Reflection by yurtgc548


									            Stacey Vye
        Saitama University
Study without reflection is a
  waste of time. Reflection
without study is dangerous.
  (Confucius 551-479 BC)
What Benson says about it:
“Although self-assessment has been linked to
  the idea of autonomy in language –testing
  field, greater emphasis has been placed on
  the reliability of summative self-assessments
  of language proficiency.” (p. 155)

“…self-assessment includes reflection on
  goals, learning activities and appropriate
  assessment criteria.” (p. 155)
The front side
of the badge is
for the teacher
 to remember
 PHRASES to REMEMBER (the reverse side of the badge for students to view.)
Checking Information:
・Could you explain that point?
・Can you give us an example of..?
・What exactly do you mean by...?

 Classroom English:
                                             Asking about Opinion:
                                              ・What do you think about ……?
                                              ・What’s your opinion?
 ・I’m sorry I’m late.                         ・How do you feel about this?
 ・When is _______ due?                        ・Do you agree with me that ....?
 ・I won’t be here next week. What
   homework do I need to do?
 ・Could I use the restroom please?
 ・I have a question.
                                           Giving an Opinion:
 ・Could you explain this problem?
                                           ・In my opinion, ……………
 ・I’m not sure what to do.
                                           ・Personally, I think that …..
 ・What does ________ mean?
                                           ・It seems to me that ………
 ・How do you spell _______?
                                           ・I feel that ……………
 ・How do you say ______ in English?
 ・I’m sorry, I don’t understand.
Fifteen years ago, in my classes, the reverse side of the
  name badge was just a blank white piece of paper (see
  previous slide). The name badges were helpful for
  classroom support, but I was feeling what Leni Dam

The Octopus Syndrome – the feeling of being
 everywhere and nowhere at the same time in the

- “We have struggled with the traditional, “efficient”
   teacher role in which the teacher is the one who knows
   best. We have tried hard to become better at listening
   to learners and respecting their right to make the
   “wrong” decisions.” (p. 77)
 Reflection inspiring learners!   & even teachers too!
 Giving learners a voice in       Giving the teacher more
                                    opportunities for authentic
  their class                       interaction
 Providing a space for            Providing the teacher with
  ongoing dialogues and             more spaces for promoting
  syllabus negotiation              learner autonomy
                                   Considers that the teacher
 Consideration of the              is more involved in the
  learning experience &             learners’ experiences
  how the language can be          More opportunities for the
  used in the future                class to run smoothly while
 More authentic                    a void /space needs to be
                                    filled (an emergency,
  communication with                technical glitch, hurt
  their peers and the               feelings, a teachable
  teacher                           moment etc.)
The learner detaches from the task and
 reflects on it, then the focus on the
 attention shifts to the learning itself
 (rather than route memorization),
 which provides “the crucial trigger to
 total self-organization in learning.”
information for me
  so I revised the
  profile for each
Name in English: ___________________________
Why do you join this class?: _________________
Name in kanji: ____________________________
Major: _____________ Favorite thing?: _______
Student ID Number:____ Club or Circle Activity: ____
Email (optional): ________ Home Town: ______
Previous English Class (es): _________________
How long does it take to get to Saidai?: _______
Previous English Teacher(s): ________________
Your future dream? ________________________
Whatever tool you might decide to construct
 to create more reflection and self-
 assessment in your classes, carefully looking
 at your own teaching contexts and design
 what will benefit your learners, yourself, and
 perhaps the other share holders.

It goes without saying, but respect the privacy
  right of your learners with the information
  they provide you.
Benson, P. (2001). Teaching and researching autonomy in language
  learning. London: Longman.

Dam, L. (1995). Learner Autonomy 3: From theory to classroom
  practice. Dublin: Authenik.

Little, D. (1991). Learner autonomy 1: Definitions, issues and
  problems. Dublin: Authentik.

 Thanks to Leander Hughes for input on earlier versions of the
  design and content of the name badge/reflection sheet.

 " Clip art licensed from the Clip Art Gallery on" on slides 4, 5. and 15

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