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Essential aspects of self directed learning
Aspects of self directed learning
Aspect of self-directed learning
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Describe the essential aspects of a self-directed, intrinsically motivated, active learner?
The self-directed learner is a highly self motivated individual who also has good time management skills. This person is capable of translatting gained knowledge into practical applications in their life and work. A self-directed learner takes full responsibility for their actions avoiding to blame external factors for their failures and constantly seeking to actively improve on their current situation through acquiring new and useful knowledge. Probably at the heart of the all this is self-confidence and self-esteem which tend to then build all the other attributes neccesary to develop a self motivated learner.
Identify two areas of personal strength
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My key strength is that I am mostly driven by knowledge and I constantly seek to improve my knowledge sometimes even at the expense of better earnings. Secondly I have managed to develop a strict time management habit that ensures that most of my time is spent doing productive things such as work and learning with intermitent breaks for exercising and other basic things.
On the other hand I have a tendency of not finishing some courses that I start especially once I feel that I have acquired the skills that I was originally interested in. Also, I tend to have too many courses running at the same time and that impacts my ability to give enough time to each of the courses.
Plan at least 5 strategies for personal growth and explain how you will implement your plan.
Time Management Planning: I am going to have to sit down and come up with a detialed plan of how I intent to devide the little time I have to achieve my goals. That will involve assigning time period for each activity.
Time Allocation Adherence: Next would be to strictly follow on the planned time allocations. In the first few days I may need to be flexible and adjust time allocations based on the realities of
I would say that I am a self-motivated learner. I enjoy learning that is one of the reasons why I enjoy my work and career so much because I learn something new every day. Grades and praise are important, but they do not drive me in my learning. I am more compelled to my own personal achievement i.e. by understanding for myself what I am learning. · Do you push yourself to think deeper about issues and draw connections to your personal, academic, and professional lives?
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
Self-concept of the learner- Adult learners are naturally self- directed which means they will take ownership of what and how to learn and how to manage their time and learning.
According to Dr. Smilkstein, learning is a biological process that involves physical growth in your brain. The more time and practice you spend learning something (whatever it is) the more your brain changes and grows. When you learn, the neurons (nerve cells) in your brain grow fibers called dendrites that make connections (via synapses) with other dendrites, forming a network of neurons and dendrites that talk to each other and exchange information. There are six different stages the brain goes through. The first stage is the “motivation” stage. See if you can figure this out. The brain starts all learning from where it is and constructs the new from there. Tell yourself that you want to do this, then you becom...
Self-directed learning is not a new concept. In fact, much has been written about it. Unfortunately, however, it is a notion that has a variety of interpretations and applications in the corporate training arena. Typical, narrow interpretations involve simply giving learners some sort of choice in their learning. For example, allowing learners to select one or more courses from a curriculum, or, in cases of structured on-the-job training, allowing employees to choose what pre-designed modules (e.g., a video tape, workbook, special reading, etc.) to complete. In terms of e-learning, the fact that learners can determine which modules or scenarios to review is also frequently touted as self-directed learning. The fact that the learner has a choice and makes a decision to select this or that module does not constitute true self-directed learning.
The first part of personal development I need to work on is enhancing my self-awareness. I have taken steps in being aware by joining my community council and knowing all of the programs that the put on in my hall as well as all around campus. I could improve this by getting more involved with other programs put on by the campus such as a tour guide or work at a help desk. My success strategies are not anywhere where they need to be because I have not had to study much and high school and college requires an immense amount of studying. One way I can improve this skill is to go to the library to study where it is quiet with no distractions or go to a help center where students and teachers can support you as well as answer questions your may have about a subject. The next aspect of personal development I need to work on is changing my habits and behaviors to benefit my health as well as the ease of achieving my goal. One behavior I need to break is I can get angry when I don’t fully understand something I get angry and sometimes refuse to even attempt to complete what I am doing. I need to have a positive attitude even when I don’t understand things and use my self-awareness to find help in other people. The last thing I need to work on is managing my stress levels as well as managing my
N., 2015). The strength of this learning theory is that motivation leads to deep learning and through learners feeling of autonomy gives value to the learning. Unfortunately, students may not feel confident in their learning which could impede the full comprehension of knowledge. Because students have the desire to learn, employing a variety of activities Motivational learning theories can be adapted to cross-curricular instruction.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
The article discusses four major dimensions contribute to motivation. The first dimension was competence (am I capable). This dimension indicated the student believed he or she had the ability to complete the task. The second dimension was control (can I control it?). Control made students feel they were in control by seeing a direct link between actions and outcomes. The students retained autonomy by having some choice about whether or how to undertake the task. The third dimension was interest (does it interests me/is it worth the effort?) Interest was the student has to have some interest in the task or saw the value of completing it. The fourth dimension is relatedness (what do others think?) Students believe that completing the task is related to social rewards such as a sense of belonging to a classroom or other social groups or approval form a person of social importance. These dimensions of motivation were what many of the students used or relayed on though out their learning experience. As educators, we need to be aware of where are students are and channel in to increase their motivation level.
What are the essential aspects of a self-directed, intrinsically motivated, active learner? Well first we have to identify the parts. A self-directed learner takes initiative, is persistent, accepts responsibility for their actions and choices, and is capable of self-discipline (Cobb, n.d.). A person who is intrinsically motivated is motivated because they enjoy the task. An active learning is a process, in which a learner is actively engaged through methods such as participating in discussions (businessdictionary.com, 2016).
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should