Autonomous Learning Framework
Autonomous Learning Elements
These are the skills an individual needs to demonstrate to indicate they are an autonomous learner. The list is simple in order to make it understandable for all learners as well as teachers and to enable teachers to plan programmes and opportunities that enable their learners to develop these skills as well as have them assessed. Unless learners are actively involved in this process they cannot develop autonomous learning skills!!
©Mike Tilling/Paul Nash 1996
Tis the custom of pedagogues to be eternally thundering in their pupil’s ears, as they were pouring into a funnel, whilst the business of the pupil is only to repeat what the others have said: now I would have a tutor to correct this error, and, that…I would not have him alone to invent and speak, but that he should also hear his pupils speak in turn.
(Of The) Institution And Education Of Children by Michel De Montaigne circa 1580
Autonomous Learning Contexts
These are the areas of education in which learners can develop and demonstrate the SIX autonomous learning skills and which teachers and learning managers have to consider if they wish to provide appropriate support. For the same reasons as for the skills, the list is simple but important. Too often teachers make judgements about what their learners can and can’t do without having provided the opportunities for their development and demonstration. Assessments can be more about what has been missed out rather than what has been achieved.
The framework provides detailed examples of the what and where of how teachers and learning managers can help their learners progress. It is a guide to encourage thinking and aid planning, it is designed to be cherry-picked, to enable its implementation in any context.
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