10. Self-Regulated Learning

By organizing guidelines into instructional organizers, the educative project, as a method of developing self-evaluation, unfolds on three levels. It teaches:

  • Self-regulation of disciplinary contents for real communication with basic cognitive competencies;
  • Self-regulation of interdisciplinary transfer through comprehension, application, and analysis, thus developing comparative competencies;
  • Self-regulation of transdisciplinary activity through synthesis and integration, hence developing a reflective competency.
The Learner as Curriculum Builder:

The learners not only negotiate contents, they are also curriculum builders. They shape their own projects and find ways to express their subjective needs along with the paths proposed in the curriculum.

Immersing yourself in the Deep Approach will help you to:

Understand how self-motivation could be the best incentive for language learning,

Provide incentives for self-directed learning and self-determination,

Empower the student be the curriculum builder by scaffolding possibilities and making the instruction flexible,

Emphasize the learning process rather than pre-determined outcomes,

Encourage individualized, peer-oriented, and project-based learning by focusing on cultural contents and social action,

Consider grammar as story-telling about language, and

Use formative, deep evaluation.

Learners need to feel in charge and competent. They like to relate to others, yet want to keep their autonomy. Their genuine desire for achievement is like an engine that never stops. There is nothing to add to this inexhaustible source of energy. No need to enforce assignments. 
 
 
Anything that goes against intrinsic motivation contradicts its natural drives and fights real progress. Directive teachers contradict the genuine need of the learner for more autonomy and self-regulation in the process of initiating and accomplishing meaningful tasks. 
 
 
Therefore classroom practices should initiate student relationships that are conducive to the autonomous development of strategic skills and competences in a way that the student controls, not the teacher.
self-regulation language learning

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