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Monitoring

Monitoring means reflecting on topics, tasks, the learning process, and thinking about oneself as a learner. This enables one to identify one’s own learning strengths and weaknesses and to structure one’s learning accordingly.

 

I can do this

I want to learn this

This isn't important for me

I can recognise my own learning style (for example, whether I am a visual or auditory learner, whether I am a perfectionist or a risk taker) and/or reflect on this.

      

I can recognise my learning strategies (for example, whether I am a deductive thinker, associate words, can see the global picture) and/or reflect on them.

      

I am aware of my motivation for learning and/or can reflect on this.

      

I am aware of my feelings when learning and/or can reflect on them.

      

For further descriptors see motivating myself and dealing with my feelings.

 

I can do this

I want to learn this

This isn't important for me

I can recognise when a language deficit prevents me from completing a task (for example, I can’t tell someone about my degree course because I am lacking appropriate vocabulary).

      

I can recognise whether I have chosen the right steps to complete a task (for example, whether I should take notes while reading a text in order to produce a short summary).

      

I can recognise whether certain feelings hinder me from (effectively) completing a task (for example, boredom, fear of speaking in front of others, or emotional blocks).

      

For further descriptors see planning, completing tasks and dealing with my feelings.

 

I can do this

I want to learn this

This isn't important for me

I can reflect on materials and resources I have used, in particular

 

 

 

whether they are suited to the task

 

 

 

whether they are suited to my goal

 

 

 

whether they are suited to my learning style.

 

 

 

For further descriptors see choosing materials and methods, completing tasks and evaluating.

 

I can do this

I want to learn this

This isn't important for me

I am aware of which methods and strategies I apply when learning.

      

I can reflect on the methods and strategies I have employed, in particular

 

 

 

whether they are suited to the task

 

 

 

whether they are suited to my goal

 

 

 

whether they are suited to my learning style.

 

 

 

For further descriptors see choosing materials and methods, completing tasks and evaluating.

 

I can do this

I want to learn this

This isn't important for me

I can monitor and/or reflect on my learning (for example, by keeping a learning log).

 

 

 

I can recognise when I need to discuss something with a learning advisor.

 

 

 

I can regularly check my learning progress, in particular

 

 

 

whether I have chosen a suitable goal for my language competencies and my needs

 

 

 

whether the materials and resources I am using are appropriate to my goal

 

 

 

whether the tasks are suited to my goal and my learning style

 

 

 

 whether the methods and strategies I use are suited to the goal, to the tasks and to my learning style

 

 

 

whether my learning plan is suited to my language competencies, my goal, the given conditions (for example, the time available), and my learning style

 

 

 

whether I can stick to my learning plan.

 

 

 

For further descriptors see cooperating and managing my own learning.

 

I can do this

I want to learn this

 

 

    

 

 

    

 

If after this reflection you would like to change aspects of your learning, you can go to the appropriate section: planning, choosing materials and methods, completing tasks or motivating myself and dealing with my feelings. Do you like learning together with others? In that case, go to cooperating.

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