Masaryk University Language Centre, Faculty of Arts 1 English Autonomously Lenka Zouhar Ludvíková Martina Šindelářová Skupeňová Eva Trumpešová - Rudolfová ENGLISH AUTONOMOUSLY 1st session, 27th September 2017 § §Are you ready for autonomy? § §https://goo.gl/forms/c0dwPWmvLqaZDNbL2 § § § § Masaryk University Language Centre, Faculty of Arts 2 ENGLISH AUTONOMOUSLY 1st session, 27th September 2017 § §Are you ready for autonomy? § §https://goo.gl/forms/c0dwPWmvLqaZDNbL2 § §what you need to know §how does EA work § § § Masaryk University Language Centre, Faculty of Arts 3 ENGLISH AUTONOMOUSLY key words § §Odd one out: § 1.DEMOCRACY / AUTONOMY / ANARCHY / INDEPENDENCE 2.DIALOGUE / DOMINANCE / GUIDANCE / REFLECTION 3.INDIVIDUAL / TANDEM / COMMUNITY / TEACHER 4.PLANNING / EVALUATING / TESTING / MONITORING 5.SHOWER / BATH / MODULE / COUNSELLING Masaryk University Language Centre, Faculty of Arts 4 Martina - instructions ENGLISH AUTONOMOUSLY key words § §Odd one out: § 1.DEMOCRACY / AUTONOMY / ANARCHY / INDEPENDENCE 2.DIALOGUE / DOMINANCE / GUIDANCE / REFLECTION 3.INDIVIDUAL / TANDEM / COMMUNITY / TEACHER 4.PLANNING / EVALUATING / TESTING / MONITORING 5.SHOWER / BATH / MODULE / COUNSELLING Masaryk University Language Centre, Faculty of Arts 5 Martina - instructions ENGLISH AUTONOMOUSLY autonomous learning § §„Autonomy is the ability to take charge of one's own learning.“ (Holec, 1981) § §„Autonomy is drawing together the threads of §self-assessment, goal-setting and reflection...“ (Little, 1991) § Masaryk University Language Centre, Faculty of Arts 6 Lenka – background info: Henri Holec - father of learner autonomy, autonomous learning… be in charge = setting the goals, taking the responsibility for decision making, accepting the consequences of one´s decisions, adjusting learning to one´s abilities and needs, instant self-reflection and monitoring one´s progress, self assessment… -you are not alone in autonomous learning – there is a FRAMEWORK for your learning -NOT independent learning (requirements and limits given by faculties, peers, major subjects, labour market…) -TODAY - quite traditional, frontal today but the rest of the term will be very different from usual classes -Mindset – you decide where you are going to go and how you are going to travel -The only way to learn successfully in the long term -Process of discovery -Freedom from being told what to do and freedom to do what you think is best for you -NOT about learning English only – learning in general and self development will be influenced -One is in control of his / her life, learning, direction… -SILL -TEACHER -Not the only authority, facilitator, partner -Tourguide – can help -STUDENT -Partner, expert on his / her own learning -To have the instruments and tools, different perspective – the session today learning situation is different role of a teacher is different role of a student is different ENGLISH AUTONOMOUSLY image of a teacher § §Think of Igor Hnízdo. Is he a good teacher? Would you like him to teach you English? §https://www.youtube.com/watch?v=k8YMr9oMtz0 § Masaryk University Language Centre, Faculty of Arts 7 Výsledek obrázku pro igor hnízdo Pairs – Groups – focus on TRADITION AND VERBS What is the traditional role of a TEACHER and STUDENT? What does a TEACHER and/or a STUDENT traditionally do? ENGLISH AUTONOMOUSLY image of a teacher § §Think of the German teacher in the video… §Is he a good teacher? §Would you like him to teach you English? §https://www.youtube.com/watch?v=P_56wwGv9Bk § § Masaryk University Language Centre, Faculty of Arts 8 Pairs – Groups – focus on TRADITION AND VERBS What is the traditional role of a TEACHER and STUDENT? What does a TEACHER and/or a STUDENT traditionally do? ENGLISH AUTONOMOUSLY 21st century teachers § § 9 Masaryk University Language Centre, Faculty of Arts https://goo.gl/forms/jS7NLP3IC3VgUDuH3 Martina - role teachers – facilitators – providing framework ENGLISH AUTONOMOUSLY 21st century teachers 10 Masaryk University Language Centre, Faculty of Arts § § •choose to be vulnarable •see themselves as co-learners •allow themselves to fail, often •don´t wait until they aŕe experts to introduce something •move into their students´ world, even if it´s foreign territory •run towards their area of weakness, not away from it •are comfortable not knowing what is going to happen •invite mistakes into their lives •we dream big and ask "why not?" •allow their students to teach each other •step outside their comfort zone •embrace change •feel secure asking their colleagues for help •question everything •believe they can learn anything, given the right attitude and effort 21st century students Martina - role teachers – facilitators – providing framework ENGLISH AUTONOMOUSLY metacognition § § Masaryk University Language Centre, Faculty of Arts 11 Lenka – different roles, need of specific skills – metacognition – MAI – students becoming autonomous learners ENGLISH AUTONOMOUSLY course framework §Students introducing the activities and their purpose: § § A.introductory sessions B.modules C.showers D.individual counsellings E.log F.own activities § § 12 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework A.introductory sessions § § 13 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework B.modules C. 14 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework C.showers D. 15 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework D.individual counsellings E. 16 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework E.log D. 17 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework F.own activities D. 18 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework A.introductory sessions - to find out about the course principles B.modules - to get an insight into a specific area or topic C.showers - to develop (language) skills of your choice D.individual counsellings - to guide you through your learning E.log - to reflect on your learning F.own activities - to get immersed in English § 19 Masaryk University Language Centre, Faculty of Arts Martina - Activity – what is the Framework? Pairs – groups 20 Masaryk University Language Centre, Faculty of Arts §Gap fill: 90 20 5 2 § §2 introductory sessions (2x 90 minutes + HW) § § modules ( x 3x 90 minutes) §showers (1x 90 minutes) §3 individual counsellings (3x minutes) §log ( hours) §own activities (as much as possible) § A. A. § § ENGLISH AUTONOMOUSLY course framework Martina - Activity – what is the Framework? Pairs – groups ENGLISH AUTONOMOUSLY course framework § §= 50 hours in total § Masaryk University Language Centre, Faculty of Arts 21 Martina – distribute checklist and explain ENGLISH AUTONOMOUSLY principles and framework §empowering the learners §students analyse their needs §students plan their learning §students reflect on their learning § §100% differentiation required and ensured § §teachers´support and peer cooperation § § § § Masaryk University Language Centre, Faculty of Arts 22 Lenka ENGLISH AUTONOMOUSLY needs analysis strengths weaknesses opportunities threats SWOT ANALYSIS Masaryk University Language Centre, Faculty of Arts 23 Martina - first possible tool, distribute pale blue paper ENGLISH AUTONOMOUSLY CEFR self-assessment §CAN DO STATEMENTS……….. § §LISTENING §READING §SPOKEN INTERACTION §SPOKEN PRODUCTION §WRITING and much more…. §https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/168074a4 e2 §https://goo.gl/forms/jiPB0ytbRCjVgVmH2 § § Masaryk University Language Centre, Faculty of Arts 24 Martina – another tool – compare / contrast what you can and what you need, sample aktivity writing? ENGLISH AUTONOMOUSLY strategies analysis § •remember more effectively •manage your emotions •compensate for missing knowledge •organize your learning •evaluate your progress •learn with others § Masaryk University Language Centre, Faculty of Arts 25 Martina - Brainstorming in groups – compare what strategies you use to, afterwards distribute and explain SILL yellow paper ENGLISH AUTONOMOUSLY counsellings § § § §planning (1st meeting) §monitoring (2nd meeting) §evaluating (3rd meeting) § Masaryk University Language Centre, Faculty of Arts 26 Martina – explanation: one to one, time for you ENGLISH AUTONOMOUSLY log §learning journal / diary / log § §to document learning §to support self-reflection §to record your achievements §to … § § 27 Masaryk University Language Centre, Faculty of Arts To be explained more next time ENGLISH AUTONOMOUSLY course schedule §1st introductory session, 27th September §2nd introductory session, 4th October - planning § §1st individual counsellings, 5th - 13th October §two modules of your choice §your independent work §2nd individual counsellings in November §3rd individual counsellings in the exam period Masaryk University Language Centre, Faculty of Arts 28 ENGLISH AUTONOMOUSLY support group suggestions § § § § § § § § §https://goo.gl/forms/bj0EmDPIBDSuoLOE2 § 29 Masaryk University Language Centre, Faculty of Arts To be explained more next time ENGLISH AUTONOMOUSLY support groups §to be announced tonight -email -Facebook -EA website §a minimum of 2 modules §open to changes next week (prefered) and at your 1st counselling (exceptional) § § 30 Masaryk University Language Centre, Faculty of Arts To be explained more next time ENGLISH AUTONOMOUSLY homework §Next week § Needs Analysis / SILL / SWOT…. § bring the EA folder again § bring your calender § § §First counselling § Language learning history § SILL / MAI § Masaryk University Language Centre, Faculty of Arts 31 Distribute MAI !!! Brainstorm models options – which one wold you like??? - groups ENGLISH AUTONOMOUSLY § § § § § §Thank you for taking the chance to be autonomous with us... § Masaryk University Language Centre, Faculty of Arts 32 ENGLISH AUTONOMOUSLY bibliography §Holec, Henri: Autonomy and Foreign Language Learning. Oxford, 1981. §Little, David: Learner autonomy 1: definitions, issues and problems. Dublin, 1991. §Karlsson, Leena, Kjisik, Felicity & Nordlund, Joan: From Here To Autonomy. Helsinki, 1997. §Oxford, Rebecca: Strategy Inventory for Language Learning. 1989. §Schraw, Gregory and Dennison, Ryne Sperling: Assessing metacognitive awareness. In: Contemporary Educational Psychology, 19, 460-475. § § § § Masaryk University Language Centre, Faculty of Arts 33