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, 19 th March, 2012, Glasgow
Dec 23, 2015
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
Overview
Self-directed language learning (SDLL) at KUIS
The curriculum project
Progress so far
My context at KUIS
Approx. 3000 students
All language majors (majority English)
Self Access Learning Centre
10 Learning Advisors
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
8 weeks
Input-based
7 units – Needs Analysis, Time management, Resources, Learner strategies etc.
Activity & Reflection model
First Steps Module - Learner training
Self-directed learning modules1st & 2nd year modules
Learner-generated content
Plan, implement, monitor, evaluate
Learner-advisor dialogue (written and spoken)
Elective classes for 1st, 3rd & 4th year students
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
Research Question:What are the self-directed language
learning needs/wants of KUIS freshmen and how can the SALC best address them?
Research frameworkAdapted from Nation & Macalister (2010),
Richards (2001)
Primary participants:SALC DirectorLearning Advisors
In collaboration with:SALC administrators/managersDepartmental colleagues & institute directorsExternal consultants
3 phases
Establish Learning
Outcomes
Evaluate existing
programme
Modification & design
Phase 1: Establishing Learning Outcomes
Environment
Analysis
Needs Analysis
Principles
Adapted from Nation & MacAlister (2010)
Learning Outcomes
Phase 2: EvaluationTo what extent do our existing programmes
meet the learning outcomes identified?
Compare revised learning outcomes with existing aims and achievements
Module take-up & completion ratesModule questionnaires, focus group interviews
Identify areas for change or gaps to be filled
Phase 3: Modification and design
Format
Content & Sequencin
g
Assess-ment
Adapted from Nation & MacAlister (2010)
Evaluation
Evaluation
Evaluation
The project so far…
Environment AnalysisLearner
s
SituationAdvisors
Environment Analysis1. Students have limited time
2. Explicit skills and strategy instruction is limited/ inconsistent across departments
3. All departments are currently in flux
4. No consistent definition of learner autonomy
5. The amount and type of work LAs can do is limited to the number and experience of LAs
6. Learners have varied proficiency levels (from false beginners to near-native speakers)
Needs AnalysisTarget situation analysis?
Do learners know their own SDLL needs?
Draw on advisors’ experiences with learners
Consult teachers
Consult literature & research
LA perceptions of SDLL Needs: Cognitive Skills
ResourcesAwareness 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 & strategiesAwareness of potential cognitive strategiesAbility to choose goal-appropriate activities/strategies
LA perceptions of SDLL Needs: Metacognitive skills
Planning
GoalsPrioritise learning needs/wantsSet appropriate goals – skill & genreAbility to analyse language diagnostics
ResourcesAbility to find, choose & evaluate potential resources
Activities & strategiesAbility to choose goal-appropriate
activities/strategies
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
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
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
Thank you for listening.Any comments/questions?
[email protected]://kandaeli.academia.edu/KatherineThornton
http://www.kandagaigo.ac.jp/kuis/salc/
ReferencesKoga, 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