Self-directed Learning

 

For the Learner

 

Adapted from Self-directed Learning: A Guide for Learners and Teachers by Malcolm S. Knowles (1975)

By Matt Bury | matbury.com

"Anything a learner should do and can do, and that we do for them, takes away an opportunity to learn responsibly and grow."

 

-- Adapted from a quote by Gene Bedely

For the Learner

For the Learner

  1. Why self-directed learning?
  2. What is self-directed learning? (Assumptions)
  3. What is self-directed learning? (Processes)
  4. What competencies are required for teacher-directed learning?
  5. What competencies are required for self-directed learning?
  6. What competencies are required for self-directed learning? (...continued)
  7. Designing a learning plan: The learning contract
  8. Designing a learning plan: Evaluating the learning contract

Why self-directed learning?

What is self-directed learning?

Teacher-directed vs. self-directed : Assumptions

What is self-directed learning?

Teacher-directed vs. self-directed: Processes

What competencies are required for teacher-directed learning?

In teacher-directed learning, learners should*:

 

 

*Typical responses from learners to the question, "What competencies are required to excel at learning?"

What competencies are required for self-directed learning?

In self-directed learning, learners should:

(continued...)

What competencies are required for self-directed learning?

(...continued)

Designing a learning plan: The learning contract

Learners should specify:

  1. Learning objectives
  2. Learning resources and strategies
  3. Evidence of accomplishment
  4. Criteria and means of validating evidence

Designing a learning plan: Evaluating the learning contract

In small groups, learners should reflect on and discuss the following questions:

  1. Are the learning objectives clear, understandable, and realistic?
  2. Can your peers think of other objectives you might consider?
  3. Do the learning strategies seem reasonable?
  4. Can your peers think of other resources and strategies you might consider?
  5. Does the evidence seem relevant to the various objectives?
  6. Can your peers suggest other evidence you might consider?
  7. Are the criteria and means for validating the evidence clear, relevant, and convincing?
  8. Can your peers think of other ways to validate the evidence you might consider?

 

From the responses you get from your peers, you may wish to modify your contract.

 

The end

 

By Matt Bury | matbury.com