The Directors Cut

A self-directed learners guide to the galaxy

We live in a "Brave New World" where we can access and consume knowledge 24 hours a day. This access provides an opportunity to be choosy with what and when we learn, we can choose to learn alone or with a group.
While working on my M.Ed. for Adult Education and Training I discovered the idea of "self-directedness". I teach mid-high school students and was curious if there was a way to help them become more self-directed and build the capacity to become a lifelong learner. I decided to explore the idea which culminated in a project I presented at the International Society for Self-Directed Learners Symposium.

Building Community, Collaboration & Communication In Urban Low Socio-Economic Schools Using Self-Directed Learning

Abstract: This project promotes lifelong learning for urban students in low Socioeconomic Status communities. High school Capstone students use research questions to guide their project, set learning goals, complete self-assessments and evaluate learning through reflection. This project helps bridge the gap between pedagogy and andragogy toward self-directedness of young learners.

Everybody has to Eat

My personal challenge: How do I excite (motivate) a learner of any age to learn. I always go back to Maslow’s Hierarchy to consider the learner. Where are they and what do they need physically, mentally and emotionally to learn?
Self-directed learners have to be ready to learn, set goals, engage, assess and evaluate their learning. Since I am a chef I always think about things in the context of food. Here are some ideas about the venue one might choose to learn in.
Buffet - Lots to choose from, potential to get overwhelmed and lost (surfing the internet, conference)
Quick Service - Get in and get out, go through the drive through, time sensitive (blogs, podcasts)
Family style - Relaxed, collaborative (Twitter chats, PLNs, video chats like Zoom, Hangout)
Fine Dining - Specialized learning, time sensitive (conferences, MOOCs, webinars)

It’s my learning and I need it now!

Consider the microwave. As teachers we have so many demands on us professionally and personally that time is a huge consideration in professional development. How can that mountain be conquered? I am sure you have probably heard of chunked learning where you break up units into small pieces of information to help learners retain it better. I have a lot of absenteeism with my students and I came up with this idea to “micro-chunk”. If I only have a student for one hour, what skills and knowledge can I help them learn. I feel like this strategic thought and process has helped my students be more successful. I often look to news broadcasts as an exemplary example for teaching content, engaging and holding the attention of the audience in micro-chunks.

The Elevator Course

Last year, due to massive budget cuts in Oklahoma, common planning time and professional development (PD) in the school day was eliminated. This made learning new instructional strategies a real challenge. Almost 50% of our teaching staff was new. I just kept thinking about a way to support teachers.
I was working with my students on their portfolios and they were developing elevator speeches for job interviews, entrepreneurship and branding.  It got me thinking about something I call an “Elevator Course”. This is PD that can take place in about the length of time it takes to ride an elevator. These short modules consist of a video and link to a resource to do an instructional strategy. The idea is the whole thing should take 5-10 minutes. Then the teacher can practice using the strategy during the week, take at least one picture with the strategy in use and post it. If you want a contained environment this could be done on Edmodo or Google classroom. Teachers could share a photo and reflection via the online platform. If you use Edmodo, you can create a small group for each topic so things don’t get so messy in conversations. Teachers could also choose which small group topic they wanted to learn instead of assigned. As far as I know, Google Classroom does not have this feature yet.
Another way to do this could be a Hyper Doc or Google slide that was open for everyone to view the weekly task and to post photos and reflections. You could integrate Flipgrid or Padlet for photos, videos and reflections. Incidentally, Microsoft bought Flipgrid and it is now free for teachers. Depending on your audience and desired outcomes, you could use Facebook, Twitter, Instagram or Snapchat.

Ready, Set Cook!

Self-directed learners have to be ready to learn, set goals, engage, assess and evaluate their learning.
-->Decide on the time and place you learn best or your learners learn best otherwise it might not happen.
-->Set a SMART goal. Be sure it is something you or your learners can attain in a timely manner.
-->Either find something you are interested in or create interest for the learners – sell the outcome, not the product, because “Who needs one more thing?”
-->Be ready to answer the question, “Did you learn anything? Did they Learn anything? How do you know?
If you are reading this, there is a good chance you are already self-directed and a life long learner. There is a name for that - IMPRESSIVE!