Developing Self-Directed Learners — from blogs.edweek.org by Tom Vander Ark and Emily Liebtag
Excerpt:
High engagement schools start from a different conception: knowledge co-creation and active production. They design a very different learner experience and support it with a student-centered culture and opportunities to improve self-regulation, initiative and persistence–all key to self-directed learning.
…
Why Does Self-Direction Matter?
Growth of the freelance- and gig-economy makes self-direction an imperative. But it’s also increasingly important inside organizations. David Rattray of the LA Chamber said, “Employees need to change their disposition toward employers away from work for someone else to an attitude of working for myself–agency, self-discipline, initiative, and risk-taking are all important on the job.
Many adults are working in roles where they need to be more independent and efficiently manage their own time often through a series of projects. Employers are looking for candidates that on their own are able to identify a driving question, determine a team they need to help answer that question, able to effectively work with that team, execute and manage the project–through multiple iterations with lots of feedback–and then reflect and evaluate their work. Students should be developing self-direction by learning in the same way.
…
Where to Start
If you’re a teacher or parent, you can ask good questions rather than provide simple answers; you can help students use a to-do list, develop a personal learning plan and a portfolio of their best work.
If you’re a principal, you can propose advisory period to promote self-direction and other success skills. You can make time in the schedule for more self-directed work. For example, Singapore American School added a makerspace with a genius hour and independent study courses to encourage to pursue self-directed learning.
