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Self directed growth (professional development)

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Self directed growth (professional development)

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Self directed growth (professional development)

  1. 1. SLEF-DIRECTED Growth (Professional Development) 1DIVISION OF EDUCATION, UE, Lahore
  2. 2. What is to be shared…. • What is Self-directed Growth? • What are the factors of Self-Growth? • What actions are Involved in Self-Growth? – Self-Directed Learning – Self-Directed Professional Development – Strategies for Self-Directed Professional Development • Self-Monitoring • Journal Writing • Analyzing Critical Incidents • Action Research DIVISION OF EDUCATION, UE, Lahore 2
  3. 3. What is Self-Directed Growth • It is a lifelong process. It's a way for people to assess their skills and qualities, consider their aims in life and set goals in order to realise and maximise their potential. • A step-by-step process that will help you identify what it is you really want, what’s preventing you from getting it, and how to break through any barriers to take action and transform your life forever. (Anthony Robbins) DIVISION OF EDUCATION, UE, Lahore 3
  4. 4. Factors of Self-Directed Growth • Knowledge • Skills • Attitude • Competency DIVISION OF EDUCATION, UE, Lahore 4
  5. 5. Actions for Self-Directed Growth • Self-Directed Learning (SDL): – In self-directed learning (SDL), 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. In schools, teachers can work toward SDL a stage at a time. • Collaborative Learning: – The term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful. 5DIVISION OF EDUCATION, UE, Lahore
  6. 6. Actions for Self-Directed Growth • Reflective Practices: – Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time. • Experiential Learning: – Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. 6DIVISION OF EDUCATION, UE, Lahore
  7. 7. Self-Directed Learning • A particular attitude toward learning, one in which.. The learner is prepared to take responsibility for his own learning. BROCKET and HIEMSTRA (1991) • Self-Planned learning • Self-Teaching • Autonomous Learning • Independent Study • Distance Education 7DIVISION OF EDUCATION, UE, Lahore
  8. 8. Self-Directed Professional Development • When a person engages in self-directed learning, he or she (1) selects the topic, (2) decides when to start exploring, and (3) when to stop. Starting self-directed learning is related to a need. • Training Programs • Seminars • Workshops • Activities • Conferences 8DIVISION OF EDUCATION, UE, Lahore
  9. 9. STRATEGIES for SELF-DIRECTED Professional Development • Contribute to main Goal • Allow learner to become more self-directed • Expand the Role of Teacher • Make them Problem-Oriented • Take Specific Actions for Learner • Involvement of many Aspects of Learner • Support Learner (Directly/Indirectly) • Are not Always observable • Are often Conscious • Can be taught • Are flexible • Are Influenced by variety of Factors. 9DIVISION OF EDUCATION, UE, Lahore
  10. 10. SELF-Monitoring • Self-monitoring, or the capacity to observe (or measure) and evaluate one's behavior is an important component of executive functioning in human behavior. • Activities in which information about one’s teaching is documented or recorded in order to self-monitoring of language teaching. – Lesson Reports – Audio-Recording a Lesson – Video-Recording a Lesson 10DIVISION OF EDUCATION, UE, Lahore
  11. 11. Journal Writing • An ongoing written account of observations, reflections, and other thoughts about teaching, usually in the form of notebook, book, or electronic mode, which serves a source of discussion, reflection, or evaluation. • A journal is a written record of your thoughts, experiences, and observations. You can write in your journal daily, or only when you feel the urge. DIVISION OF EDUCATION, UE, Lahore 11
  12. 12. Goals and Benefits of Journal Writing • Discovering Meaning. • Caring for self. • Making connections. • Installing values. • Gaining perspectives. • Reflecting Professional roles. • Critical thinking skills. • Developing Affective skills. • Improving skills. DIVISION OF EDUCATION, UE, Lahore 12
  13. 13. Analyzing Critical Incidents The term critical incident refers to a communication situation, which the participants (or one participant) consider as problematic and confusing, even amusing. Critical incidents are occasions that stay in mind. Typically, critical incidents consists of examples of cultural clash events - situations where unexpected behavior occurs - with suggestions on how to solve these situations. Critical incidents gives us any type of lesson which is related to. • Interpretation of an event. • Value judgment. • Significance meaning of the incident. Critical incidents arises questions which are: • What Happened? • Why It Happened? 13DIVISION OF EDUCATION, UE, Lahore
  14. 14. Teaching Portfolios • Portfolios serve as tools for reflection, a way to thoughtfully document teaching practices and progress toward goals. Portfolio entries can inform professional growth plans. • Richard and Farrell (2005) defined as: “A collection of documents and other items that provides information about different aspects of teacher’s work”. 14DIVISION OF EDUCATION, UE, Lahore
  15. 15. PORTFOLIO (Continues…) A portfolio is a valuable aid in professional development for three important reasons which are: • Level of personal investment • Preparation of portfolio • Discipline-based pedagogy Broadly, the habit of keeping teaching portfolios empowers teachers with reflective strategies to help understand themselves as learners. • Kerr (1999) He said that “portfolio documents your growth in three areas: • Developing self-awareness • Managing emotions • Building relationships 15DIVISION OF EDUCATION, UE, Lahore
  16. 16. Action RESEARCH • studies carried out in the course of an activity or occupation, typically in the field of education, to improve the methods and approach of those involved. Action Research Goals/Benefits: • Improve the teaching • Improve learning environment • Enabling teachers growth DIVISION OF EDUCATION, UE, Lahore 16
  17. 17. Phases of Action Research Research phases are: • Exploring • Identifying • Planning • Collecting Data • Analysis • Hypnotizing • Observing • Reporting • Writing • Presenting DIVISION OF EDUCATION, UE, Lahore 17
  18. 18. Finds More at…. • http://www.skillsyouneed.com/ps/reflective- practice.html#ixzz3aTPJJGq5 • https://www.google.com.pk/webhp?sourceid=chrome- instant&ion=1&espv=2&ie=UTF- 8#q=what+is+action+research • http://journaltherapy.com/journal-cafe-3/journal-course • http://www.monash.edu.au/lls/llonline/writing/medicine/refl ective/2.xml • https://www.jyu.fi/viesti/verkkotuotanto/kp/ci/introduction.s html 18DIVISION OF EDUCATION, UE, Lahore

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