Self-directed learning is a valuable tool for both teachers and students. It essentially grants students the choice to select the subject, methods, and time at which they learn (Brandt, 2020). To ensure that self-directed learning goals pupils set are in line with the necessary learning objectives, teachers must take into account a few key elements.
The most important thing to keep in mind is that teachers must assist students in a process where they reflect on their learning needs and set learning goals(Brandt, 2020). For instance, when implementing a project-based learning strategy, teachers may structure the process with big-idea questions centered on a key subject. The subject or problem becomes the center around which to arrange the queries that direct teaching and learning. Launcher exercises and handouts that outline the organization of the project or performance task, as well as crucial dates, are additional tactics that have been demonstrated to be effective during this stage (Brandt, 2020). Therefore, teachers should employ a project-based learning approach or another technique to guide students toward a specific learning goal that aligns with the curriculum, while also helping them identify self-directed learning goals.
The abovementioned strategies are essential to consider because they increase students’ motivation. Motivation is a key moderator of engagement and self-directed learning because a student will act independently when they enjoy the activity or believe it is necessary to obtain a significant or desired outcome. Setting objectives has an impact on motivation because it describes and crystallizes a desired future event (Brandt, 2020). SMART goals (specific, measurable, attainable, relevant, and time-bound) provide a clear objective to guide a teacher’s instruction and motivate students to take action (Brandt, 2020). Therefore, it is essential to steer students toward a specific objective as they determine their self-directed learning goals, as this has a beneficial impact on motivation.
Reference
Brandt, C. (2020). Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning. ERIC.