Learning How To Learn Preparation Phase – Getting Started

Creating the learner-centred classroom A learner-centred classroom is an environment that creates and fosters independent students who are -aware of their learning process & -able to take control of their learning. A learner-centred classroom must initially be created by the teacher and then accepted by students.

The preparation phase is the time to lay the foundation or groundwork for creating a learner-centred classroom that is ready for strategies instruction. This phase needs to embedded in the language instructional curriculum so that students see discussions about strategies and thought processes as a natural part of regular class activities.

It does not occur automatically, but rather must be worked at so that all participants support the environment and are supported by the environment. Students whose learning abilities and strategies are acknowledged and encouraged will embrace strategies instruction as a way to further their own independence as active thinkers.

How aware are you of your own learning processes or strategies? Under what conditions do you “learn” most successfully?

Setting Learning Responsibilities Traditionally, teachers shouldered much of the responsibilities for learning in the classroom. However, in a learner-centred classroom, teachers and students share responsibility. Teacher’s role – model & facilitator Students’ role – active participants who are ultimately responsible for their own learning.

Students need a clear understanding of class expectations from the beginning in order for the learner-centred classroom to be successful. Classroom contracts and the use of learning anologies are two examples of how to start building a learner’s expectations toward independence.

Classroom Contract A classroom contract consists of an agreement between teacher and students or students and students regarding how each will contribute to and behave in the classroom. Contracts are most useful if students provide the input on the agreement with guidance from the teacher.

Can you remember your best and favourite teachers? What qualities made them good teachers? How would you characterize a good learner?

Classroom Contract Characteristics of a good teacher: -punctual -smart -understanding -patient -friendly -organized -good listener

Characteristics of a good learner: -attentive -obedient -cooperative -inquisitive -independent -active in class, etc.

Analogies The teacher can also use analogies with students to explain the roles of teacher and students in the learning process. The teacher can guide, facilitate, present materials clearly, answer questions, model and provide some practice opportunities, but the teacher cannot learn the language for students or even make students learn the language.

Students must decide themselves that -they want to learn, and -they need to take initiative for seeking opportunities for learning, e.g. a soccer team or a theatrical play

Learning Reflections The learner-centred classroom requires students’ awareness of their learning process. Ask students to reflect on the components involved in language acquisition so they realize what they need to do to learn the language.

Think of a time when you were learning a new language. Recall some of the learning activities that you found helpful. What did you find most difficult about learning a new language?

Self-Reflections on Language Learning 1. How do you like to learn a language ? 2. What do you like best: reading, listening, writing or speaking? Why? 3. What do you like least: reading, listening, writing or speaking? Why? 4. How is learning a language is similar to and different from learning in other subjects?

Setting personal language goals A crucial step toward a learner-centred classroom is getting students involved in learning by having them set language goals for themselves. Goal setting is a strategy that needs to be taught to students. Goals can be either long- or short-term. Short-term goals are used as enabling steps toward long-term goals.

Aims: Increase students’ involvement by increasing the stake they have in the learning process; Give students the opportunity to establish their own goals, in addition to or in collaboration with those set by the instructional program; Allow students to reflect their reasons for learning a Second Language (SL), which may in turn lead to increased motivation.