#caedchat is for California educators, by California educators. All are welcome as moderators and participants discuss issues that emerge in California education, which are generally applicable to other regions of the United States.
Tonight's topic is "Who Owns the Learning? Self-Directed Learning in K-12" and is moderated by @mshaughs.
Here is the link to tonight’s questions: https://t.co/BflpeXw8cT#caedchat
Welcome to the chat, all! I'm Amanda, a 2nd grade educator & learning designer at @CampbellCSI in the Bay Area. Excited to talk about our self-directed learning journey at CSI! #caedchat
I'm Alex - I'm originally from Boston so my favorite super bowl memory was when the Pats won! I currently teach high school biology and environmental science #caedchat
I am John Marus. I teach physics at Olympian High School in Chula Vista (near San Diego). This is my first twitter chat. Good to be with you all. #CAedchat
My favorite Super Bowl memory was watching One Republic perform in SF the year the Super Bowl was in town-- so fun getting to be in the midst of all the excitement that year! #caedchat
Amanda Kay here. Elementary classroom teacher in CA, currently 5th grade. Don't really care about football, but love spending time with friends and family :) #caedchat
I define self-directed learning as students asking the questions they are curious about, learning strategies for seeking answers and applying those answers in some sort of action project/presentation. #caedchat
A1: Self-directed could mean having choice (like in the explore part of #hyperdocs). It could be self-selected topics of study in a designated subject. Needs to be modeled and set up properly. #caedchat
Hi everyone! My name is Olivia Pederson. I am currently studying Montessori education at Xavier University. We're participating in edchats for class. #caedchat
A1: I try to have my students do as much self-directed learning as possible, but I definitely see a difference with how my 8th graders do it vs my 7th graders. I get them for 2 years so 7th is heavily modeled while 8th is more open #caedchat
A1, at our site we have a weekly math lab where a question is posed and materials supplied. The students work in pairs to solve without direct instruction from the teacher. #caedchat
A1: When Ts facilitate Ss becoming aware of their own learning needs and interests, encouraging them to set goals and seek out the necessary tools to assist them in meeting their goals as showing what they know. #caedchat
A1: I define self-directed learning as taking initiative in your work and learning about what interests you, which is an important part of Montessori classrooms. #caedchat
A1: "Self-directed" sounds to me like not only a choice about the topic of study, but also the choice of how to engage in learning about that topic as well as how to demonstrate that learning. #caedchat
A2: I just about always start my physics classes by looking at NASA's Astronomy Picture of the Day. I get a lot of questions from students about that. It provides a good start. Also demonstrations help. #CAedchat
A1. Self-directed learning is Ss following interest to bring meaning to standard assigned by others. It looks different in different grade levels based on the maturity of the Ss independence #caedchat
A2: I have been out of the classroom for 7 years, but we did some science mysteries, used primary sources, etc...which led to generating numerous questions and answer seeking. #caedchat
A2: While I don't have my own classroom just yet, I hope to foster curiosity by giving children opportunities to follow their interests and always being supportive of their curiosity. #caedchat
#caedchat Q2: Fostering curiosity is critical in the science classroom - inquiry-based labs that require students to design their own experiments is the best way to get them to ask good questions! Here's a good resource:
https://t.co/sNqfIsqqJJ
A1: Self directed learning allows kids to go at own pace and gives them a pause/rewind button on the teacher. From grade to grade, this looks different with the amount and types of scaffolds you give. #caedchat
I plan a series of essential first-hand experiences. For example: realia, primary resources, videos, a field trip, gallery walk, etc. Students report what they see, hear and think after each experience, which tends to generate curiosity. #caedchat
A2: We foster curiosity by encouraging Ss to ask questions. Our Wonder Walls and Notice/Wonder charts are great ways to encourage Ss to be more curious & for us to use S questions to guide instruction #caedchat
A3: Research based writing is a great opportunity for students to explore a topic of interest to them and then share their new knowledge with their peers. #caedchat
A3: It would be the perfect time to bring in some #EduProtocols. Students can select the topic or book they wish to read and use the Bookakucha protocol to share their topic with others. Look at all those standards one would hit...all while the student gets to choose! #caedchat
A2. Ss often ask questions expecting Ts to answer. Turning that around and asking deeper questions but only providing resources for S exploration. #caedchat
A1: I would imagine "self-directed" learning does look different across grade levels - in 3rd grade there is a lot of modeling and gradual letting go #CAedChat
A1: Self directed learning means we have given enough resources and encouragement to our students to ignite excitement in the learning process. We are there to guide and nudge in the right directions. #caedchat
A3: I love using @gfletchy & @_danmeyer 3Act Math tasks as a way of fostering curiosity in math & determining what skills I can teach Ss based on their interest or background knowledge #caedchat
Agreed-- in the younger grade levels I think we also need to teach them where to find the info they need/want to learn. Q coming up soon re: scaffolding :) #caedchat
Great question! When do you know it's time to go from teaching the skills to letting them go on something? If you do it too early, they may get frustrated. #CAedchat
A3 follow up- I think there needs to be a healthy balance of teacher led instruction. The self-directed part is when the choice is meaningful. Some things just have to be taught. #caedchat
A3: I think it's possible - throughout the year I encourage my Ss to help one another when solving problems ... whether it's sounding out words, answering comprehension questions or solving math problems
They can use their notes and ask peers for help #CAedChat
A3: I've not seen self-directed learning to 'teach' a concept but it can be used for the 'practice' in math, for example with Prodigy or ixl. #caedchat
A3 I think that social studies can also be used to foster curiosity, asking the big why did events happen and how did people survive can peak curiosity, rather than simply teaching the facts and expecting memorization #caedchat
A3: I think it’s a stretch, but I see Cognitively Guided Instruction in math as sparking interest. Ss share strategies and learn for one another with this approach to math. #caedchat
A3B: This is where I get on my soapbox about Science- I have yet to meet a Kindergartner who wasn't interested in something Science based. Let them learn to read using Science text, start math by counting related to that topic. Ss picks topic Ts teach skill #caedchat
Yes! That is the Q my primary colleagues & I grapple w/all the time. Re: foundational skills I try to create opportunities for Ss to ask the Qs I hope they will (like reading a poem that prompts Ss to point out a repeated spelling pattern that I want us to learn, etc.) #caedchat
yes...it's about where they can seek resources to help them along the way
we have binders and notebooks + anchor charts n posters (I always ask "Where can you find something to help you?"
#CAedChat
I agree with @KVoge71 . I have to scaffold my math lessons. I have to direct some through an entire lesson but cut other loose and have them check back. It's a routine/habit I've established doing full-inclusion. #caedchat
Not a stretch at all cognitively guides anything promotes ad supports meta cognition which ignited self direction, motivation, curiosity and perseverance #caedchat
I connect skills across subject areas (patterns, cause and effect, prediction, etc.) - That way students don't see these skills and strategies connected to only one area (ELA, Math, Science) #CAedChat
Hi Olivia! I am currently enrolled in a Masters program at Azusa Pacific University. I also have to participate in edchats for my course! #caedchat#firstime#edchats
A4: To introduce the idea of primary sources, students researched their own family primary sources. I think it was meaningful. There was choice in what & how they shared. Challenge was time. We had so much fun! Parents loved it too. #caedchat
EdChats are a fantastic way of learning from a diverse community! I've met so many amazing educators & learned so much since joining Twitter 4 yrs ago! #caedchat
A4: This yr in math I have been having students work independently when practicing new concepts then having them check their answers with a peer - If the answers don't match they need to resolve it together to see where/who went wrong #caedchat
language & critical thinking
A4: I’ve seen many examples of this over the last few years. When Desig Thinking was employed. When Ss chose a real world problem to solve. Through service learning as well #caedchat
Years before I knew what Genius Time was, I had my Lang Arts Ss take two weeks off from HW. They had to do something they had never done before & report back. It went well on many levels. Esteem, new hobbies, caused some discomfort for some. #caedchat
A4: Paper Rollercoasters and Mini Golf holes are probably my favorites. I gave a list of physics terms they had to demonstrate in their product and the rest was up to them. #caedchat
A4: Beginning of yr, our Gr2 Ss had lots of Qs about wildfires in CA bc of spare the air days we were having. We collected all their Qs & had them design research projects. Super engaging! Challenges = supporting Ss in knowing how to research, how to manage time #caedchat
My first day teaching. I came in on the end of a science lesson. The Ss had to make hats to protect them from the elements. It was amazing to watch them work together to problem solve. Then shared why they used the materials. Proud moment #caedchat
A4: I frequently have my students debate environmental issues from both sides which allows them to build their own perspective in the process. They really take ownership of their arguments and performance in the debate - it's awesome to watch! #caedchat
A5: Ts need to provide scaffolded opportunities and MODEL how to be "self-directed"... lots of metacognition. Ss need to set goals, monitor their progress, and reflect on the learning. Productive struggle! Parents need to be in the know. Communication is key. #caedchat
A4: When I was teaching high school ELD, we undertook a cookbook project. Ss had to write down recipes for a favorite food from their culture. Then we bound them into cookbooks. We had a food fair. Ss sampled thing they had never tried before. They ate what whey learned #caedchat
A5: in my dept we say we spend the first 1/2 of school year "breaking" the Ss; getting them to become self-directed, to think for themselves, to find their own answers. A lot struggle and we model and use a lot of scaffolds, and in the end they become more confident #caedchat
A5: Ss need to adjust to the idea of school being something more than just compliance & need to learn to be flexible and adaptable when things don't come easy. Ts need to let go of some control to allow for Ss to guide the learning. #caedchat
A5: the student-centered classroom v. teacher-centered is a challenge for some educators
and even in 3rd grade it's so difficult to get Ss to feel comfortable with sharing and participating...if the time isn't given for Ss to speak it's easy to keep a T-centered rm #CAedChat
A5: They need to take ownership. I can and will do anything I can to help Ss realize that without that, they probably be as successful as they could be, and WITH it...they can do anything. #caedchat
A5: So many of my students struggle with both initiative and perseverance. We need to build up these skills by allowing them to struggle more and not handing them the answers. #caedchat
This is huge! Perseverance is definitely a struggle for our Ss as well. But as we explicitly practice stamina & review SEL strategies for managing frustration, etc. they are getting better & better as the year goes on! #caedchat
A5: The more we move into self-directed learning, it inevitably leads to more #PBL. It becomes evaluated in terms of standards because learning products become more diverse. #caedchat
A6: I just finished a blog yesterday about the scaffolds I'm providing my 2nd grade Ss, to help them become more self-directed learners --> https://t.co/3yGQADRwN4#caedchat
A6: I think I would backwards map from what I want EOY goals to look like. Have to provide meaningful opportunities along the way...not all self-directed from day 1. Goal setting, track progress, self-graded rubrics, etc. #caedchat
A5: They have to believe they can do it. I like having Ss set goals, and also show them explicitly what it looks and sounds like to be a successful high school student, not just in my class but in general. #caedchat
A6: Procedural scaffolding becomes necessary as Ss move up the cognitive ladder: Interest leads to thesis, that leads to questions, then to structured outline &/or rough drafts; re-reading and reflection. conclusions, evaluation #caedchat
A6: Teach tools that can be used to produce in hopes that they mix & match them. Scratch, Lego WeDo, cardboard, tape, and simple machine https://t.co/3WY6KoOqOE a pinteterst board of suggestion. Preset some models for those who need it. Bam, you have an assessment. #caedchat
A6: Explicitly teaching executive functioning skills is important... Giving Ss strategies for monitoring their time (to-do lists, timelines, calendars) has been helpful. And helping Ss w/finding the learning resources that they need for their specific work #caedchat
A7: Ts need to make themselves vulnerable by being ok with not knowing the answer to everything. Ts need verbalize their thought processes incorporating the how, when, why of asking questions. Perfect place for scaffolding in the learning process. #caedchat
I just learned about https://t.co/TtzzVtXtJm. It's meant as a personal start page but I want to use it as a digital desktop. Google Keep. I set up Sheest & give each Ss a tab. You can format it and copy it. The top sheet is for directions or their supply request, etc. #caedchat
A7: modeling the process is huge, show the Ss that no one knows everything and that asking Qs is how you learn. GClassroom has been great, Ss will post Qs on the Stream and sometimes others will answer before I even see it, also helps my super shy kids #caedchat
A7: I start the year with a range of placement assessments. I tell them they aren't suppposed to know all of it. Leave it black so I know what to teach you. I convince them that 1) not knowing is good and 2) we can't possible all be the same in every area. #caedchat
A7: Always encourage Ss to ask "why?" To form hypotheses. Then to seek evidence. To risk the unknown, or what some call using failure as a learning opportunity. Guide inquiry but never put down errant thinking. #caedchat
you definitely have to discuss what should be posted, my 6th graders are big fans of "hi" so that became an impromptu lesson on types of posts would be appropriate #caedchat
A7 I try to give students time to ask questions during discussions. Hard with time constraints. Thinking of having a sticky note question area and then a weekly time to address them or at the end of day #caedchat
Be sure to follow some new educators from tonight’s chat AND use the #caedchat hashtag all week long to share resources, ideas, and questions! Continue the discussion!
