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.

• Curiosity: The Force Within a Hungry Mind
• How to Put Self-Directed Learning to Work in Your Classroom
• Guiding Students to Be Independent Learners

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?