Self-directed

Learning
LESSON 6
 Self-directed Learning
Self-directed learning is a learning method
whereby the student takes initiative for learning.
 Self-directed Learning
• This includes activities such as selecting,
managing, and assessing their own learning
activities.
 Self-directed Learning

• Teachers provide advice, direction, and

resources to support the students while
peers provide collaboration.
Main Goal of SDL
• Self-directed learning trains the students essentially to
build the skills required to problem-solve life's
challenges, organize a bazillion tasks, and manage real-
world projects.
• Self-directed learners can learn content, grasp concepts,
and grow in important life skills simultaneously.
Four-step Process
Step 1: Assess Readiness to Learn

• This step involves students conducting a self-

evaluation of their current situation, study habits,
family situation, and support network both at school
and at home and also involves evaluating past
experiences with independent learning.
Step 2: Set learning goals

• Communication of learning goals between a

student and the teacher is critical.
Consider the following:
• Goals for the unit of study
• Structure and sequence of activities
• Timeline for completion of activities
• Details about resource materials for each goal
• Details about grading procedures
• Feedback and evaluation as each goal is completed
• Meeting plan with the teacher
• Agreement of unit policies, such as a policy on late assignments
Step 3: Engage in the learning
process

• Students need to understand themselves as

learners in order to understand their needs as
self-directed learning students
Step 4: Evaluate learning

• Self-reflection and self-evaluation of their

learning goals and progress in a unit of study.
Center-based Learning and
Multiple Intelligences

LESSON 7
Frames of Mind: The Theory of
Multiple Intelligences (1983)

• developed by Howard Gardner

• Harvard University professor
• enlarged the parameters of intelligent behavior to
embrace the diversity of human capacities (Bender,
2002).
Frames of Mind: The Theory of
Multiple Intelligences (1983)

• According to the theory, each person possesses

capacities in all nine intelligences, which interact
in ways that are unique to each individual.
Gardner's nine types of intelligence

1.Naturalistic intelligence (Nature smart)

• Naturalistic intelligence describes people who are sensitive to the

natural world.
• They enjoy being outside, nurturing, and exploring the environment.
• People with high naturalistic intelligence are sensitive to subtle
changes in nature and the environment around them.
 Gardner's nine types of intelligence
2. Musical intelligence (Music smart)
• People with musical intelligence are generally more sensitive to sound and
often pick up on noises that others would not normally be aware of.
• They have an excellent sense of rhythm and the ability to recognize tone
and pitch.
• They play an instrument or are involved in music as a profession.
 Gardner's nine types of intelligence
3. Logical–mathematical intelligence (Number smart)
• People with this type of intelligence are excellent at maths and working with
numbers.
• They can recognize patterns easily and work out processes in a logical
manner.
• They have excellent reasoning skills and can often talk themselves out of
trouble.
• People with high logical–mathematical intelligence are often drawn to games
involving strategy and the solving of puzzles.
 Gardner's nine types of intelligence
4. Existential intelligence (Thinking smart)
• People with high levels of existential intelligence often think more deeply
about daily occurrences.
 Gardner's nine types of intelligence
5. Interpersonal intelligence (People-smart)
• People with this type of intelligence are often good at reading verbal and
non-verbal cues as well as determining temperament and mood.
• They feel empathy easily. Often this type of intelligence can be found in
leaders, politicians, social workers, life coaches and psychologists.
 Gardner's nine types of intelligence
6. Verbal-Linguistic intelligence (Word smart)
• People with high linguistic intelligence are very good at putting their feelings
and thoughts into words in order to make others understand them.
• They are drawn to activities such as reading, writing and public speaking.
 Gardner's nine types of intelligence
7. Bodily-kinesthetic intelligence (Body smart)
• People high in bodily–kinesthetic intelligence have an excellent sense of
timing and great mind-body coordination as well as fine and gross motor
skills.
• They are able to use their bodies to convey feelings and ideas and, as a result,
they often take up roles in dance, sports or medicine.
• They use their bodies to solve problems and create something meaningful.
 Gardner's nine types of intelligence
8. Intra–personal intelligence (Self-smart)
• Intra-personal intelligence refers to an understanding of oneself and the
human condition as a whole.
• They are known as ‘self-smart’ people and, despite having a deeper
understanding of their own emotions, they are often quite shy.
• Philosophers, spiritual leaders, psychologist and writers usually have high
intra-personal intelligence.
 Gardner's nine types of intelligence
9. Spatial intelligence (Picture smart)
• Spatial intelligence is defined as the ability to consider things in three
dimensions.
• People with high spatial intelligence are generally very creative and usually
have a vivid imagination, high artistic ability and excellent spatial reasoning.
• These people are often referred to as ‘picture smart’ and can be found in
professions such as architecture, design and map reading.
Center-based Learning Activity (CBLA)

• The Center-Based Learning Approach encourages learners to explore and

discover concepts and ideas through Multiple Learning Centers where they
can actively participate
• Computer Center, Art/Activity Center, Journal and Writing Center, Reading
Center and Manipulative Center.
Why center-based learning?

• In a child-center environment, children feel they have more power and

control (Bottini & Grossman, 2005).
• Children are independent and are able to take on responsibility for
themselves.
• Research on play states that children learn to cooperate, take turns, and play
by the rules (Stegelin, 2005).