STRATEGIES FOR SELF-DIRECTED LEARNING: MOTIVATING TODAY S LEARNER

1. STRATEGIES FOR SELF-DIRECTED LEARNING: MOTIVATING TODAY�S LEARNER Ann Marie McGuiness, CST, MSEd, CNOR AST Instructor�s Workshop - May 2005

2. OBJECTIVES define the concepts of self-directed learning describe the fourteen characteristics of intelligent behavior that foster self-directed learning develop strategies for motivating today�s Surgical Technology learners create lesson plans that foster self-directed learning and self-motivation

3. BRAINSTORMING IN THE ST CLASSROOM SCENARIOS

5. SELF-DIRECTED LEARNING

6. SELF-DIRECTED LEARNING adult learners can not be threatened, coerced, or tricked into learning something new the learning experiences adults seek out on their own are directly related to life-change events that trigger the seeking Zemke and Zemke - 1981

7. SELF-DIRECTED LEARNING increasing or maintaining one�s sense of self-esteem and pleasure are strong secondary motivators for engaging in learning experiences the learning environment must be physically and psychologically comfortable Zemke and Zemke - 1981

8. SELF-DIRECTED LEARNING a self-directed learner is a continual learner who uses a multitude of thinking strategies to maximize his or her own learning due to societal changes, students need to LEARN the skills of self-directness

9. SELF-DIRECTED LEARNING it involves a continual process of: self-management self-monitoring self-modification

10. SELF-DIRECTED LEARNING self-management establishes clear goals thoroughly gathers information persistently stays with a task uses a systematic approach to problem solving, organizational planning, and decision-making

11. SELF-DIRECTED LEARNING self-management uses articulate, thoughtful communication continuous process management of one�s behaviors and resources management of resources outside oneself

12. SELF-DIRECTED LEARNING self-monitoring consideration of the ramifications of thoughts, plans, decisions, and actions metacognition - the process of consciously monitoring one�s own thinking

13. SELF-DIRECTED LEARNING self-modification revises strategies and strives to maximize his/her effectiveness based on feedback

14. SELF-DIRECTED LEARNING self-monitoring self-reflection self-evaluation process of reflecting on one�s own thinking patterns, plans, decisions, and actions

15. SELF-DIRECTED LEARNING self-modification the change in one�s behavior based on the data gathered during self-monitoring and on feed back received from others requires: self-evaluation informed decision making

16. SELF-DIRECTED LEARNING How do instructor�s help? learn model teach process, skills, behaviors

17. FOURTEEN CHARACTERISTICS OF INTELLIGENT BEHAVIOR from: The School As A Home for the Mind by Arthur Costa

18. FOURTEEN CHARACTERISTICS PERSISTENCE MANAGING IMPULSIVITY LISTENING WITH UNDERSTANDING AND EMPATHY COOPERATIVE THINKING - SOCIAL INTELLIGENCE FLEXIBILITY OF THINKING METACOGNITION ACCURACY AND PRECISION

19. FOURTEEN CHARACTERISTICS A SENSE OF HUMOR QUESTIONING DRAWING ON PAST KNOWLEDGE AND EXPERIENCE RISK TAKING USING ALL THE SENSES CREATIVITY WONDERMENT

20. PERSISTENCE �stick to a task� until completed does not give up easily has a systematic method of analyzing a problem, knowing ways to begin, steps to perform, and data needed

21. PERSISTENCE Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Persistence and determination alone are omnipotent. Calvin Coolidge

22. MANAGING IMPULSIVITY thinking before acting forming a vision of a product/goal/destination before beginning

23. LISTENING WITH UNDERSTANDING AND EMPATHY detecting cues of feelings or emotional states - empathy accurately expressing other people�s concepts, emotions, and problems paraphrasing, clarifying, and building upon others words or emotions

24. COOPERATIVE THINKING - SOCIAL INTELLIGENCE working effectively in groups teamwork

25. FLEXIBILITY OF THINKING thinking �outside the box� considering alternative points of view dealing with several sources of information simultaneously

26. METACOGNITION being aware of the steps used to solve a problem sequencing steps making a plan of action

27. ACCURACY AND PRECISION accuracy reading directions checking over your work precision of thought oral and written communication precision of language saying what you mean

28. A SENSE OF HUMOR ability to perceive situations from an original and humorous point of view

29. QUESTIONING active problem-solving inquisitiveness

30. DRAWING ON PAST KNOWLEDGE AND EXPERIENCE learning from the past

31. RISK TAKING �pushing the envelope� going beyond the �correct� answer

32. USING ALL THE SENSES multi-focus experience auditory visual kinesthetic

33. CREATIVITY the use of ingenious products, solutions, and techniques

34. WONDERMENT �love� of learning curiosity life-long learners

35. BRAINSTORMING IN THE ST CLASSROOM PERSISTENCE MANAGING IMPULSIVITY LISTENING WITH UNDERSTANDING AND EMPATHY COOPERATIVE THINKING - SOCIAL INTELLIGENCE FLEXIBILITY OF THINKING METACOGNITION ACCURACY AND PRECISION A SENSE OF HUMOR QUESTIONING DRAWING ON PAST KNOWLEDGE AND EXPERIENCE RISK TAKING USING ALL THE SENSES CREATIVITY WONDERMENT

36. FOSTERING SELF-DIRECTED LEARNING

37. FOSTERING SELF-DIRECTED LEARNING CLASSROOM CLIMATE personalization comfortable fosters risk-taking collaboration teamwork community service celebration sharing peer support

38. FOSTERING SELF-DIRECTED LEARNING QUALITY OF WORK external feedback guidelines peer review internal feedback journaling self-assessment

39. FOSTERING SELF-DIRECTED LEARNING ORGANIZATION AND MANAGEMENT what to do syllabi assignments when to do it prioritization timelines how to do it guidelines rubrics

40. FOSTERING SELF-DIRECTED LEARNING RUBRICS indicates progression through the learning experience a guide to assist students in monitoring their own progress

41. FOSTERING SELF-DIRECTED LEARNING RUBRICS components performances in measurable terms descriptors progressively more challenging evaluation - rating scale

42. BRAINSTORMING IN THE ST CLASSROOM USE OF THE �14 CHARACTERISTICS� CLASSROOM CLIMATE QUALITY OF WORK ORGANIZATION AND MANAGEMENT RUBRICS

43. MOTIVATING TODAY�S LEARNERS

44. MOTIVATING TODAY�S LEARNERS many students today are not motivated in school

45. MOTIVATING TODAY�S LEARNERS the teacher can be a key to motivating unmotivated students establish a supportive learning environment engage students in the learning process provide students with timely feedback on their performance recognize students for their effort and achievement

46. MOTIVATING TODAY�S LEARNERS increasing student motivation requires: quality instructional strategies equitable implementation of those strategies

47. MOTIVATING TODAY�S LEARNERS QUALITY establishing a close physical proximity to the learner circulate place learning tools around the room create a classroom with �mobility�

48. MOTIVATING TODAY�S LEARNERS QUALITY communicate on a personal level addressing students eye contact call on all students

49. MOTIVATING TODAY�S LEARNERS QUALITY use anticipatory sets relates to the learning objective stimulates interest brief

50. MOTIVATING TODAY�S LEARNERS QUALITY use effective presentation skills facial expression gestures eye contact voice - pitch, speed, and volume movement

51. MOTIVATING TODAY�S LEARNERS QUALITY questioning strategies use wait time randomize your choice for response ask higher-level questions explain�.. what do you know about�.. what would you expect�.. what if..�

52. MOTIVATING TODAY�S LEARNERS QUALITY questioning strategies assist students rephrase/clarify give clues/ hints provide additional information ask for expansion on a previously given answer

53. MOTIVATING TODAY�S LEARNERS QUALITY use involvement strategies independent thinking same question/different response voting pass the question collaborative thinking working in pairs/small groups

54. MOTIVATING TODAY�S LEARNERS QUALITY homework strategies clear instructions provide timely feedback involve outside resources in the assignment give choices in assignments use application assignments rather than �rote� assignments

55. MOTIVATING TODAY�S LEARNERS QUALITY feedback provide analytical performance feedback what is right and wrong justify your response timeliness

56. MOTIVATING TODAY�S LEARNERS QUALITY recognizing achievement specific action acknowledging student effort and achievement grades do not motivate many students without recognition, motivation declines

57. MOTIVATING TODAY�S LEARNERS QUALITY recognizing achievement methods spontaneous recognition/praise notes,awards, stickers, coupons mini-celebrations display/demonstrate work class goals

58. MOTIVATING TODAY�S LEARNERS QUALITY recognizing achievement be careful not to overuse them!! students perform for the recognition, not for learning

59. MOTIVATING TODAY�S LEARNERS EQUITY gender equity equal opportunity call on all students equal and high expectations for all students

60. BRAINSTORMING IN THE ST CLASSROOM QUALITY use anticipatory sets use effective presentation skills communicate on a personal level questioning strategies involvement strategies homework strategies feedback recognizing achievement EQUITY calling on all students high expectations

61. If one advances confidently in the direction of his dreams,and endeavors to live the lifewhich he has imagined, he will meet with a success unexpected in common hours.� Henry David Thoreau

62. STRATEGIES FOR SELF-DIRECTED LEARNING: MOTIVATING TODAY�S LEARNER