The levels or stages of learner autonomy and how they are assessed.
There are levels or stages of learner autonomy. I
think that this type of learning suits all levels and stages according
to the case of being intended or not intended. If it is not intended, it
is suitable for students of earlier ages such as cycle 1 and cycle 2.
The student can learn from the posters on the walls, the English corner,
and the language center prepared by the teacher inside the class room.
Doing manual projects helps much increase the experiences of the
students so as to be recalled in similar situations. Many teachers
realize that the students can learn indirectly, so some teachers prepare
word walls for them in the class. Others ask the students to prepare a
file for their flash cards and activities. In this stage the learner
autonomy is limited. It lacks some of the strategies. The students in
earlier ages can imitate, repeat, deduce, guess, and ask questions for
clarifications. But they lack the ability take notes and have resources.
But these can be provided by the teacher in an indirect way without
telling the students that these resources have been put to help them
work and learn autonomously. I myself put some games in the school yard
for the students to learn from them.
For higher levels and stages, this type of learning should be intended. The student himself wants to learn. He prepares his resources, references, books and websites that will be a start point to his learning process. The student assign his references according to his level and specialized learning. The students of prep and secondary schools can be active with this type of learning especially with the usage of technology as the students in this age are familiar with technology, internet and computer. The best one who can assign what suits his study life is the student of the university as he chooses materials that are suitable for his career of the future. Those who really work in specific jobs also can assign materials that are suitable for their jobs. Higher level students find it easy to find resources and the search engine play the best role here. They can imitate or even watch similar experiences in videos and websites. They can ask who know more about the topic. They have the ability to guess and deduce what's beyond what they really see. They can move through the metacognitive strategies. They can concentrate on general aspects of a task, pay attention to specific aspects of a task, check one's performance and reward oneself for success.
The teacher can assess this type of learning according to many aspects: the traditional assessment, the alternative assessment and the continuous development evaluations. For the traditional assessment the teacher can provide the student with worksheets, questionnaires and report forms in which they have to express what they have learned and the teacher has to assess their development in accordance with the targeted development of the age, level and stage. For the alternative assessment, the teacher should help students build their rubrics which will be their guide through their autonomous learning process. These rubrics can help the students change their actions when they find that they are not on the right way. For the continuous development evaluations, the students can put notes, marks and points when they achieve a stage of their learning. The total of these marks and points can form the final assessment and the notes can provide a feedback for what was done during the learning process.
Mustafa
For higher levels and stages, this type of learning should be intended. The student himself wants to learn. He prepares his resources, references, books and websites that will be a start point to his learning process. The student assign his references according to his level and specialized learning. The students of prep and secondary schools can be active with this type of learning especially with the usage of technology as the students in this age are familiar with technology, internet and computer. The best one who can assign what suits his study life is the student of the university as he chooses materials that are suitable for his career of the future. Those who really work in specific jobs also can assign materials that are suitable for their jobs. Higher level students find it easy to find resources and the search engine play the best role here. They can imitate or even watch similar experiences in videos and websites. They can ask who know more about the topic. They have the ability to guess and deduce what's beyond what they really see. They can move through the metacognitive strategies. They can concentrate on general aspects of a task, pay attention to specific aspects of a task, check one's performance and reward oneself for success.
The teacher can assess this type of learning according to many aspects: the traditional assessment, the alternative assessment and the continuous development evaluations. For the traditional assessment the teacher can provide the student with worksheets, questionnaires and report forms in which they have to express what they have learned and the teacher has to assess their development in accordance with the targeted development of the age, level and stage. For the alternative assessment, the teacher should help students build their rubrics which will be their guide through their autonomous learning process. These rubrics can help the students change their actions when they find that they are not on the right way. For the continuous development evaluations, the students can put notes, marks and points when they achieve a stage of their learning. The total of these marks and points can form the final assessment and the notes can provide a feedback for what was done during the learning process.
Mustafa
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