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

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

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.

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.

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

Problem-solving Process

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.

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

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.

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.

Using the process with students

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?

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?

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?

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….

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)

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

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

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

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.