Encouraging Learner Autonomy: Working with Portfolios, Learning Agreements and Individualized Materials

Abstract

A teaching approach to developing learner autonomy in literacy classes is described. A focus on German as second language with a workplace-orientation is set. This approach is built on the use of a portfolio, the learner-directed definition of Learning Agreements and working with Learning Stations. The interrelated use of these instruments is described. Basic concepts that are fundamental to the approach are explained: heterogeneity, homogeneity, differentiation, individualized teaching, learner autonomy and teacher autonomy.