SELF-DIRECTED LEARNING: NOT
JUST CHOOSING A DESTINATION,
BUT PLANNING THE TRIP!!!
Cindy Bryant
LearnBop Director of Learning
cindy@learnbop.com
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
NOT JUST CHOOSING A DESTINATION BUT
PLANNING THE TRIP!!!
1. Initiate in the pursuit of a
learning experience (Destination)
2. Assume complete responsibility
and accountability (Planning the
trip)
a. Formulate the learning goals
b. Identify resources/materials
c. Choose and implement
appropriate learning strategies
d. Follow through until the
conclusion
e. Evaluate the outcomes
Adapted from Malcom Knowles, 1975
SELF-DIRECTED LEARNING (SDL) FACT
OR FICTION
1.
2.
3.
4.
5.
SDL means the learner learns alone or in
isolation. FICTION
SDL means the control gradually shifts
from teachers to learners. FACT
SDL has it roots in pre-school education. FICTION
SDL does not require any teacher
scaffolding or modeling of learning
strategies for students. FICTION
SDL seeks to bridge the gap between
school knowledge and real-world
problems. FACT
SELF –DIRECTED LEARNING (SDL)
CONCEPTUALIZATIONS
The
“Lone”
Learner
• Independent
• Isolated
• Determines goals,
content, effort,
time, evaluation,
and whether to
accept/reject
assistance
The
“Distance”
Learner
• Physical distance
between learner
and teacher
• Constrained by
setting and format
• Behavior may
include those of
other two
The “In
Control”
Learner
• Learner
psychological
independence
(control)
• Setting and
format of little
or no relevance
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!!!
SELF-DIRECTED LEARNER CHARACTERISTICS
Personality
Self-confidence
Inner directed
Achievement motivated
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-selfdirected-learning.pdf
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-selfdirected-learning.pdf
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-selfdirected-learning.pdf
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-selfdirected-learning.pdf
SELF-DIRECTED LEARNER CHARACTERISTICS
C
O
G
N
I
T
I
V
E
Deep
Processing
Surface
Processing
Enjoyable
Demanded/required
Search for meaning
Discrete/unrelated parts
Personalize task
Avoid personal meanings
Relate information to
draw conclusions,
develop theories, and
form hypotheses
Rely on memorization of
words, diagrams, etc. rather
than rephrasing or
elaborating to understand
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/32skills-for-selfdirected-learning.pdf
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-selfdirected-learning.pdf
SELF-DIRECTED LEARNING RATING FORM
BENEFITS OF SELF-DIRECTED LEARNING
Enjoy and
make
learning
meaningful
View
problems as
challenges
SelfMonitor
SelfDirected
Learners:
Are curious
and willing
to try new
things
Focus on
useful
information
Desire
change
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
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)

SELF-DIRECTED LEARNING CLASSROOM
CONNECTIONS

Situated learning approach (Temple & Rodero,
1995) – bringing real-life problems into the
classroom.
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

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
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)
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)

SELF-DIRECTED LEARNING CLASSROOM
CONNECTIONS
Powtoons Mathematical
Learning Styles Video
http://www.powtoon.com/p/b6P
72DQzscz/
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.
MASTERY STYLE
(PROCEDURAL APPROACH)
 Learn
most easily from teaching
approaches that emphasize step-bystep demonstrations and repetitive
practices
 Struggle with abstractions,
explanations, and nonroutine
problem solving
 Define mathematics as proficiency in
calculation and computation
MASTERY STYLE
(PROCEDURAL APPROACH)
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
UNDERSTANDING STYLE
(CONCEPTUAL APPROACH)
Chocolates
rows
Caramels
Total Rows
#
2
2
2
4
3
r
5
c
4
8
1
1
15
2
r x c r -1
Total #
1
3
1
3
4
8
c-1
(r-1) (c-1)
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-ofcontext, non-routine problem solving
 Define mathematics primarily in
terms of applications to everyday life
INTERPERSONAL STYLE
(CONTEXTUAL APPROACH)
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
EXPRESSIVE STYLE
(INVESTIGATIVE APPROACH)
(r -1)(c-1) = caramels
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
SELF-DIRECTED LEARNING: NOT JUST CHOOSING
A
DESTINATION BUT PLANNING THE TRIP!!!
It’s a TEAM EFFORT!!!
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
RELEVANT RESOURCES
www.learnbop.net
 CCSSM Aligned Videos http://learnzillion.com/
 Illustrative Mathematics
http://www.illustrativemathematics.org/illustrati
ons?page=12&per_page=20
 http://www.ode.state.or.us/opportunities/grants/n
clb/title_iii/32skills-for-self-directed-learning.pdf
 http://www.education.com/reference/article/Ref_S
elf_Directed/

ADDITIONAL WEBINAR OFFERINGS
Using Animation to Enhance Instruction
and Enrich Professional Learning
 Wednesday, November 6, 2013 11:00 a.m. –
12:00 noon ET
http://go.learnbop.net/using-animation-to-enhanceyour-teaching
QUESTIONS???
cindy@learnbop.com
417-720-1748 (office)
573-247-2462 (cell)