Create a learner-centered classroom in which both teachers and students reflect on the learning process. In shifting the focus to the learners, teachers engender metacognition among their students and encourage them to share responsibility for their learning. The Can-Do Statements provide a clear guide for designing curriculum and units of instruction, for creating classroom assessments of performance, and for teaching daily lessons. These self-assessment checklists are used by learners to assess what they "can do" with language in the interpersonal, interpretive, and presentational modes of communication. Through multiple opportunities of formative and summative assessment, learners collect the evidence that points toward a specific proficiency level. They also see what lies ahead on their language learning journey.
Increase knowledge to develop Can-So Statements so students can both self-assess and set goals.