Fostering Independent Learning In Students

TLI 2013Presented by:

Dr. Anne CramerDr. Neil Shepard

Can Dependent Learners

This is the topic I’d like to research.

Here’s what I’ve done so

far.

What chapter is

this in?

Become Self-Directed?

We never did this in class.

What do you want me to do?

Is this important? This is the plan

I’d like to follow.

Here is one possible strategy.

Why Independent Learning?

Self-Directed Learners

Able to adapt (Gibbons)

Aware of responsibility (Garrison)

Motivated, persistent, self-disciplined, goal-oriented (Taylor)

Learn more, retain more, apply learning (Knowles)

Better positioned to succeed in a 21st century environment that values mastery of learning over mastery of content (Meyer & Rose)

Benefits of being a self-directed, independent learner include:

Better Job Performance (Ozer, Simmons, Pink)

Strong Team Relationships (Ozer, Simmons)

More Engaged Citizenship (Ozer, Simmons)

Higher Personal Satisfaction (Pink)

Improved Academic Performance (Knowles)

Why Independent Learning?

Example #1: Turn question back

Questions are fantastic opportunities to create space for stimulating independent learning

“Do I need to write this down?”

Why would you? What would be the purpose? Does that purpose apply now?

How do you decide what to write down?

Are you willing to take a chance that you won’t need notes?

Example #2: Turn question back

“May I have a sample from last year?”

What would you use a sample for?

What questions would you be looking to answer?

Where else might you find those answers?

Assignment instructions/guidelines?

Rubric? APA guidelines? Website?

Example #3: Turn question back

“I can’t find the answer...”Are you being asked for research?

What are you being asked?

Personal opinion? (How might you support it?)Solve a problem? (What problem? Plan

action.)Analyze a situation? (What situation?

Relevant considerations?)

Quick Brainstorm

What sorts questions have you heard from students?

How might you respond?

PowerPoint:

Guide learning rather than inform content. Note-Taking:

Offer outline – better yet, have students develop the outline.

Feedback on assignments:

Suggest general categories for improvement.

Longer-Term Strategy: Give general feedback & guidance

A Little History: Learning Theories

Learning Styles (1992) Visual, Auditory, Read/Write, Kinesthetic Over 70 assessments No evidence of improvement w/adjusted

instruction Some evidence . . . use by students increased

autonomy1

Malcolm Knowles: Andragogy (1998) Self-Directed, Goal-Oriented, Practical Adults already set goals, plan, manage time

1 Ng & Confessore, 2010

Contemporary Learning Theories

Associative Learning Connect to known ideas

(Marcia Conner, 2013; Eric Kandel, 2000)

Self-paced, Active Learning Khan Academy: 3000+ videos on You-Tube

(Salman Kahn, 2012)

Contemporary Learning Theories

Universal Design for Learning Design curriculum in such a way so that all

individuals have equal opportunity to learn(Meyer & Rose, 2005 )

Self-Monitoring Evaluate knowledge, plan, monitor, adjust

(Carnegie Mellon, 2011)

Independent Learning: Gradual Shift in Student and Instructor

Roles Student sets learning objectives, goals

What are you hoping to achieve? How will you get there?

Student assesses knowledge base & resourcesWhat do you already know about this? What resources can you use?

Student develops plan, identifies processes What are the key steps and dates?

• Student monitors & assesses own workWhat steps have you completed? What do you need to do next?

Independent Learning: Gradual Shift in Student and Instructor

Roles Instructor negotiates student proposals for

learning outcomes, goals Instructor encourages reflection & adaptation Instructor guides students through self-

identified challenges Instructor reviews a student’s assessment of

work

Gradual Shift: Instructor RolesTeacher Directed Student Directed

Decide lesson goals, content Teach processes to set goals

Present lessons Teach processes to make plans, take action

Establish exercises, assignments

Negotiate student proposals for learning, acting

Monitor completion, accuracy of work

Guide students through self-directed challenge activities

Test & grade performance Review students’ assessment of own work

Can students learn independently?

To some extent, they already do and they can build on this.

Can we foster independent learning?

Guide rather than prescribe.Encourage reflection, self-development.Ensure students have necessary access

Fostering Independent Learning in Students

Four Suggested Principles (Francom, 2010)

1. Match level of self-direction to student readiness.

2. Move toward self-direction over time

3. Provide instruction on both subject matter and self-direction

4. Promote learning transfer: Try to bridge life experiences and class experiences

Fostering Self-Directed Learning

Application

Consider one of your standard assignments.

Identify the main learning objective.

How much structured direction can you remove?

Would the inevitable variation in projects be acceptable?

Think about possible “leading” questions.

Questions?Comments?Thank You!

Sources (The official stuff)Confessore, G. J. & Park, E. (2004). Factor validation of the Learner Autonomy Profile, version 3.0 and

extraction of the short form. International Journal of Self-directed Learning, 1 (1), 39 -58.

Conner, M.L. (2013). How Adults Learn. Ageless Learner. Retrieved from http://agelesslearner.com/intros/adultlearning.html

Eberly Center, Carnegie Mellon. (2013). Theory and Research-Based Principles of Learning. Retrieved from http://www.cmu.edu/teaching/principles/learning.html.

Eberly Center, Carnegie Mellon. (2013). Educational Value of Course-Level Learning Objectives/ Outcomes. Retrieved from http://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/CourseLearningObject ivesValue.pdf

Fleming, N.D. and Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11. 137. Retrieved from http://www.vark-learn.com/english/index.asp

Francom, G. M. (2010). Teach me how to learn: Principles for fostering students' self directed learning skills. International Journal of Self-Directed Learning, 7 (1),29-44.

Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Francisco, CA: Jossey-Bass.

Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 97 (1), 18-33.

Grasha, A.F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh, PA: Alliance

Guglielmino, L. M. 1977. Development of the self-directed learning readiness scale. Unpublished doctoral dissertation, University of Georgia, Athens, Georgia.

Kahn, S. (2012). The One-World Schoolhouse: Education Reimaged. [Kindle edition]. Retrieved from Amazon.com.

Knowles, M. S., Holton, E. F., & Swanson, R.A. (1998). A theory of adult learning: Andragogy. In The adult learner: The definitive classic in adult education and human resource development (5th ed., pp. 35-72). Woburn: Butterworth Heinemann.

Maddox, Nick, Monique Forte, & Robert Boozer. (2000). Developments in Business Simulation & Experiential Learning, v. 27.

Meyer, A, & Rose, D.H. (2005) The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.

Ng, S. F. & Confessore, G. J. (2010). The Relationship of Multiple Learning Styles to Levels of Learner Autonomy. International Journal of Self-Directed Learning, 7 (1), 1-13.

Ozer, M. (2011). A Moderated Mediation Model of the Relationship Between Organizational Citizenship Behaviors and Job Performance. Journal of Applied Psychology, 96 (6), 1328-1336. doi: 10.1037/a0023644

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3), 105-119. doi: 10.1111/j.1539-6053.2009.01038.x 

Simmons, B. (2011). Autonomy Enables the Helpful to Perform. In Positive Organizational Behavior, Aug. 8, 2011. Retrieved from http://www.bretlsimmons.com/2011-08/autonomy-enables-the-helpful-to-perform/

Stockdale, S. L. & Brockett, R. G.. (2010). A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model. Adult Education Quarterly, 61 (2), 161-190. doi:10.1177/0741713610380447.

Taylor, B. (1995). Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15.

TEDtalksDirector (2009, August 25). Dan Pink: The Puzzle of Motivation. Retrieved from http://www.youtube.com/watch?v=rrkrvAUbU9Y.

Sources (The official stuff)