Laying the Foundations for Student-Initiated Learning

by Miss Shynn Lim (HOD CCE) and Mdm Norhafiani (HOD Mathematics), Juying Secondary School  

According to the parliamentary reply by the Ministry of Education, “Student-Initiated Learning (SIL) is a component of HBL days where time is set aside for students to pursue their own interests and learn outside the curriculum. This is to encourage students to be more curious and self-directed in their learning.” A few questions both of us had were, “How may we prepare students for student-initiated learning? Just like values, can it be taught more intentionally than caught?” 

As we delve deeper, we reckon that creating learning experiences for Self-Directed Learning (SDL) is important.  

“First, a working definition of self-directed learning is appropriate. In a broad sense, it is a process in which the learner takes the initiative to assess his or her learning needs, objectives, and goals; identifies necessary resources, implements the learning strategy, and evaluates learning outcomes. It is a frequently mistaken notion that self-directed learning takes place in isolation; in fact, the process involves considerable mutual sharing among various kinds of helpers including teachers, tutors, resource specialists, and, of course, peers” (Beeler, 1979, p.g. 21).  

It is important for us to be facilitators and helpers of students’ learning in a classroom setting. As such, we decided to improve our task design as well as the resources used (Refer to Video Clips 1 and 2 attached). In these two clips, current and revised practices are featured. Improvements to the lesson design as well as materials have been made in consideration of various learning dispositions on top of subject content knowledge.  

What works? According to the teachers’ observation, students’ engagement, and type of conversation during lessons reflected significant improvements. Firstly, the thinking was made visible. Higher-order thinking was reflected in conversations that took place in various groups. Students were offering and justifying their multiple solutions rather than just solving them. Secondly, beyond reading students were able to sense-make the materials given to them and ask questions. Thereafter, they delve deeper into research or find alternative solutions. Thirdly, more quality research was presented by students, and they played the role of critical peers too.  

In conclusion, learning dispositions for SDL and SIL can be taught more intentionally. Learning and thinking habits can drive more impactful SIL which is crucial in making them lifelong learners. It is thus vital for us as teachers to relook into our lesson and task design with the intention to drive SDL and SIL learning dispositions.