LearningLearning lessons: lessons: implementing the implementing the

autonomy approachautonomy approach

Brian R. MorrisonBrian R. Morrison

Kanda University of International Kanda University of International StudiesStudies

OverviewOverview ContextContext Course aimCourse aim

– Autonomy approachAutonomy approach Course objectivesCourse objectives CourseCourse

– Input sessionsInput sessions– Learning plansLearning plans– Advising sessionsAdvising sessions– Implementing learning plansImplementing learning plans– ReportsReports

Sample activitiesSample activities

Kanda University of Kanda University of International Studies (KUIS)International Studies (KUIS)

Course AimCourse Aim

To help students become more To help students become more effective language learnerseffective language learners

Course PhilosophyCourse Philosophy

The Autonomy ApproachThe Autonomy Approach

Student-ledStudent-led GuidedGuided Focused-learningFocused-learning CollaborativeCollaborative

Course ObjectivesCourse Objectives

Implement

Reflect &

evaluate

Plan

Consider aspects of learning to produce a personal syllabus for out-of-class learning

The courseThe course

WeekWeekss

1 – 61 – 6 Input sessionsInput sessions

77 Advising sessionAdvising session

8 – 128 – 12 Implement the learning planImplement the learning plan

1313 Advising sessionAdvising session

1414 Submit report Submit report

Course reflectionCourse reflection

Input SessionsInput Sessions

WeekWeek Class workClass work

11 Introduction, current strategies & goal Introduction, current strategies & goal settingsetting

22 Time management Time management & affective strategies& affective strategies

33 ActivitiesActivities

44 Learning Learning styles & styles & selecting resourcesselecting resources

55 Writing a SURE planWriting a SURE plan

(Study-Use-Review-Evaluate)(Study-Use-Review-Evaluate)

66 LLearning plan earning plan & study notes& study notes

Learner objectivesLearner objectivesBig goalBig goal

listening listening

grammargrammarreading reading pronunciationpronunciation

writingwriting vocabularyvocabulary

speakingspeaking

Learner objectivesLearner objectivesBig goalBig goal Small goalSmall goal

listening listening

grammargrammarreading reading pronunciationpronunciation writingwriting

vocabulary vocabulary

speakingspeaking

For exampleFor example

I want to speak fluently to explain or I want to speak fluently to explain or tell about my life and my feeling. I tell about my life and my feeling. I need more vocabulary.need more vocabulary.

When I listen to class conversation, When I listen to class conversation, words I can’t understand appear so I words I can’t understand appear so I need to focus on conversation need to focus on conversation vocabulary because my big goal is vocabulary because my big goal is listening. listening.

Learning PlansLearning Plans

Explicit connection with the input Explicit connection with the input sessionssessions

SURE modelSURE model

S: StudyS: Study

U: UseU: Use

R: ReviewR: Review

E: EvaluateE: Evaluate

Advising SessionsAdvising Sessions

1-to-1, 30 minutes, in English1-to-1, 30 minutes, in English

St. talks through the learning planSt. talks through the learning plan

Implementing Learning Implementing Learning PlansPlans

Workshop sessions (~ 30 mins) to Workshop sessions (~ 30 mins) to reflect on previous week’s studyreflect on previous week’s study

Weekly submission with Weekly submission with documentationdocumentation

– Learning planLearning plan– Learning logLearning log– Language notesLanguage notes

ReportReport

500-word500-word Reflect on LP implementationReflect on LP implementation Consider what to changeConsider what to change Consider how to changeConsider how to change

Sample ActivitySample Activity

Resource ActivityResource Activity– Sts should work in pairs and fill in both Sts should work in pairs and fill in both

boxesboxes– Participants should work in pairs and fill Participants should work in pairs and fill

in column 1 only (Skills)in column 1 only (Skills)– You have 3 minutes – collaboration is You have 3 minutes – collaboration is

encouraged!encouraged!

Sample ActivitySample Activity

Resource ActivityResource Activity– a student has a goal of improving a student has a goal of improving

vocabulary to improve speakingvocabulary to improve speaking Which activities could be used for S (study)?Which activities could be used for S (study)? Which for U (use)?Which for U (use)?

– a student has a goal of improving a student has a goal of improving phonology to improve listeningphonology to improve listening Which activities could be used for S (study)?Which activities could be used for S (study)? Which for U (use)?Which for U (use)?

Review & EvaluateReview & Evaluate

For student 2, For student 2,

What type of review could be done?What type of review could be done? And evaluation?And evaluation?

Any Questions?Any Questions?