LinguaFolio® Training Resources

Training modules to show how to implement LinguaFolio®

4.11 Reflective Learning

Take a few moments to review some of the points set out in Module 3 about reflective learning.

  • Teachers should frequently encourage learners to think about what they already know when entering a new phase in their language learning.
  • Learners can be involved in evaluating their own work (self-assessment) or other learners’ work (peer assessment).
  • The teacher can ask learners to make a list of activities they like and find helpful in learning.
  • Students can design their own activities to be used as class activities or outside of class for language practice.
  • After self-assessments or teacher-administered assessments and performance tasks, learners should write down areas for improvement, vocabulary they need, and other goals to advance their language skills.
  • Small goals enable learners to achieve and feel good about their successes. Understanding that these small steps are necessary to learn a new language helps students plan more realistically for future learning.

In this video, students learning English as a second language use what they already know about their heritage culture as a topic for group discussion. Identify how they use background knowledge in group activities to help them learn.

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Video transcript: “LinguaFolio-like Activities and Reflective Learning” (pdf)

As students connect what they already know to what they are learning, teachers and language learners should consider the following:

  • Check frequently to see what the language learner can and cannot do yet.
  • Determine which activities help him or her learn most effectively.
  • Set small, achievable goals.
  • Plan and monitor future learning.

Next: 4.12) Activity 7: Self-assessment