This document discusses self-directed learning and provides definitions, goals, and characteristics. It defines self-directed learning as taking initiative and responsibility for one's own education. The goals are to enhance adults' ability to self-direct their learning and promote transformational and emancipatory learning. Fourteen characteristics of intelligent behavior are also outlined, including persistence, flexibility, questioning, creativity, and wonderment. The document also provides strategies for becoming self-directed, such as setting goals, managing impulses, and taking risks.

1. SELF-DIRECTED
LEARNING
"No matter how good teaching may be,
each student must take the
responsibility for his own education."

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. 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. 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. 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. Cont………
• it involves a continual process of:
– self-management
– self-monitoring
– self-modification

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. Cont………
• self-management
– uses articulate, thoughtful
communication
– continuous process

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. Cont………
• self-monitoring
– self-reflection
– self-evaluation
– process of reflecting on one’s
own thinking patterns, plans,
decisions, and actions

11. Cont………
• self-modification
– revises strategies and
strives to maximize his/her
effectiveness based on
feedback

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. 14 CHARACTERISTICS OF
INTELLIGENT BEHAVIOR

14. FOURTEEN
CHARACTERISTICS
• PERSISTENCE
• MANAGING IMPULSIVITY
• LISTENING WITH UNDERSTANDING
• COOPERATIVE THINKING - SOCIAL
INTELLIGENCE
• FLEXIBILITY OF THINKING
• METACOGNITION
• ACCURACY AND PRECISION

15. FOURTEEN
CHARACTERISTICS
• A SENSE OF HUMOR
• QUESTIONING
• DRAWING ON PAST KNOWLEDGE
AND EXPERIENCE
• RISK TAKING
• USING ALL THE SENSES
• CREATIVITY
• WONDERMENT

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. 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. LISTENING WITH UNDERSTANDING
AND EMPATHY
• detecting cues of feelings or
emotional states - empathy
• accurately expressing other
people’s concepts,
emotions, and problems

19. COOPERATIVE THINKING -
SOCIAL INTELLIGENCE
• working effectively
in groups
• teamwork

20. FLEXIBILITY OF THINKING
• thinking “outside the box”
• considering alternative
points of view
• dealing with several
sources of information
simultaneously

21. METACOGNITION
• being aware of the
steps used to solve a
problem
• sequencing steps
• making a plan of action

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. A SENSE OF HUMOR
• ability to perceive
situations from an
original and humorous
point of view

24. QUESTIONING
• active problem-solving
• inquisitiveness

25. DRAWING ON PAST KNOWLEDGE
AND EXPERIENCE
• learning from the past

26. RISK TAKING
• “pushing the envelope”
• going beyond the
“correct” answer
"Experience is the name everyone gives to their mistakes."
Oscar Wilde

27. USING ALL THE SENSES
• multi-focus experience
– auditory
– visual
– kinesthetic

28. CREATIVITY
• the use of inspired
products, solutions,
and techniques

29. WONDERMENT
• “love” of learning
• curiosity
• life-long learners

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. • 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. 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. FOSTERING
SELF-DIRECTED LEARNING
"You cannot teach a man anything;
you can only help him find it within himself."
Galileo

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. RESEARCH
• Maurice

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. 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