Class session 3 sdl
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This document discusses theories of self-directed learning. It defines self-directed learning as when individuals take initiative to diagnose their own learning needs, formulate goals, identify resources, implement strategies, and evaluate outcomes. Three key aspects discussed are: 1) Tough's learning contracts which help structure self-directed learning. 2) Grow's stages of learner autonomy which range from dependent to self-directed based on student needs and teacher role. 3) Pratt's model of readiness to learn which considers a learner's need for direction and support in determining their stage of autonomy. The document poses questions about factors that influence self-directed learning and how readiness may change based on life stage and situation.
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Class session 3 sdl
- 1. Self-Directed Learning Theories ADLT 671, Summer 2015 Class Session 3
- 2. Allen Tough’s Learning Contracts
- 3. WHAT IS SELF-DIRECTED LEARNING? “A process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes” (Knowles 1975)
- 4. Three definitions of SDL
- 5. Questions to Consider Are most adults self-directed learners? To what extent are your own learners (students, residents) self-directed, and when are they not? Do we become more self-directed as we age? What factors does self-directed learning depend upon?
- 6. Struggling to Be Self-Directed: Residents Paradoxical Beliefs
- 7. Readiness to Learn Adults are ready to learn when their life situation creates a need to know Most learning experiences are highly situational and a person can exhibit different learning behaviors in different situations A learner can be confident and self-directed in one situation but dependent and unsure in another
- 8. Grow’s Stages of Learner Autonomy Stage Student Teacher Examples Stage 1 Dependent Authority, Coach Coaching with immediate feedback, drill. Informational lecture. Over- coming deficiencies and resistance. Stage 2 Interested Motivator, Guide Inspiring lecture plus guided discussion. Goal- setting and learning strategies.
- 9. Grow’s Stages of Learner Autonomy Stage Student Teacher Examples Stage 3 Involved Facilitator Discussion facilitated by teacher who participates as equal Stage 4 Self-directed Consultant, Internship, Delegator dissertation, individual work or self-directed study group
- 10. Pratt’s Model of Readiness to Learn (1988) Need for Direction Need for Support Low High High Learner needs direction and support for learning; lacks competence and confidence Learner needs direction (new task) but is self-motivated and doesn’t need a lot of support Stage 1 Dependent Learners; need support and direction Stage 2 Interested but lack competence; need direction but not much support Learners who have ability but want reassurance (may act like they need direction, but seek support). Stage 3 Involved Learners; want support True self- directed learners; can provide their own support and direction Stage 4 Self-directed learners
- 11. What might your own model of readiness to learn look like with -residents – PGY 1-4 or 5 -medical students – M1-4 -graduate students – masters, PhD -faculty – junior, mid-level, senior What factors do you need to consider? Motivational, time, resources, cognitive load
Editor's Notes
- An estimated 70 percent of adult learning is self-directed learning (Cross 1981). Self-directed learning has been described as "a process in which individuals take the initiative, with or without the help of others," to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes (Knowles 1975). Some self-directed learning takes place in comparative isolation in secluded settings. Other self-directed learners engage in more interpersonal communication with experts and peers than is typically available in conventional classroom education.
- Three principal ideas are incorporated into the concept of self-directed learning: A self-initiated process of learning that stresses the ability of individuals to plan and manage their own learning, An attribute or characteristic of learners with personal autonomy as its hallmark, and A way of organizing instruction in formal settings that allows for greater learner control (Candy, 1991).