ELP-TT Training teachers to use the European Language Portfolio Short-term project ELP_TT2 Ülle Türk, Estonia

ELP-TT Learner autonomy, reflection and self-assessment Alan Pulverness, Heike Speitz and Ülle Türk

ELP-TT The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realised that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes sense as a goal for education in the modern world. Carl Rogers Freedom to Learn (1969)

ELP-TT Learner training aims to help learners consider the factors which affect their learning and discover the learning strategies which suit them best and which are appropriate to their learning context, so that they may become more effective learners and take on more responsibility for their own learning. Gail Ellis & Barbara Sinclair Learning to Learn English (1989)

ELP-TT Autonomous learning is not an absolute standard to be met, but a goal to be pursued; what is important is the direction – towards student responsibility for learning – not the magnitude of the change in any given direction. David Boud Developing Student Autonomy in Learning (1981)

ELP-TT TEACHER paternal/ assertive    fraternal/ permissive dispenser of knowledge  resource person/ consultant fostering dependence   training for independence STUDENT passive         active no responsibility for learning  assumes responsibility seeking approval    doing without overt approval submissive      involved in decision-making Earl W. Stevick Memory, Meaning and Method (1975)

ELP-TT PROBLEMS /CAUSES OF FRUSTRATION ETC 1.Lack of interest / motivation 2.Failure to see that learning a language is more learning how than learning about 3.Failure to use English in class 4.Not knowing what lies behind what a teacher does and makes students do. 5.Not knowing how to handle language learning. 6.Failure to see the relevance of learning English. POSSIBLE STRATEGIES A.Focus on strategies. B.Focus on study skills C.Focus on teaching students about language learning / teaching D.Provide more interesting activities that involve real communication. E.Treat students as equal partners and involve them more in the development, selection and teaching of material. F.Focus on language awareness

ELP-TT What can we do? learner diaries letter-writing think-aloud techniques learning discussions explicit strategic advice: how to deal with - exercise-types, test-types - classroom routines, modes of interaction study skills as content reflection

ELP-TT Why reflection in (FL) learning? Experience (linguistic / cultural / learning processes / personal growth) is the key to language learning – but not sufficient Experience needs to be processed consciously: notice learning  develop awareness  take charge of learning Transform observation / information into personal understanding and knowledge Learning has to be done by the student!

ELP-TT Why reflection in (FL) learning? Leo van Lier (1996, 11): “To learn something new one must first notice it. This noticing is an awareness of its existence, obtained and enhanced by paying attention to it.”

ELP-TT What is reflection? Interplay between looking ahead (action directed by an idea) and looking back Learning as a continuous process of reconstruction of experience: –anticipate  act  observe  evaluate  organise ideas for future use

ELP-TT Workshop activity Study your ELP model –Which sections deal with learning to learn and reflection? –Is there anything missing?