{"id":7094,"date":"2016-12-22T00:00:00","date_gmt":"2016-12-22T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/developing-self-directed-learners\/"},"modified":"2020-02-27T14:45:39","modified_gmt":"2020-02-27T19:45:39","slug":"developing-self-directed-learners","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/developing-self-directed-learners\/","title":{"rendered":"Developing Self-Directed Learners"},"content":{"rendered":"

\"gsmart3\"This post originally appeared at Getting Smart<\/a> on December 6, 2016.<\/em><\/p>\n

\u201cI haven\u2019t met many self-directed teenagers,\u201d said a frustrated high school teacher during a recent presentation.<\/p>\n

As we contemplate the vast problem of teenage disengagement and the apparent low level of self-direction, we have to ask, \u201cIs it our kids or our schools?\u201d<\/p>\n

We\u2019ve seen enough high engagement schools<\/a>\u00a0where most teens were self-directed<\/a>\u00a0to suggest that it may be the design of American secondary schools that\u2019s the problem\u2014not the kids.<\/p>\n

For a century, the primary design meme of American schools has been compliant consumption. Students read, practice and regurgitate in small chunks in siloed classes in regimented environments. Low levels of self-direction shouldn\u2019t be surprising\u2014it is inherent in the traditional secondary school design.<\/p>\n

High engagement schools start from a different conception\u2014knowledge co-creation and active production. They design a very different learner experience and support it with a student-centered culture and opportunities to improve self-regulation, initiative and persistence\u2014all key to self-directed learning.<\/p>\n

Why Does Self-Direction Matter?<\/h2>\n

Growth of the\u00a0freelance- and gig-economy<\/a>\u00a0makes self-direction an imperative, but it\u2019s also increasingly important inside organizations. David Rattray of the LA Chamber<\/a>\u00a0said, \u201cEmployees need to change their disposition toward employers away from work for someone else to an attitude of working for myself\u2014agency, self-discipline, initiative\u00a0and risk-taking are all important on the job.\u201d<\/p>\n

Many adults are working in roles where they need to be more independent and efficiently manage their own time, often through a series of projects. Employers are looking for candidates that on their own are able to identify a driving question, determine a team they need to help answer that question, able to effectively work with that team, execute and manage the project\u2014through multiple iterations with lots of feedback\u2014and then reflect and evaluate their work. Students should be developing self-direction by learning in the same way.<\/p>\n

Where To Start<\/h2>\n

Wondering how to make self-direction a priority? Hold a community conversation about what graduates should know and be able to do\u2014agency, initiative and self-direction always rise\u00a0to the top. Community conversations, like those in El Paso<\/a>, Houston<\/a>, and\u00a0<\/a>Marion, Ohio<\/a>, resulted in student agency and self-direction becoming priority outcomes.<\/p>\n

If you\u2019re a teacher or parent, you can ask good questions rather than provide simple answers; you can help students use a to-do list, develop a personal learning plan and a portfolio of their best work.<\/p>\n

If you\u2019re a principal, you can propose an advisory period to promote self-direction and other success skills. You can make time in the schedule for more self-directed work. For example, Singapore American School<\/a>\u00a0added makerspaces, a genius hour and independent study courses to encourage students to pursue self-directed learning.<\/p>\n

You can work around the edges and improve self-direction within a course or by making a little time in the schedule, but we really believe that developing self-directed learners as a core objective requires dedicated time and tools, a student-centered culture and a new approach to learner experience.<\/p>\n

\"gsmart1\"<\/p>\n

Skills & Tools<\/h2>\n

Don\u2019t assume students have learned self-regulation, time management and project management. They all take instruction, practice and reflection. Students need guides, supports and cues to help as they work in both on- and offline environments. Students at Redwood Heights Elementary School often use \u2018have-to\u2019 checklists <\/a>where they are guided through tasks they must do and then get to choose additional activities when they are finished. They learn to self-manage their time and how to check-in when they know they need support.<\/p>\n

A\u00a0strong advisory<\/a>\u00a0system creates a focus for social emotional skill-building, a touch point for conversation, and home for personal learning plans and portfolios. Chris Lehmann, head of Philadelphia\u2019s Science Leadership Academy<\/a>\u00a0(SLA), believes that student-teacher relationships radiate from the advisory period. \u201cThink of advisory as the soul of your school. And in everything you do, remember that you teach students before you teach subjects. Advisory is the place in the schedule where that idea has its core and then it spreads into everything else we do,\u201d Lehmann said.<\/p>\n

Student ambassador program, like the one at Katherine Smith Elementary<\/a>, promote metacognition about what students are learning. With a little coaching, Smith students are self-directed in the process of leading visitors around their school. A period of reflection after the visit helps them observe growth and prepare to do even better next time.<\/p>\n

Culture<\/h2>\n

A compliance culture\u2014hall passes, bell schedules, regimented behavior\u00a0and punishment focused discipline\u2014dampens self-direction.<\/p>\n

Many urban districts<\/a>\u00a0and school networks like YouthBuild<\/a>\u00a0have adopted restorative justice practices that help students build positive solutions rather than suspending them from school.<\/p>\n

Students at Huntley High<\/a>\u00a0outside of Chicago earn the right to work independently on and off campus.<\/p>\n

Experts say culture is the most important<\/a>\u00a0issue to get right in a new school. \u201cThink about how to help students acculturate themselves to your learning environment,\u201d said Alex Hernandez of\u00a0<\/a>Charter School Growth Fund<\/a>, which has supported more than 500 new schools. \u201cWill there be a bootcamp or other introductory experience? How do you want to set the tone around student voice, student agency, joy, etc. To borrow the popular phrase: culture eats strategy for lunch.\u201d<\/p>\n

At Olin College<\/a>, students apply design thinking from day one\u2014shaping projects and solutions. Professors engage students in course redesign when it doesn\u2019t go as well as planned. Upper division students shape semester-long solutions to global challenges.<\/p>\n

Schools that are firm on expectations and principles but flexible on pathways give students time to engage deeply and opportunities to succeed and fail, and support the development of self-direction.<\/p>\n

Learner Experience<\/h2>\n

The learner experience is crucial when it comes to designing environments where students can learn to be self-directed. Here are four things educators should consider:<\/p>\n