Resource: Eight steps to learner autonomy by Tom Sarney
Summary and digital education implications by Charlie Ellis
Prerequisite step: a positive approach. This is mentioned by Sarney and falls in line with my own adopted approach of “pessimism of the mind and optimism of the will.”
- Listen to your learners: Polling students and analyzing poll data can be made easier and more effective by giving using an online application like Google forms or Nearpod. The use of technology here can help the teacher make sense of the data more quickly and allow students to see (with visualizations of the data or graphs) a snapshot of learning styles and culture in the classroom.
- Build group cohesion: With relationship building, I would hesitate to use technology early in the year, because it may create a barrier for some students or alienate students who do not yet feel comfortable using the technology. I do; however, see applications in helping students communicate and get to know one another if the proper structure is implemented. For example, if students are asked to find someone they have something in common with, it may be helpful for students to enter into a digital environment to help them find each other, and online chat settings may prove to lower the affective filter for some students. A second application of technology toward the goal of team building may be to help teachers set up and organize structures around team games.
- Negotiate motivating goals: Allow students to co-create a “class manifesto” that allows them to guide the class with their own goals and interests. The use of technology may or may not be a means by which the class decides to work toward the goals set out in the class manifesto.
- Establish constraints and parameters: Provide options for the students in how they would like to achieve the goals of the class. Again, the students may or may not decide to use of technology here.
- Encourage collaboration: As with building group cohesion, the use of technology may promote or prevent collaboration so teachers ought to use discretion in the type of technology provided as a resource and when the class uses technology for collaboration.
- Provide resources and guidance: Throughout the goal setting and implementation processes, the teacher provides resources that provide student choice. Technology can help with giving students a plethora of resources, allowing for autonomy and differentiation.
- Monitor, support and encourage: As students work toward their goals, technology can help teachers keep track of their assessments.
- Focus on evaluation and reflection: The right technology can greatly assist teachers in providing timely, meaningful feedback to students. This is one of my biggest struggles right now in our science classroom, and I see great potential for the leveraging of technology here.
References
Sarney, T. T. (2017). Eight steps to learner autonomy. English Teaching Professional, (111), 18-20.
