It has just made me more aware that we need to be concerned with all learners and give them the tools for self-direction and self-monitoring so that learning may be more meaningful to them and so that they constantly know where they stand at any given time on a project. This all needs to happen at the level of the student so that they may progress up the ladder of achievement based on their personal potential.
This is probably not the best time for me to post because it has been a difficult last few days trying to get resource students to respond in what I consider an acceptable level. Self-direction is a challenge to students who have not been responsible for the most basic academic tasks. I have to start the third graders with getting their parents to sign the agenda every night and respond to my comments. On a more positive note, I realize the checklists and charts must be simple, have limited words or reading tasks, and use pictures rather than statements to complete.
This module has helped me think about self-directed learners and the role of differentiation in the following ways: Realizing there is so much more to do to facilitate all the learners in my classroom. I believe project based learning is the key to learning. I do have to agree with Ruby: trying to get (resource) students to respond in what I consider an acceptable level. Self-direction is a challenge to students who have not been responsible for the most basic academic tasks.
Self-direction can be challenging when working with resource students and they often need various kinds of self-direction because one size does not fit all. I try very hard to help them find the tools that will make each of them the most successful as individuals. Having them for three years in a row allows them to mature and also to understand what self-motivation is required for success. Once kids figure that out with our guidance they really do come into their own.
With enough planning and guiding materials, the students can really teach and assess themselves. This may have even more value than teacher-led learning and assessment. It takes a mature student to monitor their thinking and learning.
The module made me think more about how I could create a unit that would allow students to independently complete the unit within a structured time frame. I find that students really do enjoy ownership of their learning, but they need a structured framework to work within. If students have clear guidelines and a timeline with periodic checks as they go, they do much better. Your truly independent learners will excel and the learner who needs the structure and accountability will be able to complete the assignment as well.
It has just made me more aware that we need to be concerned with all learners and give them the tools for self-direction and self-monitoring so that learning may be more meaningful to them and so that they constantly know where they stand at any given time on a project. This all needs to happen at the level of the student so that they may progress up the ladder of achievement based on their personal potential.
ReplyDeleteThis is probably not the best time for me to post because it has been a difficult last few days trying to get resource students to respond in what I consider an acceptable level. Self-direction is a challenge to students who have not been responsible for the most basic academic tasks. I have to start the third graders with getting their parents to sign the agenda every night and respond to my comments. On a more positive note, I realize the checklists and charts must be simple, have limited words or reading tasks, and use pictures rather than statements to complete.
ReplyDeleteThis module has helped me think about self-directed learners and the role of differentiation in the following ways: Realizing there is so much more to do to facilitate all the learners in my classroom. I believe project based learning is the key to learning. I do have to agree with Ruby: trying to get (resource) students to respond in what I consider an acceptable level. Self-direction is a challenge to students who have not been responsible for the most basic academic tasks.
ReplyDeleteSelf-direction can be challenging when working with resource students and they often need various kinds of self-direction because one size does not fit all. I try very hard to help them find the tools that will make each of them the most successful as individuals. Having them for three years in a row allows them to mature and also to understand what self-motivation is required for success. Once kids figure that out with our guidance they really do come into their own.
ReplyDeleteWith enough planning and guiding materials, the students can really teach and assess themselves. This may have even more value than teacher-led learning and assessment.
ReplyDeleteIt takes a mature student to monitor their thinking and learning.
The module made me think more about how I could create a unit that would allow students to independently complete the unit within a structured time frame. I find that students really do enjoy ownership of their learning, but they need a structured framework to work within. If students have clear guidelines and a timeline with periodic checks as they go, they do much better. Your truly independent learners will excel and the learner who needs the structure and accountability will be able to complete the assignment as well.
ReplyDelete