putting the spotlight on learning: cultivating self ... · cultivating self-directed learners by...

3/2/2014

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Cultivating Self-Directed Learners by Design

March 1, 2014 AAC&U General Education & Assessment Meeting

Portland, OR

Dr. Suzanna Klaf Associate Director,

Center for Academic Excellence

Dr. Kathryn Nantz Professor of Economics Fairfield University, CT

Get started on p. 1

© S. Klaf, 2012

Pair – Share – Shout out

Questions explored

• What is Self-Directed Learning?

• What are SDL skills?

• What are ways to promote SDL?

• What can you do to promote SDL?

Reflective writing

page 1

© S. Klaf, 2012

What is self-directed learning?

“a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.”

Knowles (1975) Self-directed Learning, p. 18.

page 2

© S. Klaf, 2012

Dimensions of self-directed learning

1. Process of learning

– Able to define what to learn, plan for, conduct the learning, evaluate resources, and assess own learning

2. Learning strategies

– how students study and process information

3. Performance outcomes

– independent learning behaviors that persist beyond graduation.

Candy, Philip C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass Publishers.

Foundation & Skills for Life Long Learning

AAC&U VALUE* Rubric

*VALUE: Valid Assessment of Learning in Undergraduate Education Source: https://www.aacu.org/value/rubrics/

Staged Self-Directed Learning Model (SSDL)

Stage Student Teacher Examples

Dependent Authority, coach

Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.

Interested Motivator, guide

Inspiring lecture plus guided discussion. Goal-setting and learning strategies.

Involved Facilitator Discussion facilitated by teacher who participates as equal. Seminar. Group projects.

Self-directed

Consultant, delegator

Internship, dissertation, individual work or self-directed study group

Grow, G.O. (1991). “Teaching Learners To Be Self-Directed”. Adult Education Quarterly, Vol. 41, No 3. P. 129.

Grow (1991); Fig. 1, p. 129 Teachers can actively equip students to become more self-directed in their learning.

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Grow, G.O. (1991). “Teaching Learners To Be Self-Directed”. Adult Education Quarterly, Vol. 41, No 3. P. 125.

“Good teaching” matches the learner’s stage of self-direction and helps the learner advance toward greater self-direction.

Staged Self-Directed Learning Model (SSDL)

© S. Klaf, 2012

Who are our students?

• Passive learners, dependence, unmotivated.

• Unprepared to learn on their own (Doyle, 2008)

– Do not complete reading and other prep work

– Little practice learning in meaningful ways.

– Few opportunities to develop the skills needed to be effective independent learners

• Characteristics of the millennial generation: special, sheltered, confident, team-oriented, conventional, pressured, achieving

Howe and Strauss (2000) Millennials Rising: The Next Great Generation.

Cycle of Self-Directed Learning

Ambrose et al. (2010), Fig. 7.1, p. 193 ASSESS the task

EVALUATE Strengths

and weaknesses

PLAN

APPLY strategies MONITOR

performance

REFLECT

and adjust if needed

Students’ beliefs about intelligence

and learning

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.

page 4

“To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.” (Ambrose et al, 2010: 191)

© S. Klaf, 2012

Cultivating self-directed learners

Learner-centered teaching

Instructional Design

Active learning assignments and activities

Modeling

Learning Strategies

Reflection

Self-awareness

Metacognition

Self-assessment

Student as learner characteristics,

motivation, goals

Self-directed learners + =

What teachers do… What students do…

Role of teacher in supporting SDL

• What teaching methods and active learning strategies could you use to promote SDL?

• Syllabi, classroom experiences, and assignments that cultivate SDL

See chart p. 6

© S. Klaf, 2012

3/2/2014

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“The instructional design aspects of the teacher’s role are much more important in learner-centered environments. Activities and assignments become the vehicles by and through which learning occurs.” (Weimer, 2002: 85).

© S. Klaf, 2012

Self-Directed Learning by Design

• Select an assignment, or activity in which you would like to promote SDL.

• Plan for integrating skill development into your course, assignment, or activity goal(s).

• Complete the worksheet

Write – Pair – Share page

7

© S. Klaf, 2012

1 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014

Cultivating Self-Directed Learners by Design

Dr. Kathryn Nantz Professor of Economics Fairfield University, CT

[email protected]

Dr. Suzanna Klaf Associate Director, Center for Academic Excellence

Fairfield University, CT [email protected]

March 1, 2014

Association of American Colleges & Universities Meeting General Education and Assessment:

Disruptions, Innovations, and Opportunities Portland, Oregon

Session Materials Description: Participants will consider what it means for students to be “self‐directed” within a discipline, and will reflect on practices that help students develop self‐directed learning skills, whether they are novice or expert learners.

Professors often lament students’ inability to take responsibility for and control of their own learning. They want students to be engaged and self‐directed, but they often encounter passive, dependent, and grade‐driven students. This workshop will highlight the importance of self‐directed learning skills in achieving student outcomes that are meaningful and long‐lasting. Many faculty bemoan the fact that students are not self‐directed, yet they fail to see the role of their own courses in helping students cultivate lifelong skills. Carefully constructed classroom experiences, assignments, and syllabi can help students step into new roles as learners, and to see themselves as stakeholders in their own learning experiences. Presenters will share models, engage participants in self‐reflection, and provide opportunities for attendees to create activities and assignments designed to build skills for lifelong learning. (Theme 3: Intentional Learning)

Getting started…

How would you characterize a self-directed, lifelong learner in your discipline?

What do you do to promote self-directed, lifelong learning in your course(s)?


What is self-directed learning (SDL)? - Definitions

Self-directed learning: “In its broadest meaning, “self-directed learning” describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975: 18).

Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson Learning Group.

What is known about SDL “(a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person and learning situation; (c) self-direction does not necessarily mean all learning will take place in isolation from others; (d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogue, and reflective writing activities; (f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking.”

Hiemstra, R. (1994). Self-directed learning. In T. Husen & T.N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.

“the degree of choice that learners have within an instructional situation.” “open-ended opposite of “dependent” learning.” (Grow, 1991: 128)

Dimensions of Self-Directed Learning: 1. Process of learning

Able to define what to learn, plan for, conduct the learning, evaluate resources, and assess own learning

2. Learning strategies how students study and process information

3. Performance outcomes independent learning behaviors that persist beyond graduation.

Candy, Philip C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass Publishers.

Role of students in self-directed learning – on becoming a self-directed learner: “To become self-directed learners, students must learn to monitor and adjust their approaches to learning.” (Ambrose et al., 2010: 6).

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.

Role of teacher in self-directed learning -- on cultivating self-directed learners: “The teacher shifts from recitation to provocation, from telling to asking, and from instruction to guidance, teaching students to think and find out for themselves.” (Gibbons, 2003: 24).

Gibbons, M. (2003). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. Hoboken, NJ: Jossey-Bass.

Relationship to lifelong learning – see AAC&U Value Rubric Curiosity – Initiative – Independence – Transfer – Reflection


Self-Directed Learning – Roles & Responsibilities

Staged Self-Directed Learning (SSDL) – Grow (1991) Based on the Situational Leadership Model of Paul Hersey and Kenneth Blanchard (The Management of Organizational Behavior, 1988).

Figure 1. The Staged Self-Directed Learning Model (p. 129)

Stage Student Teacher Examples Learning and instruction Stage 1 Dependent Authority,

Coach Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.

Teacher-centered; “teacher as expert” Students expect explicit directions on what to do, how to do it, and when. Teaching methods: formal lectures, highlight specific assignments.

Stage 2 Interested Motivator, Guide

Inspiring lecture plus guided discussion. Goal-setting and learning strategies.

Instructor provides direction and help. Encourage students to build their confidence and skills, recognize their styles of learning, and personal learning goals. Explain assignments, demo practices, supervise projects, provide feedback.

Stage 3 Involved Facilitator Discussion facilitated by teacher who participates as equal. Seminar. Group projects.

Teacher participates in the learning experience. “Guide on the side” / facilitator of learning –goal to empower learners. Students learn more about how they learn. Assign open-ended, carefully-designed projects. Explicit criteria, checklists help learners monitor their own progress.

Stage 4 Self-directed Consultant, Delegator

Internship, dissertation, individual work or self-directed study-group.

Learner-centered, teacher as consultant Students able and willing to take responsibility for their learning. Exercise skills in time management, project management, goal-setting, self-evaluation, peer critique, information gathering, and use of educational resources.

Reflections on the SSDL Model

i. At which stage would you place your students? Why?

ii. Where do you position yourself as a teacher in the SSDL model? Why?


Self-Directed Learning – Skills to nurture and practice Cycle of Self-Directed Learning - (Ambrose et al., 2010)

Strategies to help students engage in the cycle of SDL (Ambrose et al., 2010)

Assess the task at hand by: Be more explicit with assignment objectives, explain “why” the assignment goals are important Share sample work, give students practice recognizing components they will be assessed on Check student understanding of the task, give feedback, and ask students to articulate the assignment goal

and describe the steps they would take Provide performance criteria with an assignment (e.g., checklist or performance rubric).

Evaluate own strengths and weaknesses: Give students practice and feedback early on to help them develop more accurate awareness of their

strengths and weaknesses. Identify the specific skills that questions and assignments target to raise student awareness. Provide opportunities for student to self-assess with emphasis on the importance of this type of activity

(e.g., practice exam and key).

Plan an appropriate approach: Provide students with a plan and have them implement it (e.g., interim deadlines or timeline for

deliverables) – model for students what a plan should look like and as they gain experience have them submit.

Assign a task that focuses on planning (e.g., ask students to plan a solution strategy for a set of problems that involved how they would solve each problem/the approach to take).

Apply strategies and monitor performance Teach students to assess their work and identify errors Provide guidelines for assignments (e.g., how long it should take to complete). Have students assess their own work against a set of criteria provided Have student explain what they did and why – reflect on and annotate their work.

Fig. 7.1, p. 193.

Students recognize what they know – prior knowledge, and their skills

Students plan their approach to learn independently. Identify time and resources need to complete the task

Students identify what they need to learn; what skills they will need to deploy and develop.

Students self-monitor, discontinue ineffective strategies; apply new strategies; refine the scope to accomplish the project.

Students monitor/self-assess, and adjust their approach along the way.

Students enter the classroom with views of how learning works (e.g., fast & easy or slow & difficult); intelligence as fixed or malleable; and their own abilities


Reflect and adjusting one’s approach Require students to reflect on their performance and assess their own strengths and weaknesses Prompt students to self-reflect (e.g., exam wrapper strategy) Present students with different strategies to approach a task or problem. Create assignments that have students propose strategies, exploring the advantages and disadvantages of

each.

Beliefs about intelligence and learning Address students’ beliefs about learning and discuss aspects over which they have control – their effort,

concentration, study habits, level of engagement, etc. Explain the different levels of learning (recall different from knowing how and when to apply learning) Help students set realistic expectations

The SDL cycle presents key metacognitive skills that are critical to be an effective self-directed (self-regulated or lifelong) learner.

“To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.” (Ambrose et al, 2010: 191) … unfortunately these metacognitive skills tend to fall outside the content area of most courses, and consequently they are often neglected in instruction.”

Ambrose et al. (2010) and Doyle (2008) highlight the importance of helping students develop metacognition – thinking about thinking, knowing “what we know” and “what we don’t know”, self-monitoring their learning.

Strategies to promote metacognition:

Modeling the metacognitive process Demo your thinking process, how would you approach an assignment, problem, or task – walk students through the phases of your metacognitive process: talk aloud, assess strengths and weaknesses, share your action plan, articulate the steps you would take, and show how you would evaluate the end result.

Scaffolding students in their metacognitive processes

Early on provide support as students practice skills, and gradually remove them as students develop mastery

Sources: Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.

Consider having your students complete a survey about their learning styles preference or their self-assessment of their skills as a self-directed learner.

Resources: What Type of Learner Are You? - Morrison-Shetlar, A. and Marwitz, M. (2001) Teaching

Creatively: Ideas in Action. Outernet Publishing. Competencies of Self-Directed Learning: A Self-Rating Instrument,

Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson Learning Group, p. 61.

The Self-Directed Learning Readiness Scale (SDLRS) also known as the Learning Preference Assessment (LPA) developed by Dr. Lucy Guglielmino in 1977 (http://www.lpasdlrs.com)

6

Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014

Teaching Methods, Strategies, and Activities – Instructional design focus on learner-centered methods

Syllabus Classroom Experiences Assignments

Include goals that integrate skill development with content acquisition

Communicate the importance of learning how to learn in the learning experience

Schedule time for students to engage in metacognitive activities

Pose course outcomes as questions for learners to investigate and answer

Articulate your role in facilitating learning and what students can expect

Provide students with choice and the opportunity to contribute to the learning goals

Involve learners in decision-making – what it to be learned, when, and how it should be learned, evaluated, and allow learners to pursue their own interests

Involve students in decision making (e.g., syllabus draft and involve students in its development in class

Provide examples of acceptable work

Have students practice and apply their learning

Teaching inquiry skills, decision-making, personal development, self-evaluation

Model metacognitive processes (e.g., mapping out steps for an independent assignment)

Provide opportunities for students to raise their awareness of their learning styles and study habits

Scaffold student learning on large projects or new learning experiences.

Create a learning environment based on openness and trust

Have students identify what they know and what they don’t know

Deliberately model your thinking process, have students do the same, and debrief

Engage students with active learning strategies

Provide students with choice on their topic

For large independent project, stage the assignment, allow time for feedback and adjustment

Independent projects

Build in reflective component - Reflective learning journal

Have students submit a plan and timeline for their project

Portfolio development

Make learners aware of the objectives, learning strategies, resources, and evaluation criteria for an assignment

Activities and assignment decisions – give students authentic role in making decisions about their assignments within a framework you create (Weimer, 2002)

In what ways can you modify your syllabus so that it cultivates self-directedness?

What might you do to encourage self-directedness in your classroom?

What type of authentic assignments would promote self-directed learning?

7


Self-Directed Learning by Design (SDLbD) – Focus on balance between what

the teacher does and what the student does to make learning happen. You Your Students

1a. The context of learning What are your assumptions about your learners? What needs and expectations do you think they bring to the task?

1b. The context of learning What are your students’ strengths and weaknesses as learners?

2b. Learning goal for an assignment or activity What will students be able to do with their knowledge? What skills will they develop? How will they demonstrate their understanding?

2b. Learning goal What interests/motivates your students?

3a. Teaching method(s) for the learning goal chosen above that would develop student skills.

3b. Learning Strategies that students should utilize as they approach the assignment or activity

4a.What will you be doing to promote SDL? What will you do to scaffold your students’ learning?

4b. What will your students be doing? How will you get students involved/to take ownership of their learning?

5b. How will you assess students? What feedback will you provide students to reinforce learning and help build students’ confidence?

5b. What opportunities will students have to assess their learning? How will students intentionally reflect on their learning process and outcomes?

6. How will you assess whether your effort to promote SDL was effective? What were the outcomes? What role did it play in student learning? What changes will you make for next time? Will you do it again or use a different active learning strategy?

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Resources Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven

Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass. Brockett, R.G. and Hiemstra, R. (1991). A conceptual framework for understanding self-direction in adult

learning. In Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. New York: Routledge.

Candy, P.C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San

Francisco: Jossey-Bass Publishers. Chapter 1 – What Is Self-Directed Learning? Doyle, T. (2008). Helping Students Learn in a Learner-Centered Environment. A Guide to Facilitating

Learning in Higher Education. Sterling, Virginia: Stylus. Garrison, D.R. (1997) Self-Directed Learning: Toward a Comprehensive Model. Adult Education Quarterly.

Vol. 48(1), Fall 1997, 18-33. Gibbons, M. (2003). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel.

Hoboken, NJ: Jossey-Bass. Grow (1991) “Teaching Learners to Be Self-Directed” Adult Education Quarterly. 41(3), 125-149. Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson

Learning Group. Lowry, C.M. (1989) Supporting and Facilitating Self-Directed Learning. ERIC Digest No. 93. ERIC

Clearinghouse on Adult, Career, and Vocational Education, http://www.ntlf.com/html/lib/bib/89dig.htm

Weimer, M. (2010). Developing Students’ Self-Directed Learning Skills. Faculty Focus. October 26, 2010.

Available online at http://www.facultyfocus.com. Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.

http://www.ntlf.com/html/lib/bib/89dig.htm

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disp

ositi

ons an

d sk

ills (d

escr

ibed

in th

is rub

ric)

whi

le in

sch

ool.

(Fro

m T

he E

urop

ean

Com

mission

. 200

0. C

omm

ission

sta

ff w

orki

ng p

aper

: A m

emor

andu

m o

n lif

elon

g le

arni

ng. R

etriev

ed S

epte

mbe

r 3,

200

3, fro

m w

ww.see

-edu

coop

.net

/edu

catio

n_in

/pdf

/lifel

ong-

oth-

enl-t

02.p

df.)

Evalu

ator

s are

encou

raged

to a

ssign

a z

ero to

any

work

samp

le or

colle

ction

of w

ork th

at do

es no

t meet

benc

hmar

k (ce

ll on

e) lev

el pe

rform

ance.

C

apst

one

4

Mile

ston

es

3

2

Ben

chm

ark

1

Cu

rios

ity

Exp

lore

s a

topi

c in

dep

th, y

ield

ing

a rich

aw

aren

ess an

d/or

little

-kno

wn

info

rmat

ion

indi

catin

g in

tens

e in

tere

st in

th

e su

bjec

t.

Exp

lore

s a

topi

c in

dep

th, y

ield

ing

insigh

t an

d/or

info

rmat

ion

indi

catin

g in

tere

st in

th

e su

bjec

t.

Exp

lore

s a

topi

c w

ith som

e ev

iden

ce o

f de

pth,

pro

vidi

ng o

ccas

iona

l ins

ight

an

d/or

info

rmat

ion

indi

catin

g m

ild

inte

rest

in th

e su

bjec

t.

Exp

lore

s a

topi

c at

a sur

face

leve

l, pr

ovid

ing

little

insigh

t and

/or in

form

atio

n be

yond

the

very

bas

ic fac

ts in

dica

ting

low

in

tere

st in

the

subj

ect.

Init

iati

ve

Com

plet

es req

uire

d w

ork,

gen

erat

es a

nd

purs

ues op

port

uniti

es to

exp

and

know

ledg

e, ski

lls, a

nd a

bilit

ies.

Com

plet

es req

uire

d w

ork,

iden

tifie

s an

d pu

rsue

s op

port

uniti

es to

exp

and

know

ledg

e, ski

lls, a

nd a

bilit

ies.

Com

plet

es req

uire

d w

ork

and

iden

tifies

oppo

rtun

ities

to e

xpan

d kn

owle

dge, ski

lls,

and

abili

ties.

Com

plet

es req

uire

d w

ork.

Ind

epen

den

ce

Edu

catio

nal i

nter

ests

and

pur

suits

exi

st

and

flou

rish

out

side

class

room

re

quirem

ents.

Kno

wle

dge

and/

or

expe

rien

ces ar

e pu

rsue

d in

depe

nden

tly.

Bey

ond

clas

sroo

m req

uire

men

ts, p

ursu

es

subs

tant

ial,

addi

tiona

l kno

wledg

e an

d/or

ac

tivel

y pu

rsue

s in

depe

nden

t edu

catio

nal

expe

rien

ces.

Bey

ond

clas

sroo

m req

uire

men

ts, p

ursu

es

addi

tiona

l kno

wle

dge

and/

or sho

ws

inte

rest

in p

ursu

ing

inde

pend

ent

educ

atio

nal e

xper

ienc

es.

Beg

ins to

look

bey

ond

clas

sroo

m

requ

irem

ents, s

how

ing

inte

rest

in p

ursu

ing

know

ledg

e in

depe

nden

tly.

Tra

nsf

er

Mak

es e

xplic

it re

fere

nces

to p

revi

ous

lear

ning

and

app

lies in

an

inno

vativ

e (n

ew

and

crea

tive)

way

that

kno

wledg

e an

d th

ose

skill

s to

dem

onst

rate

co

mpr

ehen

sion

and

per

form

ance

in n

ovel

situ

atio

ns.

Mak

es ref

eren

ces to

pre

viou

s le

arni

ng a

nd

show

s ev

iden

ce o

f ap

plying

that

kn

owle

dge

and

thos

e sk

ills to

dem

onst

rate

co

mpr

ehen

sion

and

per

form

ance

in n

ovel

situ

atio

ns.

Mak

es ref

eren

ces to

pre

viou

s le

arni

ng a

nd

atte

mpt

s to

app

ly th

at k

now

ledg

e an

d th

ose

skill

s to

dem

onst

rate

co

mpr

ehen

sion

and

per

form

ance

in n

ovel

situ

atio

ns.

Mak

es v

ague

ref

eren

ces to

pre

viou

s le

arni

ng b

ut d

oes no

t app

ly k

now

ledg

e an

d sk

ills to

dem

onst

rate

com

preh

ension

an

d pe

rfor

man

ce in

nov

el situ

atio

ns.

Ref

lect

ion

Rev

iew

s pr

ior le

arni

ng (p

ast e

xper

ienc

es

inside

and

out

side

of

the

clas

sroo

m) i

n de

pth

to rev

eal s

igni

fica

ntly

cha

nged

pe

rspe

ctiv

es a

bout

edu

catio

nal a

nd li

fe

expe

rien

ces, w

hich

pro

vide

fou

ndat

ion

for

expa

nded

kno

wle

dge, g

row

th, a

nd

mat

urity

ove

r tim

e.

Rev

iew

s pr

ior le

arni

ng (p

ast e

xper

ienc

es

inside

and

out

side

of

the

clas

sroo

m) i

n de

pth,

rev

ealin

g fu

lly c

larified

mea

ning

s or

in

dica

ting

broa

der pe

rspe

ctiv

es a

bout

ed

ucat

iona

l or lif

e ev

ents.

Rev

iew

s pr

ior le

arni

ng (p

ast e

xper

ienc

es

inside

and

out

side

of

the

clas

sroo

m) w

ith

som

e de

pth,

rev

ealin

g slig

htly c

larified

m

eani

ngs or

indi

catin

g a

som

ewha

t br

oade

r pe

rspe

ctiv

es a

bout

edu

catio

nal o

r lif

e ev

ents.

Rev

iew

s pr

ior le

arni

ng (p

ast e

xper

ienc

es

inside

and

out

side

of

the

clas

sroo

m) a

t a

surf

ace

leve

l, w

ithou

t rev

ealin

g cl

arifie

d m

eani

ng o

r in

dica

ting

a br

oade

r pe

rspe

ctiv

e ab

out e

duca

tiona

l or lif

e ev

ents.

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