Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G.Grow.
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The document discusses Gerald Grow's Staged Self-Directed Learning (SSDL) model, which proposes that learners progress through four stages of self-direction - from dependent to self-directed - and that teaching styles should match the learner's current stage. The four stages are: dependent (authority/coach), interested (motivator/guide), involved (facilitator), and self-directed (consultant/delegator). The SSDL model provides a framework to help teachers select teaching styles that support advancing learners' self-direction skills. While beneficial, limitations include difficulty assessing a learner's current stage and the need for teachers to flexibly adapt their styles.
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Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G.Grow.
- 1. The Staged Self-Directed Learning Model Gerald Grow, Ph.D. Theories of Teaching & Learning, Assessment One 19.03.2008, Barbara Stokes
- 8. The SSDL model The Staged Self-Directed Learning Model, G. Grow Internship, dissertation, individual work or self-directed study-group. Consultant, Delegator Self-Directed Stage 4 Discussion facilitated by teacher who participates as equal. Seminar. Group projects Facilitator Involved Stage 3 Inspiring lecture plus guided discussion. Goal-setting and learning strategies. Motivator, Guide Interested Stage 2 Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance Authority Coach Dependent Stage 1 Examples Teacher Student Stage
- 10. Stage 1 Teacher: Authority / Coach
- 11. Stage 2 Teacher: Motivator / Guide
- 12. Stage 3 Teacher: Facilitator
- 13. Stage 4 Teacher: Consultant / Delegator Ultimate task is to become unnecessary!
- 20. Gerald O. Grow Final words from G. Grow (1991) “I present this model, not as a definitive thing, but as another statement in the ongoing conversation of those who encourage self-directed, lifelong learning”. (p. 147)