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INQUIRY-BASED LEARNING

How to Put Self-Directed Learning to Work in Your Classroom

By Lisa Petro
April 14, 2017 Updated April 11, 2017

Self-directed learning is not the latest trend in education. It

has been around since the beginnings of cognitive
development (Aristotle and Socrates), and is a natural
pathway to deep understanding and efficacy. By being
mindful of the ways self-directed learning can appear in
the classroom, and leveraging it as an integral part of how
we learn, we can create a more meaningful learning
experience for students that will last beyond the
regurgitation of memorized content. Self-directed learning
is something we live.

What is Self-Directed Learning?

Some of the first modern formal theories of self-directed

learning came from the progressive education movement
and John Dewey, who believed experience was the
cornerstone of education. By integrating both past and
present experiences based on personal interpretations and
subject matter, students would most effectively learn. And
as a result, the educator’s role is to be a guide, supporting
students in exploring the world around them, formulating
investigative questions, and testing hypotheses.

Today, there are a variety of educational systems that

incorporate self-directed learning as pedagogy and are
based on the idea that all humans can and should be
responsible for their own cognitive development. Notable
models are Democratic Free Schools and programs, such
as the Institute for Democratic Education (IDEA) and the
Sudbury School, which focuses on educational freedom,
democratic governance and personal responsibility.

Self-directed learning can be as diverse as simply

discovering new information and thinking critically about it,
actively participating and contributing to a learning
community, or designing your own learning path and
selecting resources, guides and information.

How Can I Use It?

No matter how you choose to integrate self-directed

learning into your learning community, there are several
methods teachers and parents can use to increase
ownership and responsibility in learners, and support them
in creating their own learning path:

Thinking Critically

The most valuable resource for engaging in self-directed

learning is the ability to be aware of self and the world
around us, and to inquire deeply about both. Though many
interpretations exist about what critical thinking is and
does, Robert Ennis defined it as “Reasonable, reflective
thinking that is focused on deciding what to believe or do”
(Ennis, 1996, p.166). Educators typically use critical
thinking in the classroom as the 5 W’s and the H (What,
Why, Who, When, Where, Why and How).

However, being a critical thinker who is responsible for

one’s own learning is so much more than asking
questions. These are all deeper facets of thinking critically:

 Awareness of self-interests and responses

 Considering the credibility of content

 Being open to new sources of information and

perspectives

 Continuing to build on the combination of feelings,

information and new discoveries
How can I use this in the classroom?
One great way to foster tools for learning, versus telling
students how to learn, is through activities that promote
Design Thinking. Offer opportunities in the classroom
where students can write their own critical questions about
content. You can begin by asking them, “What do you
think you need to know about this information, event,
perspective etc?” or “What questions can be asked to
uncover new information and perspectives about this
topic?”.  

Locating Resources

When students express an interest in a particular subject,

skill or event, it can be difficult for them to know where to
start learning. As students progress and their learning
evolves, new questions emerge and new resources are
needed. Types of resources can be guides or mentors who
have expertise in a particular field, information and media,
access to learning programs, or processes and steps to
unlock cognitive scaffolding.

The experience of locating resources and discovering new

information and opportunities is contagious. The more
students feel the pride of figuring it out on their own, the
more they will feel empowered to keep learning, and will
repeat the pattern of discovery when applied to other
interests and subjects.

How can I use this in the classroom?

For example, if a student expresses interest in languages,
a school curriculum will orient the student to a language
course; but to really experience the language and reach
fluency, a course is not enough. Students need additional
information to immerse themselves in the process that will
go beyond comprehension and analysis. A well of
resources can be available to them provided they know
how and where to locate them. Great free online programs
exist like Duolingo, travel opportunities like AFS, or a peer
group in their community who speaks the desired
language.

Language is only one area of interest. Other valuable

platforms for self-directed learning opportunities are
embedded in the Open Education movement. Open
Education Resource Commons (OER)
(www.oercommons.org) is a hive of literature, scholarly
work, instructional materials and open courses via
reputable institutions. All OER resources are free and do
not require permission to use. This is incredibly valuable
for students who do not have the benefit of privilege and
access.
Vetting Information

“Fake news,” sensationalized by media itself, is not

necessarily a new occurrence, but is metastasizing at an
obscene rate with the Internet of Things. Knowing how to
think critically and locate sources of information is
imperative for effective self-directed learning, but can lead
students down convoluted paths if they also do not know
how to investigate sources. To support the public in
addressing this need, sites like Facebook have begun
reviewing sources of news on social media. Other sites
like Snopes acts as an online fact checker to uncover fake
news. Although these measures may be beneficial, self-
directed learners should not rely on larger sources to do
the work for them. Institutions like Georgetown University
provides students with methods for determining
credibility  (See below) for their sources. Remember, even
fake news is sourced in someone’s opinion and
contributes to someone’s reality.

How can I use this in the classroom?

One great way to explore the source and impact of various
perspectives is by not simply settling on the information
provided.  Self-directed learners should create ways to
experience information and consider the impact of basing
ideas and perspectives on it. What can this look like in the
classroom?

 Creating activities that support students in weighing

outcomes, taking into account the possible results

 Acknowledging a variety of perspectives using Mind

Mapping or Infographics
  Comparing and contrasting maps between students
supports them in noticing differences

 Using reflective techniques such as journaling and

dialogue help to explore the emotional implications and
effects on social situations and the collective
environment
Modeling Experiences

Once a self-directed learner is in the zone of thinking

critically, locating resources that support their growth and
development, and exploring those sources for validity and
impact, it is imperative they are able to model their
learning in new experiences. As in Bloom’s Taxonomy,
deeper learning includes our ability to create new
possibilities, which in turn provide us with new information.

How can I use this in the classroom?

Find ways to emulate and “pilot” the decisions made
through critical exercises. Allow for test and hypothesis
based on experiential and problem-based learning.
Consider the following paths of inquiry:

 In what way can students explore their conclusions in a

safe and responsible way?

 How can students scaffold their own learning

experiences as a method for trying new ways of
interaction and discovery?

 How can we support students through the process of

experimentation and help them manage moments when
they disregard others, show bias, or participate in
discrimination?
  In what ways, can we as educators allow students the
space to try new theories and identities without making
them feel stigmatized, reduced to labels, or wrong for
their judgements and opinions?
A strong learning community is one that is built by self-
directed learners who contribute powerfully to supporting,
elevating, and empowering each other. In order to create
this level of inclusion and innovation, all learners (students
and teachers alike) need to know how to learn and how to
collaborate effectively by taking ownership of their own
contributions. Self-directed learning will always exist
without our trying to force it into the curriculum, but a
curriculum that illuminates and seeks intention through
self-directed learning will take our communities to the
transformative level.

http://www.library.georgetown.edu/tutorials/research-
guides/evaluating-internet-content

Ennis, R. H. (1996) Critical Thinking Dispositions:Their

Nature and Assessability. Informal Logic, 18(2), 165-182.

This piece was originally submitted to our community

forums by a reader. Due to audience interest, we've
preserved it. The opinions expressed here are the writer's
own.

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INQUIRY-BASED LEARNING

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In every classroom, there are students who always have

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are reluctant to add their voices.

The challenges of getting students to participate have

intensified during remote learning, we’ve heard from many
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talk, for example, or how to read subtle but important
elements of discourse like a person’s body language and
facial expressions. Additionally, online discussions are
often hindered by variability in students’ access to
technology and by privacy concerns, and consequently
many teachers have had to rely on students’ submitting
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Since remote learning started this past spring, Bitmojis

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Available through the Bitmoji app, these customizable,

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By Youki Terada
August 7, 2020

When Steve Jobs was in third grade, he was such a

troublemaker that he got expelled from school. He was
constantly playing pranks on his peers—even his own
teachers—and attempts to correct his misbehavior would
backfire, leading to defiance and even more misbehavior.

“I was pretty bored in school,” says  Jobs. “And I turned

into a little terror.”

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elementary students adjust.
By Lori Desautels
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Our brains do not like surprises—they love to make
predictions by finding patterns that are familiar, and they
learn from associations, connections, and patterned
experiences. But as schools begin to resume in late
summer, there will be many unfamiliar experiences: new
routines, schedules, and guidelines. Especially for young
students, it’s going to be challenging at best to adjust to
wearing masks for extended periods.

States, districts, and schools that are returning to in-class

teaching will have a variety of regulations and protocols,
and we need to think collectively about how we can help
young students follow those protocols. Parents can help
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intervals even before school begins, and I have some
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When you teach a student who has a stutter, you are likely
balancing two challenges: managing special
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complex disorder that is not fully understood, and
cultivating a classroom that is understanding and
supportive.

As is the case with any other disorder or disability (and

yes, stuttering, can be categorized as a disability, just like
blindness or deafness), adjustments have to be made in
the classroom—but not to the point, as is the case with
many other disabilities, where the child is excused from
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Teaching can be like driving on a highway: We want to

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exit ramps, highway signs of what’s to come, and lots of
choice.

Getting all of your students to the desired links, videos,

and pages can sometimes be tricky, but using QR codes is
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situations, leading to deeper learning.
By Michael McDowell
August 28, 2020

A class of 28 middle school students is looking at the

teacher, preparing for another day of her laying out clear
outcomes, providing specific input, direct modeling, and
guided practice. They expect the teacher to give them time
to work independently, and then they will await her
feedback. The day, however, unfolds a bit differently,
because the students are about to embark on a project-
based learning unit.
 The teacher tells the students that they will all be looking
at a number of messy problems and trying to figure out
how they all connect. Students are divided into four groups
—or breakout rooms for online classes—and given one of
four topics: food deserts, water pollution, climate change,
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