Knowledge Needed For Self Directed Learning Essay

2255 words - 10 pages

Summary of Instructional Problem
Students attending the Supported Communications Program/ Intensive Academic Classroom (SCP/IAC) in kindergarten /first grade must become self-directed learners. Self-directed learners are according to Abdullah (2007), “responsible owners and managers of their own learning process. SDL [Self Directed Learning] integrates self-management (management of the context, including the social setting, resources, and actions) with self-monitoring (the process whereby the learners monitor, evaluate and regulate their cognitive learning strategies).” (What is Self-Directed Learning? Section para. 2). A common Individual Education Program (IEP) goal for all students in the program is to transition into spending 39% of their day in general education (Taylor, Wile E Coyote IEP, 2014, p. 16). Students in every classroom, general and special education, must know and follow rules without reminders, reminders that disrupt the flow of teaching and learning. Self-directed learning is a lifelong skill students must attain. As students internalize rules they become self-directed learners who move from one group activity to another, changing their behavior as needed for the rules of the new activity. According to the Washington State Early Learning and Development Guidelines children age 5 and entering kindergarten may be able to self-manage by “Changing actions to meet what is expected in different settings and conditions, such as taking shoes off at home, leaving them on at school, and putting boots on in the rain.” (Washington Stae Department of Early Learning, Sate of Washington Office of Superintendent of Public Instruction, Thrive by Five Washington, 2012, p. 88). Students follow rules as they pertain to different group settings during their day such as, whole school, whole class, small group, and even individual one-on-one instruction. When a child enters kindergarten, they need to “Apply familiar accepted behaviors in new but similar situations, such as using a quiet voice indoors.” (Washington Stae Department of Early Learning, Sate of Washington Office of Superintendent of Public Instruction, Thrive by Five Washington, 2012, p. 88). Rules change for each group setting and each subject area. Whole class group in gym may play tag; Whole class group tag at recess is against the rules. Given the importance of rules to staying safe, at school the focus of this needs analysis is on one student, whose behavior interrupts every group, every day as seen through observation and charting. Wile is unable to sit for more than 3 minutes at a time without needing a reminder of the rules for proper classroom behavior. Further observations of Wile lead to finding that he needs 4 to 5 reminders, during a twenty-minute group session, of the rules for proper group and classroom behavior (Taylor, Wile E Coyote IEP, 2014, p. 11). Wile is unable to transfer rules from one group to another, as is age appropriate for five year olds...

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