DEVELOPING

Self-LearningModules
DINOSORIANO DIZON, MBAc, MRIBM
 "No matter how good teaching may be,
each student must take the responsibility
for his own education."
 01 What is Self-Directed
AGENDA Learning?

02 Purpose of Self-Direct
Learning?

03 Process of Creating SLMs

04 Roles of Learners and

Teachers in SLMs
What is Self-Directed Learning?

• process in which individuals take initiative,

with or without the help of others, in
diagnosing their own learning needs,
formulating goals, identifying human and
material resources for learning, choosing
and implementing appropriate learning
strategies and evaluating learning
outcomes.
 How easy is SELF-
DIRECTED LEARNING?
Section Break

D R AW M Y S E L F
PURPOSE OF SELF-DIRECTED LEARNING

1 To plan and participate in one’s own learning

activities.
2 To develop the capacity of learning and thinking of
learner.
3 To develop the sense of independence by enhancing
emancipatory learning.
PURPOSE OF SELF-DIRECTED LEARNING

4 To develop the problem solving approaches.

5 To develop time management skills.

6 To develop decision-making skills.

 SELF-LEARNING
MODULE: IT’S
CHARACTERISCTICS
SELF-LEARNING MODULE: IT’S CHARACTERISCTICS

STYLE It is written in personal style

FEEDBACK Feedback to help learners check their
progress
INTEREST AND
TARGET captures interest and with specific
purpose
OBJECTIVE
based on learner’s perspective
LAY-OUT
SLM is more open with wide margins
SELF-LEARNING MODULE: IT’S
CHARACTERISCTICS
self-explanatory

self-contained

self-directed
self-motivating

self-evaluating
SELF-EXPLANATORY

The self-learning materials are

written in a way that does not
require any intermediary
(teacher) to explain the
content.
 Self-Contained 

The self-learning materials are

prepared in such a way that the
distance learners normally do not
require additional materials to learn
the concepts/ subject matter.
Self-Directed
As distance learners study in
isolation, it is important that the
self-learning materials are
designed in a way that provides
necessary directions to the
learners to study and progress.
 Self-Motivating
One of the major roles of a teacher
in the face-to-face education system is to
motivate and encourage the learners towards
study and research. Teachers are role models
and students generally try to emulate their
teachers. They create interest and curiosity
towards a subject.
 Self-Evaluating
It is important for the distance learners
to know how they are progressing in their
studies, particularly because they are
quasi-permanently separated from the
teachers and others in their peer group.
SELF-LEARNING: THE PROCESS

01 ASSESS READINESS TO LEARN

SET LEARNING GOALS 02

03 ENGAGE IN THE LEARNING PROCESS

EVALUATE LEARNING 04
 SELF-LEARNING: THE PROCESS
Step 1: Assess readiness to
learn
Students need various skills and attitudes
towards learning for successful independent
study. This step involves students
conducting a self-evaluation of their current
situation, study habits, family situation, and
support network both at school and at home
and also involves evaluating past
experiences with independent learning.
 Step 2: Set learning goals

Communication of learning goals between a

student and the advising instructor is critical.
⦁ The goals lack rigor - There are too many, or else the metrics,
objectives or deadlines are too vague.

⦁ Lack of commitment - If there's no link between goals and a positive future,

it's difficult to embrace the work required to achieve goals and the long-term
rewards that follow.

⦁ People don't see goals as a process - Instead of enjoying the journey, many
people consider goals to be a fixed outcome.
Step 3: Engage in the learning process

Students need to understand

themselves as learners in order to
understand their needs as self-
directed learning students —
referring students to our resource
on learning preferences may be
helpful.
Step 4: Evaluate learning

For students to be successful

in self-directed learning, they
must be able to engage in self-
reflection and self-evaluation
of their learning goals and
progress in a unit of study.
Materials in
Creating SLMs
Most Essential
Learning
Competency (MELC)

Existing Books

Internet and Gadgets

KAPE at
SPHYGMOMANOM
ETER
DEVELOPING

SELF-LEARNING
MODULES
WRITING A SELF-LEARNING MODULE

PLANNING STAGE
MELC
BOW ( BUDGET OF WORKS)
 THE WRITING STAGE
COMPONENTS OF SELF-LEARNING
MODULES
TITLE
PRE-TEST
OBJECTIVES
LEARNING
ACTIVITIES/LESSON
SELF-EVALUATION
 THE EDITING PHASE

typographical errors

Grammar and
punctuations
 LEARNER'S ROLE
Consult with your advising
instructor as required
Monitor your learning process an taake
initiative for all stages of the learning process
— be self-motivated

Re-evaluate and alter goals

as required during your unit
of study
Define your learning goals and develop a learning
contract
Self-assess your readiness to learn
 Teacher's Role

Build a co-operative learning

environment
Facilitate students’ initiatives
for learning
Serve as an advisor rather
than a formal teacher
Help to motivate and direct the
students’ learning experience
Be available for
consultations as appropriat
during the learning process
 REMEMBER THESE:

SLM is NOT an option for participants

who are not skilled readers.
SLM is NOT recommended for all
topics.
May not support a learner-centered
approach to education, especially if the
learning activity is purely knowledge-based
and does not include an application piece.
 “I hear and I forget. I
see and I remember. I
do and I understand.”
THANK YOU