Developing Autonomy in Language Learners: Diagnostic Teaching. LEARN Workshop July 28 and 29, 2015 Ra ed F. Qasem

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1 Developing Autonomy in Language Learners: Diagnostic Teaching LEARN Workshop July 28 and 29, 2015 Ra ed F. Qasem

2 Goals o Define diagnostic teaching. o Explore the process of diagnostic teaching.

3 Plan 1. Introduction. 2. Define diagnostic teaching. 3. The process of diagnostic teaching. 4. Questions.

4 Autonomy in formal language learning Autonomy Learner Communicator Person Classroom Ability Knowledge Skills Willingness Affective Confidence Motivation Attitude

5 Factors affecting development of Autonomy 1. Role of the teacher 2. Role of feedback 3. Learner independence 4. Learner confidence in ability 5. Experience of language learning

6 Assessment

7 Diagnostic Teaching Diagnostic teaching is a hypothesis driven method that links assessment and instruction to determine student abilities, needs, and objectives in order to prescribe requisite learning opportunities. Plan Execute Evaluate Prescribe

8 Diagnostic Teaching Determining the abilities, needs, and objectives of individual learners. Current State Specifying objectives. Prescribing and guiding learning opportunities. Feedback Diagnostic Assessment How to improve Action Learning Outcome Evaluation Resources Assisting in evaluation of progress.

9 Rationale Language learning as a developmental process. Continuous process. Monitoring the understanding and performance of learners. Constant but immediate or delayed data collection. Feedback to the teacher on the efficacy of instruction: New instruction building on the learning that students demonstrate. Effectiveness of lessons. Targeted instruction.

10 Tools Performance Projects Homework Recordings Written reports Interaction Participation Involvement Communication Interviews Conferences Group discussions Testing OPI DLPT Unit Tests Teacher made tests Quizzes

11 Implications Share learning goals with students. Involve students in self-assessment. Provide feedback. Use the target language. Encourage quest for good learning activities. Help learners set their own learning targets and choose their own learning activities. Plan for individual goals but collaborative work. Maintain records of learning. Evaluate progress: individual learners and class.

12 QUESTIONS?????

13 DISCLAIMER: This presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S.Government, or the Department of the Army. All material displayed within this presentation is for educational purposes only. All third party information featured in the presentation slides remain the intellectual property of their respective originators. All use of information is done under the fair use copyright principal, and the author(s) of this presentation do not assert any claim of copyright for any quotation, statistic, fact, figure, data or any other content that has been sourced from the public domain. The content of this presentation is the sole responsibility of [name of author(s) / presenter(s)].

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