A curriculum for self-directed learning: a systematic approach .

1. A curriculum for self-directed learning: a systematic approach. Katherine Thornton SALC Learning Advisor, Kanda University of International Studies, Japan IATEFL LA SIG Pre-Conference Event, 19th March, 2012, Glasgow

2. Overview • Self-directed language learning (SDLL) at KUIS • The curriculum project • Progress so far

3. My context at KUIS • Approx. 3000 students • All language majors (majority English) • Self Access Learning Centre • 10 Learning Advisors

4. The SDLL curriculum • Modules and courses • Run by learning advisors through the SALC • Entirely voluntary but class credit given for module participation • Spoken & written dialogue between learner & advisor

5. First Steps Module - Learner training • 8 weeks • Input-based • 7 units – Needs Analysis, Time management, Resources, Learner strategies etc. • Activity & Reflection model

6. Self-directed learning modules • 1st & 2nd year modules • Learner-generated content • Plan, implement, monitor, evaluate • Learner-advisor dialogue (written and spoken) • Elective classes for 1st, 3rd & 4th year students

7. Why evaluate? • Overall institutional push for curriculum revision • Replace ad hoc innovations with systematic evaluation and revision (enhancement vs. modification (Koga & Hall, 2004)) • Incorporate current thinking and research on pedagogy and learner autonomy

8. Research Question: What are the self-directed language learning needs/wants of KUIS freshmen and how can the SALC best address them?

9. Research framework • Adapted from Nation & Macalister (2010), Richards (2001) • Primary participants: • SALC Director • Learning Advisors In collaboration with: • SALC administrators/managers • Departmental colleagues & institute directors • External consultants

10. 3 phases

11. Phase 1: Establishing Learning Outcomes Learning Outcomes Adapted from Nation & MacAlister (2010)

12. Phase 2: Evaluation To what extent do our existing programmes meet the learning outcomes identified? • Compare revised learning outcomes with existing aims and achievements • Module take-up & completion rates • Module questionnaires, focus group interviews Identify areas for change or gaps to be filled

13. Phase 3: Modification and design • Format • Assess-ment • Content & Sequencing Evaluation Evaluation Evaluation Adapted from Nation & MacAlister (2010)

14. The project so far…

15. Environment Analysis

16. Environment Analysis • Students have limited time • Explicit skills and strategy instruction is limited/ inconsistent across departments • All departments are currently in flux • No consistent definition of learner autonomy • The amount and type of work LAs can do is limited to the number and experience of LAs • Learners have varied proficiency levels (from false beginners to near-native speakers)

17. Needs Analysis • Target situation analysis? • Do learners know their own SDLL needs? • Draw on advisors’ experiences with learners • Consult teachers • Consult literature & research

18. LA perceptions of SDLL Needs: Cognitive Skills • Resources • Awareness of available resources (facilities, equipment, materials, people) • To be aware of learning communities (online, offline) that support their learning • Ability to use chosen resources in a goal-appropriate way • Activities & strategies • Awareness of potential cognitive strategies • Ability to choose goal-appropriate activities/strategies

19. LA perceptions of SDLL Needs: Metacognitive skills Planning • Goals • Prioritise learning needs/wants • Set appropriate goals – skill& genre • Ability to analyse language diagnostics • Resources • Ability to find, choose & evaluate potential resources • Activities & strategies • Ability to choose goal-appropriate activities/strategies

20. LA perceptions of SDLL Needs: Metacognitive Skills • Implementing • Allocate time effectively • Meet deadlines • Motivate oneself for SDLL • Implement activities according to plan • Monitoring (reflection) • Ability to analyse effectiveness of activities • Make appropriate changes to plans • Evaluating • Check progress towards linguistic goals • Evaluate own development of SDLL skills

21. LA perceptions of SDLL Needs:Affective factors • To have the confidence & motivation to interact with others • To be able to motivate & re-motivate oneself to achieve a goal – short term & long term • To feel a sense of ownership over learning • to be aware of learning communities to support learning

22. The next steps… • Continue with Needs Analysis • Articulate our Principles • As an institution • In the SALC • Establish learning outcomes for Phase 2: Evaluation of current programmes

23. Thank you for listening.Any comments/questions? thornton.katherine@gmail.com http://kandaeli.academia.edu/KatherineThornton http://www.kandagaigo.ac.jp/kuis/salc/

24. References Koga, N., & Hall, T. (2004). Curriculum modification. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://aim.cast.org/learn/historyarchive/backgroundpapers/curriculum_modification Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. New York & London: Routledge. Richards, J. (2001). Curriculum Development in Language Teaching.Cambridge: Cambridge University Press