AYE – BORJA

Pedagogy for autonomy - Principles

PEDAGOGY FOR AUTONOMY – PRINCIPLES by JIMENEZ RAYA (2017)

1. RESPONSIBILITY, CHOICE AND FLEXIBLE CONTROL: Encourage LEARNERS to assume

responsibility for the learning process.
 Autonomous LEARNERS are responsible for:
i. Setting their learning objectives
ii. Determining the content and pace of their learning
iii. Selecting their learning strategies and materiaLEARNERS
iv. Monitoring their learning process
v. Evaluating their learning gains
 Make informed choices about waht to learn, when, how and with what
learning materiaLEARNERS
 Flexible control
i. Lessons where the TEACHER directs LEARNER´S actions in the
classroom and has no control over the learning process (less
autonomy)
ii. Lessons where the LEARNERS can have full control over learning (more
autonomy)

2. ENGAGEMENT AND INTRINSIC MOTIVATION:

 Encourage LEARNERS to experience a sense of personal agency, responsibility and
self-determination
 To direct their learning, act on their interest and make the most relevant decisions
concerning their learning process.
 Make LEARNERS perceive how the learning task is of value to them personally.

3. AUTONOMY SUPPORT
 Organizational autonomy support:
i. Choose group members
ii. Choose evaluation procedures
iii. Participate in creating and implementing classroom rules
iv. Choose seating arrangements
 Procedural autonomy support
i. Choice of materiaLEARNERS to use in class projects
ii. How to display work in an individual manner
iii. What they want or need to do
iv. How to handel materiaLEARNERS
 Cognitive autonomy support
i. Justify or argue for their point
ii. Generate their own solution paths
iii. Evaluate their own and other’s ideas or solutions
iv. Debate ideas freely

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Pedagogy for autonomy - Principles

4. CONVERSATIONAL INTERACTION
 To provide LEARNERS with opportunities to use English as foreign language in
the classroom and engage in meaningful interactions among themselves and
with the TEACHER
 Have control over the discourse they produce (Ej: they control what they say
and how they say it)
5. ACTION ORIENTEDNESS:
 To take a proactive role in their learning
 “Action based teaching”: the work by LEARNERS is based on the
acxcomplishment of different language learning task

6. LEARNER DIFFERENTIATION
 Asking LEARNERS to work on the same subject but using materiaLEARNERS at different
leveLEARNERS of difficulty.
 Engaging LEARNERS in the same task but producing different outcomes (oral
presentation, video, poster, brochure…/ longer/shorter composition…)
 Providing different kinds of support to individual LEARNERS in terms os time, resources
and tasks. (more time to complete the activities, providing LEARNERS with different
resources according their needs, adapted activities/tasks)

7. LEARNING TO LEARN AND SELF-REGULATION: Explicar how we promote learning to

learn.

LEARNERS need to be aware of their learning process, preferred learning strategies and needs:

 Understanding of their strengths and weaknesses in the target language

o Reflection on:
 Their learning gains
 Strengths and weaknesses in the target language (ej: linguistic areas in
which they need to improve)
 Learning strategies that are most useful to them. Tenemos que
explicarles las distintas estrategias que pueden elegir y que podrian ser
más beneficiosas para ellos (vocabulary-looking pictures-flashcards;
create a short story…)
 Capacity to identify available opportunities for learning:
o Awareness of the resurces available for language learning
o How they can make use of those resources to improve their language learning.
 Ability to overcome possible obstacle in order to learn sucessfully and effectively.
 Self-regulation:
o Planning, goal-setting, organizing, self-monitoring and self-evaluating at
various points during the learning process.
o Accommodate their learning to the accomlishment of such goaLEARNERS.

8. REFLECTIVE INQUIRY
 Reflevct on their growth as language LEARNERS
 Reflect on what they have learned and what they can do to improve their
learning/knowledge

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Pedagogy for autonomy - Principles

9. INTEGRATION AND EXPLICITNESS

When we work on language we have to integrate learning activities+ explaining explicity

 Explicit focus on teaching learning strategies.

 Help LEARNERS understand their signifiance, effectiveness, and applicability (ej: what a
strategy is useful for and when it is appropriate to use it)
 Pedagogical explicitness: making the rationale, aims and procedures of language and
learner development transparent to the learners (Jimenez Raya et al. 2017:87) (Ej:
explicar al inicio de cada unidad que se espera de ellos, que objetivos tienen que
conseguir, que criterios de evaluacion se van a seguir...).

10. FORMATIVE ASSESSMENT, ASSESSMENT FOR LEARNING AND ASSESSMENT FOR

AUTONOMY
 Formative assessment: an ongoing process of observing and gathering
information on LEARNERS’ learning process.
i. AIM: To identify their strengths, weaknesses and difficulties. To provide
them with continuous feedback on how they can improve their
performance and to adjust his/her teaching to LEARNERS’ needs
 Assessment for learning