{"product_id":"the-self-directed-learning-handbook-isbn-9780787959555","title":"The Self-Directed Learning Handbook","description":"The Self-Directed Learning Handbook offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students-- and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors. \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The Case for Self-Directed Learning 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Self-Directed Learning? 2\u003c\/p\u003e \u003cp\u003eHow Does Research Support SDL? 6\u003c\/p\u003e \u003cp\u003eThe Major Principles of an SDL Program 9\u003c\/p\u003e \u003cp\u003eThe Essential Elements of SDL 11\u003c\/p\u003e \u003cp\u003eApproaching SDL in Stages 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 A Framework for Teaching SDL 14\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining the Course 15\u003c\/p\u003e \u003cp\u003eExpanding Learning Options and Environments 16\u003c\/p\u003e \u003cp\u003eBuilding Independent Thinking Skills 18\u003c\/p\u003e \u003cp\u003eNegotiating Student Learning Agreements 20\u003c\/p\u003e \u003cp\u003eEstablishing Assessment Processes 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Rethinking Student Coursework 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEssential Planning Steps 23\u003c\/p\u003e \u003cp\u003eUnderstanding the Stages of SDL 24\u003c\/p\u003e \u003cp\u003eLinking the Stages to Grade Levels 28\u003c\/p\u003e \u003cp\u003eDesignating Course Outcomes 29\u003c\/p\u003e \u003cp\u003eDeveloping Self-Managed Course Units 34\u003c\/p\u003e \u003cp\u003eStudent-Planned Coursework and Projects 38\u003c\/p\u003e \u003cp\u003eFocusing on Competencies and Challenges 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Planning Lessons and Projects 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning Lessons and Projects 43\u003c\/p\u003e \u003cp\u003ePrinciples for Planning Lessons 43\u003c\/p\u003e \u003cp\u003eDesigning Learning Episodes 46\u003c\/p\u003e \u003cp\u003eCreating Experiences 47\u003c\/p\u003e \u003cp\u003ePromoting Study 49\u003c\/p\u003e \u003cp\u003eEncouraging Productivity 51\u003c\/p\u003e \u003cp\u003eInvolving Students in Project Planning 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Teaching Independent Thinking 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInviting Inquiry and Initiative 58\u003c\/p\u003e \u003cp\u003eDeveloping Problem-Solving Skills 64\u003c\/p\u003e \u003cp\u003eUsing Process Frameworks: Investigation and Action 65\u003c\/p\u003e \u003cp\u003eCultivating Process Thinking and Attitudes 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Negotiating Student Learning Agreements 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Learning Agreement or Contract 73\u003c\/p\u003e \u003cp\u003eThe Elements of a Contract 74\u003c\/p\u003e \u003cp\u003eNegotiating Contract Agreements 81\u003c\/p\u003e \u003cp\u003eSample Contracts 87\u003c\/p\u003e \u003cp\u003eTracking Student Progress 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Motivating and Empowering Students 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEncouraging Students to Pursue SDL 93\u003c\/p\u003e \u003cp\u003eMotivating Students to Motivate Themselves 95\u003c\/p\u003e \u003cp\u003eThe Working Journal as a Motivational Tool 99\u003c\/p\u003e \u003cp\u003eDealing with the SDL Crisis 101\u003c\/p\u003e \u003cp\u003eWorking with Difficult Students 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Assessing Student Achievement 110\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePromoting Student Self-Assessment 111\u003c\/p\u003e \u003cp\u003eAssessing General Skills 113\u003c\/p\u003e \u003cp\u003eAssessing Coursework 113\u003c\/p\u003e \u003cp\u003eEvaluating Projects and Assignments 119\u003c\/p\u003e \u003cp\u003ePortfolios for Personal Learning 121\u003c\/p\u003e \u003cp\u003ePassage and Graduation Criteria 122\u003c\/p\u003e \u003cp\u003eDemonstrations, Celebrations, and Conferences 126\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Pursuing a Path of Excellence 132\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Teacher Is the Key Person 132\u003c\/p\u003e \u003cp\u003eMaking a Difference to the Student 135\u003c\/p\u003e \u003cp\u003eStarting an SDL School 137\u003c\/p\u003e \u003cp\u003eAdministrative Support for SDL 138\u003c\/p\u003e \u003cp\u003eCreating a Shared Vision 140\u003c\/p\u003e \u003cp\u003eResource A: How Much SDL Are You Teaching Now? 142\u003c\/p\u003e \u003cp\u003eResource B: How Self-Directing Are You? A Self-Assessment Instrument 144\u003c\/p\u003e \u003cp\u003eResource C: The Passage Process 148\u003c\/p\u003e \u003cp\u003eResource D: The Integrated SDL Unit: The Kinds of Activities Involved 152\u003c\/p\u003e \u003cp\u003eResource E: Inner States for SDL 154\u003c\/p\u003e \u003cp\u003eResource F: Sample Process Templates 157\u003c\/p\u003e \u003cp\u003eResource G: Guidelines, Traps, and Boosters 159\u003c\/p\u003e \u003cp\u003eResource H: The Support Group or Triad 163\u003c\/p\u003e \u003cp\u003eResource I: Samples from a Student's Working Journal 166\u003c\/p\u003e \u003cp\u003eResource J: Some of the Many Ways Students Can Learn 170\u003c\/p\u003e \u003cp\u003eBibliography 172\u003c\/p\u003e \u003cp\u003eIndex177\u003c\/p\u003e \u003cp\u003eThe Author 183\u003c\/p\u003e \"This is a how to book for adventurous teachers who understand that learning is an integral component of teaching.\" (\u003ci\u003eEducation Review\u003c\/i\u003e, December 2, 2003) \u003cp\u003e\u003cb\u003eMaurice Gibbons\u003c\/b\u003e is education professor emeritus, Simon Fraser University, British Columbia and a former teacher of grades 4 through 13. In his university position he specialized in the development of innovative educational programs, including the internationally celebrated Walkabout program for the transition of youth to adulthood. He has written books and journal articles on innovative education and self-directed learning and currently speaks and consults throughout Canada and the United States Contact Self-Directed Learning at www.mauricegibbons.com.\u003c\/p\u003e  \u003ci\u003eThe Self-Directed Learning Handbook\u003c\/i\u003e offers teachers and principals an innovative program for customizing schooling to the learning needs of individual students— and for motivating them to take increasing responsibility for deciding what and how they should learn. Whether the students are struggling or proficient, the program is designed to nurture their natural passion for learning and mastery, challenging them to go beyond the easy and familiar so they can truly excel. The program can be introduced in stages in any middle or high school classroom and enables students of diverse abilities to design and pursue independent course work, special projects, or even artistic presentations, community field work or apprenticeships. Using this approach, the students take on an increasingly autonomous, self-directed role as they progress. The heart of the program is the action contract (or learning agreement) whereby the student sets challenging yet attainable goals, commits to a path for achieving them, and evaluates the results. Special emphasis is placed on developing skills and competencies that can serve the student well in his or her academic and career endeavors. \u003cbr\u003e  The Self-Directed Learning Handbook presents a comprehensive, practical framework for introducing self-directed learning approaches in the classroom, showing educators how to:  \u003cul\u003e \u003cli\u003eTranslate conventional curricula into discrete outcomes allowing students to devise individualized approaches to their course work\u003c\/li\u003e \u003cli\u003eDesign engaging and powerful classroom lessons\u003c\/li\u003e \u003cli\u003eNegotiate and structure effective student learning agreements\u003c\/li\u003e \u003cli\u003eModify teaching approaches and other classroom practices to encourage self-motivated learning and skill development\u003c\/li\u003e \u003cli\u003eEncourage student self-assessment of course work and other accomplishments\u003c\/li\u003e \u003c\/ul\u003e The book provides sample course units, lessons, contracts, and assessment instruments and features examples from public schools that have successfully implemented self-directed learning programs.   \"When Maurice Gibbons introduced his Walkabout model a few years ago, he opened exciting new possibilities for relevant, meaningful, and challenging learning to take place in high schools. In this new book he provides teachers with a comprehensive, step-by-step process for realizing these possibilities in their classrooms.\" \u003cbr\u003e  — Ron Miller, executive editor, \u003ci\u003ePaths of Learning\u003c\/i\u003e magazine  \u003cp\u003e\"This book offers thorough and detailed instruction in the creation of self-directed learning environments. It's a much-needed 'how-to' manual for classroom teachers who want to motivate and empower their students to flourish as learners.\"\u003cbr\u003e  — Karen Fernandez, teacher, Denver Public Schools\u003c\/p\u003e \u003cp\u003e\"Will help teachers and administrators implement a vision of schooling that will revitalize their professional lives while providing avenues to success for all their students. I have seen the successful application of his vision for over twenty years, and this handbook is a practical guide for expanding the possibilities to any school that wishes to challenge itself to become the best that it can be.\"\u003cbr\u003e  — Arnold Langberg, educational consultant, former principal of Jefferson County Open High School\u003c\/p\u003e \u003cp\u003e\"This is one of the most practical, wisest, and most upbeat books I've encountered in thirty years of teaching, and working with teachers. Educators who want to do SDL will find this an extraordinary valuable resource, one they use over and over again.\"\u003cbr\u003e  — Joe Nathan, director, University of Minnesota Center for School Change\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990338519269,"sku":"NP9780787959555","price":38.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780787959555.jpg?v=1761787417","url":"https:\/\/k12savings.com\/es\/products\/the-self-directed-learning-handbook-isbn-9780787959555","provider":"K12savings","version":"1.0","type":"link"}