One of the obstacles I hear from teachers is that students aren’t self-directed enough to manage their own learning.  This makes sense to me because for years we have been training them to be passive and compliant.  So, this is a real obstacle.  It can seem overwhelming. But what if we addressed this issue using the same skills we have been using for years to move students from not knowing to knowing?  When we think of it this way, it really is no different than teaching someone who doesn’t know how to read, to read; teaching someone who doesn’t know how to add, to add; so, what are the teaching skills and knowledge about learning that we already have that can be used to help students get from passive learners to more self-directed ones. What are the design elements to consider that will increase self-directed behaviors?

Motivation

We know a lot about motivation.  Just consider what motivates you to learn and what doesn’t.  When we have an interest in something because it is relevant to us, we are self-directed in our learning about it.  Given an initiative sent down from the district…maybe not so much.  Having choice in what students learn about does a lot to create an environment where students are more likely to self-direct.  This doesn’t mean students aren’t working toward academic learning goals.  The new teacher role is to figure out how to connect student interest and autonomy with academic learning goals that may not be student driven.  Even when you are interested in something, you still need structures and help along the way.

Routines & Structures

I know that I am more productive when I have a plan in place.  Developing routines and structures that will help students get started and stay focused once they have an idea can help them be more independent while still providing support.  Consider a routine for entering the classroom that will get students working on their own right away. Setting daily goals could be one way to get started.

Identifying a way for the teacher to check in with students is an important aspect of this self-directed environment.  I have seen several teachers use a sign-up list one the board to track students who needed to check in.  One math teacher had several different sign up lists: students ready for a test, those who needed new instruction or those needing help with an existing topic.  Another teacher just used a general check in list and moved through the list in order.  Journaling, blogging, and exit tickets are easy routines for ending class and holding students accountable for the day’s work.  Another method that I have seen is providing students with a form to complete or having them put completed work in a folder which you can then check.  Moving work from one side of a portfolio to another can be a physical way to manage work coming in and the return of feedback.  Creating a routine that ensures every student gets regular check-in time will prevent them from getting behind or overwhelmed for too long.

Outlines & Forms

Using outlines and forms to scaffold learning is nothing new.  Every student is familiar with using an outline to organize writing.  Worksheets where students respond to prompts are second nature for our kids and they are very comfortable with this method.  Graphic organizers might be of some use as well.  This strategy can be used to scaffold a more complex task or to manage a longer, more open ended project.  Google also offers a plethora of collaborative tools that most people are already using.  Google forms are another way to check in and keep a record of where students are at on a daily basis.  The biggest difference for us is going to be that we have to trust that they will do it if we expect them to do it and we will support them when they fail. We have to get okay with this otherwise they will never have the opportunity to gain the skills to begin with. What tools are you already using that could be tweaked to support more self-directed learning opportunities?