In Chapter 5, Self-Directed Learning, our text (Merriam, 2007) presents
several models of SDL as a learning process.
Most of the models presented focus more on the processes learners might
use when constructing their own
learning whether in a formal or informal environment without consideration for the impact of teaching methods they may
encounter in that process.
Grow’s Staged Self-Directed Learning (SSDL) model (Figure 1), on the
other hand, provides a framework instructors may find useful for promoting SDL
in their classrooms. Based on Hersey and Blanchards’s (1988) Situational
Leadership model, the SSDL model presents learner stages and teacher styles in
a matrix. Although he identifies learners by stages ranging from dependent to
self-directed, they are not intended to be labels, but rather identifiers based
on the particular context in which the learning occurs. For example, a learner
may be dependent when exposed to a new concept and self-directed in a situation
where they have significant accumulated knowledge. Adopting a teaching style
that is compatible (or reasonably so) with the learner’s existing stage
reinforces the andragogical assumption that adult learners innately desire to
become increasingly self-directed (Knowles, 1980, as cited by Merriam, 2007).
S4: Self-Directed Learner
|
Severe Mismatch: Students
resent authoritarian teacher
|
Mismatch
|
Near Match
|
 |
S3: Involved Learner
|
Mismatch
|
Near Match
|
 |
Near Match
|
S2: Interested Learner
|
Near Match
|
 |
Near Match
|
Mismatch
|
S1: Dependent Learner
|
 |
Near Match
|
Mismatch
|
Severe Mismatch: Students
resent freedom they are not ready for
|
T1:
Authority, Expert
|
T2: Salesperson, Motivator
|
T3: Facilitator
|
T4: Delegator
|
Figure 1: Grow’s SSDL Model reflecting intersections
between teacher styles and learner stages
Adapted from http://www.longleaf.net/ggrow/SSDL/ImpTeach.html#Mismatch1
Cartoons from http://www.longleaf.net/ggrow/SSDL/CartoonsTeaching.html
Grow (1991) provides some guidance for applying the SSDL model to a
course (Figure 2). An instructor may lead students gradually away from
dependency to self-directedness as the course progresses or they may find it
necessary to shift between methods to meet the needs of the group or of
particular individuals. One of the assumptions upon which this model is based
is that “there is nothing inherently wrong with being a dependent learner,
whether that dependency is temporary or permanent, limited to certain subjects
or extending to all” (Grow, 1991, p. 127).
S4:
Self-Directed Learner |
Independent projects.
Student-directed discussions. Discovery learning. Instructor as expert, consultant, and monitor. |
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S3:
Involved Learner |
Application of material.
Facilitated discussion. Teams working closely with instructor on real problems. Critical thinking. Learning strategies. |
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S2:
Interested Learner |
Intermediate material.
Lecture-discussion.
Applying the basics in a stimulating way. Instructor as motivator. |
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S1:
Dependent Learner |
Introductory material.
Lecture. Drill. Immediate correction. |
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T1:
Authority Expert |
T2:
Salesperson Motivator |
T3: Facilitator
|
T4: Delegator
|
|
Figure 2. Applying the Staged Self-Direction Model to a Course
Retrieved from: http://www.longleaf.net/ggrow/SSDL/Apply.html
In Teaching Learners to be
Self-Directed, Grow (1991) states, “Teaching style should be governed not
by the subject matter but by the balance between teacher directiveness and
student control, usually set by the student’s ability to participate as a
self-directed, self-motivated, responsible learner…” (p. 136). What do you
think?
References
Grow, G. O.
(1991/1996). Teaching learners to be self-directed. Adult Education Quarterly, 41(3),
125-149 (Expanded version available online at: http://www.longleaf.net/ggrow).
Retrieved from
http://alec2.tamu.edu/grad_courses/611/modules/Module2/Lesson2/Grow01.PDF
Hersey,
P., & Blanchard, K. (1988). Management
of organizational behavior: Utilizing human resources (5th ed.). Englewood
Cliffs, NJ: Prentice-Hall.