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Informationen zum Autor Maurice Gibbons is education professor emeritus, Simon Fraser University, British Columbia and a former teacher of grades 4 through 13. In his university position he specialized in the development of innovative educational programs, including the internationally celebrated Walkabout program for the transition of youth to adulthood. He has written books and journal articles on innovative education and self-directed learning and currently speaks and consults throughout Canada and the United States Contact Self-Directed Learning at www.mauricegibbons.com. Klappentext The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students-- and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors. The Self-Directed Learning Handbook presents a comprehensive, practical framework for introducing self-directed learning approaches in the classroom, showing educators how to: Translate conventional curricula into discrete outcomes allowing students to devise individualized approaches to their course work Design engaging and powerful classroom lessons Negotiate and structure effective student learning agreements Modify teaching approaches and other classroom practices to encourage self-motivated learning and skill development Encourage student self-assessment of course work and other accomplishments The book provides sample course units, lessons, contracts, and assessment instruments and features examples from public schools that have successfully implemented self-directed learning programs. Zusammenfassung The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students-- and for motivating them to take increasing responsibility for deciding what and how they should learn. Inhaltsverzeichnis Preface xiii Acknowledgments xvii 1 The Case for Self-Directed Learning 1 What Is Self-Directed Learning? 2 How Does Research Support SDL? 6 The Major Principles of an SDL Program 9 The Essential Elements of SDL 11 Approaching SDL in Stages 13 2 A Framework for Teaching SDL 14 Defining the Course 15 Expanding Learning Options and Environments 16 Building Independent Thinking Skills 18 Negotiating Student Learning Agreements 20 Establishing Assessment Processes 21 3 Rethinking Student Coursework 23 Essential Planning Steps 23 Understanding the Stages of SDL 24 Linking the Stages to Grade Levels 28 Designating Course Outcomes 29 Developing Self-Managed Course Units 34 Student-Planned Coursework and Projects 38 Focusing on Competencies and Challenges 39 4 Planning Lessons and Projects 43 Planning Lessons and Projects 43 Principles for Pla...
