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<p>Preface xiii</p> <p>Acknowledgments xvii</p> <p><b>1 The Case for Self-Directed Learning 1</b></p> <p>What Is Self-Directed Learning? 2</p> <p>How Does Research Support SDL? 6</p> <p>The Major Principles of an SDL Program 9</p> <p>The Essential Elements of SDL 11</p> <p>Approaching SDL in Stages 13</p> <p><b>2 A Framework for Teaching SDL 14</b></p> <p>Defining the Course 15</p> <p>Expanding Learning Options and Environments 16</p> <p>Building Independent Thinking Skills 18</p> <p>Negotiating Student Learning Agreements 20</p> <p>Establishing Assessment Processes 21</p> <p><b>3 Rethinking Student Coursework 23</b></p> <p>Essential Planning Steps 23</p> <p>Understanding the Stages of SDL 24</p> <p>Linking the Stages to Grade Levels 28</p> <p>Designating Course Outcomes 29</p> <p>Developing Self-Managed Course Units 34</p> <p>Student-Planned Coursework and Projects 38</p> <p>Focusing on Competencies and Challenges 39</p> <p><b>4 Planning Lessons and Projects 43</b></p> <p>Planning Lessons and Projects 43</p> <p>Principles for Planning Lessons 43</p> <p>Designing Learning Episodes 46</p> <p>Creating Experiences 47</p> <p>Promoting Study 49</p> <p>Encouraging Productivity 51</p> <p>Involving Students in Project Planning 52</p> <p><b>5 Teaching Independent Thinking 57</b></p> <p>Inviting Inquiry and Initiative 58</p> <p>Developing Problem-Solving Skills 64</p> <p>Using Process Frameworks: Investigation and Action 65</p> <p>Cultivating Process Thinking and Attitudes 68</p> <p><b>6 Negotiating Student Learning Agreements 73</b></p> <p>The Learning Agreement or Contract 73</p> <p>The Elements of a Contract 74</p> <p>Negotiating Contract Agreements 81</p> <p>Sample Contracts 87</p> <p>Tracking Student Progress 90</p> <p><b>7 Motivating and Empowering Students 93</b></p> <p>Encouraging Students to Pursue SDL 93</p> <p>Motivating Students to Motivate Themselves 95</p> <p>The Working Journal as a Motivational Tool 99</p> <p>Dealing with the SDL Crisis 101</p> <p>Working with Difficult Students 106</p> <p><b>8 Assessing Student Achievement 110</b></p> <p>Promoting Student Self-Assessment 111</p> <p>Assessing General Skills 113</p> <p>Assessing Coursework 113</p> <p>Evaluating Projects and Assignments 119</p> <p>Portfolios for Personal Learning 121</p> <p>Passage and Graduation Criteria 122</p> <p>Demonstrations, Celebrations, and Conferences 126</p> <p><b>9 Pursuing a Path of Excellence 132</b></p> <p>The Teacher Is the Key Person 132</p> <p>Making a Difference to the Student 135</p> <p>Starting an SDL School 137</p> <p>Administrative Support for SDL 138</p> <p>Creating a Shared Vision 140</p> <p>Resource A: How Much SDL Are You Teaching Now? 142</p> <p>Resource B: How Self-Directing Are You? A Self-Assessment Instrument 144</p> <p>Resource C: The Passage Process 148</p> <p>Resource D: The Integrated SDL Unit: The Kinds of Activities Involved 152</p> <p>Resource E: Inner States for SDL 154</p> <p>Resource F: Sample Process Templates 157</p> <p>Resource G: Guidelines, Traps, and Boosters 159</p> <p>Resource H: The Support Group or Triad 163</p> <p>Resource I: Samples from a Student's Working Journal 166</p> <p>Resource J: Some of the Many Ways Students Can Learn 170</p> <p>Bibliography 172</p> <p>Index177</p> <p>The Author 183</p>

"This is a how to book for adventurous teachers who understand that learning is an integral component of teaching." (<i>Education Review</i>, December 2, 2003)

<p><b>Maurice Gibbons</b> 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.</p>

<i>The Self-Directed Learning Handbook</i> 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. <br /> The Self-Directed Learning Handbook presents a comprehensive, practical framework for introducing self-directed learning approaches in the classroom, showing educators how to: <ul> <li>Translate conventional curricula into discrete outcomes allowing students to devise individualized approaches to their course work</li> <li>Design engaging and powerful classroom lessons</li> <li>Negotiate and structure effective student learning agreements</li> <li>Modify teaching approaches and other classroom practices to encourage self-motivated learning and skill development</li> <li>Encourage student self-assessment of course work and other accomplishments</li> </ul> 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." <br /> — Ron Miller, executive editor, <i>Paths of Learning</i> magazine <p>"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."<br /> — Karen Fernandez, teacher, Denver Public Schools</p> <p>"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."<br /> — Arnold Langberg, educational consultant, former principal of Jefferson County Open High School</p> <p>"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."<br /> — Joe Nathan, director, University of Minnesota Center for School Change</p>

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