The Self-Directed Learning Handbook

The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students-- and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors.

Auteur

Maurice Gibbons is education professor emeritus, Simon Fraser University, British Columbia and a former teacher of grades 4 through 13. In his university position he specialized in the development of innovative educational programs, including the internationally celebrated Walkabout program for the transition of youth to adulthood. He has written books and journal articles on innovative education and self-directed learning and currently speaks and consults throughout Canada and the United States Contact Self-Directed Learning at www.mauricegibbons.com.

Texte du rabat
The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors.
The Self-Directed Learning Handbook presents a comprehensive, practical framework for introducing self-directed learning approaches in the classroom, showing educators how to:

• Translate conventional curricula into discrete outcomes allowing students to devise individualized approaches to their course work
• Design engaging and powerful classroom lessons
• Negotiate and structure effective student learning agreements
• Modify teaching approaches and other classroom practices to encourage self-motivated learning and skill development
• Encourage student self-assessment of course work and other accomplishments The book provides sample course units, lessons, contracts, and assessment instruments and features examples from public schools that have successfully implemented self-directed learning programs.

Contenu

Preface xiii

Acknowledgments xvii

1 The Case for Self-Directed Learning 1

What Is Self-Directed Learning? 2

How Does Research Support SDL? 6

The Major Principles of an SDL Program 9

The Essential Elements of SDL 11

Approaching SDL in Stages 13

2 A Framework for Teaching SDL 14

Defining the Course 15

Expanding Learning Options and Environments 16

Building Independent Thinking Skills 18

Negotiating Student Learning Agreements 20

Establishing Assessment Processes 21

3 Rethinking Student Coursework 23

Essential Planning Steps 23

Understanding the Stages of SDL 24

Linking the Stages to Grade Levels 28

Designating Course Outcomes 29

Developing Self-Managed Course Units 34

Student-Planned Coursework and Projects 38

Focusing on Competencies and Challenges 39

4 Planning Lessons and Projects 43

Planning Lessons and Projects 43

Principles for Planning Lessons 43

Designing Learning Episodes 46

Creating Experiences 47

Promoting Study 49

Encouraging Productivity 51

Involving Students in Project Planning 52

5 Teaching Independent Thinking 57

Inviting Inquiry and Initiative 58

Developing Problem-Solving Skills 64

Using Process Frameworks: Investigation and Action 65

Cultivating Process Thinking and Attitudes 68

6 Negotiating Student Learning Agreements 73

The Learning Agreement or Contract 73

The Elements of a Contract 74

Negotiating Contract Agreements 81

Sample Contracts 87

Tracking Student Progress 90

7 Motivating and Empowering Students 93

Encouraging Students to Pursue SDL 93

Motivating Students to Motivate Themselves 95

The Working Journal as a Motivational Tool 99

Dealing with the SDL Crisis 101

Working with Difficult Students 106

8 Assessing Student Achievement 110

Promoting Student Self-Assessment 111

Assessing General Skills 113

Assessing Coursework 113

Evaluating Projects and Assignments 119

Portfolios for Personal Learning 121

Passage and Graduation Criteria 122

Demonstrations, Celebrations, and Conferences 126

9 Pursuing a Path of Excellence 132

The Teacher Is the Key Person 132

Making a Difference to the Student 135

Starting an SDL School 137

Administrative Support for SDL 138

Creating a Shared Vision 140

Resource A: How Much SDL Are You Teaching Now? 142

Resource B: How Self-Directing Are You? A Self-Assessment Instrument 144

Resource C: The Passage Process 148

Resource D: The Integrated SDL Unit: The Kinds of Activities Involved 152

Resource E: Inner States for SDL 154

Resource F: Sample Process Templates 157

Resource G: Guidelines, Traps, and Boosters 159

Resource H: The Support Group or Triad 163

Resource I: Samples from a Student's Working Journal 166

Resource J: Some of the Many Ways Students Can Learn 170

Bibliography 172

Index177

The Author 183