Premise Guided by an autonomy-oriented and learner-centered approach to teaching, the presenter aims to design activities that engage learners cognitively, emotionally, and physically to support meaningful learning outcomes. Implementing the PBLA requirement of self-reflection is no exception. Within PBLA, self-reflection is both a required component and a powerful learning tool supporting learners in taking ownership of their progress and learning needs (Centre for Canadian Language Benchmarks [CCLB], 2014, 2019). However, implementing meaningful self-reflection can be particularly challenging in low-level LINC classes since adult learners may have had limited prior experience with in-class self-reflection practices (Abbott, 2019).
Motivated by these challenges, the primary presenter designed a simple, structured, and engaging approach to self-reflection for lower Stage I CLB learners. Rather than treating reflection as a one-time task, the goal was to develop an ongoing process that helps learners understand both the concept of self-reflection and its importance in their learning. By breaking reflection into manageable steps and embedding it into regular classroom practice, this approach aims to make self-reflection meaningful, enjoyable, and achievable for learners at the earliest stages of language learning.
Outline The session begins with brief interactive discussion questions to activate participants’ experiences with learner self-reflection. The primary presenter then introduces a step-by-step self-reflection model, using visuals, classroom samples, and documentation. She then shares how the model was implemented across different classes, presenting classroom evidence, learner outcomes, and adaptations from two participating LINC 2 instructors. The session continues with the second and third presenters, sharing findings with literacy/LINC 1 and LINC 1-2 classes. The final segment highlights practical digital tools and strategies for implementing the model in remote contexts.
Outcomes & Objectives By the end of the session, participants will be able to identify practical self-reflection strategies for low-level learners, examine adaptable approaches across instructional contexts, and apply flexible tools to support learner autonomy and engagement.
References Abbott, M. L. (2019).
Project report: Developing an interpretive argument to guide the use of portfolio-based language assessment in beginning adult English language literacy classes. P2P Canada.
https://p2pcanada.ca/wp-content/blogs.dir/1/files/2019/07/Portfolio-based-Language-Assessment-in-Beginning-Adult-English-Language-Literacy-Classes.pdfCentre for Canadian Language Benchmarks. (2014).
Portfolio- based language assessment (PBLA): Guide for teachers and programs.
https://listn.tutela.ca/wp-content/uploads/PBLA_Guide_2014.pdfCentre for Canadian Language Benchmarks. (2019).
PBLA practice guidelines 2019.
https://pblapg.language.ca/wp-content/uploads/2019/02/PBLA-Practice-Guidelines-2019_978-1-897100-78-3-RA.pdf
