGIES ACTIVITIES
Learning Strategy: Give the learning strategy focus of the activity.
Proficiency Level: Identify proficiency level and other specific information.
Description of Activity: Write a brief overall description of the activity.
Language Objective(s): Identify the language objective(s) of the activity.
Materials: List the materials needed to carry out the activity.
Preparation: Introduce the learning strategy and model an activity.
Presentation: Explain the step-by - step procedure of the activity the students
will carry out.
Reflection: Suggest a way for students to reflect on the usefulness of the
learning strategy.
Expansion: Explain how the class can follow up on this activity.
Adaptation: Explain how this activity can be adapted to other situations
(other proficiency levels, other skills, other topics, etc.).
