The self-directed learning handbook : challenging adolescent students to Excel /

Detalles Bibliográficos
Autor principal: Gibbons, Maurice, 1931-
Formato: Libro
Lenguaje:English
Publicado: San Francisco, CA : Jossey-Bass, c2002.
Colección:Jossey-Bass education series.
Materias:
Enseñanza individualizada > Manuales.
Estudio independiente > Manuales.
Autoeducación > Manuales.
Educación secundaria > Manuales.
Acceso en línea:Tabla de contenido
Información biográfica
Tabla de Contenidos:
  • 1. The case for self-directed learning
  • What is self-directed learning?
  • How does research support SDL?
  • The major principles of an SLD program
  • The essential elements of SDL
  • Approaching SDL in stages
  • 2. A framework for teaching SDL
  • Defining the course
  • Expanding learning options and environments
  • Building independent thinking skills
  • Negotiating student learning agreements
  • Establishing assessment processes
  • 3. Rethinking student coursework
  • Essential planning steps
  • Understanding the stages of SDL
  • Linking the stages to grade levels
  • Designating course outcomes
  • Developing self-managed course units
  • Student-planned coursework and projects
  • Focusing on competencies and challenges
  • 4. Planning lessons and projects
  • Principles for planning lessons
  • Designing learning episodes
  • Creating experiences
  • Promoting study
  • Encouraging productivity
  • Involving students in project planning
  • 5. Teaching independent thinking
  • Inviting inquiry and initiative
  • Developing problem-solving skills
  • Using process frameworks: investigation and action
  • Cultivating process thinking and attitudes
  • 6. Negotiating student learning agreements
  • The learning agreement or contract
  • The elements of a contract
  • Negotiating contract agreements
  • Sample contracts
  • Tracking student progress
  • 7. Motivating and empowering students
  • Encouraging students to pursue SDL
  • Motivating students to motivate themselves
  • The working journal as a motivational tool
  • Dealing with the SDL crisis
  • Working with difficult students
  • 8. Assessing student achievement
  • Promoting student self-assessment
  • Assessing general skills
  • Assessing coursework
  • Evaluating projects and assignments
  • Portfolios for personal learning
  • Passage and graduation criteria
  • Demonstrations, celebrations, and conferences
  • 9. Pursuing a path of excellence
  • The teacher is the key person
  • Making a difference to the student
  • Starting an SDL school
  • Administrative support for SDL
  • Creating a shared vision
  • Resource A: How much SDL are you teaching now?
  • Resource B: How self-directing are you? A self-assessment instrument
  • Resource C: The passage process
  • Resource D: The integrated SDL unit: the kinds of activities involved
  • Resource E: Inner states for SDL
  • Resource F: Sample process templates
  • Resource G: Guidelines, traps, and boosters
  • Resource H: The support or triad
  • Resource I: Samples from a student's working journal
  • Resource J: Some of the many ways students can learn.

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