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The self-determined learning model of instruction

The self-determined learning model of instruction

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The self-determined learning model of instruction

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  1. The self-determined learning model of instruction Teacher Guide Colleen A. Thoma Virginia Department of Education Virginia Training and Technical Assistance Center Pilot Schools

  2. What is it? • The self-determined learning model of instruction is a model of teaching designed for use by teachers to enable students to become causal agents in their own lives and to self-direct learning.

  3. Overview • The self-determined learning model of instruction is a problem-solving process • It is based on the premise that self-determined people persistently regulate their problem solving to meet their own goals in life • In order to live successfully in the community, students with disabilities must resolve one problem after another.

  4. What is a problem? • A problem is a task, activity, or situation for which a solution is not immediately identified, known or obtainable. • Solving a problem is a process of identifying a solution that resolves the initial perplexity or difficulty. • Problem solving seeks to bridge the gap between a person’s current situation and a desired outcome.

  5. Self-determined learning model of instruction • Is flexible enough that it can be used individually and tailored to an individual student’s needs • Can also be used for a group or whole class process

  6. Problem-solving Process

  7. Considerations for individualizing the model • Not all students will learn all steps, nor will they necessarily use the words as outlined • You may have to paraphrase for some students or engage them in each step without them understanding the whole process

  8. Introducing the process to students • Emphasize that you want to teach the student to learn to solve problems and learn what he or she needs to know to get what they want in life (in school, in a job, in living, etc.) • Explain terms • Problem • Barrier • Goal

  9. Introducing the process to students • Ground discussion in the realm of student’s transition to adult life and/or the realm of the academic class • Outline student’s responsibilities and the responsibilities of any support personnel • Teacher’s role through this initial discussion is to support/scaffold

  10. Introducing the process to students • Make the student questions fit! • Read the questions with or to the student • Discuss what the questions mean • Change the wording to enable the student to better understand • You will then have questions that the student will accept as his/her own.

  11. Using the process with students

  12. What is my goal? What do I want to learn? What do I know about it now? What must change for me to learn what I don’t know now? What can I do to make this happen?

  13. What is my plan? What can I do to learn what I don’t know? What could keep me from taking action? What could I do to remove these barriers? When will I take action?

  14. What have I learned? What actions have I taken? What barriers were removed? What has changed about what I didn’t know? Do I know what I want to know?

  15. Using the model • Left-hand side are the student questions • Right-hand side provides guidelines for teachers to use to stimulate discuss, focus the student and/or focus their own efforts • Let’s try some examples….

  16. Think, Pair, Share Activity • THINK about a problem you’ve encountered in your own life and apply Phase I of the self-determined learning model of instruction to its solution • THINK about a possible plan (using Phase II)

  17. Think, Pair, Share Activity • PAIR: discuss your problem and possible solution with a colleague • PAIR: give your colleague an opportunity to discuss his/her problem and possible solution

  18. Think, Pair, Share activity • SHARE your colleague’s problem and possible solution with the large group.

  19. Example of using the model with a student… We want you to meet Katie…..

  20. Group activity • Break into groups of 5 • You will work with teachers who teach students who are most similar to the ones you see daily • Read the basic information about a student with disabilities • Within the groups, decide • Determine 3 goals for the student • Go through phases 1 and 2 of the self-determined learning model of instruction for each of the three goals • Be ready to share these goals with the large group.