Student Led Conference Reading Self Reflection Sheet

Learning independently can be challenging, even for the brightest and most motivated students. Equally a means of better understanding the processes involved in this mode of written report, this Teaching Tip outlines key components of iv cardinal stages to independent learning, known as self-directed learning: existence ready to learn, setting learning goals, engaging in the learning process, and evaluating learning.

Step 1: Assess readiness to learn

Students need various skills and attitudes towards learning for successful independent report. This footstep involves students conducting a self-evaluation of their current situation, study habits, family situation, and support network both at school and at habitation and also involves evaluating past experiences with contained learning. For a detailed Learning Skills Cess Tool, read our Readiness to Larn Teaching Tip. Signs of readiness for self-directed learning include beingness autonomous, organised, self-disciplined, able to communicate effectively, and able to accept constructive feedback and engage in self-evaluation and cocky­-reflection.

Step ii: Set learning goals

Communication of learning goals between a student and the advising teacher is critical. We've developed a set of questions for students to consider as they map out their learning goals: our Unit Planning Decision Guide). Also critical in developing a clear agreement of learning goals betwixt students and instructors are learning contracts. Learning contracts mostly include:

• Goals for the unit of report
• Structure and sequence of activities
• Timeline for completion of activities
• Details about resource materials for each goal
• Details virtually grading procedures
• Feedback and evaluation equally each goal is completed
• Meeting program with the advising instructor
• Agreement of unit policies, such every bit a policy on tardily assignments

In one case created, contracts should be assessed by the advising kinesthesia member and questions nigh feasibility should be raised (e.g., What could go wrong? Is there too much or too little work? Is the timeline and evaluation reasonable?).

Step three: Engage in the learning procedure

Students demand to sympathise themselves every bit learners in guild to understand their needs every bit self-directed learning students — referring students to our resource on learning preferences may exist helpful. Students should also consider answering the post-obit questions:

• What are my needs re: instructional methods?
• Who was my favourite teacher? Why?
• What did they exercise that was different from other teachers? Students should reverberate on these questions throughout their program and substitute "teacher" with "advising instructor"

Students likewise need to understand their approach to studying:

• A deep approach to studying involves transformation and is platonic for self-directed learning. This approach is about understanding ideas for yourself, applying knowledge to new situations and using novel examples to explicate a concept, and learning more than than is required for unit completion.
• A surface approach involves reproduction: coping with unit requirements, learning only what is required to complete a unit in good standing, and tending to regurgitate examples and explanations used in readings.
• A strategic approach involves arrangement: achieving the highest possible grades, learning what is required to pass exams, memorizing facts, and spending time practicing from past exams.

Earlier bookish piece of work may have encouraged a surface or strategic approach to studying. These approaches volition not exist sufficient (or even advisable) for successful independent study. Contained study requires a deep approach to studying, in which students must understand ideas and be able to apply knowledge to new situations. Students need to generate their own connections and be their own motivators.

Step 4: Evaluate learning

For students to be successful in self-directed learning, they must be able to engage in self-reflection and cocky-evaluation of their learning goals and progress in a unit of measurement of study. To support this self-evaluation procedure, they should:

• regularly consult with the advising teacher,
• seek feedback, and
• engage in reflection of their achievements, which involves request:
  • How do I know I've learned?
  • Am I flexible in adapting and applying knowledge?
  • Do I have confidence in explaining textile?
  • When practice I know I've learned enough?
  • When is it time for self-reflection and when is information technology time for consultation with the advising faculty member?

Responsibilities in the four-step process

Successful independent study requires certain responsibilities or roles of both students and advising kinesthesia members. The following is a cursory listing of the more important roles. It is useful for both students and advising faculty members to periodically review this list and communicate as to whether each feels the other is fulfilling their share of the responsibility.

Students' roles

• Cocky-assess your readiness to larn
• Ascertain your learning goals and develop a learning contract
• Monitor your learning process
• Take initiative for all stages of the learning procedure — exist self-motivated
• Re-evaluate and alter goals as required during your unit of report
• Consult with your advising instructor as required

Advising instructors' roles

• Build a co-operative learning surroundings
• Help to motivate and directly the students' learning experience
• Facilitate students' initiatives for learning
• Be available for consultations equally appropriate during the learning process
• Serve as an advisor rather than a formal instructor

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Resources

CTE instruction tips

• Independent Studies: Readiness to Learn
• Independent Studies: Unit of measurement Planning Decision Guide
• Self-Directed Learning: Learning Contracts
• Understanding Your Learning Style

Other resource

• Graves, Northward. (Ed.) (1993).Learner managed learning: Exercise, theory, and policy. Leeds: AW Angus & Co. Limited.
• Hammond, Thousand. & Collins, R. (1991).Self-directed learning: Disquisitional exercise. London: Kogan Folio Express.
• Hiemstra, R. Self-directed web portal.
• Kim, R., Olfman, L., Ryan, T., & Eryilmaz, E. (2014). Leveraging a personalized system to improve self-directed learning in online educational environments.Computers & Education, seventy, 150-160.
• Knowles, M. (1986).Using learning contracts: Practical approaches to individualizing and structuring learning.London: Jossey-Bass Publications.
• Simpson, O. (2000). Supporting students in open up and distant learning.London: Kogan Folio Limited.
• Tait, J. & Knight, P. (1996). The management of independent learning. London: Kogan Page Limited.

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This Creative Commons license lets others remix, tweak, and build upon our piece of work non-commercially, as long as they credit us and indicate if changes were fabricated. Use this citation format:Self-Directed Learning: A 4-Step Process. Centre for Teaching Excellence, University of Waterloo .

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