My sdl presentation

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My sdl presentation

  1. 1. SELF-DIRECTED LEARNING "No matter how good teaching may be, each student must take the responsibility for his own education."
  2. 2. What is Self-Directed Learning? • In self-directed learning the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age.
  3. 3. DEFINITION • SELF DIRECTED LEARNING refers to both the external characteristics of an introduction process and the internal characteristics of learner ,where the individual assumes primary responsibility for a learning experience. “ Brokett”
  4. 4. SELF-DIRECTED LEARNING • adult learners can not be threatened, coerced, or tricked into learning something new • the learning experiences adults seek out on their own are directly related to life-change events that trigger the seeking
  5. 5. GOALS • Enhance the ability of adult learner to be self directed in their learning • Promote transformational learning as a key to self directed learning • Promote emancipator learning and social action as an integral part of self directed learning
  6. 6. Cont……… • it involves a continual process of: – self-management – self-monitoring – self-modification
  7. 7. Cont……… • self-management – establishes clear goals – thoroughly gathers information – persistently stays with a task – uses a systematic approach to problem solving, organizational planning, and decision-making
  8. 8. Cont……… • self-management – uses articulate, thoughtful communication – continuous process
  9. 9. Cont……… • self-monitoring – consideration of the ramifications of thoughts, plans, decisions, and actions – metacognition - the process of consciously monitoring one’s own thinking
  10. 10. Cont……… • self-monitoring – self-reflection – self-evaluation – process of reflecting on one’s own thinking patterns, plans, decisions, and actions
  11. 11. Cont……… • self-modification – revises strategies and strives to maximize his/her effectiveness based on feedback
  12. 12. Cont……… • self-modification – the change in one’s behavior based on the data gathered during self-monitoring and on feed back received from others
  13. 13. 14 CHARACTERISTICS OF INTELLIGENT BEHAVIOR
  14. 14. FOURTEEN CHARACTERISTICS • PERSISTENCE • MANAGING IMPULSIVITY • LISTENING WITH UNDERSTANDING • COOPERATIVE THINKING - SOCIAL INTELLIGENCE • FLEXIBILITY OF THINKING • METACOGNITION • ACCURACY AND PRECISION
  15. 15. FOURTEEN CHARACTERISTICS • A SENSE OF HUMOR • QUESTIONING • DRAWING ON PAST KNOWLEDGE AND EXPERIENCE • RISK TAKING • USING ALL THE SENSES • CREATIVITY • WONDERMENT
  16. 16. PERSISTENCE • “stick to a task” until completed • does not give up easily • has a systematic method of analyzing a problem, knowing ways to begin, steps to perform, and data needed
  17. 17. MANAGING IMPULSIVITY • thinking before acting • forming a vision of a product/goal/destinatio n before beginning "What we have to learn to do, we learn by doing." ~Aristotle
  18. 18. LISTENING WITH UNDERSTANDING AND EMPATHY • detecting cues of feelings or emotional states - empathy • accurately expressing other people’s concepts, emotions, and problems
  19. 19. COOPERATIVE THINKING - SOCIAL INTELLIGENCE • working effectively in groups • teamwork
  20. 20. FLEXIBILITY OF THINKING • thinking “outside the box” • considering alternative points of view • dealing with several sources of information simultaneously
  21. 21. METACOGNITION • being aware of the steps used to solve a problem • sequencing steps • making a plan of action
  22. 22. ACCURACY AND PRECISION • accuracy – reading directions – checking over your work • precision of thought – oral and written communication • precision of language – saying what you mean
  23. 23. A SENSE OF HUMOR • ability to perceive situations from an original and humorous point of view
  24. 24. QUESTIONING • active problem-solving • inquisitiveness
  25. 25. DRAWING ON PAST KNOWLEDGE AND EXPERIENCE • learning from the past
  26. 26. RISK TAKING • “pushing the envelope” • going beyond the “correct” answer "Experience is the name everyone gives to their mistakes." Oscar Wilde
  27. 27. USING ALL THE SENSES • multi-focus experience – auditory – visual – kinesthetic
  28. 28. CREATIVITY • the use of inspired products, solutions, and techniques
  29. 29. WONDERMENT • “love” of learning • curiosity • life-long learners
  30. 30. Becoming self directed • Reasons Why Becoming More Self- Directed Is Important to You • How Self-Directed Are You? • A Book of Your Own • Profile Your Genius • An Adventure in Self-Direction • Eventures: Applying What We Know to Challenging Self-Directed Events.
  31. 31. • Be Intelligent • Be Creative • From Ideas to Action • Tools for Getting Things Done • Fighting Your Resistance to Action • Tell the Story of Your Unfolding Project • Becoming Skillful: Problem Solving • Thinking Visually
  32. 32. Cont……… • The Attitudes of Successful Self- Directed People: Living in the Light These attributes are responsibility, confidence, curiosity, drive, optimism, courage and determination • The Major Project: Getting It All Together • Connecting with Others: Linking to Learn • Wrapping Up & Moving On: Finishing, Demonstrating, Celebrating, Archiving & Spiraling
  33. 33. FOSTERING SELF-DIRECTED LEARNING "You cannot teach a man anything; you can only help him find it within himself." Galileo
  34. 34. MOTIVATING TODAY’S LEARNERS • the teacher can be a key to motivating unmotivated students – establish a supportive learning environment – engage students in the learning process – provide students with timely feedback on their performance – recognize students for their effort and achievement
  35. 35. RESEARCH • Maurice
  36. 36. • SUMMRY The authors analyzed the biographies of twenty acknowledged experts without formal training beyond high school in search of commonalities that might suggest ways people become effectively self-directed in learning and accomplishment. Of the 154 characteristics identified, the fifty rated as most important were examined. They outline a pattern of education that is sharply focused, active, experiential, self-directed, situational, and often personally challenging. They indicate a personality that is both traditional and radical, and they suggest a life theme of gathering purpose and drive. The authors transform their analyses into fourteen hypotheses about education, about a form of schooling that would prepare students for a life of self-directed learning and attainment.
  37. 37. If one advances confidently in the direction of his dreams,and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.… Henry David Thoreau

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