Teaching and learning MFL
Learner autonomy
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Research evidence, as well as our own experience perhaps as sophisticated
post-graduate learners at an advanced level, makes a clear equation between
success and independence in the field of learning. The developing teacher
needs to be introduced to the concept formally in terms of its potential
for his/her own continuing professional development, and the transferability
of the principles to the learning of their own pupils. Applying the values
and strategies to pupils aged between 11 and 18 is a discrete and considerable
challenge, particularly as it might be argued that MFL study models are
necessarily so teacher-dependent. Yet this challenge must be met and the
learning de-centralised if such issues as pupil motivation and contributions
and related behaviour management, differentiation by support and task, and
self- and peer-assessment are to be addressed as part of an overall attempt
to enhance the MFL learning experience. With their awareness of 'autonomous'
learning enhanced, it is hoped the student teacher will be bold enough to
attempt to incorporate this challenging element into his/her lesson planning,
and particularly to seek pupil evaluations and perceptions as an integrated
part of the teaching and learning process.
Study of this topic has the potential to address aspects of the following very wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 |
| Communicating
and working with others |
Q4, Q5, Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q11, Q12 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (b) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
Tasks for trainees
Group discussion
Discuss how "increasingly autonomous learning" could translate
in relation to tasks for specific pupils and/or classes, remembering that
challenge and independence is relative to the individual.
How many pupils have proffered their opinions on language lessons in general,
the teaching, their own ability and motivation in your presence? As a student
teacher, you may be offered these opinions whether they are solicited or
not! Is there any value in the comments you have listened to or overheard?
As a group, can you articulate a set of questions you would like to put
to a particular subset, or to all, of your pupils about their foreign language
learning experiences?
Observation focus
In the lessons you observe, how much of the lesson time is teacher-led,
and how much is devoted to individual or group activity? What important
management steps does the teacher take to 'hand over' to the pupils and
convey his/her expectations?
In the lessons you observe, how often or how well do questions at the
review/plenary stage focus on pupils’ own perceptions of HOW their learning
was achieved
Check your planning
Select a group whose collective good behaviour and co-operation you can
generally rely on. Review your next lesson/sequence plan, and identify points
at which you might encourage more independent learning and set suitably
challenging tasks which might be approached with minimum reliance on the
teacher. You may need to discuss the format and design of these tasks with
your mentor.
Focus on your key stage 4 planning for the week. Revise the review/plenary
stage of the lessons to ensure pupils are given a chance to reflect not
just on what they achieved, but also on how and why they think they personally
achieved the set objectives.
