CLIL Webinar - Universidad de La Sabana

Self-directedlearning: who is

first?

Department of Foreign Languages and Cultures webinar series

• Open window by clicking on the right

bottom corner, so that you can access chat

and see the list of participants.

• Make sure your microphone is off. Use a

headset to have a better sound and avoid

any external noise.

IMPORTANT: When you registered, you posted

some questions; during the sesión and at the

end of it, some time is dedicated to answer

them.

Self-directed learning: who is first?

By: Claudia Acero Ríos



first?


CLAUDIA [email protected]

Lecturer & Researcher

Professor

Master's Program in ELT for Self-

directed Learning & Autonomous

Learning Environments

Universidad de La Sabana

@clarsteel

@ClarAcero

mailto:[email protected]

1 Webinar goals

2 Defining SDL

3

4


Strategy 1: ProblemIdentification & Problem Solutions

Strategy 2: Developing SMART Goals for teachers and learners

My goals

• To help you understand what Self-Directed Learning is, how it can be implemented (Learner Self-Management), & why it is important.

• To raise your awareness of the need for you to practice SDL in your lesson planning & evaluation of your classroom activities

• To provide you with some strategies to promote Self-Directed Learning in your context

• To provide you with some tools to develop a teacher improvement plan

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Ribas (2013)

“By reflecting on their practice, feelings

and self-beliefs (and not only, acting by

intuition), teachers can expand their

knowledge, broaden their repertoire of

teaching strategies and improve the

opportunities of learning offered to

students.”

Ambler, A. [TESOL International Association](2018, May 21) On Self-Care Reflecting, Recharging, and Saying No [Video file] Retrieved from https://goo.gl/Rt6gMj

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https://goo.gl/Rt6gMj

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Self-directedlearning

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❑ Decides on the course goals?

❑ The content to be studied?

❑ Presents the content?

❑ Sets exercises and assignments?

❑ Monitors completion and assesses

work?

❑ Tests and grades?

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✓Learning need analysis

✓Setting goals

✓ Identification of resources

and learning strategies

✓Setting an action plan

✓Monitoring learning

✓Redefining action plan

✓Evaluating outcomes

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Self-directed learning

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“Learners are motivated by internal incentives such as self-esteem, the desire to achieve, the urge to grow, the satisfaction of accomplishment, the need to know something specific, and curiosity”.

Knowles in Park, S (2008) Self-directed Learning in the Workplace, paper presented at the Academy of Human Resource Development International Research Conference in the Americas (Panama City) Retrieve from https://goo.gl/kxneKX

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Self-directedlearningDescribes a process by whichindividuals take the initiative, with or without the assistance of others, in diagnosing theirlearning needs, formulatinglearning goals, identifyinghuman and material resourcesfor learning, choosing and implementing appropriatelearning strategies, and evaluating learning outcomes. (M. Knowles, Principles of Andragogy,

1972)

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Ability to set goals, criteriaand a time-line, to understand the nature of the task, to choose a learning strategy from anextended repertoire. Abilityto monitor, evaluate ownwork and problem-solve

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A highly self-directed learner . . . is one who exhibits initiative, independence, and persistence in learning; one who accepts responsibility for his or her own learning and views problems as challenges, not obstacles; one who is capable of self-discipline and has a high degree of curiosity; one who has a strong desire to learn or change and is self-confident; one who is able to use basic study skills, organize his or her time, set an appropriate pace for learning, and to develop a plan for completing work; one who enjoys learning and has a tendency to be goal-oriented. (Guglielmino,1977/78, p. 73)

ALTERNATIVES TO APPROACH

SDL

You should teach students …

✓ to think independently

✓ to manage their own learning

✓ to plan their own learning

✓ to direct their own learning

Gibbons, Maurice. (2002) The Self-Directed Learning Handbook: Challenging Adolescent

Students to Excel. Jossey-Bass Education Series

webinar seriesDepartment of Foreign Languages and Cultures

HOW TO APPROACH

SDL

You should …

✓ manage your own learning

✓ plan your own learning

✓ direct your own learning

Gibbons, Maurice. (2002) The Self-Directed Learning Handbook: Challenging Adolescent

Students to Excel. Jossey-Bass Education Series


STRATEGY 1: ProblemIdentification & ProblemSolutionsSeries


• What problems did you have in teaching a particular skill in your most recent class?

• What did you do to address thatproblem? Did it work? How do you knowit worked?

• If it did not work, what else did you do? Did that work? How did you know?

STRATEGY 1: ProblemIdentification & ProblemSolutions


• How well the goals of my class aligned with the Program purpose?

• What will you do differently next time?

STRATEGY 1: ProblemIdentification & ProblemSolutionsSeries


• Have you ever asked these Qs while planning your lessons or evaluating your class?

• How useful was it?

• When do you think you could use this strategy?



• Before (Planning)

• During (Monitoring)

• After (Evaluating and Problem-Identifying and Solving)

STRATEGY 1 (ProblemIdentification & ProblemSolutions ) allows you to :


➢ plan, monitor and

evaluate your teaching

performance.

➢ determine to what extent your

teaching strategies actually fit

your learners’ knowledge and

degree of SDL.

➢ identify what changes you

need to make and where your

teaching has improved.

➢ keep organized records of

your teaching practice.

STRATEGY 1 (ProblemIdentification & ProblemSolutions )

How can you do it?


Use Strategy 1

Protocol

https://goo.gl/FhPN5Y


Why be Specific?

(simple & significant)

Why Measurable?

(Meaningful)

Why Achievable?

(attainable)

Why Relevant?

(reasonable, realistic)

Why Time-based?

(time limited)


Use Strategy 2:

Developing SMART Goals for teachers and learners


A PROCESS GOALA goal related to the learning process: identify problems and solutions, plan learning (set SMART goals and do task analysis), monitor learning & evaluate learning.

A PRODUCT GOAL

A goal related to the language: grammar, vocabulary, speaking, listening, writing, reading


Example

My students will be able to

set SMART goals to learn

to use a variety of

adjectives appropriately.

Example

My students will be able to write a

100 word descriptive essay by using a

variety of adjectives appropriately.


Why should you bother setting process goals for your lessons?

To help your learners be more focused on their learning process.

To help your learners acquire learner self-management strategies.

To increase your learners’motivation.

To improve your learners’learning.


Why should you bother setting process goals for your lessons?

• To focus your efforts or feel truly motivated to achieve it

• To track & assess your progress (stay motivated & meet your deadlines)

• To stretch your abilities to achieve realistic & possible goal

• To assure that the goal matters to you

• To set a target date

STRATEGY 2: Developing SMART Goals for teachers and learners

How can you do it?


Use Strategy 2

Protocol



• Go from known to unknown (Ask learners about goal setting in other parts of their lives.)

• Model the goal setting you do in your own life. (Ask learners about their learning problems -product and process-, maybe through a journal.)

• Discuss why setting a particular goal might be relevant for the learner who sets that goal.


Use Strategy 2

Protocol

What strategies could you use with your learners?

• Provide examples of ways to

measure goal achievement.

• Practice goal setting.

• Promote self-evaluation.


Use Strategy 2

Protocol

What strategies could you use with your learners?


Learning logs & diaries,

teaching journals, self-

assessment tools &

materials, classroom

observation, video analysis,

student-teacher conference

scripts, learning projects,

learning contracts, etc.

Some interventions to

increase level of SDL


Lamb, T., & Reinders, H. (2008). Learner and teacher autonomy. [electronic resource] : concepts, realities, and responses. Amsterdam ; Philadelphia : John Benjamins Pub. Co., c2008.

Rubin, J. (2010) Language Teacher Education: Challenges in Promoting a Learner-centered Perspective. RevistaCanaria de Estudios Ingleses, Special issue on Learner Autonomy ed. by Leslie Bobb. Retrieved from http://www.workingnet.com/joanrubin/edu.html#PUBLICATIONS

Some authors

https://goo.gl/xzNMi3

http://www.workingnet.com/joanrubin/edu.html#PUBLICATIONS

https://goo.gl/xzNMi3


first?


CLAUDIA [email protected]

Lecturer & Researcher

Professor

Master's Program in ELT for Self-

directed Learning & Autonomous

Learning Environments

Universidad de La Sabana

@clarsteel

@ClarAcero

mailto:[email protected]

Thanks

Claudia Acero Ríos


CLIL Webinar - Universidad de La Sabana

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