Future Ready Skills Learn and Earn--Elementary: April: Self-Directed Learner

April: Self-Directed Learner

April celebrates Self-Directed Learners

First, Let’s Get on the Same Page
Whenever I have a chance to talk about this particular Future Ready Skill, I find myself pointing out and correcting some common misconceptions. Many people, when they think of Self-Directed Learners, picture students who dutifully do their work as assigned, students who need little if any prompting to be focused on the assigned task, students who can read or listen to the instructions once and then get to work. Although these are indeed fine examples of good work habits and characteristics that we value in our classrooms, they are not necessarily examples of Self-Directed Learners. Rather, the examples described above better characterize directed learning. And, indeed, much of what we do in schools, by its very nature, is directed learning. This isn’t really that surprising--teachers have been, and to a large extent still are, the directors of learning in most classrooms. And, thus, finding examples of true self-directed learning in our schools is challenging. In fact, when looking for examples of self-directed learning in our students we often need to look outside our classrooms. There we may see students pursuing projects and interests independently, or digging more deeply into a topic introduced in class, or teaching themselves a new skill through YouTube videos, etc.

Nonetheless, teachers can embed opportunities to strengthen students’ self-directed learning

abilities in a number of ways. For instance, teachers can capitalize on students’ innate curiosity and foster inquiry and innovation in school by incorporating passion projects, 20% Time, and even design thinking. These approaches, and others like them, more closely align with the description and success criteria for Self-Directed Learner, especially if the teacher uses them as an opportunity to build the skills necessary for self-directed learning. Of course, not every classroom is in a position to adopt these practices; nonetheless, recognizing the traits of Self-Directed Learners when we see students exhibit them in our classrooms is a great first step. Let’s just not confuse Self-Directed Learner with Conscientious Worker. Both are valuable skills, but the distinctions are worth noting.

Check It Out
Read the description and review the grade-level checklist for this skill at the Future Ready Skill website. As you do, think about whether you had any misconceptions about self-directed learning.

Learn More
Read the following articles looking for ideas and approaches you could incorporate into your classes to foster some of the characteristics of self-directed learning.

Prompt/Activity
Consider the student self-reflection checklist (success criteria) for Self-Directed Learner and think about the readings above. What are some ways you could incorporate/promote more curiosity, inquiry, and independence in your classroom to help build students’ capacity as a Self-Directed Learners?

Comments (12)

Logging you in...

Dashboard | Edit profile | Logout

Logged in as

0 Vote up Vote down

Kim Fitzpatrick (RC) · 311 weeks ago

After reading "How to Put Self-Directed Learning to Work in Your Classroom", I have a better idea of where the focus should be with respect to encouraging self-directed learners in my classroom. The definitions above and the success criteria clarified the traits of a self-directed learner, and what stood out the most was the ability of students to think critically. The article pointed out that self-directed learners have an awareness of self-interest and are able to ask and answer questions such as, "What more do you want to learn about this topic/subject?" and "What questions could be asked to uncover new information?" Often, I can tell that a student is curious about a topic, but unsure how to go about stretching their thinking to learn more on their own. I've encouraged them to dig deeper into topics by researching more information, but now I can see that students would benefit from targeted questions to guide their learning.

I'd like to give students the tools they need to think critically on their own and generate questions about the content they're studying. I think it's also important to help students develop a plan of action to to structure their work in a thoughtful way, taking time to reflect as they go. I'm going to print out the success criteria and have it available for students to use in the classroom as additional scaffolding for this skill.

0 Vote up Vote down

Mark Lange (RC) · 307 weeks ago

Consider the student self-reflection checklist (success criteria) for Self-Directed Learner and think about the readings above. What are some ways you could incorporate/promote more curiosity, inquiry, and independence in your classroom to help build students’ capacity as a Self-Directed Learners?

After reading Guiding Students to Be Independent Learners and How to Put Self-Directed Learning to Work in Your Classroom, I read over the self-directed check list and incorporated a few ideas in my routine.

•I ask I wonder . . . questions.
I use this as a strategy in my math and science classes. Before I teach new content I show students questions or models and ask them what they wonder. It gets them to think about information they possibly already know and focus on what they don’t. As we learn the content these questions get answered and I feel they have ownership in their successes. Science investigations are perfect for this strategy. Showing them a chemical reaction for example (and not just the old volcano trick) gets their minds racing.

•I can make a plan to meet a lesson learning target or set my own learning goals I can recognize my success when I have achieved my learning goal.

Students set learning goals for each unit of study in math and science. They are based upon the prior units work and help my students to focus on what is needed for them to meet their goal. We revisit it weekly to monitor progress and make adjustments if necessary. Which is frequent with 5th graders. Haha! Parents are also aware of their child’s goal and work to help them at home meet it.

•I can monitor my progress based on the success criteria.
At the beginning of each math lesson, students read the learning target or we create one as a class. I give examples of what it will look like to be successful. At the end the lesson students complete a “tickets out the door” for my formative data. This also has a self-reflection they fill out to rate how well they completed the lesson goal. I read and assist with any confusion either in the moment or the next day.

•I ask questions and seek help when needed.
This is often a goal the “quiet” kids choose. I am aware and approach them frequently with reminders. Building a relationship helps of course with their trust level. It is an important skill my students need when moving on to the middle school. They aren’t in Kansas anymore.

•I can use resources for learning.
I teach them to find on-line resources to their science questions and we discuss that not everything you read is true. They have many, which is awesome and I often do not know the answers.

•I show persistence in my learning. I know that if I work at it and practice, I can learn new things and develop new skills.

We often visit this as a class. Persistence is a necessary lifelong skill. 5th grade math is difficult and most students are not used to the rigor. Persistence is needed to accomplish the goals they set. One of my expectations if students do their best. I often have tears after a test and always ask, “Did you keep trying? Did you ask questions? Did you give up? If they can say “yes”, then I tell them I am proud of their effort. Kids are honest believe it or not. A lot say “no”. We work together, with parents too to set goals and check in frequently to see their progress.

•I know that mistakes are part of the learning process, so I use them to learn.
We review each test. I ask my kids where they made mistakes and check with others at their table. Often many made the same and they rework the problems together to hopefully learn from where they went wrong.

0 Vote up Vote down

Kelsie Gooch (GPES) · 306 weeks ago

What are some ways you could incorporate/promote more curiosity, inquiry, and independence in your classroom to help build students’ capacity as a Self-Directed Learners?

In EEP, I believe the best way to help build students' capacity as a Self-Directed learners is to provide them with many opportunities to interact with volunteers and organizations in our community. To partner with organizations that will peak student curiosity and be something that they take home and tell their friends and family about. Do some students like horses? Let's talk with someone from Serenity Equine Rescue and Rehabilitation. Do some students love gaming? Let's talk with a programer for online gaming. Do students enjoy Minecraft? Let's make their Minecraft world out of legos and a cardboard box. Do some kids like to cook? Let's partner with the "Soup Ladies" and help provide food for first responders. In EEP there are kiddos grades K-5th. Interested vary, however allowing students to provide suggestions for what they are interested in will guide the projects and guests we can have.

Another area I would like to focus on is "I know that if I work at it and practice, I can learn new things and develop new skills." We have lots of room to have fun and try new things in EEP. We have boards games, card games, crafts and puzzles that kiddos don't what to do because these activities are boring or they don't know how and "don't" want to learn. However, I believe this reaction stems from fear of trying something new. I want students to trust themselves enough to know they can try anything and persevere regardless if they fail before they fly. Once they understand the skills/rules/goals, then they can decide whether they like it or not based on their real life experience and not the fearful experience they've played out consciously/sub-conscientiously. Once they can trust themselves to learn something new and with some autonomy, they will feel more confident to repeat the process again. Be brave, trust themselves and persevere.

0 Vote up Vote down

Jennifer V (RCES) · 306 weeks ago

As I was reading through the materials and thinking about being a "self directed learner" I thought a lot about the science instruction in my classroom. I think this is a great time to teach kids how to be a self directed learner. And I'm glad that I am reviewing these skills because sometimes I think that being a self directed learner means that a student is a hard worker and is on task. But really it means that they use their curiosity and their excitement for learning to further their learning and exploration.

This year in science we started using a new science kit that really encourages kids to be self directed learners. They are introduced to a challenge and then they must work independently and/or with a partner or small group. I lead them through some guided activities to introduce them to the materials and the basic concepts but then after that they are sent off to work on their own. This is where I can see the kids who are lacking in the skills to be self directed learners. I feel like I need to be more intentional about teaching these skills before I send kids to work independently so that they can use their time effectively. One thing that I read was to teach kids to ask quality questions. This isn't something I've spent a lot of time on and I think it will be very beneficial for my young students who are just learning how to ask questions and think critically. I envision doing this whole group and using some good and bad examples of quality questions. For example, during our force and motion unit I could teach my students how to think about the materials and the cause and effect of the activities they're participating in such as "what would happen to the ball if I put the ramp at the highest setting, etc.

I also liked the idea of encouraging curiosity at home for my students. I could do this by communicating to parents what science units we're working on and then giving families ideas on things to do at home to continue to foster the development of these self directed learner skills that we are working on at school. And I also think it will be so beneficial to give parents a description of the FRS that we're working on that month so that they can help at home as well. I haven't done a great job of this this year and I would like to do more communication next year starting from the beginning of the year.

0 Vote up Vote down

Lauren S. (RCES) · 270 weeks ago

Providing self-directed learning opportunities for students in the classroom is essential for student learning. From the K-2 Self-Directed Learn checklist, I like the one that reads, “I reflect on my progress toward my learning goal and make adjustments if necessary.” I believe that opportunities for student self-reflection are important because these opportunities allow students to check their own understanding of the learning targets. It allows them the chance to take responsibility for their learning and determine the next steps.
After reading the article, “How to Put Self-Directed Learning to Work in your Classroom,” I feel like I have a better understand of how to provide more opportunities for self-directed learning in my classroom. I liked the part where it talked about locating resources. As you get to know your students, you learn their hobbies and interests. This information allows you to recommend books and other resources to your student so help them further their knowledge about topics that are important to them. From the article, I also learned about modeling experiences. Student learning is increased when all students contribute powerfully to supporting, elevating, and empowering each other.

0 Vote up Vote down

Kimberly F (TSD) · 269 weeks ago

I was intrigued by the inquiry and innovation links above, and after reviewing the 3-5 checklist for self-directed learner, I read through the articles to see if I could incorporate some new ideas into my teaching. I loved the 20% idea, but worry that would be so unrestricted that I'd have trouble managing 21 students and their individual choices. Then, I read "Design Thinking in Education: Empathy, Challenge, Discovery, and Sharing" and that seemed totally doable in my current class. I have a wide range of learning abilities and styles in my class this year, but my students are very motivated and excited about learning. Design teaching really matches my teaching philosophy and I can see it easily fitting into our WIN block each day. Students would love having more autonomy over their learning, and the ability to create their own learning targets and success criteria for topics they select. I also love the Passion Projects, and I can see brainstorming questions with students about what they'd like to learn more about, and offering a menu of extended learning opportunities that they could investigate, while still meeting the current standards (skills and concepts) that we're working on together as a class. I'm eager to look for creative ways to extend our curriculum beyond the expected, and gather resources to give students more flexibility when it comes to directing their own supplemental/additional learning in these areas.

0 Vote up Vote down

Judy K (TES) · 263 weeks ago

0 Vote up Vote down

Stacey P (TSD) · 258 weeks ago

As I read through the articles and other content for this Future Ready Skill, I compiled some of the concepts and suggestions that I feel are important to working towards being a Self-Directed Learner, and are things that I could realistically incorporate into the Future Ready Foundations curriculum.
Doing what I can to reinforce the importance of curiosity is definitely an a significant area of focus. As a personal example, just this morning, my 2nd grader informed that she is interested in learning French. I'll be honest, online learning has been going ok; meaning some days are fine, and some days are a real motivational struggle. So, when she showed an interest in French, I immediately started helping her find some great online resources. It is a thrill to see her so excited and motivated to learn! This is what I want for her and the rest of my students every day!
Still on the topic of encouraging curiosity from students, for some time, my Future Ready counterpart and I have been discussing the potential benefits of shifting the curriculum to a project-based learning model. I was encouraged when I read that this teaching method is connected to curiosity and helping students to become better self-directed learners.
I will also work on teaching students how to ask quality questions (e.g. "why..., what if..., how..."), largely through modeling, in addition to providing them with opportunities to practice for themselves.
One last point that really stood out for me was my approach as the teacher and how I can influence my students, either positively or negatively. One of the articles mentioned that when we "embody passion" for learning, we help instill this in our students. Passion and curiosity really go hand-in-hand, I believe, and with both of those, we are more likely to be driven to be self-directed learners.
One last point I would like to instill in my students is that struggling is a normal part of the process; that struggling isn't the same as failing, unless you give up and quit. Self-directed learners recognize the struggle, re-work the plan if it isn't working, and keep going.

0 Vote up Vote down

Zoryana L. (LWES) · 253 weeks ago

Curiosity, inquiry, and independence are vital in establishing self-directed skills in learners. I love that self-directed learners are described as students who recognize when gaps in their knowledge exist and have an understanding when new learning is necessary. This connects to curiosity because it leads students to realize what they do not know yet. In my classroom, I can promote curiosity by modeling in ways like thinking aloud. An even better way to promote curiosity is by allowing students to be in control and leading various aspects of instruction. I also hope to practice asking my students what they want to learn more often than just teaching them what I think they need to know in music (alongside the curriculum of course). Inquiry can lead to self-directed skills when students have the opportunity to ask questions in various formats. Am I allowing my students to be heard? I can promote inquiry by building various platforms and/or methods for my students to be able to ask me questions. What is curiosity and inquiry if it is not explored? Finally, promoting independence is important in my classroom so that students can discover their own questions and wonders and discover the answers to what they do not know yet on their own.

0 Vote up Vote down

Maureen B. TSD · 253 weeks ago

Considering the self-reflection checklist for being a self-directed learner, I'd like to focus on "I can use resources for my learning." One of my goals next year is to get my students doing more research-based science projects. Whether that research is talking to an adult, watching a video, reading a book, etc. I would like to create more opportunity for my first graders to dive deeper into science. I even have plans to partner kids and have them pick their own research topic with their partner. This will create a sense of ownership in the project, and will foster independence.

0 Vote up Vote down

Susan H (SLES) · 252 weeks ago

Recently in a book study, we were asked to fill out a 32 part bracket with our interested. We were to narrow them down until we came to out true passions. It was an interesting activity, and I realized quickly that I do not have 32 interests! But, what the activity did was allow me to narrow down what is really important to me and what I actually feel passionate about. I would love to do this with the kids. Doing so in the beginning of the year would help the kids come up with ideas for their writing, of course, but would also allow them to dive into an inquiry project. As so many experts say, if they are curious about something, they will stay interested in learning about it longer, and remember what they learned for a longer time. I would like to implement passion projects in my classroom, and I think having them fill out a bracket would allow them to realize what they are passionate about, just as it did for me. Then I feel I would have less students asking to "switch" topics partway through.
Teaching the kids about growth mindset will help them realize that making mistakes is how we learn will alos be beneficial prior to starting passion projects. The checklist states: I know that mistakes are part of the learning process, so I use them to learn. It also says: I know that if I work at it and practice, I can learn new things and develop new skills. Each of these can be addressed by focusing on learning about, and having, a growth mindset.