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      <title>Learner Autonomy by rachel dowling</title>
      <link>https://padlet.com/racheldowling79/nvv6yk0zhdxz</link>
      <description>Nunan&#39;s Nine Steps towards Learner Autonomy</description>
      <language>en-us</language>
      <pubDate>2016-10-25 19:27:06 UTC</pubDate>
      <lastBuildDate>2016-10-27 14:57:56 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>The Burning Questions!</title>
         <author>racheldowling79</author>
         <link>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133152487</link>
         <description><![CDATA[<div>1.Which steps would be easiest to implement into your classroom?<br><br></div><div>2.Which one/ones might be more challenging? Why?</div>]]></description>
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         <pubDate>2016-10-25 19:29:00 UTC</pubDate>
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         <title>Manuel Mora</title>
         <author>moratur</author>
         <link>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133472465</link>
         <description><![CDATA[<div>From my experience the easiest steps to implement into my classroom would be:<br><br></div><ul><li><strong>Make instructions goals clear to learners</strong><em>. </em>Actually I really believe that it is essential that students know not only the goals of any lessons but the goals or "final product" of a teaching unit from the very beginning of it.&nbsp;</li><li><strong>Allow learners to create their own goals. </strong>That is something that simply might happen, the question is not to discourage them when they want to contribute to it.</li></ul><div><br></div><div>On the other hand, the steeps that I consider more challenging for both students and teacher would be:<br><br></div><ul><li><strong>Encourage learner choice.</strong></li><li><strong>Allow learners to generate their own tasks</strong></li></ul><div><br>The reason is that, as I do not have many experience as a teacher, I find it difficult to tackle or handle with the many different possibilities that may appear when I encourage them to choose either tasks or final products. Sometimes I even have the sensation that I manipulate them in order to produce what I had already thought.&nbsp;</div><div><br><br><br></div><div><br><br><br><br></div>]]></description>
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         <pubDate>2016-10-26 20:14:25 UTC</pubDate>
         <guid>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133472465</guid>
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         <title>Cristina Ferreira</title>
         <author>cristiffernandez88</author>
         <link>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133486982</link>
         <description><![CDATA[<div>I agree with Manolo on the first and second steps. We should make the learning aims clear because the pupils must know where they are, where they have to reach and why, always respecting their learning rates. This will also allow them to be aware of how they are evolving.<br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2016-10-26 21:46:24 UTC</pubDate>
         <guid>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133486982</guid>
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      <item>
         <title>Rachel</title>
         <author>racheldowling79</author>
         <link>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133645871</link>
         <description><![CDATA[<div>Excellent observations Cristina and Manolo. I appreciate your points and feel that moving towards autonomy using the steps you mentioned would be very useful in the classroom. </div>]]></description>
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         <pubDate>2016-10-27 14:54:59 UTC</pubDate>
         <guid>https://padlet.com/racheldowling79/nvv6yk0zhdxz/wish/133645871</guid>
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