Learning to learn

for the future

Promoting learner
autonomy in teenagers
Daniel Vincent

© Cambridge University Press

Today’s session:

• What is learning to learn and why is it

important?
• Practical activities that can be used in
class
• Q&A

© Cambridge University Press

 Actually, I teach
people.

So you teach
English?

© Cambridge University Press

 Cambridge Life Competencies Framework

© Cambridge University Press

 What is ‘learning to learn’?
Taking control of your own learning
• setting clear learning goals
• self-editing written work
• participating constructively in speaking activities
• choosing ways to practise English outside of class.

Developing skills and strategies for learning

• taking notes methodically

• reviewing vocabulary regularly and systematically
• using spidergrams and mind-maps etc. to organise thoughts
• working out the meaning of unfamiliar words from context
• recording yourself on your mobile phone

Reflecting on and evaluating your own learning

• keeping track of progress
• responding positively to feedback

© Cambridge University Press

 What ‘learning to learn’ is not

• Grammar
• Vocabulary
• Pronunciation
• Language skills (speaking, listening, reading, writing)

© Cambridge University Press

 Taking control of your own learning
Self-editing written work: “My common mistakes”

© Cambridge University Press

 A problem page/online forum
Hi Agony Agnes,
I’m worried I’m addicted to social media. I usually post over a hundred
photos a day online. Is this too many? What can I do? Please help!
Unhappy Snappy Chappy
WRITING TASK: Imagine you are Agnes. Write a reply to Snappy
Chappy, thanking them for writing in and giving them some advice.

Hi Snappy Chappy,
Thanks of sharing your problem whit me. Firstly, remember you’re not
alone. Lots of young people these days love posting photos online. I know
I do! My Instagram have thousands. However, more than 100 a day really
is too many. How do you have time for anything else? Have you tryed
seting a limit every day? For example, tomorrow, don’t post more of 75.
The next day, no more of 50. that way, you slowly reduce the number
and can do sure all the photos are excelent. Around 25 photos every day
should be the absolute maximum. If that don’t work, ask a friend to help
you. The friend check your social media and tell you if you post too much.
Good luck. i hope it goes well.
Agnes

© Cambridge University Press

 A typical correction code
Correction !!! = silly mistake
codes WW = wrong word
MW = missing word
EW = extra word
SP = spelling mistake / error
GR = grammatical error
P = punctuation error
WO = word order error
??? = this is unclear

© Cambridge University Press

© Cambridge University Press
 Taking control of your own learning
Participating constructively in speaking activities

© Cambridge University Press

 Own It!
Level 2 Unit 6

© Cambridge University Press

 Developing skills and strategies for learning
Taking notes methodically: recording collocations

© Cambridge University Press

 Developing skills and strategies for learning
Taking notes methodically: recording collocations

© Cambridge University Press

 Developing skills and strategies for learning
Taking notes methodically: recording collocations
have a meal a school friend
a close friend have a good time
have a conversation have breakfast
play chess have something to eat
have a word with somebody have the time of your life
make a friend go jogging
play cards have a bad time
do sport go skiing
a best friend have a chat
do exercise play tennis
have a snack an old friend
do karate play football

How would you group

and record these
collocations? With a
line, in two/three
columns or with a
spidergram?

© Cambridge University Press

 Developing skills and strategies for learning
Reviewing vocabulary regularly and systematically: using flashcards

© Cambridge University Press

 Reviewing vocabulary – spaced repetition
First lesson
1. Make 20 flashcards.
2. Test yourself.
3. Divide the flashcards into two groups:
“Easy to remember” and “Hard to remember”
Next lesson:
1. Test yourself with the “Difficult” flashcards.
2. Divide these flashcards again into two groups:
“Easy now” and “Still hard”
Two lessons later:
1. Test yourself with the “Still hard” flashcards until
you remember all of them.
Three lessons later:
1. Put all the flashcards together again.
2. Test yourself with all the flashcards. Can you
remember all of them now?

© Cambridge University Press

 Developing skills and strategies for learning
Working out the meaning of unfamiliar words from context

I don’t like tight jeans. I prefer baggy jeans because they’re

comfortable. I have lots of T-shirts, T-shirts with long sleeves, T-
shirts with short sleeves, but I don’t like T-shirts with logos – I
don’t like pictures or writing on my clothes. I love trainers. I
have big feet so it can be difficult to find my seize, but my new
trainers fit really well. They’re the perfect size!

© Cambridge University Press

 Developing skills and strategies for learning
Working out the meaning of unfamiliar words from context

I don’t like tight jeans. I prefer baggy jeans because they’re

comfortable. I have lots of T-shirts, T-shirts with long sleeves,
T-shirts with short sleeves, but I don’t like T-shirts with logos –
I don’t like pictures or writing on my clothes. I love trainers. I
have big feet so it can be difficult to find my seize, but my new
trainers fit really well. They’re the perfect size!

1. Is the word a noun, a verb or an adjective?

2. What clues about the meaning can I find in the text?
3. What do I think the word means?

© Cambridge University Press

 Own It!
Level 1 Unit 6

© Cambridge University Press

 Reflecting on and evaluating own learning

© Cambridge University Press

 Reflecting on and evaluating own learning

© Cambridge University Press

© Cambridge University Press
Благодаря ти!

Linkedin: danielvincent73

© Cambridge University Press