1. The self-determined learning model of instruction
Teacher Guide
Colleen A. Thoma
Virginia Department of Education
Virginia Training and Technical Assistance Center
Pilot Schools

2. 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.
Other models of teaching include role playing, direct instruction, social learning, etc.
Not every model of teaching is appropriate for every situation.
Syntax: sequence of activities called for by the model
Social systems: student and teacher roles, the kind of norms that are encouraged, and the structure of the learning environment
Principles of reaction: describes how the teacher responds to the student
Support systems: supporting conditions that are necessary for the success of the model

3. 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.

4. 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 person’s current situation and a desired outcome.

5. Self-determined learning model of instruction
Is flexible enough that it can be used individually and tailored to an individual student’s needs
Can also be used for a group or whole class process

6. Problem-solving Process

7. 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
Syntax describes the model’s implementation. It is a step by step description of how to implement this model.

8. 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
Sets the stage for what learning areas are considered.
Problem: something that keeps people from doing what they want or need
Barrier: something that stands in a person’s way and blocks progress
Goal: something you set out to do; something you work to make happen

9. Introducing the process to students
Ground discussion in the realm of student’s transition to adult life and/or the realm of the academic class
Outline student’s responsibilities and the responsibilities of any support personnel
Teacher’s role through this initial discussion is to support/scaffold
Teacher’s responsibility: teach what the student needs to learn
Student’s responsibility: to learn
What’s different: we’re asking the student to take a greater role in deciding what it is they need to learn.

10. 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.

11. Using the process with students

12. 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 don’t know now?
What can I do to make this happen?

13. What is my plan? What can I do to learn what I don’t know?
What could keep me from taking action?
What could I do to remove these barriers?
When will I take action?

14. What have I learned? What actions have I taken?
What barriers were removed?
What has changed about what I didn’t know?
Do I know what I want to know?

15. 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
Let’s try some examples….

16. Think, Pair, Share Activity
THINK about a problem you’ve 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)

17. 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

18. Think, Pair, Share activity
SHARE your colleague’s problem and possible solution with the large group.

19. Example of using the model with a student…
We want you to meet Katie…..

20. 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.