Here is a link to Gerald Grow's website-Teaching Learners to be Self-Directed. Be sure to check out the Cartoons on Teaching.
http://www.longleaf.net/ggrow/SSDL/SSDLIndex.html
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Maurice Gibbons has developed the site below. He believes there are five major principles of developing an SDL program, which are:
- The first principle is that programs should be congruent with a life of learning, the natural ways we learn and the unique methods by which each of us learns best.
- The second principle is that programs should be adapted to the maturation, transformations and transitions experienced by students, in this case, adolescent students.
- The third principle is that programs should be concerned with all aspects of a full life.
- The fourth principle is that learning in SDL programs should employ a full range of human capacities, including our senses, emotions and actions as well as our intellects.
- The fifth principle is that SDL activities should be conducted in settings suited to their development.
http://www.selfdirectedlearning.com/
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The site below is for an artilce published by The National Teaching & Learning Forum written by Cheryl Meredith Lowry. Lowry defines SDL, discusses who is engaged in SDL and defines how educators can facilitate SDL.
http://www.ntlf.com/html/lib/bib/89dig.htm
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Roger (Rog) Hiemstra has been researching SDL for four decades. He has won many awards. Below are two of his sites.
http://www-distance.syr.edu/distancenew.html
http://rogerhiemstra.com/
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The last link is from the Journal of Vocational and Technical Education. The report was written by Thomas Fisher and is titled Self-Directedness in Adult and Vocational Education Students: Its Role in Learning and Implications for Instruction.
Abstract:
"This report is intended to enlighten the educator of adults about some of the essential elements of self-directedness, and more clearly define its relevance to adult learning and instruction. It endeavors to stimulate thought and dialogue regarding how the adult educator can utilize the potential of self-directedness in the classroom. By developing qualities built around adult oriented methodologies, teachers can help to enhance adult students' cognitive and affective processes. An expected student response should be the perpetuation of intellectual curiosity and development exhibited by further demonstrations of self-directedness regarding learning. Further, this report points out a potential ethical problem which could arise and identifies six issues that instructors and institutions should address if the needs of adult students are to be met. Lastly, it suggests how "Structured Flexibility" can create a mutually conducive learning environment that provides for student growth as well as instructor proficiency and professionalism."
http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/fisher.html
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Link to the International society for Self Directed Learning; includes access to the International Journal for Self Directed Learning, reflecting current thought on the topic internationally.
http://www.oltraining.com/SDLwebsite/indexSDL.php
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Link to article about SDL and emotional intelligence in the changing workplace. Interesting discussion about adult learning in the workplace and the role of self direction.
http://www.eiconsortium.org/reprints/self-directed_learning.html