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 Maslow Knowles

Learning theories Adult learner by Knowles,1990

SDL Method of organising teaching and learning Learning style A goal towards which learners strive

Educational approach Assumpti ons Teacher- directed (Pedagog y) Self – directed (Andrago gy) Concept of the learner Dependent personality Increasingly self-directed Role of learner ’ s experience Less, need transmitted resource A rich resource for learning Readiness to learn Varies with levels of maturation Develops from life tasks and problems Orientation to learning Subject - centred Task – or problem – centred MotivationExternal rewards and punishments 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? Teacher’s role: Independent Dependent (Role modeling) Coaching Facilitating

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 Learn from one another Poor self-concept Portfolio review and assessment Feedback etc

Why SDL not success? Teacher Threat to their authority Institution Difficult to change

Help me growing