What is Student-Directed Learning?

Several years ago I showed a news segment to my advisory/PBL students about the Syrian refugee crisis. A student of mine approached me after the activity expressing her interest in the topic. 

This student chose to design and conduct a project-based learning experience about Syrian refugees. She wrote the driving question for her project, decided to create an interactive, animated timeline to demonstrate the events that led up to the crisis, organized and executed a pie fundraiser to raise money for the cause, and distributed her timeline and marketing materials to neighboring community members to raise awareness and raise some money. All her choices.

What is Student-Directed Learning?

Experiential learning, the focus of this current blog series, is self-directed, one of many elements that distinguishes it from other teaching strategies. Last week's post talks about what experiential learning is exactly. Make sure to check that out.

The Syrian project described above is the epitome of a student-directed learning experience. This student called all the shots from the beginning to the end. I provided guidance, but the learning experience as a whole was designed and managed by her. Student-directed learning by definition involves student choice. ​

​Make STEM, problem-based learning, scientific inquiry, or any other learning experience child-led by giving students opportunities to make choices. They direct, you facilitate.

This post offers suggestions for ways to make project-based learning self-directed. Again, modify any learning experience to give students choice, I just use PBL as an example here because it has been my go-to teaching strategy for 13 years. I highly recommend it. Check out posts from my project-based learning series for more details.

Ways to Make Learning Experiences More Student-Directed

Learning experiences are student-directed when students have choice.

Let students choose...

1. What they want to learn.

It is wonderful if your students have the flexibility to choose ANY topic to study at any given time, but understandably, many of you do not have that option. Standards are an unfortunate hurdle. But don't let that stop you from sneaking in student-directed learning experiences. Your students can have it all - content knowledge and a passion for learning. 

One way to get around the standards obstacle is to have students design project-based learning experiences around specific sets of benchmarks. Grab my Student-Directed Tool Kit Bundle (PBL, PrBL, scientific inquiry, & design projects) for guiding materials. 

You can also assign guided project-based learning experiences. For example, I have a PBL resource on habitats. Each student chooses one habitat type to study. This channels the students' research around specific parameters or ecological standards, but still gives students choice, boosting that intrinsic motivation factor.

2.  Their own learning goals and objectives. 

Because learners are unique in their skills, interests, strengths, challenges, and so on, their learning goals will also be unique. Students can and should choose and write their own goals. Knowing how to create tangible goals, manage them, and meet them is a skill that is essential long after graduation. 

My personal learning plan is a great way for students to create and manage their goals. 

3. How they will gather information.

Some learners love podcasts, others love to read, some enjoy networking with professionals, some enjoy classes, others experimentation, and so on. To control how students research or investigate a concept limits learning potential. True student-directed learning experiences allow learners to determine their avenue(s) of exploration.

If we use the habitats project as an example once again, students are all focused on the same ecological principles, but different habitat types. Insisting that every student use specific books, or even the same expert as everyone else in the class, narrows their reach. Branch out, and better yet, let your students decide how they will learn about the topic, because what works for one student, may not work well for another. 

4. Community experts and collaborators.

In many experiential learning activities, project-based learning included, students are encouraged to reach out to community experts for information, expertise, and resources. Make the learning experience student-directed by asking them to identify, locate, and connect with their own community experts. 

Choosing which community experts to work with helps students develop communication and collaboration skills, while also getting the most accurate and up-to-date information about the concept at hand. 

Check out my free community expert planner.

5. How they will demonstrate learning.

I have found that encouraging learners to decide how they will showcase learning is incredibly impactful. I provide a few final product suggestions to my students, and they either choose from those options or choose their own way of demonstrating learning. 

Habitat project students might create topographical maps, a moving diorama, an interactive animation or physical exhibit, a photo journal, a magazine, a portfolio of infographics, etc. I offer suggestions in my resources, including this one, or students can choose their own. Check out my blog post with a laundry list of project-based learning end products for students to choose from. You can also scan these digital final product options! 

6. Their authentic audience and method of reaching that audience.

Experiential learning is authentic, meaning, students use and share their outcomes in a meaningful and relevant way. Project-based learning emphasizes authentic presentations rather than simply presenting a final product to the class. Learning outcomes should solve a problem for a relevant audience or impact the community in some way.

For example, a student creates a portfolio of infographics about the habitat that they chose to study. They donate their infographics to a nature center located in the habitat studied to put on display.

Let students choose how they would like to share their new skills and knowledge and who to share it with. Again, my guided project-based learning resources provide authentic presentation suggestions for students to choose from, or the option to choose their own way of sharing.

7. Assessment method and criteria for evaluation.  

All students are unique in how they learn, their interests, their career goals, and so much more. Why cast an assessment blanket over every child, especially if the learning experience is personalized by way of student choice?

Give students input on how they are evaluated. If you would like to give a formative assessment, consider offering a few options, each requiring a different skill set than the other. Let students choose which one to complete.

Project-based learning is an experience, so is usually evaluated with a rubric. I have a generic PBL rubric that I use with beginners. In time, students can begin to develop their own rubrics, choosing evaluation criteria based on the details of their projects.

Have students add to and manage their own project-based learning assessment portfolios. They add project descriptions, rubric scores, reflections, standards met, etc. after they have completed each project. By the end of the year they will have a robust portfolio of student-directed learning experiences. 

Get that PBL assessment portfolio as a free gift when you subscribe here!

There are so many amazing student-centered learning activities that I see educators implementing such as STEM, project-based learning, problem-based learning, and more. You can teach in a traditional environment and still implement student-directed teaching activities. Start small. If your curriculum is largely teacher-directed right now, consider adding a few student-led learning activities in here and there. See how they go. If that goes well, add more until your entire curriculum is student-directed!  ​

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