Self-directed learning

PRESENTED BY,
HUMAIRA
FARIA
 Knowles define
• The process of SDL “in which individual take
the initiative, with or without the help of
others, in diagnosing their learning needs,
formulating learning goals, identifying human
and material resources for learning.
Choosing and implementing appropriate
learning strategies, and evaluating those
learning outcomes”
 Knowles six step process
• Knowles also delineated a six-step process
which could from the basis of a learning
contract for learners and instructors to follow
in planning self-directed learning
 Cont….
• Climate setting, that is, creating an
atmosphere of mutual respect
and support.

• Diagnosing learning needs

• Formulating learning goals

 cont….
• Identifying human and material resources for
learning

• Choosing and implementing appropriate

learning strategies

• Evaluating learning outcomes

• Tough studies SDL from the perspective of learning
projects which he defined as deliberate efforts to
build knowledge, develop skill or make changes,
efforts that took a minimum of seven hours.
 4 types of sdl projects
• Clardy interviewed 56 adult workers and
identified four types of SDL projects.
• Induced
• synergistic
• voluntary
• scanning
 induced

• Induced SDL occurs when learning is

mandated by an authority. You have no
mastery of the material (indeed, you may have
no knowledge at all) and would be considered
“unconsciously incompetent” in the area.
 Synergistic

• Synergistic SDL is not mandated learning, but

instead optional and inspired by the
opportunity to take advantage of a learning
situation made available by another person.
 voluntary
• Voluntary SDL occurs when learning
something helps you achieve a goal. This type
of learning is not motivated or validated by a
higher authority and you are “ consciously
competent” in knowing what you need to do
in order to attain your goal.
 Scanning

• Scanning SDL, is an going process of searching

for new learning.
 4Goals of sdl
• Caffarella suggested that there were four goals
likely to motivate learners to engage in SDL.
• Aspiration to gain knowledge or develop skill.
• More self-directed in learning.
• Inspire transformational learning.
• Emancipatory.
 10 myths sdl
• Along with the growing body of research and
writing a number of misconceptions or, as
Brockett calls THEM, myths of SDL.
• 1st six myths relate to the learners themselves
and their activities.
Myth 1,

• SDL is an all-or-nothing concept, is the

mistaken notion that you either are a self-
directed learner or you are not.

• In reality, every learner is different, possessing

varying levels of self-directedness.
 Myth 2

• Self-direction implies learning in isolation, is

an incorrect stereotype that places the learner
in seclusion from other learners.
• In reality, learners may engage in periods of
intense, individualized learning, their learning
will be enhanced by sharing it with others and
inquiring with other adults or instructors
about their questions,insights and reflections.
 Myth 3
• SDL is best approach for adults, can cause
problems if the unique needs and goals of
learners are not taken into account when
structuring learning activities.

• In reality, we must be realistic about the

limitations of SDL and use it appropriately.
 Myth 4
• Sdl is limited primarily to white middle class
adults, suggests that this learning method
reflects the dominate culture.
• In reality, critiques of SDL, Brockett notes that
there are examples of SDL across diverse
social groups and societies outsides North
America and West Europe.
 myth 5,
• SDL is not worth the time required to make it
work,
Myth 6,
• SDL activities are limited primarily to reading
and writing,
Myth 7,
• Facilitating self-direction is an easy way out for
teachers, is one of the most pervasive myths.
Myth 8,
• SDL is limited primarily to those settings
where freedom and democracy prevail.
Myth 9,
• SDL is just another adult education fad.
Myth 10,
• SDL will erode the quality of institutional
programs.
 sdl a four step process

• Step 1: Readiness to learn.

• Step 2: Set learning goals.
• Step 3: Engage in the learning process. ...
• Step 4: Evaluate learning.