Techlearning blog

I’ve seen Guy Kawasaki speak several times and he never fails to talk about mission statements, why they are not worth much, and how you can develop one quickly and easily with the use of the Dilbert Mission Statement Generator. Here is one, developed with a single click:

We exist to globally network principle-centered data while continuing to proactively simplify high standards in benefits to exceed customer expectations.

So, when I was driving through the town I live in, my eye instantly caught this mission statement on a school's billboard:

Educating Students to Be Self-Directed Learners.

That’s a fine goal, and a worthy mission for any school. But what are the characteristics of self-directed learning? What kind of climate and culture must be present in a school to pull that off? Here is my take on what I think those students should be capable of and what that school should be like, if that mission is indeed actualized. My Twitter network also weighs in, with comments in italics….

Self-directed learners are capable of asking great questions, essential questions.

Self-directed learners have internalized a problem-solving approach, typically some inquiry-based methodology that provides a framework for learning.

Self-directed learners are capable of developing a direction for their learning, and are comfortable and capable of exploring their own path, and can set short and long-term goals for their learning.

Self-directed learners are equally capable of working independently, collaboratively, locally and globally.

From Quentin D’Souza via Twitter: one who perpetually asks questions, explores different opinions, and strives toward answers.

From Tom Turner, via Twitter: self-directed learners are….not afraid to take risks and ask questions to learn.

From pjhiggins, no fear of failure. Self-directed learning is all about being willing to fall down.

From John Howell, via Twitter: a self-directed learner is one who asks questions, seeks answers, and then realizes that it leads to more questions.

Self-directed learners continually engage in metacognitive processes that promote reflective thinking about learning.

Self-directed learners are capable of expressing the outcomes of their learning in multiple media and formats.

Self-directed learners have internalized strategies for self-assessment of their learning and for the representations of their learning. This self-assessment data is used to redirect and refocus their learning.

Self-directed learners are capable of using a variety of tools to drive learning, from paper and pencil to the cell phone and mp3 player they bring to school.

From Arthus, via Twitter: a self-directed learner is a leader of themselves, finding knowledge as its own reward and continually searching for more.

From Dean Shareski, via Twitter: Learning when you want, how you want, with whom you want.

What about the climate and culture of the self-directed learner’s school?

Self-directed learners develop in learning climates where a professional teacher is a catalyst for learning, a connector for learners, and a passionate champion for student learning. No facilitators, no guides-on-the-side, no-sage-on-the-stage or any other 1990 representation of teacher roles are present in these schools.

Self-directed learners develop in a structured and safe school environment, where the responsibility for one’s own learning is gradually increased over time.

Self-directed learners develop in learning climates where their teachers and administrators are self-directed learners.

Self-directed learners develop in learning climates that are permeable and permit students to explore learning connections beyond the four walls of the typical classroom. Self-directed learners form networks of learners.

OK, so how does all of this translate to actual practice? Go no further than Christian Long’s English class in Texas. Take a look at their study of Frankenstein to see what self-directed learning looks like under the tutelage of a master practitioner. From Christian:

Instead of being 'English students' dutifully following my syllabus and daily plan as is so tempting from the teacher's side of the desk, each of my 4 classes will become real-time archeologists, detectives, and futurists in an effort to co-develop a strategic plan for mastering this literary masterpiece. The standards will be blatantly put forward: become an expert. By any means necessary.

And on his role:

I'll offer myself as a 'free' consultant for a specific # of days that they can 'hire' when they feel that they have exhausted their own instincts/research.

Please read the rest of the post, it's well worth it.

From Marie Coleman, via Twitter: a self-directed learner… initiates growth and "stretching" - constantly seeking new skills, knowledge, interactions to improve self amd hopefully impact others.

From Mark Wagner, via Twitter: a self-directed learner can set his or her own objectives, choose learning strategies and resources, self-check for understanding, adjust, and self-assess.

From Glovely, via Twitter, a self-directed learner follows their wonder with purposeful wandering...

Finally, from Chris Lehmann, his description of a self-directed learner:

Someone who wants to be better tomorrow than they were today.

Now that’s a great vision statement.

What's your vision of self-directed learning?