Self-Directed Learning: Not Just Choosing a Destination, but Planning the Trip !!!

1. Self-Directed Learning: Not Just Choosing a Destination, but Planning the Trip!!! Cindy Bryant LearnBop Director of Learning cindy@learnbop.com

2. 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

3. Not Just Choosing a Destination but Planning the trip!!! • Initiate in the pursuit of a learning experience (Destination) • Assume complete responsibility and accountability (Planning the trip) • Formulate the learning goals • Identify resources/materials • Choose and implement appropriate learning strategies • Follow through until the conclusion • Evaluate the outcomes • Adapted from Malcom Knowles, 1975

4. Self-Directed Learning (SDL) Fact or Fiction • SDL means the learner learns alone or in isolation. • SDL means the control gradually shifts from teachers to learners. • SDL has it roots in pre-school education. • SDL does not require any teacher scaffolding or modeling of learning strategies for students. • SDL seeks to bridge the gap between school knowledge and real-world problems. FICTION FACT FICTION FICTION FACT

5. Self –Directed Learning (SDL) Conceptualizations The “In Control” Learner The “Lone” Learner The “Distance” Learner  • 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 • Independent • Isolated • Determines goals, content, effort, time, evaluation, and whether to accept/reject assistance

6. 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!!!

7. Self-directed learner Characteristics Personality • Self-confidence • Inner directed • Achievement motivated http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf

8. Self-directed learner Characteristics C O G N I T I V E • Goal setting skills • Information processing skills http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf

9. Self-directed learner Characteristics C O G N I T I V E • 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

10. Self-directed learner Characteristics C O G N I T I V E • 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

11. Self-directed learner Characteristics C O G N I T I V E http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf

12. Self-directed learner Characteristics C O G N I T I V E • Some competence or aptitude in the topic or closely related area • Decision making skills • Self-awareness http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-self-directed-learning.pdf

13. Self-directed Learning Rating Form

14. Benefits of Self-Directed Learning

15. Supporting Self-Directed Learning Raising 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

16. 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)

17. Self-Directed Learning Classroom Connections • Situated learning approach (Temple & Rodero, 1995) – bringing real-life problems into the classroom.

18. 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

19. Self-Directed Learning Classroom Connections • Situated learning approach (Temple & Rodero, 1995) • Common Core State Standards for Mathematical Practice http://www.corestandards.org/Math • Modeling Illustrative Mathematics http://www.illustrativemathematics.org/ http://www.comap.com/Philly/CCSSModelingHB.pdf

20. 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)

21. 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)

22. Self-Directed Learning Classroom Connections Powtoons Mathematical Learning Styles Video http://www.powtoon.com/p/b6P72DQzscz/

23. The Super Chocolate Problem(NCTM Principles and Standards for School Mathematics, p226) 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.

24. 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

25. Mastery Style (Procedural Approach)

26. 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

27. Understanding Style (Conceptual Approach) columns columns

28. 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

29. Interpersonal Style (Contextual Approach)

30. 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

31. Expressive Style (Investigative Approach) (r -1)(c-1) = caramels

32. Mathematical Learning Styles “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.” Source Unknown

33. Self-Directed Learning: Not Just Choosing a Destination but Planning the trip!!! It’s a TEAM EFFORT!!!

34. 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

35. 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/

36. Additional Webinar Offerings Using Animation to Enhance Instruction and Enrich Professional Learning  Wednesday,November 6, 201311:00 a.m. – 12:00 noon ET http://go.learnbop.net/using-animation-to-enhance-your-teaching

37. QUESTIONS??? cindy@learnbop.com 417-720-1748 (office) 573-247-2462 (cell)