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Aspect of self-directed learning
Aspects of self directed learning
Aspect of self-directed learning
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Self-directed learning has been a central part of the Ohio’s Science & Engineering Talent Expansion Program (OSTEP) and the Pre-Freshman and Cooperative Education (PREFACE) Program. Through various activities and assignment, students are challenged to become actively involved in their own learning. For example, an independent research project allowed the students to design their own experiments and report their findings. In this way, the students did not learn their knowledge from books or from professors. Rather, they gathered knowledge on their own, which might help improving retention. Reading through the literature on this type of learning, it becomes clear that many people believe that self-directed learning is a better approach than the traditional, teacher-directed learning. However, this approach is not necessarily a good fit for everybody. Self-directed learning is better for students who are willing to take initiative and are interested in the subject, while traditional learning is better for people who are not interested in learning a subject.
In the traditional approach to teaching, the teachers are sole source of knowledge. They decide what the learners need to know and communicate that knowledge from books and from their own experience. In addition, they tell the learner how to learn the materials, and decide on a way to test the learners’ understanding of the subject. The responsibility of the learner is to absorb all of these materials and then demonstrate their understanding in the manner indicated by the teachers. The learners are motivated externally, for example, by grades and other rewards. In addition, the approach assumes that the learners have less experience or that their experiences are less important th...
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...s teacher-directed. What and how the learners study depends mostly on the teachers. The approach works well for novices and people who are not interested in the subject. The approach of self-directed learning, on the contrary, revolves around the learners. It is best for people who are interested and are willing to take charge of their education. Rather than deciding which approach is better in general, the teachers and the students should decide which approach is the most beneficial in their particular situation.
Works Cited
Merriam, Sharan B. "Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory." New
Directions for Adult and Continuing Education 2001.89: 3-14. Wiley Online Library. Web. 24 July
2011. .
"Self-directed Learning by Malcolm Knowles." 1975. PDF file.
...simply reuses the same approach and methodology each year, his class is likely to become boring and ineffective. In order to properly educate students, a teacher must always be looking for ways to improve his course—methods of making the knowledge seem more interesting and relevant to students. Originality and innovation not only maintain students’ attention, but also help keep teachers interested. Any subject matter will seem boring if an instructor teaches it the same way for twenty years. In order to maximize the effectiveness of their teaching, educators constantly must be in search of new methods of presenting content. Complacency, after all, is the first step on the road to ineffective instruction. Teachers, like their students, must always remain motivated by the desire to improve. Without this desire, the process of education becomes stagnant and empty.
... in the success of their self-directedlearning. As Voller (1997) and others havestressed, the role of the teacher in promotingautonomous learning becomes that of a guide,organizer, facilitator, and resource person,rather than a dispenser of knowledge.”
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
“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)
Learner’s self-concept: The second principle self-concept of the learner relates to autonomy and self-directedness of the
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
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.
My experience as a student of brick and mortar college has been that of teacher-directed learning, with the exception of research projects which are done on the students own time. I can recall being a student in 1996 at a community college in the program of dental hygiene. I was completely interested in the course work as dental hygiene was soon to be my new career. However, I remember sitting in a darkened room with 23 of my fellow colleagues and the instructor at the front of the room with the slide projector. She would lecture on tooth anatomy from notes and flip slides to give visuals of the teeth from different angles which would support her lecture. Although it was my intention to learn eve...
A positive mood in the classroom increases the students self-efficacy. I stand at the doorway and greet each child as he or she enters the classroom. A simple, “Hello, how are you?” is often enough to put a smile on the face of most students. Choice is also a very important motivator in increasing the self efficacy of a student (Brozo & Flint, 2008). I allow the students to demonstrate choice in several ways. I give each student several appropriate leveled books to select from. The student chooses from a “menu” of interesting and engaging group activities to demonstrate mastery. I need to change the students’ thinking from “I can’t” to “I can.” One strategy is to increase the chances that a student will have a successful academic experience. The student should be assigned short attainable tasks that are moderately challenging. The assignment should not be so easy that the student is insulted or so hard that he gives up. Once the student demonstrates mastery and realizes that he can be successful, I gr...
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
We ignore the plain fact that students learn at different rates and in different ways” (3). Furthermore, teachers are the main source of knowledge in the classroom. When teaching, teachers determine almost everything that happens within their classroom. Including what information they have students learn, and how they pass on that information. However, over the years, it has been neglected that every student learns differently. Additionally, it needs to be remembered that it is the students who are learning. A school system is needed that can retain all students’ curiosity, individuality, and creativity. For instance, whether it is the amount of homework given, the type of test, the pace of teaching, or the style of notes required, students should not be confined to only one way of
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
Take initiative – Initiative it means having a new plan, new ideas or new procedures in solving a problem or something difficult or simple. This is the main and the most usable aspect of self-directed concept. The self-directed student should always starts learning without wait external forces from outside. Do not wait for someone outside to encourage your learning. The initiative starts from ones personal step.
Individuals are assumed to learn better when they discover things by themselves and when they control the pace of learning (Leidner & Jarvenpaa, 1995). Therefore, it is natural to expect that self-directed, interactive learning would improve learning outcome.
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.