5 Activity 3: Self-Directed Learning
Estimated time: 15 minutes
Objectives:
Students will be able to:
- Evaluate their learning stage (Dependent, Interested, Involved, or Self-Directed) and identify where they want to be
Activity
Part 1: What’s Your Stage?
Let’s revisit the idea of self-efficacy. Self-efficacy is different for every person and can change over time. It can even vary depending on which subject you are studying or which teacher you are studying with.
Gerald Grow (1991) divided student self-efficacy into four stages. These stages are designed to help teachers understand how best to teach their students. Students can also use them as a way to self-reflect and understand their current stage.
View SSDL Model (Grow, 1991)
| Stage | Student | Teacher | Examples |
| Stage 1 | Dependent | Authority
Coach |
Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance. |
| Stage 2 | Interested | Motivator
Guide |
Inspiring lecture plus guided discussion. Goal-setting and learning strategies. |
| Stage 3 | Involved | Facilitator | Discussion facilitated by teacher who participates as an equal. Seminar. Group projects. |
| Stage 4 | Self-directed | Consultant
Delegator |
Internship, dissertation, individual work or self-directed study group. |
- Which of these stages best describes where you are now?
- Which of these stages best describes where you would like to be?
Part 2: What Can You Do at Each Stage?
Different types of learning activities are appropriate for different stages of learning. Read the list of learning activities. Categorize them according to their stage.
- Memorizing a list of vocabulary words and their meanings.
- Writing a paragraph about the main points of that day’s lecture.
- A discussion in which students share their ideas about a book they read for class.
- A research paper in which the student chooses their topic and works with the instructor to make a schedule and plan for research.
- A class discussion in which students write questions for each other to answer.
- A quiz on algebra terminology.
- A group project in which the students in the group decide on a topic, create a work plan, and assemble a portfolio independently.
- Answering essay questions about the ethical implications of certain scientific concepts discussed in class.
- A project that summarizes everything the student has learned in the semester that will be presented to the instructor.
Which of these projects sound interesting? Which ones sound difficult? The higher your stage, the more independently you will be able to work. Your instructor will be involved as a guide, requiring fewer daily assignments and more independent work.
Part 3: Wherever You Are Is Okay.
I don’t want students to feel inadequate or bad because of their stage of learning. Where you are right now is okay. It’s most important to be aware of your stage.
Independent learning leads to exciting opportunities and interesting projects. If you are planning to write a book about biology, you’ll definitely want to be a Stage 4 learner in biology so you can complete the research and finish writing the book. If your English class is just something you’re taking to fulfill requirements, you may find that Stage 2 is enough to make classwork more interesting.