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Facilitating language learning through social networking sites: Integrating advising into online teaching : Monitoring

Facilitating language learning through social networking sites: Integrating advising into online teaching : Monitoring Learning . Discipline Workshop & Seminar Series, 2011-2012 University of Hull. Outline. What is meant by “monitoring”? The benefits of monitoring

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Facilitating language learning through social networking sites: Integrating advising into online teaching : Monitoring

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  1. Facilitating language learning through social networking sites: Integrating advising into online teaching :Monitoring Learning Discipline Workshop & Seminar Series, 2011-2012 University of Hull

  2. Outline • What is meant by “monitoring”? • The benefits of monitoring • How can we facilitate learners to self-monitor? • References

  3. Monitoring learning • What do you understand by “monitoring”? (Think in terms of learners and teachers.)

  4. Monitoring – a definition and observation • “If you monitor something, you regularly check how it is changing or progressing over a period of time” (Sinclair, J. (Ed.) 1993) ...................................................................................................................................... • “Good language learners...monitor their own performance and revise it in order to progress towards an improved second language command.” (Stern, 1983: 411)

  5. The value of self-monitoring Increased self-awareness / self-discovery • Learning styles • Awareness of the process of learning • Increased control over own performance in learning • Familiarity with strategies for effective learning • Appraisal of course in relation to own objectives • Recognition of progress • Motivation

  6. Monitoring – action - support • “Self-monitoring means self-assessment directed towards action.” (Dickinson, 1987: 146) • “The ability to monitor one’s own performance is an essential learning skill and one that therefore every language learner must acquire.” (Dickinson, 1987: 176) HOW? - with support...

  7. Support from teachers • Provide opportunities for learners to discover (more about) their learning styles, e.g. http://www.vark-learn.com/english/page.asp?p=questionnaire http://nwlink.com/~donclark/hrd/styles/honey_mumford.html

  8. Process of learning Raise awareness of • HOW students learn a language now • HOW they might learn more effectively (action) Ask questions AND be prepared to answer questions...

  9. Record keeping “Another aspect of self-monitoring is keeping records” (Dickinson, 1987: 146) Encourage learners to • keep learner diaries (what did I do? Did it work? Why (not)?) • use a learning log • use checklists • “can-do” statements • maintain a portfolio (ELP) • write blogs • contribute to a wiki Peer support

  10. Scope of self-monitoring Self-monitoring can relate to very small units • the pronunciation of a single word (with possibly immediate self-correction) • the accuracy of a written sentence • being understood when taking part in a short conversation OR overall improvement in a particular skill Record all future reflection / analysis

  11. Peer support – some ideas • Blogs • Wikis • Study-buddies • Shared Resources and Activities area • https://www.livemocha.com/ • Tandem learning : http://www.slf.ruhr-uni-bochum.de/

  12. As facilitators of monitoring... Be prepared to respond to questions regarding • General study skills • Language related study skills • Specific language issues • Provide and maintain channels of communication • Keep up momentum continued motivation ACTIVITY to sum up

  13. References • Dickinson, L. (1987) Self-instruction in Language Learning. Cambridge : CUP • Websites http://www.vark-learn.com/english/page.asp?p=questionnaire http://nwlink.com/~donclark/hrd/styles/honey_mumford.html

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