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Personalization
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Mon, 03/23/2009 - 11:22
Learner autonomy is obviously a learner-based approach, meaning that the learner takes a central role in the language learning process. Hence, we as teachers should try to take into account various aspects of our learners. This would include previous educational experinces, likes, and dislikes. This is in addition to learning needs and interests. All this implies that we teachers need to adapt our teaching to fit our students not the other way around. What do you think of personalization in the context of learner autonomy? Do you apply this principle? What are some practical ways to include this approach in our teaching? Rania
Thu, 03/26/2009 - 10:49
#2
My students too come from a background which encourages rote memorization. In any given class period, I try to choose relevant texts, especially interesting ones. I also make it a point to get my students' personal response to the text. Don't forget that this also includes us teachers. We cannot expect disclosure of ideas and reactions to text from our students if we are not prepared to do the same. But, I leave my own opinions to the end so as not to influence them and not to inhibit their true thoughts. Rania
Thu, 03/26/2009 - 22:29
#3
Hi Rania
Actually, with my students' world view being a little limited, I can only try to provoke reactions - stating my own opinion on 'big issues' would not be advisable - but it's OK on parking problems! Cultural and potential political opinions can be misunderstood so easily!
Regards,
Heather
Hi Rania
Now I've found the personalisation reference you made on the teacher autonomy discussion ...
Whilst I agree in principle regarding adapting approaches in light of students previous learning experiences and preferences, etc - and capitalising and incorporating what they can already do, and what they do do - I'm wondering if perhaps some value or quality judgment might beuseful? I say this as my students' main prior learning strategy is rote learning - and they have little experience of autonomous learning. Adaption comes in recognising that and moving forward slowly?
Heather