Date post: | 26-Dec-2015 |
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Purposes
1. The end product of education is an independent learner…(Mcdevitt 1997, p. 30).
2. Autonomous learner active learner success in distance learning
3. A Self-Learning Center survey (done in June, 2008)
– 826 respondents (SLC users, esp. the students whose teachers encouraged self-learning).
• http://ce.etweb.fju.edu.tw/slw/questionnaire.asp
What do you think is the strongest motivating force for English self-learning?
請問你一般學生要持續自修英文,最重要的動力(會)是什麼?老師算分 355老師鼓勵 17語測激勵 64出國或就業 190學習護照加點 2
興趣 146增廣見聞 36其他 5
What do you think is the strongest motivating force for English self-learning?
請問你一般學生要持續自修英文,最重要的動力(會)是什麼?
TOTAL
老師算分 355
老師鼓勵 17
語測激勵 64
出國或就業 190
學習護照加點 2
興趣 146
增廣見聞 36
其他 5
Liberal Arts老師算分 30老師鼓勵 9語測激勵 9出國或就業 43學習護照加點 0
興趣 42增廣見聞 9其他 2 144
Foreign Languages
老師算分 2老師鼓勵 0語測激勵 3出國或就業 13學習護照加點 1興趣 19增廣見聞 9其他 0 47
Management老師算分 11老師鼓勵 2語測激勵 19出國或就業 38學習護照加點 0興趣 31增廣見聞 4其他 0 105
If your English self-learning is not effective, what can be the reasons? 如果你覺得本學期進行英語自修的效果不佳,為什麼?
•
太忙 536
興趣不夠 154
外在動力不夠 240
學習資源不夠 20
方法不對 66
Tentative Conclusion• Teachers’ encouragement and guidance are
indispensible.
• Questions:
• How do English teachers foster S’s autonomy in learning and/or encourage students to do self-learning ?
Possible but Still Difficult Answers1) Methods: offer Ss transferrable language learning
strategies and skills (e.g. cognitive skills in reading and writing, visualization skills, socialization strategies, syntactic awareness, etc.) in various courses;
2) Methods: adopt teaching strategies in support of autonomous learning (e.g. in determining the locus of control, assessment criteria, or giving comments, scaffolding; adding self-reflexive elements )
3) Motivating/Maintaining, and/or Monitoring? guide/encourage Ss to – use existing learning resources;
– set proper goals, and acquire a sense of achievement;
– build learning communities;
– develop reflection and metacognitive strategies.
Difficult because
• Ideas need to be concretized differently in different contexts; teachers need to be cognitively flexible to recognize student temperament interests and needs;
• Decisions need to be made between evaluating performativity and allowing freedom. (e.g. errors in LiveABC)
• It takes time to provide road maps, too.
More Questions …
1. Visualization with computer software – Inspiration, MS. Visual, concept map tools—can it be limiting?
2. How do we do scaffolding in teaching English majors, and non-English majors, without testing? If moving from multiple-choice Q’s to cognitive skill training is a method taken by GE teachers, how about teachers of Eng. Majors?
More Questions … from teaching, to learning, to self-learning
• What role(s) does a teacher play today, a knowledge-provider, a judge, a mentor, or a learning facilitator who offers them multiple choices in learning, and show them more in this world?
• Teacher: as a star, an unmoved mover (師父引進門,修行在個人 ), a coach or a shepherd?
• How about a self-learning center? • SLC’s doing fish-netting 一網打盡• SLC”s angling 姜太公釣魚願者上鉤
• Can the two work together as shepherds using an open garden? (Self-learning ecology--the relationships between the air, land, water, animals, plants, etc., usually of a particular area)