 Identifying their own “needs-to-know”  Searching for relevant information and gaining knowledge on their own  Learning on their own with minimum supervision  Actively seeking ways to solve their own problems and difficulties  Assessing their own learning to see if their needs-to-know are met

 Goals  Enthusiasm and interest  Confidence of success  Adequate pre-existing knowledge  Skills  Availability of resources  Feedback  Information about course requirements, expectations, learning environment, etc.

 Improved academic performance  Increased motivation and confidence  Enables teachers to differentiate tasks  Better utilize class-contact time  Promote active student learning  Help students learn how to learn  Encourage students to take responsibility for their own learning  Prepare students for lifelong learning

 Anxiety and worry  Potentially de-motivating if students are not supported  Negative experience of learning  Students lose confidence in self learning  Poor learning outcome  Poor student evaluation

Is Not  simply abandoning “lessons” and telling students to learn on their own  placing the responsibility for learning entirely on the students Is About  a different way of helping students learn  facilitating and supporting students to learn increasingly on their own

 Shift of responsibility for learning process › Students should understand their learning › Students should be motivated to learn › Students should collaborate with teachers to structure their learning  Involves: › planning › self-monitoring and self-motivation › controlling the pace and direction of work › evaluation

 Prepare students adequately:  Help student acquire independent learning skills  Match tasks with preparedness of students  Develop students’ confidence of success:  Provide positive reinforcements  Show examples of good work by fellow students  Provide encouragement and support

 Reason logically  Construct informal rules for solving problems  Listening and remembering  Applying previously learned knowledge  Reflect, monitor and evaluate progress via self-assessment  Manage feelings  Self-motivate

 Scaffolding  Self-monitoring › Setting goals › Receiving feedback  Being a positive role model  Effective communication focussed on learning  Effective feedback that encourages reflection

 Opportunities for easy assessment › Measurement of self-directed learning  Increase the speed of access to information  Provides a medium for teacher pupil interaction

 Guided self-study  Problem-solving exercises in lectures  Student presentations and student-led seminars  Peer teaching  Student-centred assessment  Project work  Learning contracts  Dissertation

 Support for teachers  Study support › Students voluntarily choose their learning activities and set goals  Empower students to use self-regulation to develop learning strategies  Student voice to own approaches to learning