Getting+Started

= = = ** ADVANTAGES OF SELF DIRECTED LEARNING ** ** SCHOOLS ** = **B** uilding up a learning community
 * ** Self Directed Learning Model ** || ** Traditional Model ** ||
 * Wide range of curriculum choices, potentially with no limits determined by student numbers or timetable constraints. || Choices limited by student numbers and timetable constraints. ||
 * Very high learning success rates for all students. || Not all students succeed. ||
 * All students satisfied and contented and have specific learning needs met || Students often dissatisfied and have to conform to the system rather than have the system adapt to meet their needs. ||
 * All staff enjoying their teaching and do not have to deal with classroom management issues. || Teachers often very busy and stressed with much of their time consumed by classroom management issues. ||
 * Parents regularly informed of student’s progress and able to participate in guiding learning. || Limited contact with parents with few opportunities to influence the learning of their student ||
 * Very easy to timetable school schedules. || Timetables rarely suit students or teachers. ||
 * No need for CRT’s when teachers absent. || CRT’s essential when a teacher is absent. ||
 * Teachers focus is only on learning and they do not have administrative responsibilities || Teachers have to complete a wide range of administrative tasks not directly related to learning ||
 * There is little or no bullying. || Bullying frequently occurs, and sometimes the teachers bully students and teachers are bullied by administrators. ||
 * There are no Year level issues between students || Year levels tend to be separated ||
 * No confrontations between teachers and students || Teachers sometimes provoke confrontations by taking responsibility for students’ behaviour ||
 * Students study what they want to, when they want to, with whom they want to, at their own pace. || Students told what to study, when to study, with whom to study and at what pace to study. ||
 * Students choose to undertake tests and assessments when they are ready. || Students are tested when the teacher is ready. ||
 * Students develop strong independence and self reliance skills. || Many students are very dependent of their teachers. ||
 * Students cope very well when moving on to post-secondary study of pathways || Some students do not cope well past secondary due to learned dependence ||
 * Individual learning needs identified and addressed || Not all learning needs addressed ||
 * Students take full responsibility for their own learning, determining personal goals, deciding on content to be studied, completing work according to their own plan and being responsible for their own performance || Teachers set goals, determine course content, take responsibility for all student learning, monitor work completion and are responsible for all assessment. ||
 * Real and effective community development which meets the needs of every student. || Artificial community constructed which bears little similarity to community beyond schools. ||
 * students right to feel safe and supported
 * cooperative and not competitive or comparative ensuring team work and peer support
 * students are able to take risks with their learning, 'by making mistakes we learn'. If the incentive to take a risk is that they are marked incorrect on a piece of work they won't extend themselves Reduce rewards/punishments
 * student voice: how do we encourage and nurture this
 * Rethinking the current ways that we're doing things. Needs to be educationally sound.
 * Being very clear about the purpose behind tasks: aim is to develop understanding eg: First Steps Maths, inquiry
 * Clear criteria so that students understand what they're expected to do. Create samples
 * Sound educational base for all things we do. ie: homework, rewards and punishments... See research page
 * Note that 80% of time students are pretending to listen.
 * Concepts and 'big ideas' driven so that skills and understandings can be connected to new learning. Try not to be caught up in a 'content' driven curriculum. Need to 'connect' and 'transfer' knowledge.

Resources:
Habits of Mind Learning and Leading with Habits of Mind:

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