27 Actions That Promote Self-Directed Learning 30 Universal Strategies For Learning by Terry Heick As teachers, we’re all trying to better understand how people learn–not now they’re taught in terms of teaching strategies, but more so learning strategies–only not really strategies. Self-directed and social learning will undoubtedly be at the core of any sort of future learning–both near and far future. Bloom’s taxonomy–especially the annotated “Bloom’s Wheel”–helpfully offers power verbs that drive the planning of learning activities, but I wanted to be even more specific. In the TeachThought Learning Taxonomy, we approached this idea, and did so again with How To Add Rigor To Anything. Using “Universal Strategies” So how can this help you as an educator? The big idea is that these kinds of “brain actions” are not only the kinds of tasks you can use to create assignments, but more importantly are the kinds of acts that promote inquiry-based understanding. An example?
Strategies to enhance student self-assessment Reflection activities Teachers often use proformae to encourage students to reflect on their learning experience. While these are convenient and provide a record of student thinking, they can become an activity devoid of any real thinking. Oral reflection, whether as a whole class or group within the class, might sometimes be more useful. View Sample reflective questions and prompts (doc,30kb) for younger students and Designing reflective prompts (doc,33kb) for older students. Student-led and three-way conferences Student-led conferences in which students present their learning to their teacher and parents are an opportunity for students to formally reflect on the learning that has taken place over a period of time. Usually the evidence they produce is in the form of a portfolio, which students have prepared according to provided guidelines. The student, with teacher guidance, is the one who selects the work. Use of rubrics Rubrics are a valuable tool for self-assessment. Specific Measurable
Self-Directed Learning The concept of Self-Directed Learning (SDL) is one which educators have investigated and discussed for many years. This Digest will examine the basic tenets of SDL, and it will discuss recently conducted research findings germane to its application in K-12 classrooms. What is Self-Directed Lerning? Self-directed learning, which has its roots in adult education, is an approach that has also been tried with learners in elementary and secondary schools. What are the Benefits of Self-Directed Learning? The benefits of SDL are best described in terms of the type of learners it develops. Self-directed learning allows learners to be more effective learners and social beings. What Can Teachers do to Support Self-Directed Learning? One of the most important tasks of the teacher is to raise student awareness of their roles in learning. Learner participation in decision-making is another fundamental aspect of the SDL approach. References Bolhuis, S. (1996). Corno, L. (1992). Garrison, D.R. (1997).
Intel Education Assessing Projects Self Direction & Collaboration The ultimate goal of education is to produce students who can learn on their own. This is especially critical in the 21st century, a time of rapid technological change, when skills must be constantly learned and relearned. Self-directed learners are efficient at planning and following through without prompting. They know how to identify and use a wide variety of resources and tools. They take appropriate risks and learn from their mistakes. The literature shows that classrooms promoting self-directed learning develop students who are curious and willing to try new things (Garrison, 1997), view problems as challenges, desire change, and enjoy learning (Taylor, 1995). The table below includes an overview of the methods, purposes, and instruments used for self-direction and collaboration.