Page 163 - Beyond Methods

Promoting learner autonomy 151 Materials
5: I use commercially produced textbooks that are selected and prescribed by me or by my school authorities.
4: In addition to using prescribed textbooks, I prepare supple- mentary materials that I believe will interest my students.
3: I involve my students in the final selection of textbooks by ask- ing them to choose from a range of options I consider appro- priate for their level.
2: I start with prescribed textbooks and prepared materials, and then encourage my students to modify or adapt the tasks and exercises the way they think interesting and appropriate.
1: I invite my students to read the local newspapers, surf the In- ternet, and go to other sources to bring materials that they think are interesting and appropriate.
Evaluation
5: I evaluate the learning outcome of my students by using com- mon tests, that is, tests given in the textbook or those designed by my school.
4: I assess my students’ performance using a combination of com- mon tests and those I design for learners in a particular class.
3: I give my students a range of test formats (essay, multiple choice, yes/no, etc.) to choose from, and I try to honor their choice as much as possible.
2: I ask my students to assess their own performance using speci- fic and clear guidelines I give them. I normally keep their as- sessment in mind when I do mine.
1: I ask my students to assess their performance using their own guidelines, which I ask to specify. I then allow their self-assess- ment to inform my own.
6.1.4 Take a different color pen or pencil and go over the statements again, this time checking where you wish to be within a specified pe- riod of time, considering your specific context and level of teaching re- sponsibilities.
6.1.5 Think about all the resources that are available to you to help you get where you wish to be. Also, think about how you can make use of them. Use the format shown in Figure 6.4 to take notes: