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.
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.