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27 Actions That Promote Self-Directed Learning

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. Learning actions, or cognitive actions. 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. Alternatively, teachers could devote some time to questioning students about what they have recorded on their proformae and asking them for explanations. 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. The student, with teacher guidance, is the one who selects the work. Use of rubrics Use of graphic organisers Specific Relevant

Evaluation: providing feedback for student learning - Macquarie University The following items (Questions 8 and 9) in the Learner Experience of Unit survey ask students to indicate their level of agreement in relation to feedback: I received feedback on my work in time to make effective use of it in my learning. Overall, the feedback I received helped me to improve my performance in this unit. Staff members are often disappointed at student responses to these items, as they tend to have the least positive ratings of all items on the Learner Experience of Unit questionnaire, in all disciplines and teaching contexts. This resource offers suggestions to teachers for providing students with feedback which assists their learning, and for ensuring that students recognise the various forms of feedback provided to them. 1. Feedback is any response made in relation to students' work or performance. Feedback is intended to acknowledge the progress students have made towards achieving the learning outcomes of a unit. Unfocused comments: Dismissive, sarcastic comments: 2. 3.

Self-directed learning 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. There may be slight variations in how different educators define SDL, but a survey of the literature on the subject identifies several tenets that are central to the concept. 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? Learner participation in decision-making is another fundamental aspect of the SDL approach.

What Is Self-Directed Learning? Self-directed learning is not a new concept. In fact, much has been written about it. Unfortunately, however, it is a notion that has a variety of interpretations and applications in the corporate training arena. Typical, narrow interpretations involve simply giving learners some sort of choice in their learning. This interpretation is too limited. Essentially, the notion of SDL advocated here reflects Malcolm Knowles definition of SDL: “In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” Of primary concern in this definition of SDL is the fact the learner takes 1) the initiative to pursue a learning experience, and 2) the responsibility for completing their learning.

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. 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.

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