In addition, the learner will learn about the common risk factors associated with not living a healthy life and what impact a direct support professional has in their role of supporting someone to choose to live a healthy life.
The video camera may very well generate distraction and feelings of awkwardness during the extra-classroom teaching session, especially if there is only one or a handful of learners. Therefore, the less distracting audio recorder will be better at capturing what the typical teaching session is like. In addition, video cameras are expensive and (for those, like myself, who are not technologically savvy) often times difficult to set up. But if some greatly value the ability to analyze both the audio and visual aspects of the teaching session and do not believe that the camera will be too distracting, then for them the video camera is ideal.
You will learn about working with people who are self-directing.
Is not acquired from being told to be self-directed.
Is not studying in isolation.
Is not developed automatically in some learners.
This is a model, not a law
SDL: FAST FACTS
Appendix : Self-Directed Learning Course Checklist, by Mary Catherine Carey
Grow, Gerald O.
Self-Directed Learning (SDL): by Cate Carey on Prezi
In this light, and especially if the learner is seen as an autonomous, self-regulating and self-directed learner, the teachers role becomes more than that of a resource person.
Self-Directed Learning (SDL): ..
The learner explores positive ways for direct support professionals to assess the level and support the development of cultural competence within their organization.
Empowering learners What Does Self-Directed Learning Comprise
“Adults are self-directing when they undertake to learn something on their own"
(Knowles, 1989, p.
Self-directed learning through the eyes of teacher …
You will also learn about services, supports, and the role of the direct support professional plays in supporting individuals experiencing life transitions.
The Relationship between Learners’ Self-directed …
In this lesson you will learn the role that you, as a direct support professional will play in helping a person with disability access these services and supports.
The relationship between learners’ self-directed learning ..
It will provide learners with an overview of some tools that direct support professionals (DSPs) can use to facilitate the development and maintenance of relationships and provide opportunities to practice with these tools.
Promoting Learner Autonomy and Self-Directed ..
After experimenting with the tape recorder during one of my teaching sessions, I found the real value of recording one’s teaching comes from the recorder’s ability to “catch” important aspects of one’s practice that have been repeatedly overlooked. How can an extra-classroom teacher reflect in her journal about an important element of her teaching if she has never noticed it before? For example, while listening to the tape recording of my teaching session, I was struck to discover that I used a good amount of slang in front of my students. Before this recording experiment I knew that I did not always use Standard English in front of my students but I had thought it was a rare occurrence and so not very problematic. It was not until I listened to the tape that I realized how frequently I departed from Standard English. But now, thanks to the recording, I am at least aware and can make a conscious effort to change this aspect of my teaching.
All extra-classroom teachers have a duty to assess their own teaching and they can more effectively carry out this duty if they understand themselves as self-directed learners. But because of their unique role, some types of self-assessment are more practical for extra-classroom teachers than others. Self-reflective journals are practical for virtually all extra-classroom teachers while audio or videotaping and especially portfolios have their limitations. Besides their practicality, self-reflective journals and tape/video recordings are valuable self-assessment tools because they help extra-classroom teachers identify problematic aspects of their practice, so they can then figure out how to improve. However, even though these two self-assessment tools are effective, they are still insufficient. More work must be done in developing self-assessments that are appropriate for extra-classroom teachers, especially when one considers the increasingly important role they play in education.
Costa, Arthur L., and Bena Kallick. Assessment Strategies for Self-Directed Learning.
Thousand Oaks: Corwin Press.