FOCI III: Reflections on the day

A big thank you to all who organised and attended the FOCI-III event held at İstanbul Aydın University on Friday 13th May! If you attended the event we would like you to share with us your reflections on the day: some of the things which you “took away” from the event or which you would like to investigate further.

Here is one from us to start you off!

Transparency: Are our expectations explicit to the learners right from the start? Are our objectives and assessment criteria explicit to the learners (in language they can actually understand – not “TeacherSpeak”)? The teacher too needs to be a model of autonomy too by being open about their reflective practice.

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6 Responses to FOCI III: Reflections on the day

  1. FOCI III: Reflections on the day – Forum on Curricular Issues http://t.co/tFzJeD5 via @FOCITurkey #ELTTurkey

  2. Jonathan says:

    Special role of speaking: Maybe there is something particularly motivating for learners when they experience success in speaking and this maybe needs to be investigated more. It is linked to confidence and self-esteem – maybe more so than other skills. Speaking is maybe not seen as very important in learners’ future academic needs and is hard to test and so on. But maybe we can’t afford to ignore it?

  3. Leah says:

    Learners’ Voices
    Hearing the learners’ voices on autonomy and using what they have experienced to inform other students’ further development. How can we can use our previous learners (those with a decent level of autonomy) for both information gathering and working with current students? These ‘old’ students can provide a wealth of information as well providing ‘live’ inspiration/motivation and guidance on the keys to success.

  4. K. Funda AKGÜL ZAZAOĞLU says:

    Self-reflection sheets / One to one feedback sessions: Students can fill in self reflection sheets commenting on their performances regarding certain skills. Teachers can arrange one-to-one feedback sessions and discuss the student’s comments on the sheet. This may give the learners a chance to see their strengths and weaknesses and most importantly they may realise how their understanding about their performances and the teacher’s understanding on the same issue meet (or not). Knowing their strengths and weaknesses, learners can be more aware of what they need and thus become better autonomous learners.

  5. Bünyamin Mengi says:

    Learners’ beliefs about language learning underlying their behaviour in and out of class
    It seemed evident from the discussions in the forum that we need to understand what the students bring along with them (i.e. their beliefs about language learning). Even if their beliefs seem incompatible with ours, we should start from the point where they are (this will minimize conflicts of expectations) and bring them to the point where we are or alternatively bring us to the point where they are if we are possibly mistaken. Such an approach can help both us to better understand why they do what they do in and out of class and them to understand why we do what we do. The insight we will gain may help to make more informed decisions about our teaching and learning practices.

  6. Bünyamin Mengi says:

    Self-reflection & frequent success
    Learners’ evaluating their strengths and areas to improve after exams through self reflection can guide them for their further studies, which is a practice that can be exercised across levels. Also, it is not always motivation that leads to success, but it is sometimes the feeling of success that leads to further motivation. Therefore, it seems wise to provide the students with opportunities to experience the feeling of success through frequent quizzes, which is a practice that could be much appreciated by our “exam-oriented” students. The feeling of success they will experience is likely to motivate them to study more for upcoming exams.

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