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Self-Directed Learning : Principle and General concept Supreeya Wongtra-ngan 27/08/04 Learning Theories • Behaviorism Learning : result of reinforcing responses to stimuli Skinner Learning Theories • Cognitivism/Constructivism Constructs own understandings of reality through interaction w/ environment and reflection on actions Bruner Learning Theories • Humanism Personal freedom, choice, responsibility Achievement motivation towards highest levels Control of own destiny Knowles Maslow Learning theories Adult learner by Knowles,1990 SDL • Method of organising teaching and learning • Learning style • A goal towards which learners strive Educational approach Assumptions Teacher-directed Self – directed (Pedagogy) (Andragogy) Concept of the learner Dependent personality Increasingly selfdirected Less, need transmitted resource Varies with levels of maturation Orientation to learning Subject - centred Role of learner’s experience Readiness to learn Motivation External rewards and punishments A rich resource for learning Develops from life tasks and problems Task – or problem – centred Internal incentives, curiosity SDL by M Knowles • Part I : The learner • Part II : The teacher • Part III : Learning resources Knowles Adult learner • Adult are independent and self-directing •Accumulate a great deal of experience (a rich source for learning) •Value learning that integrates w/ the demands of their everyday life Knowles Adult learner •More interested in immediate, problem centered approaches •More activated to learn by internal drives Knowles SDL by M Knowles • Part I : The learner • Setting a climate :warm, mutual respect, clear role, mutual trust • Diagnostic needs for learning : why SDL?, what SDL?, what competencies required? • Design a learning plan : Learning contract SDL by M Knowles • Part I : The learner • Part II : The teacher • Setting a climate • Define a new role : facilitate process design • Develop self-directed learner • Implement the role of facilitator: meeting 3 hr/wk SDL by M Knowles • Part I : The learner • Part II : The teacher • Part III : Learning resources • Identify specific resources and strategies for each objectives Key elements of SDL The learner takes initiative for: • Diagnosing learning needs • • • • Formulating goals Identifying resources Implementing appropriate activities Evaluating outcomes SDL learner Key features of guided discovery learning • A context and frame for student learning through the provision of learning outcomes • Learners have responsibility for exploration of content necessary for understanding through SDL Key features of guided discovery learning • Study guides are used to facilitate and guide SDL • Understanding is reinforced through application in problem oriented, task based, and work related experiences Congratulation! How to develop SDL in our learners? Independent Teacher’s role: Facilitating Coaching Dependent (Role modeling) How to develop SDL in our learners? Develop and practice skills that improve SDL: • ASKING QUESTION • CRITICALLY APPRAISING NEW INFORMATION • IDENTIFYING KNOWLEDGE AND SKILL GAPS • REFLECTIG CRITICALLY ON LEARNING PROCESS AND OUTCOMES Who is engaged in SDL? • Some adults are incapable of engaging in SDL because they lack independence, confidence, or resource • Not all adults prefer the SDL option Brookfield 1985 SDL is NOT likely • • • • • Self study Assignment Teacher way out Do whatever students want etc Failure of SDL Why SDL not success? Learner • Low confidence • Poor self-concept Learn from one another Portfolio review and assessment Feedback etc Why SDL not success? Teacher • Threat to their authority Institution • Difficult to change Help me growing