2. What is Self-Directed
Learning?
• In self-directed learning the individual
takes the initiative and the responsibility for
what occurs. Individuals select, manage,
and assess their own learning activities,
which can be pursued at any time, in any
place, through any means, at any age.
3. DEFINITION
• SELF DIRECTED LEARNING refers to
both the external characteristics of an
introduction process and the internal
characteristics of learner ,where the
individual assumes primary responsibility
for a learning experience.
“ Brokett”
4. SELF-DIRECTED LEARNING
• adult learners can not be threatened,
coerced, or tricked into learning
something new
• the learning experiences adults seek
out on their own are directly related to
life-change events that trigger the
seeking
5. GOALS
• Enhance the ability of adult learner to be
self directed in their learning
• Promote transformational learning as a key
to self directed learning
• Promote emancipator learning and social
action as an integral part of self directed
learning
6. Cont………
• it involves a continual process of:
– self-management
– self-monitoring
– self-modification
7. Cont………
• self-management
– establishes clear goals
– thoroughly gathers information
– persistently stays with a task
– uses a systematic approach to
problem solving, organizational
planning, and decision-making
9. Cont………
• self-monitoring
– consideration of the
ramifications of thoughts, plans,
decisions, and actions
– metacognition - the process of
consciously monitoring one’s
own thinking
14. FOURTEEN
CHARACTERISTICS
• PERSISTENCE
• MANAGING IMPULSIVITY
• LISTENING WITH UNDERSTANDING
• COOPERATIVE THINKING - SOCIAL
INTELLIGENCE
• FLEXIBILITY OF THINKING
• METACOGNITION
• ACCURACY AND PRECISION
15. FOURTEEN
CHARACTERISTICS
• A SENSE OF HUMOR
• QUESTIONING
• DRAWING ON PAST KNOWLEDGE
AND EXPERIENCE
• RISK TAKING
• USING ALL THE SENSES
• CREATIVITY
• WONDERMENT
16. PERSISTENCE
• “stick to a task” until completed
• does not give up easily
• has a systematic method of analyzing
a problem, knowing ways
to begin, steps to perform,
and data needed
17. MANAGING IMPULSIVITY
• thinking before acting
• forming a vision of a
product/goal/destinatio
n before beginning
"What we have to learn to do, we learn by doing."
~Aristotle
18. LISTENING WITH UNDERSTANDING
AND EMPATHY
• detecting cues of feelings or
emotional states - empathy
• accurately expressing other
people’s concepts,
emotions, and problems
20. FLEXIBILITY OF THINKING
• thinking “outside the box”
• considering alternative
points of view
• dealing with several
sources of information
simultaneously
21. METACOGNITION
• being aware of the
steps used to solve a
problem
• sequencing steps
• making a plan of action
22. ACCURACY AND PRECISION
• accuracy
– reading directions
– checking over your work
• precision of thought
– oral and written communication
• precision of language
– saying what you mean
23. A SENSE OF HUMOR
• ability to perceive
situations from an
original and humorous
point of view
30. Becoming self directed
• Reasons Why Becoming More Self-
Directed Is Important to You
• How Self-Directed Are You?
• A Book of Your Own
• Profile Your Genius
• An Adventure in Self-Direction
• Eventures: Applying What We Know to
Challenging Self-Directed Events.
31. • Be Intelligent
• Be Creative
• From Ideas to Action
• Tools for Getting Things Done
• Fighting Your Resistance to Action
• Tell the Story of Your Unfolding Project
• Becoming Skillful: Problem Solving
• Thinking Visually
32. Cont………
• The Attitudes of Successful Self-
Directed People: Living in the Light
These attributes are responsibility,
confidence, curiosity, drive, optimism,
courage and determination
• The Major Project: Getting It All
Together
• Connecting with Others: Linking to
Learn
• Wrapping Up & Moving On: Finishing,
Demonstrating, Celebrating, Archiving &
Spiraling
34. MOTIVATING TODAY’S
LEARNERS
• the teacher can be a key to motivating
unmotivated students
– establish a supportive learning environment
– engage students in the learning process
– provide students with timely feedback on
their performance
– recognize students for their effort and
achievement
36. • SUMMRY
The authors analyzed the biographies of twenty
acknowledged experts without formal training beyond high
school in search of commonalities that might suggest ways
people become effectively self-directed in learning and
accomplishment. Of the 154 characteristics identified, the
fifty rated as most important were examined. They outline
a pattern of education that is sharply focused, active,
experiential, self-directed, situational, and often personally
challenging. They indicate a personality that is both
traditional and radical, and they suggest a life theme of
gathering purpose and drive. The authors transform their
analyses into fourteen hypotheses about education, about a
form of schooling that would prepare students for a life of
self-directed learning and attainment.
37. If one advances
confidently in the
direction of his
dreams,and
endeavors to live
the life
which he has imagined, he will meet
with a success unexpected in
common hours.…
Henry David Thoreau
