The Self-Directed Learning Handbook

The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students-- and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors.

Preface xiii Acknowledgments xvii 1 The Case for Self-Directed Learning 1 What Is Self-Directed Learning? 2 How Does Research Support SDL? 6 The Major Principles of an SDL Program 9 The Essential Elements of SDL 11 Approaching SDL in Stages 13 2 A Framework for Teaching SDL 14 Defining the Course 15 Expanding Learning Options and Environments 16 Building Independent Thinking Skills 18 Negotiating Student Learning Agreements 20 Establishing Assessment Processes 21 3 Rethinking Student Coursework 23 Essential Planning Steps 23 Understanding the Stages of SDL 24 Linking the Stages to Grade Levels 28 Designating Course Outcomes 29 Developing Self-Managed Course Units 34 Student-Planned Coursework and Projects 38 Focusing on Competencies and Challenges 39 4 Planning Lessons and Projects 43 Planning Lessons and Projects 43 Principles for Planning Lessons 43 Designing Learning Episodes 46 Creating Experiences 47 Promoting Study 49 Encouraging Productivity 51 Involving Students in Project Planning 52 5 Teaching Independent Thinking 57 Inviting Inquiry and Initiative 58 Developing Problem-Solving Skills 64 Using Process Frameworks: Investigation and Action 65 Cultivating Process Thinking and Attitudes 68 6 Negotiating Student Learning Agreements 73 The Learning Agreement or Contract 73 The Elements of a Contract 74 Negotiating Contract Agreements 81 Sample Contracts 87 Tracking Student Progress 90 7 Motivating and Empowering Students 93 Encouraging Students to Pursue SDL 93 Motivating Students to Motivate Themselves 95 The Working Journal as a Motivational Tool 99 Dealing with the SDL Crisis 101 Working with Difficult Students 106 8 Assessing Student Achievement 110 Promoting Student Self-Assessment 111 Assessing General Skills 113 Assessing Coursework 113 Evaluating Projects and Assignments 119 Portfolios for Personal Learning 121 Passage and Graduation Criteria 122 Demonstrations, Celebrations, and Conferences 126 9 Pursuing a Path of Excellence 132 The Teacher Is the Key Person 132 Making a Difference to the Student 135 Starting an SDL School 137 Administrative Support for SDL 138 Creating a Shared Vision 140 Resource A: How Much SDL Are You Teaching Now? 142 Resource B: How Self-Directing Are You? A Self-Assessment Instrument 144 Resource C: The Passage Process 148 Resource D: The Integrated SDL Unit: The Kinds of Activities Involved 152 Resource E: Inner States for SDL 154 Resource F: Sample Process Templates 157 Resource G: Guidelines, Traps, and Boosters 159 Resource H: The Support Group or Triad 163 Resource I: Samples from a Student's Working Journal 166 Resource J: Some of the Many Ways Students Can Learn 170 Bibliography 172 Index177 The Author 183