Self directed learning

Training Module

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Read Write Activity

&f course once more the evidence comes from the im!lementation of the method in monograde classrooms. They are becoming more o!en minded students and more oriented on achieving goals and !rove that they are trustworthy to ta"e in charge of their own learning. In addition they are willing to e%!lore and try new things. Single graded classrooms have students with different ability levels and different needs and self directed learning can !rovide solutions on covering better the needs of the individuals. . Students becoming more res!onsible on their educational tas"s and feel commitment to reach the goals they have set. Self directed learning is a subject of e%tensive research in many educational settings mainly focusing on adult education and lifelong learning but there are several research efforts in !rimary and secondary education as well. In general good !ractise of self directed learning allows students to develo! s"ills and strategies that will hel! them to become more efficient and res!onsible and im!rove their school !erformance and social behaviour. 'ven more distinctive is the divergence on abilities and needs of the students of a multigrade class. The teacher must establish conditions in which student will be in charge of their learning without ris"ing to become disorientated and fail to meet the educational aims. They have the chance to follow the curriculum adjusted to their own needs evolve in their own !ace and ta"e initiatives for learning. In self directed learning students are in a degree in charge of their own learning. The research evidence as far as school students are concerned reveal that well structured and !lanned self directed learning benefit students a lot. Benefits of the method Self directed learning is strategy that encourages children to ta"e initiatives set their own goals for learning and follow !ersonal instructional and !lanning strategies.Self directed Learning  Introduction Self directed learning refers to establishing teaching and learning conditions targeting to meet the needs of the individual. It is evident that strategies li"e self directed learning aiming at individualising learning and differentiating teaching are of great im!ortance in the demanding multigrade class. Theoretical background Self directed learning is considered to be one of the most challenging teaching and learning methods and has great !otential es!ecially in multigrade schools. The above characteristics motivate students to get more engaged with the learning !rocedure and become more efficient in the class. It re$uires a lot of effort by the teacher and is very challenging for the student too. This document aims at !resenting you the basic characteristics of self directed learning and to guide you to certain activities for initial im!lementation of the method in your multigrade class. #evelo!ing a teaching !rogramme that is adjusted to the s!ecialised needs of the individual students is both beneficial and difficult.

This redistribution of learning time is beneficial for the class at the end. NRWEL. The e%istence of self directed students in a class gives the o!!ortunity to teachers to save time for wea"er students that need additional guidance and better su!ervising. The teacher is still there to guide students monitor their !rogress and ma"e any necessary adjustments to safeguard !ositive results. +ognitive behaviour refers mainly to characteristics li"e com!rehension self monitoring self $uestioning and testing mechanisms s!otting essential information and ability to elaborate and integrate "nowledge. (or e%am!le for a teacher who would li"e to use the method in his class either single grade or multigrade the starting !oint should be always the same) to observe the behavioural characteristics of his students. *ou can observe behavioural characteristics of your students focusing on two main as!ects on cognitive and general behaviour of the student in the class. It becomes a!!arent that the students who have develo!ed the above characteristics in a sufficient level are your candidates to be self directed. Book 6: Self. After all self directed learning doesn-t mean that children ta"e one hundred !ercent in charge of their learning. As always on the im!lementation of a teaching method there are im!lications but careful !lanning and continuous monitoring can hel! teacher to avoid !roblematic situations. .Implementing self directed learning Self directed learning re$uires changing a lot of the stereoty!e views teachers !rocess about their students the class and how the lesson should be conducted. Self directed learning is beneficial for all the students irres!ective to they are self directed or not.irected Lear!i!g . Teachers have to be o!en minded fle%ible on !lanning and im!lementing teaching activities and they have to be ready to !ass res!onsibilities and trust their students. Academic goals that are set for students should be structured and challenging but achievable. Students should follow a self directed !rogramme that is not very easy so they do not get bored while in !arallel it is not so difficult to frustrate them. In other words a self directed student is usually a good student as well. Although research on im!lementing self directed learning in !rimary education is not e%tensive and is focusing on single graded classes there are results that can be generalised and be successful in multigrade !ractise as well.y creating a!!ro!riate conditions in your class you can motivate students that do not have the characteristics to be self directed initially to develo! similar such s"ills with the time.  Suggestions for further study  The Multigrade classroom. In the sense of general behavioural characteristics you can focus on s!otting how students managing their time and resources in class how they organise their wor" and !roceed with tas"s and subject assignments. A resource for small Rural Schools. Students should feel that are self directed but su!!orted when necessary by their teachers and are engaged in activities that they can finally manage.

oo" /0 Self #irected learning.RW'L bibliogra!hy . The material that is !resented here is ado!ted from the . *ou can refer to this boo" for a more e%tensive loo" on the subject. ] Tr" to co!sider the cog!iti#e a!d ge!eral $eha#iour of "our stude!ts% Thi!k of stude!ts that ha#e the cog!iti#e a$ilit" a!d the maturit" to $e self directed% &! additio! "ou ca! tr" to co!sider stude!ts that 'ith the a((ro(riate guida!ce could de#elo( self directio! skills% ] Read carefull" the follo'i!g ta$les a!d tr" to follo' the ste(s (ro(osed i! order to de#elo( self directed (rogrammes for the stude!ts "ou ha#e chose!% ] Teacher learning activities for fostering self direction in students I TIPS on setting up self direction programmes .Suggestions for good practice and activities The best way to e%!lore the benefits of self directed learning is to try to use it in the class. This !art of the module will guide through this effort by !resenting you some general guidelines that you should ta"e into account in order to face as less im!lications as !ossible.

!ublic.] Teacher learning activities for fostering self direction in students II TIPS on setting up self direction programmes  Suggestions for further study  Thuy12im L.d. Tem!e A90 Ari:ona State .htm .edu@Aic"!l@Learning3lan.asu. Retrieved &ctober => ?>>> from the World Wide Web0 www.3.niversity <ietnamese Language 3rogram.5. 4n. Self-directed la!guage lear!i!g acti#ities 6Ada!ted from A manual of self1directed language learning activities by #evon Woods 7 +lare Myers8.

uired Time* teaching hour1s " min B min C min + min E min Time de2oted to the grade1group under main consideration in minutes Time de2oted to other grades1groups present in the classroom in minutes Re.ect to be taught * .uired E.uired Soft4are* !se of Internet and &inks* +escription of the sub. Other grades Present* Sub.uired Educational aterial /books3 notes3 4orksheets etc50* Re.ect* Teaching Chapters of the Curriculum* Teaching Targets* E-pected Results* Re.PROJECT !SE TE"C#ERS TR"I$I$% &ESSO$ P&"$ ' E("&!"TIO$ &essons) Title* %rade* +ate* .uipment /ICT3 lab e.uipment etc50* Re.uired Time and Teaching Time table /for all grades0* )&f the class 'as di#ided i! grou(s for atte!di!g the lesso!* Re.

Prere.ect* .uisite kno4ledge of students* Implementation Scenario* Steps to teaching of the sub.

ameD .ame= .ame= .E("&!"TIO$ +"T" )&f the class 'as di#ided i! grou(s for atte!di!g the lesso!* 'valuation of students0 4= to B5 %roup Pupil "ttention Performance Cooperation %roup Performance Crou! = Crou! ? .ame? .ame? .ameD %eneral feeling of the class +id any specific problems occur during the lesson6 7ould you consider the lesson successful6 +o you ha2e any definite proposals for the impro2ement of teaching6 %eneral 1 "ny other comments6 .