Page 162 - Beyond Methods

150 Promoting learner autonomy
Year/Semester: Class:
Goals
Activities
Materials
Evaluation
Figure 6.3
6.1.3 Read the following twenty statements, and, using your random notes as a guide, rate yourself on a 5–1 (5 = no promotion of learner autonomy; 1 = substantial promotion of learner autonomy) to estimate where you stand now. Check the statements that reflect your current status.
Goals
5: I start with and follow a set of instructional goals I have pre- pared (or given to me) for all the classes I teach.
4: I discuss my instructional goals with my students, and modify them suitably based on their feedback.
3: I present my students with a set of instructional goals for them to choose from.
2: I ask my students to tell me what they expect to learn from my class and try to incorporate their goals in my teaching agenda.
1: I honor my students’ needs and wants, their goals and objec- tives that I identify by administering a questionnaire specially prepared for a particular class.
Activities
5: I achieve my instructional goals by presenting language items clearly, and by providing ample opportunities for students to practice.
4: I determine the type of activity (individual task, pair-work, group work, whole class) that best suits my instructional goal.
3: I encourage my students to adapt the content, the goal and the method of an activity within limits acceptable to me.
2: I let my students work independently on tasks and, when neces- sary, help them get back on track.
1: I invite my students to create a task and accomplish it at their own pace, in their own way and reach a jointly determined goal.