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    Bùi Mạnh Giỏi
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    The document discusses strategies for promoting learner autonomy in the classroom, including scaffolding tasks to prevent errors from becoming permanent, building a community of learning as students need others to learn effectively, and managing the transfer of control from teacher to students through scaffolding tasks, providing structure with a clear syllabus while also allowing flexibility, and using an LMS for visible monitoring. It also mentions using guided journals and communities of inquiry to help trigger students' autonomy.

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    The document discusses strategies for promoting learner autonomy in the classroom, including scaffolding tasks to prevent errors from becoming permanent, building a community of learning as students need others to learn effectively, and managing the transfer of control from teacher to students through scaffolding tasks, providing structure with a clear syllabus while also allowing flexibility, and using an LMS for visible monitoring. It also mentions using guided journals and communities of inquiry to help trigger students' autonomy.

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    10 views1 page

    Workshop 2

    Uploaded by

    Bùi Mạnh Giỏi
    The document discusses strategies for promoting learner autonomy in the classroom, including scaffolding tasks to prevent errors from becoming permanent, building a community of learning as students need others to learn effectively, and managing the transfer of control from teacher to students through scaffolding tasks, providing structure with a clear syllabus while also allowing flexibility, and using an LMS for visible monitoring. It also mentions using guided journals and communities of inquiry to help trigger students' autonomy.

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    © All Rights Reserved
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    of 1

    WORKSHOP 2: LEARNER AUTONOMY

    The Transfer of Control in the Classroom

    Mô hình ZPD (zone of proximal development) Lev Vygotsky

    Scaffolding: Prevents fossilization of errors

    Outline: Focus more on making it painfully clear what we’re going to learn

    Buid a community of learning: No matter how good you are, you need a community to learn

    Leave space for spontaniety

    Have an LMS

    Managing the transfer of control:

     Scaffolding: Chunk tasks


     Structure: Provide syllabus
     Flexibility: Change tasks to accommodate students
     Visible monitoring: Use LMS

    Oxford bookworm

    Guided journals: Trigger their autonomy

    Community of inquiry

    HOW TO TEACH ONLINE: Asynchronous teaching

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