The self-determined learning model of instruction

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The self-determined learning model of instruction

• Teacher Guide
• Colleen A. Thoma
• Virginia Department of Education
• Virginia Training and Technical Assistance Center
• Pilot Schools

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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.

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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.

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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
  persons current situation and a desired outcome.

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Self-determined learning model of instruction

• Is flexible enough that it can be used
  individually and tailored to an individual
  students needs
• Can also be used for a group or whole class
  process

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Problem-solving Process
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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

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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

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Introducing the process to students

• Ground discussion in the realm of students
  transition to adult life and/or the realm of the
  academic class
• Outline students responsibilities and the
  responsibilities of any support personnel
• Teachers role through this initial discussion is
  to support/scaffold

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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.

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Using the process with students
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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
dont know now? What can I do to make this
happen?
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What is my plan?
What can I do to learn what I dont know? What
could keep me from taking action? What could I
do to remove these barriers? When will I take
action?
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What have I learned?
What actions have I taken? What barriers were
removed? What has changed about what I didnt
know? Do I know what I want to know?
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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
• Lets try some examples.

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Think, Pair, Share Activity

• THINK about a problem youve 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)

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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

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Think, Pair, Share activity

• SHARE your colleagues problem and possible
  solution with the large group.

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Example of using the model with a student

• We want you to meet Katie..

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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.