First thoughts

My first thoughts (and those of others) on empowering students

Foreword
Any attempt to empower students must take into account every implication of the meaning of ‘empowering’ in the context of language learning.

An attempt that ignores any part of the definition, or lessens the value to learners and teachers of any part of that definition will only partially succeed.
Robert L. Fielding

Definition: ‘Empowerment is the development of knowledge, skills and abilities in the learner to enable them to control and develop their own learning.’
http://www.qualityresearchinternational.com/glossary/empowerment.htm

The development of:-
i) knowledge
ii) skills
iii) abilities

To enable learners to:-
a) control their own learning
b) develop their own learning


i) The development of knowledge
Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation.

ii) The development of skills
Clearly there are many different types of skills. Here are some of the most appropriate ones for learners to master.

A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time, energy, or both.

Communication skills - The set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire ...
rrtcpbs.fmhi.usf.edu/rrtcpbsweb/glossary.htm
Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information.
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
http://www.adprima.com/thinkskl.htm

Information Seeking Strategies
I. Determine the Range of Possible Sources
1. Make a list of resources that you know about and can use for the assignment.
2. Ask another person or group for other sources you may not already know about.
II. Evaluating the Different Possible Sources to Determine Priorities
1. Select the resources on your list that will give the best information for the assignment.
2. Develop a priority listing of these selected resources based on importance to the assignment and their availability.
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Location and Access
I. Locate the Sources
1. Identify the sources in your classroom and home environments (i.e. textbooks, magazines, encyclopedias, Internet).
2. Find additional sources in the school or public libraries.
o Use the electronic catalog to determine the location of each source and whether or not it is available.
o Write down the location number for each source.
o Use the library map to determine the physical location of each source.
o Go to the location of each source in the library.
II. Finding Information Within the Sources
1. Use the Table of Contents, Glossary, and Index to locate specific information within each source.
2. Browse the shelves for your topic's location number to locate other source on your topic.
3. For electronic sources: conduct subject and word searches to locate the specific information you need.
________________________________________
Use of Information
I. Engaging the Information in a Source
1. Read, hear, or view the information in a source.
2. Identify the main ideas, key words, dates, names, etc. that will be important for note-taking.
3. Evaluate the information for reliability and usefulness.
II. Extracting Information from a Source
1. There are many approaches to extracting information from a source.
2. If the source is written material, the Photocopy/Highlight note-taking method can be used.
3. When using other types of materials like audio tapes and videotapes, listen to or watch the whole presentation first. Next, listen to or view the presentation again, stopping top write down important information.
4. For electronic sources of information, download appropriate files.
5. Write down bibliographic information for the sources you use.
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Synthesis
I. Organizing Information from Multiple Sources
1. Put note cards (from multiple sources) in logical order.
2. Develop an outline (storyboard, script, etc.) for the topic.
3. Write a bibliography and include it in your project. It is always important to tell where you got the information you used.
II. Presenting Information
1. Choose the best way to present the information.
2. Allow enough time to do a good job.
3. Pay close attention to details (e.g. neatness, spelling, etc.) These things can make or break a presentation.
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Evaluation
I. Judging the Product
1. Decide whether or not the assignment is fully completed.
2. Decide if the project meets the criteria set up for the assignment.
II. Judging the Information Problem Solving Process
1. Determine whether the information need as originally defined is met.
2. State what you would do differently next time.
http://www.jlhs.nhusd.k12.ca.us/Classes/Science/Research.html


iii) The development of abilities
The quality of being able to do something, especially the physical, mental, financial, or legal power to accomplish something.
2. A natural or acquired skill or talent.
http://www.thefreedictionary.com/ability

a) Control their own learning
To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior.
http://www.dynamicflight.com/avcfibook/learning_process/

b) Develop their own learning

Robert L. Fielding