The Learning Contract: Strategies for Student Success

Strategies for Student Success

This article discusses diagnostic learning through the use of learning contracts to help students adapt class content to their learning needs and goals, while utilizing their strengths and overcoming their weaknesses. Teachers can facilitate this process by encouraging the use of learning contracts and creating structured learning plans based on the outcomes of the contracts.

A literature review provided insights into the use of learning contracts. Normah and Masdinah (2012), say “The use of a learning contract is an option to improve independence in language learning” and they describe it as “a formal, written agreement negotiated between the learner and the teacher about what the learner will learn and how that learning will be measured (p. 473). [1]” Essay “Some guidelines for using learning contracts,” published in Old Student by Knowles, Holton, and Swanson (1998) provided the necessary information about the reconciliation between student expectations and the needs of organizations that require a certain level of expertise in students. Knowles et al. (1998) state that “Learning contracts provide mechanisms for negotiation between these external demands and expectations and the needs and interests of the learner (p. 211). [2]”

The contract is negotiated and signed by students and the instructor on the first day of class. The educational program is made based on these results, and while the teacher is teaching, the students are committed to learning the words themselves, giving them the opportunity to take an important and visible part in the learning process. Functional and cultural language training is combined with language activities that students say are relevant to their goals or objectives.

Let’s say the students are a group of military linguists and they state in a contract that they will go to a country that speaks the target language to provide humanitarian aid after a natural disaster. If so, the lesson should be based on indicative and imperative (giving instructions) and vocabulary related to food and health. The teacher should also prioritize greetings, farewells, etiquette, and survival skills (such as ordering food or a taxi).

How to Use Technology to Implement a Learning Contract

• Teachers can use tools to define and deliver learning contracts to students. These contracts can remain open, allowing students to come back and make changes as time goes on.
• Students can use the digital notebook to track their progress, list new goals, reflect on weaknesses, and provide feedback to each other. They can also use the scheduling tool to schedule assignments with due dates in collaboration with their teachers and other classmates.

How to Establish a Learning Contract

1. Learning goals
   Students state what their learning goals are and what they would like to learn at the end of the course.
2. Where am I now?
   Students assess their learning needs in relation to their stated goals. They ask themselves, “Can I do that now? If so, how well?” If not, they identify what they need to learn to be able to do so. This part helps students to identify what is relevant and effective in the learning process and what is interesting but not important.
3. Learning objectives.
   Each learning need identified in Step 1 should be translated into a learning objective by the student with the help of the instructor at this point. These objectives are important for choosing appropriate learning resources, strategies, and assessment methods.
4. Learning resources and strategies
   The student and teacher meet to discuss what they will do to achieve the learning objectives, and the tools they need to achieve each objective. Identify resources, materials and people.
5. What can the instructor do to further my learning process?
   Think of the teacher as a human being, a facilitator who has the necessary knowledge and resources to achieve the learning objectives discussed earlier.

Strategies for Tracking Performance Metrics

Goal Success Rate

Students and teachers can measure what goals are being met over a set period of time, such as weekly and/or monthly.

Percentage of Job Completion

Track the percentage of tasks completed on time.

Time Spent at Work Vs. Scheduled Time

Compare the time spent on completing tasks with the time allotted in the learning contract.

Participation in Participation Levels

Teachers can measure class participation and engagement with class materials, either qualitatively or quantitatively.

Self-reports and progress

Students can complete periodic self and peer assessments on their learning, documenting strengths, challenges and areas for improvement.

The conclusion

In conclusion, by working together, teachers can promote student independence and self-reflection to improve education. Developing these metacognitive skills and tools will help students survive their future learning goals.

References:

[1] Using Language Learning Contracts as a Strategy for Enhancing Learner Autonomy among ESL Students

[2] Guidelines for using learning contracts