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Promoting learner autonomy 145
Microstrategies for Promoting Learning Autonomy
What, then, are the types of microstrategies that can embed the defin- ing principles of autonomy in the actions of teachers and learners? I offer some possibilities below in terms of microstrategies and ex- ploratory projects. In considering these possibilities, keep in mind that it would be a pedagogically sound practice to build exercises to promote learner autonomy into the overall language teaching cur- riculum rather than to devote isolated lessons on it.
Microstrategy 6.1: Learning Preferences Across Generations
6.1.0 The purpose of this microstrategy is to help your students think about learning preferences across generations. The idea is to start them on as broad a concept as “generational” learning preferences and move them toward more specific cases. You may modify the following activities, depending on the proficiency level of your students and your specific context of learning and teaching.
6.1.1 Have your students read the chart shown in Figure 6.2. It is made out of information compiled from an article by an educational administrator, Lynn Little (2000, p. 4–5). He has identified some gen- eral characteristics, including learning preferences, of leading genera- tions of Americans.
6.1.2 Ask your students to discuss, in small groups, the general char- acteristics of four generations of Americans. Guide them, where nec- essary, to relate the generational characteristics to the history of the time period.
6.1.3 Ask them to discuss whether similar (not identical) general characteristics can be identified among people of different generations in any other society familiar to them.
6.1.4 Have them discuss the learning preferences of four generations of Americans. Guide them, where necessary, to relate the learning pref- erences to the generational characteristics as well as the historical de- velopment of the time period.
6.1.5 Ask them to imagine what might be the general characteristics and the learning preferences of the future generation of children born between 2000 and 2020, whose lives will be shaped by the process of globalization in terms of economy, culture, and communication.
6.1.6 Then, give them an individual task in which you ask them to think about and write down their own specific learning preferences.