Some aspects in my learning process and...

 LEARNING ...BUILDING A PROCESS

I would like to share with you, some aspects which have made that my experience as an adult learner has had different types of challenges, these are:

• To be part a group again, it is not easy and it is harder when you do not have face to face relation with them.
• To create new knowledge regarding my classmates´ feedback
• To discover technology is a way which I need to follow step by step according to my expectations.
• To organize time and activities in order to develop task and activities in an individual and collaborative form.

How Do I set my goals for class?

Think…..

How do you plan your course/lesson objectives? Do you follow any specific procedure?
Firstly I think about the grammar issue I should explain, secondly I consider how can I explain it to the students, then I set objectives, I try to set an objective per class and activity, sometimes the objective can work for the different activities. Before I set the objectives only for myself, now I write objectives, strategies and evaluation form on the board so that students can know them too.

What features do you bear in mind when defining performance objectives for a course/lesson?

 The target group. In the school the level and the students

ü  How will they react about the topic and the objective for the class

ü  What the objectives are and how students can integrate to their context.

ü  I always wonder if I teach them can be useful for their lives.

 What way is the best to explain them.

Write  

 the process of transforming your objective(s) from covert to overt processes. How difficult/easy this has been. 

First, I consider Gagne categories and levels are pertinent, however in some parts of the reading the relation among them is hard to understand, you need to clarify steps, categories, skills, concepts and characteristics to have a complete definition  about what an objective isg. I notice that  try to convert my objectives from covert to overt has not been an easy  process, hence when I read Gadne and Magner ´ideas I could discover most of the time  my objectives  were set as activities in class or maybe I had objectives which were not clear enough for students. According to Magner (1984) “ An objective describes an intended result of instruction, rather than the process of instruction itself.”

a.   Write the objective you selected from your lesson plans. Post both, the old and the new version (performance-based) for your lesson. You may choose Gagne (1976), Wenning (2008) and/or Mager´s (1984) proposal to define your lesson’s performance objectives.

GROUP	CLASS OBJECTIVE (old version)	CLASS OBJECTIVE (new  (version)	WORDS	INTELLECTUAL SKILL (Gagne  1974)	INTERNAL CONDITIONS THAT LEARNER HAS/GOAL	EXTERNAL CONDITIONS THAT LEARNER HAS/GOAL	CONTEXT OF LEARNER
Seventh	Identify subject, correct form of verb to be and rules for ING to do present continuous	The students of seventh grade (audience)will be able to classify (behavior)words in subjects and verbs in a written form (Degree)	Create sentences underlining subject and verb	Concept learning	ü  Disposition, ü  Needs of students, ü  Perceptions	ü  Relation between teacher and student, ü  Relation between student and knowledge. ü  Use of tools	Classmates Home
Eleventh	Make a short dialogue using two tense then write the tag questions	The students of eleventh grade(audience) will be able to prepare a short dialogue (behavior) about sports, music, fashion, school,or friends using two tenses, it will be  in a written way (degree)	Dramatize dialogues	Concept learning	ü  Readiness ü  Needs	ü  Tools ü  Student´s point of view, ü  Vocabulary	Classmates
Sixth	Identify cardinal and ordinal numbers.	The students of sixth (audience) grade will be able to distinguish (behavior) between cardinal and ordinal numbers in written activities. (Degree)	Demonstrate through the writing form the knowledge between ordinal and ordinal numbers	Rule Learning	ü  Readiness ü  Motivation ü  Likes	ü  Previous knowledge, ü  Vocabulary ü  Contextualization	Classroom School

Some resources to understand and working self-directed learning process

In this space, you will find different sources about self-directed learning process, which can help you to understand the concept, the characteristics and how you can promote this process in your life and others ´ life.

• https://www.youtube.com/watch?v=yWRXVHQCQCY
• https://www.youtube.com/watch?v=6lQKJs_0yg

What about from a teaching perspective;

• https://www.youtube.com/watch?v=kqZR6ZJsKJA
• http://www.slideshare.net/bstokes/theories-of-teaching-and-learning-the-staged-selfdirected-learning-model-ggrow
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-four-step-process

What is a self-directed learning process?

 “All the world is a laboratory to the inquiring mind.” – Martin H. Fischer

What is a self-directed learning process?

It is the knowledge of some steps to achieve goals  in  academic or personal fields, which each individual determines what  s/he want to reach, how s/he will get it, when, where and who else go to take part on it.

A self-directed learning process should have some aspects to be developed;

• Students or people immersed in a self-directed learning process must know their   abilities and skills and identify their weaknesses and work on them.
• They need to set goals for short and long term and work on them being discipline,   having time management and being able to set work in a team,  when it needs.
• A student or person  who want to be part of a self-directed process needs to look for own resources apart  from given by  the tutor, s/he needs to  have an open mind to read and listen other´s ideas and enrich or refuse them, support by their arguments or base on author´s ideas. It means to take knowledge to the world sphere of the ideas and change and transform them, since then collaborative knowledge building.
• A self-directed learner should be able to create their own process of  assessment by analyzing his/her performance and at the same time to accept other´s suggestions and recommendations, check, retake, and re-think  plans to work on them.
• A self-direct learner needs to take his/her context (school, college, job, etc) the new insights and observe the applicability in other´s spaces.
• The self directed learner needs to be aware that the new knowledge and experiences should be taken to a context (school, college, job, etc)
• The self-directed learner should identify clearly the concepts autonomy and freedom to build any process of learning.