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.