Developing Autonomy in Language Learners: Diagnostic Teaching LEARN Workshop July 28 and 29, 2015 Ra ed F. Qasem
Goals o Define diagnostic teaching. o Explore the process of diagnostic teaching.
Plan 1. Introduction. 2. Define diagnostic teaching. 3. The process of diagnostic teaching. 4. Questions.
Autonomy in formal language learning Autonomy Learner Communicator Person Classroom Ability Knowledge Skills Willingness Affective Confidence Motivation Attitude
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
Assessment
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
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.
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.
Tools Performance Projects Homework Recordings Written reports Interaction Participation Involvement Communication Interviews Conferences Group discussions Testing OPI DLPT Unit Tests Teacher made tests Quizzes
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.
QUESTIONS?????
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