self-directed learning: not just choosing a destination, but planning the trip !!!
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SELF-DIRECTED LEARNING: NOT JUST CHOOSING A DESTINATION, BUT PLANNING THE TRIP!!!Cindy BryantLearnBop Director of Learningcindy@learnbop.com
AGENDA Self-Directed Learning Fact or Fiction
Self-Directed Learner Characteristics
Benefits of Effective Self-Directed Learning
Supporting Self-Directed Learning
Classroom Connections
Wrap Up
NOT JUST CHOOSING A DESTINATION BUT PLANNING THE TRIP!!!
1. Initiate in the pursuit of a learning experience (Destination)
2. Assume complete responsibility and accountability (Planning the trip)a. Formulate the learning goalsb. Identify resources/materialsc. Choose and implement
appropriate learning strategies
d. Follow through until the conclusion
e. Evaluate the outcomes Adapted from Malcom
Knowles, 1975
SELF-DIRECTED LEARNING (SDL) FACT OR FICTION1. SDL means the learner learns alone or in
isolation.2. SDL means the control gradually shifts
from teachers to learners.3. SDL has it roots in pre-school education.4. SDL does not require any teacher
scaffolding or modeling of learning strategies for students.
5. SDL seeks to bridge the gap between school knowledge and real-world problems.
FICTION
FACT
FICTION
FICTION
FACT
SELF –DIRECTED LEARNING (SDL) CONCEPTUALIZATIONS
• Independent• Isolated• Determines
goals, content, effort, time, evaluation, and whether to accept/reject assistance
• Physical distance between learner and teacher
• Constrained by setting and format
• Behavior may include those of other two
• Learner psychological independence (control)
• Setting and format of little
or no relevance
The “Lone” Learner
The “In Control” Learner
The “Distance
”Learner
THE SDL BOTTOM LINE…The learner consciously accepts responsibility to make decisions about goals and efforts, and is therefore, ONE’S OWN LEARNING CHANGE AGENT…
If it is to be, it is up to me!!!
SELF-DIRECTED LEARNER CHARACTERISTICS
Personality
Self-confidenceInner directedAchievement
motivated
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
SELF-DIRECTED LEARNER CHARACTERISTICSCOGNITIVE
Goal setting skillsInformation processing skills
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
SELF-DIRECTED LEARNER CHARACTERISTICSCOGNITIVE
Other cognitive skills• Sensory• Memory• Elaboration• Problem Solving and Posing
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
SELF-DIRECTED LEARNER CHARACTERISTICSCOGNITIVE
Other cognitive skills• Executive skills• Deep processing skills
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
SELF-DIRECTED LEARNER CHARACTERISTICSCOGNITIVE
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
Deep ProcessingEnjoyableSearch for meaningPersonalize taskRelate information to draw conclusions, develop theories, and form hypotheses
Surface ProcessingDemanded/requiredDiscrete/unrelated partsAvoid personal meaningsRely on memorization of words, diagrams, etc. rather than rephrasing or elaborating to understand
SELF-DIRECTED LEARNER CHARACTERISTICSCOGNITIVE
Some competence or aptitude in the topic or closely related area
Decision making skillsSelf-awareness
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
SELF-DIRECTED LEARNING RATING FORM
BENEFITS OF SELF-DIRECTED LEARNING
Self-Directed Learners:
Enjoy and make learning
meaningful
Self-Monitor
Are curious and willing to try new things
Desire change
Focus on useful
information
View problems as challenges
SUPPORTING SELF-DIRECTED LEARNINGRaising student awareness of their roles in learning is a key factor Include classroom discussion of topics related
to self-directed learning making students aware of what good learners do and how to become a good learner
Ask questions about the learning process
SUPPORTING SELF-DIRECTED LEARNING Involve students in decisions concerning
what is to be learned (Taylor, 1995) – allow them to pursue their own interests (Morrow, et al., 1993)
Resist the urge to constantly track and correct errors
Establish the habit of self-monitoring by encouraging students to reflect on their efforts and revise attempted work (Corno, 1992)
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS Situated learning approach (Temple &
Rodero, 1995) – bringing real-life problems into the classroom.
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS Situated learning approach (Temple &
Rodero, 1995)
Common Core State Standards for Mathematical Practice http://www.corestandards.org/Math Mathematics as sensible Mathematics as useful Mathematics as worthwhile
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS
Situated learning approach (Temple & Rodero, 1995)
Common Core State Standards for Mathematical Practice http://www.corestandards.org/Math Modeling
http://www.comap.com/Philly/CCSSModelingHB.pdf
Illustrative Mathematics http://www.illustrativemathematics.org/
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS Model/use different learning strategies such
as predicting, questioning, clarifying, and summarizing
Teachers need to allow individual learners to approach a task in different ways using different strategies (Many, Fyfe, Lewis, & Mitchell, 1996)
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS Based upon research, there are four math
learning styles in that students approach and solve problems (Strong, Thomas, Perini, & Silver, 1997) Mastery Style (Procedural Approach) Understanding Style (Conceptual Approach) Interpersonal Style (Contextual Approach) Self-expressive Style (Investigative Approach)
SELF-DIRECTED LEARNING CLASSROOM CONNECTIONS
Powtoons Mathematical Learning Styles Video
http://www.powtoon.com/p/b6P72DQzscz/
Super Chocolates are arranged in boxes so that a caramel is placed in the center of each arrangement of four chocolates, as shown below. The dimensions of the box tell you how many columns and how many rows of chocolates come in the box. Develop a method to find the number of caramels in any box if you know its dimensions. Explain and justify your method using words, diagrams, or expressions.
The Super Chocolate Problem(NCTM Principles and Standards for School Mathematics,
p226)
MASTERY STYLE (PROCEDURAL APPROACH)
Learn most easily from teaching approaches that emphasize step-by-step demonstrations and repetitive practices
Struggle with abstractions, explanations, and nonroutine problem solving
Define mathematics as proficiency in calculation and computation
MASTERY STYLE (PROCEDURAL APPROACH)
UNDERSTANDING STYLE (CONCEPTUAL APPROACH)
Learn most easily from teaching approaches that emphasize concepts and the reasoning behind the mathematical operations
Struggle with work that emphasizes collaboration, application, and routine drill and practice
Define mathematics in terms of explanations, reasons, and proofs
Chocolates Caramelsrows Total
#Rows Total #
2 2 4 1 1 12 4 8 1 3 33 5 15 2 4 8
r c r x c r -1 c - 1 (r-1) (c-1)
UNDERSTANDING STYLE (CONCEPTUAL APPROACH)
INTERPERSONAL STYLE (CONTEXTUAL APPROACH)
Learn most easily from teaching approaches that emphasize cooperative learning, real-life contexts, and connections to everyday life
Struggle with independent seat work, abstraction, and out-of-context, non-routine problem solving
Define mathematics primarily in terms of applications to everyday life
INTERPERSONAL STYLE (CONTEXTUAL APPROACH)
SELF-EXPRESSIVE STYLE (PROCEDURAL APPROACH)
Learn most easily from teaching approaches that emphasize visualization and exploration
Struggle with step-by-step computation and routine drill and practice
Define mathematics primarily in terms of nonroutine problem solving
EXPRESSIVE STYLE (INVESTIGATIVE APPROACH)
(r -1)(c-1) = caramels
“Experienced problem solvers do know what to do when they don’t know what to do. Inexperienced problem solvers don’t know what to do when they don’t know what to do.”
MATHEMATICAL LEARNING STYLES
Source Unknown
It’s a TEAM EFFORT!!!
SELF-DIRECTED LEARNING: NOT JUST CHOOSING A DESTINATION BUT PLANNING THE TRIP!!!
Students can become self-directed learners who not only initiate their own learning experience, but also follow through until the goal is reached, but not without support and encouragement from !!!
http://kids.niehs.nih.gov/games/illusions/lots_of_illusions.htm
www.learnbop.com
RELEVANT RESOURCES www.learnbop.net CCSSM Aligned Videos http://learnzillion.com/ Illustrative Mathematics http://
www.illustrativemathematics.org/illustrations?page=12&per_page=20
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf
http://www.education.com/reference/article/Ref_Self_Directed/
ADDITIONAL WEBINAR OFFERINGSUsing Animation to Enhance Instruction and Enrich Professional Learning Wednesday, November 6, 2013 11:00 a.m. – 12:00 noon ET http://go.learnbop.net/using-animation-to-enhance-your-teaching
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