|Photo by Annie Spratt on Unsplash|
The philosphical tension between how much self-directed rope to give senior students is quite a real one.
On one hand - the desire for students to succeed (the down side of that is the lack of desire for students to fail, and thereby learn about themselves); and on the other - the desire for them to be (or become) self-directed learners.
How much do we intervene when they are poised to fail? Riddle me that. How much?
I checked my previous posts on self-directed learning on this blog and I think there's a real danger, from time to time, of forgetting the central precepts of SDL.
I wrote this two years ago:
What conditions need to exist to improve S-DL?
Great question. Here's my response!
- Environment (personalised places/conditions to do it)
- Learning goals (set by the student and owned!)
- Choice (what to study and when to study)
- Self-reflection (How am I doing? What needs to change?)
- Support: Learning coaches (help is on the way)
When one or more of those elements are missing there's an imbalance in the force.
There's also potential imbalance when the desire for results becomes a primary driving force and coaching becomes something else.
It's a dilly of a pickle.