Strategies For Student Success
This article discusses diagnostic learning through the use of learning contracts to help students tailor the class content to their own learning needs and goals, while leveraging their strengths and overcoming their weaknesses. Teachers can facilitate this process by encouraging the use of learning contracts and by developing structured study plans based on the results of the contracts.
A literature review provided insights about the use of learning contracts. Normah and Masdinah (2012), state that “The use of learning contract is an option for promoting autonomy in language learning” and describe them as “a formal, written agreement negotiated between the learner and lecturer about what the learner will learn and how that learning will be measured (p. 473). [1]” The essay “Some guidelines for using the learning contracts,” published in The Adult Learner by Knowles, Holton, and Swanson (1998) provided necessary information about the reconciliation between the student’s expectations and the needs of organizations that require a specific proficiency level from the learners. Knowles et al. (1998) stipulate that “Learning contracts provide a means for negotiating reconciliation between these external needs and expectations and the learner’s needs and interests (p. 211). [2]”
The contract is discussed and signed by the students and the instructor on the first day of class. The academic schedule is created based on these outcomes, and while the instructor facilitates the instruction, learners commit to study vocabulary on their own, giving them an opportunity to play an essential and active role in the learning process. Operational language and culture training are combined with the linguistic functions that the students have said are priorities according to their objectives or goals.
Let’s say the students are a group of military linguists and they state in the contract that they are going to a target language country to provide humanitarian help after a natural disaster. In that case, the course should be based on the indicative and imperative mood verbs (to give instructions) and vocabulary related to food and health. The teacher should also prioritize greetings, farewells, culture, and survival skills (such as ordering food or a taxi).
How To Use Technology To Implement A Learning Contract
- Teachers can use tools to elaborate and deliver the learning contracts to the students. These contracts can remain open, allowing students to return and make adjustments as time goes by.
- Students can use a digital notebook to track their progress, list new goals, reflect on weaknesses, and provide feedback to each other. They can also use a planner tool to set up tasks with deadlines in partnership with their teachers and other classmates.
How To Develop A Learning Contract
- Learning goals
Students state what their learning goals are and what they would like to learn by the end of the course. - Where am I right now?
Students diagnose their learning needs in regard to their stated goals. They ask themselves, “can I perform any of that right now? If yes, how well?” If not, they identify what they need to learn to be able to do so. This part helps the learners to realize what’s relevant and efficient for the learning process and what’s interesting but irrelevant. - Learning objectives.
Each of the learning needs stated in Step 1 should be translated into a learning objective by the learner with the instructor’s help at this point. These objectives are important to select proper learning resources, strategies, and assessment methods. - Learning resources and strategies
The learner and the instructor get together to discuss what they will do to achieve the learning objectives, and the tools they need to accomplish each objective. Identify the resources, material and human. - What can the instructor do to facilitate my learning process?
Think of the instructor as a human resource, a facilitator that possesses valuable information and material resources to achieve the learning objectives previously discussed.
Strategies For Tracking Performance Metrics
Goal Achievement Rate
Students and teachers can measure what goals are met within a set period, such as weekly and/or monthly.
Task Completion Percentage
Track the percentage of tasks completed on time.
Time Spent On Task Vs. Planned Time
Compare the time spent on completing tasks with the time allocated in the learning contract.
Engagement On Participation Levels
Teachers can measure participation in class and engagement with class materials, either qualitatively or quantitatively.
Self-Reflection And Progress Reports
Students can complete periodic self- and peer assessments on their learning, documenting strengths, challenges and areas of improvement.
Conclusion
In conclusion, by working together, teachers can potentiate learner autonomy and self-reflection for academic improvement. Developing these metacognitive skills and tools will help life long learners in their future learning goals.
References:
[1] Using Language Learning Contracts as a Strategy to Promote Learner Autonomy among ESL Learners
[2] Guidelines for using learning contracts
