基本説明
Offers an innovative approach for motivating students to become independent, committed, and resourceful learners.
Full Description
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.
Contents
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
