4e: Developing Self-Directed Learners
In this module, faculty learn how to assist students in understanding and taking ownership of their own learning process. Techniques include using cues to guide student learning, presenting and having students develop work plans for completing complex assignments, prompting self-reflection with rubrics or other grading guidelines, and making worked examples available.
To satisfy the module requirements, faculty must implement one or more techniques, such as sharing examples of prior students’ work, using an exam wrapper, or having students complete the Critical Incident Questionnaire.
Advising Subject Matter Expert(s)
Abdullah, M. H. (2001). Self-directed learning. Retrieved from ERIC database. (ED459458)
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5–13.
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.
Bowen, J. (2013, August 22). Cognitive wrappers: Using metacognition and reflection to improve learning [Blog post]. Retrieved from http://josebowen.com/cognitive-wrappers-using-metacognition-and-reflection-to-improve-learning/
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Carey, L. J., Flower, L., Hayes, J., Shriver, K.A., & Haas, C. (1989). Differences in writers’ initial task representations (Technical Report No. 34). Center for the Study of Writing at University of California at Berkeley and Carnegie Mellon University.
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Connor, C. (2004). Developing self-directed learners. Retrieved from http://www.schoolnet.org.za/conference/sessions/nh/self-directed_learning.pdf
Cornell University, Center for Teaching Innovation. (n.d.). What do students already know? Retrieved from http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/what-do-students-already-know.html
Conrad, R.-M., & Donaldson, J. A. (2011). Engaging the online learner, updated: activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
DeLong, M., & Winter, D. (2002). Learning to teach and teaching to learn mathematics: Resources for professional development. Washington, DC: Mathematical Association of America.
Dweck, C. S. (2007). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Fayetteville State University. (n.d.). Create engaging assignments and clear assignment sheets. Retrieved from http://www.uncfsu.edu/learning-center/wac/faculty-home/formal-writing-project/engaging-and-clear
Harris, C. (2014, June 6). Teaching from the test: Exam wrappers [Blog post]. Retrieved from https://www.purdue.edu/learning/blog/?p=7050
Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners. Institute for Learning Styles Research Journal, 1, 14–28.
The University of Tennessee at Chattanooga, Walker Center for Teaching and Learning. (n.d.). Classroom assessment strategies. Retrieved from http://www.utc.edu/walker-center-teaching-learning/teaching-resources/classroom-assessment-strategies.php