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I 鉂わ笍 professional development! VOL.2: a journey of rediscovery

Just as I promised I am here to tell you about the second part of the Montessori and Learner Autonomy course I'm doing in Berlin. Click here if you'd like to read my first post about the course.

To start with, I am still very fond of Berlin 馃槏 I could live there, no doubt. Also my German is coming along nicely because I can understand more and more, and I'm now EVEN MORE motivated to continue learning 馃榿

The second part of the course was all about learner autonomy. I love this topic but I sometimes still feel all over the place when it comes to organising autonomous work for my students.

Three days ago the sentence I've just written would have made me laugh - "organising autonomous work". How can you "organise" someone else's "autonomous work"?! Well turns out that not only you can but you SHOULD! Here's why:

"Learner autonomy doesn't entail an abdication of initiative and control on the part of the teacher: she remains responsible for ensuring that learning happens. Developing learner autonomy is the teacher's responsibility."

(Little 1991; Dam 2003)

Both the teacher and the learner have their specific tasks and responsibilities when it comes to autonomous learning. Here are two graphics that I've worked on with my friends from the course (yes, I consider them friends already 馃槉):

I learnt how important it is for students to always ask themselves three questions:

WHAT am I learning?

The learner is required to define his or her own learning objectives.

HOW am I learning?

The learner has to be aware of their own learning processes.

WHY am I learning?

"The why" HAS TO come from the student!

And the teacher is there to help them answer those questions BY HAVING REAL CONVERSATIONS.

Can I tell you honestly that I've understood everything? No. But I can definitely tell you that I want to understand everything there is to understand about learner autonomy!!! This is why this book is already on my Amazon wish list: