Self-Directed Learning : Principle and General concept Supreeya Wongtra-ngan 27/05/04

Learning Theories Behaviorism Learning : result of reinforcing responses to stimuli

Learning Theories Cognitivism/Constructivism Constructs own understandings of reality through interaction w/ environment and reflection on actions

Learning Theories Humanism Personal freedom, choice, responsibility Achievement motivation towards highest levels Control of own destiny

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

SDL by M Knowles Part I : The learner Part II : The teacher Part III : Learning resources

Educational approach Assumption s Teacher - directed Self - directed 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 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

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 Study guides are used to facilitate and guide SDL Understanding is reinforced through application in problem oriented, task based, and work related experiences

How to develop SDL in our learners? Develop and practise skill: ASKING QUESTION CRITICALLY APPRAISING NEW INFORMATION IDENTIFYING KNOWLEDGE AND SKILL GAPS REFLECTIG CRITICLLY ON LEARNING PROCESS AND OUTCOMES

Ten myths about SDL 1. Is an all or none 2. Imply learning in isolation 3. Is just another adult education fad 4. Is not worth the time required to make it work 5. Are limited to reading and writing

Ten myths about SDL 6. Is an easy way out of teachers 7. Is limited to those settings where freedom and democracy prevail 8. Is limited to white, middle-class adults 9. Will erode the quality if institutional programs 10. Is best approach for adults