Self Directed Learning(SDL) Prepared Click to edit by:Master subtitle style Glenn M. Apuhin R.N Carl Chariven Paguyo R.N
5/5/12
Objectives At the end of the presentation the students will be able to: Define what is Self-Directed Learning, Describe
the Major Principles of Self Directed
Learning, Discuss
the Elements of Self Directed Learning,
Identify
the Advantages Advantages and Disadvantages Dis advantages of Self Directed Learning,
Use
Self Directed Learning Activities for Personal and Professional Use.
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Objectives At the end of the presentation the students will be able to: Define what is Self-Directed Learning, Describe
the Major Principles of Self Directed
Learning, Discuss
the Elements of Self Directed Learning,
Identify
the Advantages Advantages and Disadvantages Dis advantages of Self Directed Learning,
Use
Self Directed Learning Activities for Personal and Professional Use.
5/5/12
Self-Directed
Learning (SDL) is any increase in knowledge, skill or performance pursued by any individual for personal reasons employing any means, in any place at any time at any age.(Maurice age.(Maurice Gibbons, 2008)
Teacher Teacher-Directed -Directed
Learning Learning (TDL). (TDL). Teachers Teachers or other authorities choose what is learned, why it is to be learned, how it is to be learned, when, where and at what age.
Self-directed
learning is much more than students doing what they want, when they want. It is a shift in learning where the learner takes takes on responsibility for his or her learning.
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For
learning to occur, there must be a change in performance, or a potential for change as a result of instruction.( Driscoll, 2004).
Through
self direction, direction, the student learns learns by discovery in a constructivist approach, a method used in nursing education.
Self-directed Self-directed
learning is essential in assisting nurses to meet the challenges presented in today's health care environment. environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for selfselfdirected learning, learning, and to do this they need to understand the concept of self-directed self-directed learning.(O'Shea learning.(O'Shea E) E) 5/5/12
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The Major Programs of SDL The first principle is that programs should be congruent with a life of learning, the natural ways we learn and the unique methods by which each of us learns best. The basic assumption of SDL is that from birth to death we live lives of learning - learning to function then to live well and finally to make a difference. The
second principle is that programs should be adapted to the maturation, 5/5/12 transformations and transitions
The
third principle is that programs should be concerned with all aspects of a full life. Academic studies are important and included, but so also are the personal, social and technical domains of human experience.
The
fourth principle is that learning in SDL programs should employ a full range of human capacities, including our senses, emotions and actions as well as our intellects. SDL is grounded in direct experience. Experience is absorbed by finely honed senses.
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Elements of SDL The
first element is student control over as much of the learning experience as possible. The major shift from TDL to SDL is a shift in the locus of control from the teacher to the student.
The
second element of SDL is skill development. Inner control is aimless unless students learn to focus and apply their talents and energies intensely.
The
third element is students learning to challenge themselves to their best possible 5/5/12
The
fourth element is student selfmanagement, management of themselves and of their learning enterprises. In SDL choices and freedoms are matched by selfcontrol and responsibilities. Students learn to express self-control by searching for, and making a commitment to, core personal interests and aspirations. In this process they determine not only what they will do but the kind of performer they will become.
The
fifth element is that students motivate and assess their own efforts. Many principles of motivation are built into the design of SDL, such as the pursuit of one’s own high-interest goals. When students adopt these principles
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Teacher-Directed Learning Teachers define course goals and decide how students will meet them. Teachers present course content in lessons.
Student-Directed Learning Students meet course goals in their own way or define their own goals. Teachers teach the skills, processes and systems necessary for independent learning
Teachers focus on academic Teachers focus on skills and achievement experiences and studies demonstrated on tests that lead to action and productivity. Teachers set activities, Students prepare learning exercises and assignments proposals or action for learning. contracts to negotiate with the teacher what they will learn. Teachers most often Students most often work in address the class and work small groups and with it as a unit. individually. 5/5/12
Teachers supervise student study activities
Teachers test, rank and grade students.
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Teachers guide students through self-directed challenge activities.
Students assess their own work, demonstrate achievement and negotiate grades.
Type
Major Disadvantages Self Learner Centered Requires a Directed/Independ balance of ent Study Students can work curricular at own structure and convenience flexibility within a defined period Requires student self-discipline Individual responsibility and Entails possibility accountability are of limited encouraged feedback
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Advantages
Various strategies can be included
In self-direction students often learn with other students in partnerships, groups, teams, seminars, and advisories; they often learn with adults in the community as well as in the school; and they learn from extended travel and work together in the field. Self-direction
is immobile without selfmotivation, and blind without self-assessment. Self-motivation provides the drive that propels students through their pursuits; selfassessment provides the feedback that keeps them on course and sustains their intensity.
The
media-- especially access to computers and the Internet—are transforming education and provide an enormous resource for self5/5/12 directed work. The computer provides students
Computer
assisted instruction is another category of individualized discovery in which the instructional program controls the sequencing of events according to individual response. Simulation training has also become a popular computer-based option. Learning assessment is typically integrated for immediate and formative feedback (Assessment Technologies Institue,2005;Heninich et al., 2004; Simonson & Thompson, 1997).
Web
based courses can be successful learning options for the independent and highly motivated student.
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Choose a Video Teenage
Dream (Glee)
Billionaire Forget
(Glee)
You (Glee ft Gwyneth Paltrow)
Im
a Slave 4 u (Glee)
Its
my Life (Glee)
Lucky
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(Glee)
SELFDIRECTED LEARNING ACTIVITIES
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What Do I Do With My Results? The answers you have given are only meaningful to you, but they can be very meaningful. If you look them over you will get an idea of what is involved in becoming skillfully self-directed. You
can also learn a lot about your status as a self-directed learner. First, items that you have ranked from 6 to 10 identify strengths that will help you become more self-directed. Items that you rated lower—from 1 to 5—are the aspects that most need work. Look the low-rated items over. What do they tell you?
I
urge you also to begin improving your performance on your own. You can improve any of these skills on your own right now. The features of self-directed learning are such natural aspects of successful performance you will recognize them right away. You will say, “Yes, of course. How could I forget that!” You can also figure out how to improve. So select one, two, or three items and go to work on them.
In
this program, our goal is to have thirty 10s on the survey— full self-direction when we need it. The survey you just did is 5/5/12
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A BOOK OF YOUR OWN ¤ You can watch your own progress in your journal, page by page, and check it out by looking back at any time. ¤ You will never lose another great idea again. They come and go like dreams, unless we catch them as you will by getting them down in your journal. ¤ And you won’t have to go searching for missing papers any more either. Everything about your selfinitiated projects will be in one place and easy to access. ¤ The very existence of your journal will encourage you to work in it, in the same way that having a 5/5/12 anchored at a nearby dock encourages the sailboat
¤ Being productive in activities you choose is the best way to become self-directed. It is also an excellent way to learn. Self-directed productive activity is an excellent method of learning anywhere, any time, at any age—in your own special way. ¤ This will be your most important textbook, and you will be its author. It will contain ideas you find and record because they are important to you. Your selections will accumulate into a body of knowledge that will give you real power in your field(s) of interest. ¤ This will be your planning book for all of the activities you pursue. It will also be the record of what you do, what you decide to change, and what you learn when you put your plan into action. ¤ Your journal will be the companion you can talk to at 5/5/12
Similarly,
self-directed activities can be a mess, too.. We need to distinguish positive from negative self-direction, and to separate successful from unsuccessful self-direction. These are the seven agreements that we Games have rules or there is no make with ourselves in order to develop, to game atproductive, all. become and to be successful at whatever we choose to do.
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The Seven Agreements in SDL 1.
Be Intentional.
Make your life unfold with purpose and design. We have a choice between being like the pinball or the arrow. It
is also about becoming the kind of person who is able to think, feel and act in a take-charge way, because being intentional is not a single act but rather a way of being in the world. We need the attitudes of success as well as the skills to achieve it. We have to believe that we are capable of managing the activities we have set out to achieve. 5/5/12
In
my life, I am most like...
a.
A pinball___
b.
An arrow___
c.
Something in between___
Do
you think you want to be more intentional in your life?
a.
Yes____
b.
No_____
c.
Maybe_____
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2. Take Responsibility In
self-direction you are the only one responsible for what you do and how it works out. The key here is to take 100% responsibility for yourself. You decide what to do. You decide how to do it. You take action, and if there are problems, they are your problems to be solved by you.
Full responsibility means that you are in charge of your work and your life and what happens is up to you, too. Solving is learning of the richest kind; it is learning from 5/5/12
Do you agree that it is important to take 100% responsibility for yourself? a.
Yes___
b.
No___
c.
Undecided___
Are you ready to take responsibility for yourself and your work? a.
Yes___
b.
No___
c.
Undecided___
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3. Know Yourself. In
self-direction, all the decisions about what we will do and how we will do it come from within us. The better we know this person— ourselves--the better our decisions can be. When we know ourselves well, we also have the opportunity to change ourselves, and with that change to become more aware, more competent, and more caring. In fact, selfdirection is a cycle of development: we become more aware and make more authentic decisions; we make authentic decisions and become more aware of 5/5/12
The better we know ourselves the better we will be able to direct ourselves. a. I agree ____ b.
I disagree ___
c.
I’m still out with the asteroids ___
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4. Focus Your Attention. Our
powers—our attention, strengths, abilities and passion —are often at rest; some say they are asleep most of the time. Self-direction requires us to gather all of these forces and bring them to bear of the issue at hand. The selfdirected person has to be able to shift from neutral to drive, to get into gear and get the project at hand rolling, using everything under the hood to do it.
You
can achieve focused attention but it takes practice, contantly. Practice attention by regularly pausing to focus on something in your environment. Hold your focus on, say, a sprinkler head in the ceiling at the mall. Just hold your attention on it. Turn on all of your senses. Look closely and see every detail. Listen for sounds it might be making; imagine what it feels like to touch. Next, engage; begin to question what it is, what it’s for, how it works, and so on. Force yourself to become absorbed. That is the model of work in self-direction; focused, alert, intense, absorbed. We make ourselves fully attentive when we need to; it is a 5/5/12
Here is the test on Focusing Attention. Answer True or False: 1. We pay attention in order to repair our plumbing. ____ 2. Focusing our attention brings all of our senses and thinking to high alert. ____ 3. We need to become absorbed in the object, issue, or situation. ____ 4. We focus attention both outwardly and inwardly. ____ 5. Somalia is the centre of focused attention. ____ 5/5/12
5. Be Productive. Apply your strengths to the production of results in the form of achievements, products, improvements, ideas, pleasures, change, or personal growth. Self-directed learning is intentional activity, action to fulfill a purpose, and that purpose is whatever results you are seeking whether it’s finding a recipe for frittatas, earning a medical degree, or getting a Latin lover. One
of the keys to productivity is process thinking. When you know what you want to accomplish, or to become, the next step is to find the most effective process for getting the job done. One of your guides will be how you like to work, or how you work best. Another will be how the job can be done most efficiently.
What
is your process; how do you like to get the job done?
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In
order to be productive, it’s important to be organized. That means creating a schema of all that is needed to accomplish the task you have undertaken, including the arrangements to be made with others for assistance, permissions, advice, or supplies
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Here is another test. This time choose the best answer: 1. The underlying theme of productivity is a. process b.
posture
2. There _______________ to process among people. a.
is one approach
b.
are many approaches
3. To make a process work, everyone should _____________ to get things done. a.
learn to drive
b.
have the drive
4. The greatest problem we face in being productive is _____________to getting things done. a.
our resistance
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6. Develop Character. The final exam is difficult but it is an important part of your grade and your grades will determine the future you have planned. You have your summary notes in your pocket. The supervisor is standing in the doorway talking to someone in the hall. What should you do, struggle through the exam or look at your notes for the answers you need? What we do, especially in situations like this, expresses our character--who we are, the values we live by, and what we stand for. In life we face many such dilemmas and decisions, but if we choose to look at our 5/5/12
What has this got to do with self-direction? Several things. First,
it is unthinkable to become self-directed to better conduct horrendous crimes, or to do anything negative, such as cheat more skillfully on an exam.
Our
intent is to find out who we can become and what we can accomplish, so we are shooting for excellence and excellence means quality, character, and values.
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“What
“What
are the values that you live by?”
are the values that you aspire to?”
Such characteristics as courage and determination are traits we need to develop in order to be self-directed. By conducting selfdirected activities that require those traits we also develop them, we become more courageous and determined because, as 5/5/12 Aristotle said, “What we have to learn to do, we
1.
I recognize that to be successful at self-direction I have to develop certain qualities of character, such as, courage and determination.
a.
Yes ____
b.
No ____
c.
Undecided ____
2.
In my opinion, performing in a positive way and producing products with positive values is _______ important.
a.
Very____
b.
Not____
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7. Become Life
is an unfolding experience that presents us with both challenges and opportunities for growth at every stage. We are all challenged to learn to talk, to go to school, to develop an identity out of the chaos of adolescence, to leave home, to find our work, to marry and raise children, to become skilful, to retire, to cope with aging and death, and through it all to find meaning. These are all learning situations accomplished through self-direction. The consequences of not accomplishing them are great. These and other challenges like them are givens hard to avoid. 5/5/12
To
progress even further, we challenge ourselves. How far we go will depend mainly on the level of challenge we are able and willing to accept. We all live in a sphere of possibility, inhabiting only a small corner of it. The intent of this program is to guide you to inhabit as much of that sphere of you can, to urge you to find out what you can accomplish, and who you can become. We want you to develop as close to your outer limits as you can. But we know that when you approach those limits they will have moved, and you will 5/5/12
* I can see myself steadily progressing both in who I am and what I can do. I
can ____
I
can’t____
I
am perfect right now____
* It is important to be in the process of becoming the best you can be, doing the best that you can do. a.
I agree ____
b.
I disagree ___
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Profile your Genuis So with positive expectations, let’s turn to making out your personal profile. This is an outline of all of the resources that you bring to the tasks of self-direction. It will often require some digging but that will be worthwhile for several reasons: First,
it begins your exploration of yourself, and self-knowledge is essential for selfdirection.
Second,
it enables you to play to your strengths, to use your own resources as a 5/5/12
How to Identif y our Strengths
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Your Personal Resource Profile This
is information to help you make your choice of interests and activities throughout this program and your life. The basic theme is to identify your strengths and play to them when you are deciding what to do. Write these headings in your journal and fill in as many items as you can. Generally, begin with the most important or strongest items. Start your list and keep adding ideas as you think of them or discover them.
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Here
is one example: Bill sees that one of his interests is “Helping others” (E), and that he is “Sensitive to others.” (C) He also notes that he “Relates easily to other people.”(D) Taking these together, Bill sees the theme of working with others clearly outlined. When it comes to action this will be a serious guide to his choices. The possible activities he worked out included.
Taking
a course in interpersonal relationships
Working
as a volunteer in a local drug rehab
program Becoming 5/5/12
a group leader in a spiritual study
A Summary of Work with Your Profile
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Achievement
takes work, hard work. The benefit is that once you find your field-- that match between interest, ability and opportunity—it will soon not seem like work at all, but rather the very best thing in the world you could be doing. If you are hesitant, please persevere. Somehow you have to get below the surface of things where the passion for just doing what you love lies. Many people discover early how to work—how to stay at something when it’s difficult and the results of your effort look crappy. They struggle to stay at it until they break through the surface of their field and discover the delight that lies beyond the surface. If you haven’t made that discovery yet, set your mind now to making a 5/5/12
It’s
a challenge to keep going when the field we have to cross is steep and thorny. We don’t need to be productive all the time, but when we choose to be productive in a field, we should never give up, never give up, never give up. Competence offers many benefits and rewards.
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References: Billings, Diane M. and Judith A. Halstead (2009). Teaching in Nursing : A guide for faculty, Saunders Elsevier. Maurice Gibbons (c) 2008 Personal Power Press International (www.self-directed learning.com)
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