TEACHING Self-Direction by Narrowing the Focus
TASKS

In this section you can...
1. view daily activities or routine tasks where elements of self-direction can be monitored in students.
2. identify the self-direction elements that will be modeled, taught, & monitored.
3. choose strategies that could be embedded into the activities or tasks. Probably, you are already using a number of these strategies at sometime during the day!

Working Definitions
You may find the list of working definitions for the various elements of self-direction, a helpful resource.
Page_white_word WORKING DEFINITIONS of SD
STRATEGIES for SELF-ASSESSMENT

Teachers should design instruction where students have multiple opportunities to engage in the activities that necessitate skills of self-direction.

  • Conferencing with a Classmate
  • Conferencing with a Teacher
  • Reciprocal Teaching
  • Plan...Do...Study...Act
  • KWLs
  • Recording Progress
  • Self-Reflection Worksheets/Metacognitive Reflection Sheets
  • Reflective Journals
  • Metacognitive Activities
  • Graphic Organizers
  • Checklists
  • Kid-Friendly Checklists of Standards Met in a Subject Area
  • Rubrics Developed with Students
  • Questionnaires
  • Letters
  • Portfolios
  • Student-led Conferences
  • And...others! 
Daily & Procedural Activities
Where, in the school day could students benefit from being SELF-DIRECTED? Use this chart to not only take a look at your day, but to identify very specific elements of self-direction that could be taught, practiced, or assessed during that time.
By looking at self-direction in this way, the teaching of the skills can occur..seamlessly.
Page_white_word Phases of the LEARNING PROCESS
STEP-by-STEP PLANNING ACTIVITY

The curriculum in which self-direction will be addressed can and will be prepared in many different ways, but here is a brief outline that highlights of any approach you may take:

  • Define your course or unit of work in outcome statements stating what students must achieve.
  • Select an approach to self-directed learning from the list provided.
  • Plan a classroom environment that is appropriate for self-directed learning activities.
  • Create the activity in which the element of self-direction will be addressed & incorporated (learning proposals, journals, and presentations).