Planning

Planning is a key part of autonomous learning: to recognise one’s own needs, to formulate these into realistic learning objectives, and to structure these into steps and create a learning plan. To plan, one has to be flexible enough to change the learning plan if one’s situation or needs should change.

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I can do this

I want to learn this

This isn't important for me

I can evaluate my starting level

 

 

 

on my own

 

 

 

together with others

 

 

 

with the help of checklists (for example with those of the European language portfolio)

 

 

 

    with a learning advisor

 

 

 

with a test.

 

 

 

For further descriptors see evaluating.

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I can do this

I want to learn this

This isn't important for me

I can identify my needs (why I want to learn)

     

on my own

     

together with others

     

with the help of checklists or learning tips

     

    with a learning advisor.

     

I can prioritise my learning needs.

     

 

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I can do this

I want to learn this

This isn't important for me

I can set myself goals (what I want to learn, for example, I want to be able to start a conversation, keep it going and finish it)

     

on my own

     

together with others

     

with the help of checklists or learning tips

     

    with a learning advisor.

     

 I can set myself goals while bearing in mind

     

my needs

     

my language competencies

     

the conditions I have to work within (for example, the time available).

     

I can prioritise my goals.

     
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I can do this

I want to learn this

This isn't important for me

I can plan where I want to learn (for example, at home, in the library, in the self access centre etc.).

     

I can structure my time in order to have enough time for language learning to achieve my goals.

     

For further descriptors see completing tasks.

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I can do this

I want to learn this

This isn't important for me

When I have a task to complete I can recognise:

 

 

 

the goal of the task (for example with a listening comprehension, understanding the main information)

 

 

 

whether I need to learn something to complete the task (for example, if I need to revise the past forms in order to talk about past events)

 

 

 

which language tools I need to complete a task (for example, a dictionary, or a grammar book)

 

 

 

whether the task is easy or difficult for me.

 

 

 

With reference to my language competencies I can recognise which steps I need to take and which materials I need to use to achieve my goals. For example, to prepare for an interview I recognise that I need to

 

 

 

learn specific vocabulary and expressions

 

 

 

revise specific grammatical forms

 

 

 

work on certain pronunciation aspects

 

 

 

work with certain worksheets or authentic materials

 

 

 

prepare for the interview structure

 

 

 

practice listening and interacting.

 

 

 

Please complete the table below with one of your goals. Use the example above as a guide.

With reference to my language competencies I can recognise which steps I need to take and materials I need to use to achieve my goal of

     

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For further descriptors see completing tasks.

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I can do this

I want to learn this

This isn't important for me

I can put together a learning plan in order to achieve my goal

 

 

 

on my own

 

 

 

together with others

 

 

 

with the help of a checklist, model or form

 

 

 

    with a learning advisor.

 

 

 

I can put together a learning plan with reference to

 

 

 

my goal (for example, a personal letter)

 

 

 

interim goals, where necessary (for example, learning salutations and closing phrases)

 

 

 

concrete steps of a task (for example, a reading task, a vocabulary exercise, a written task)

 

 

 

    learning materials

 

 

 

the conditions I have to work within (for example, the time available)

 

 

 

my learning style

 

 

 

where appropriate, the form of evaluation (for example, evaluating the letter with my tandem partner).

 

 

 

I can put together a learning plan in order to achieve my goal

     

for a task

 

 

 

for a series of tasks (for example, a presentation in the foreign language)

 

 

 

for a project (for example, to prepare a brochure about my university or to prepare a report)

 

 

 

for an entire programme of learning.

 

 

 

After I have started learning, I can revise my learning plan.

     

For further descriptors see completing tasks.

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I can do this

I want to learn this

 

 

   

 

 

   

 

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For planning in terms of learning materials and methods see choosing materials and methods. Do you like learning together with others? In that case, go to cooperating.