Analyze Professional Development for Alignment to Self-Directed Learning Theory

Video Transcription

In this tutorial, I'll walk you through the process of aligning your professional development to self-directed learning theory. We'll begin with a review of self-directed learning theory, and then we'll look at the overall process of aligning your professional development to this theory. Finally, I'll outline for you some specific questions that you can ask yourself in order to align that professional development with self-directed learning theory. Let's get started.

Let's begin with a review of self-directed learning theory. The first comprehensive description or model of self-directed learning referred to this process as self-planned learning and self-teaching. The theory of self-directed learning is connected to the self-concept assumption of Knowles' six assumptions of adult learners. In the process of self-directed learning, learners are involved in all of the stages of their learning, from planning to carrying out the educational experiences to the evaluation of their own learning.

The term self-directed learning is often interchanged with other terms, including self-teaching, self-learning, self-study, learning projects, self-education, and independent learning. If you think about it, for the most part, being self-directed in one's own learning really is a natural part of adult life. And so that may be part of the reason why self-directed learning is so valuable in the adult learning process. Because those adult learners really do find value in making decisions about the specific content of their learning, making decisions about the resources and the methods that will be used, and even the evaluation techniques that are going to be implemented as part of their learning process.

There are four goals of self-directed learning. The first goal is simply the aspiration to gain some new knowledge or develop a new skill. The next goal is to become more self-directed in one's own learning. Next is the goal of fostering transformational learning as a central element in self-directed learning. And the final goal is to promote emancipatory learning. That would include elements like social justice and political action as really integral parts of the self-directed learning process.

So how can self-directed learning theory apply to our professional development plans? Well, we know that teacher choice and self-direction are critical to teacher satisfaction with their professional development opportunities. In fact, according to a Gates Foundation report, teachers who have a choice in their professional development experiences report being significantly more satisfied with that professional development. More specifically, when teachers are allowed to choose the majority or even all of their professional learning experiences, they are more than twice as satisfied as teachers who are not given those types of choices.

Unfortunately, we know that many professional development activities are simply viewed as a waste of time by teachers. But on the other hand, we know that teachers place a higher value on professional development that directly supports the work that they do in their classrooms everyday, things such as planning instruction or reflecting on their instruction. And so if we can analyze and potentially even alter our professional development plans in order to be more aligned with self-directed learning theory principles, and also if we try to build in opportunities for teachers to have choice and input in their professional development, that can really increase their overall satisfaction with that professional development.

So let me share with you some questions that you can ask yourself about your professional development plan that can help you to become more aligned with self-directed learning theory. Step 1 in the alignment process is to identify areas of existing alignment. So here are some questions you can ask yourself about your professional development plan. If there is alignment, are teachers being provided with opportunities to make choices in their own learning? More specifically, is the professional development aligned with those four goals of self-directed learning? Does the professional development plan provide teachers with opportunities to evaluate their own learning? More broadly, does the professional development plan support teachers' efforts to become more self-directed in their learning?

Step 2 in the alignment process is to identify areas of misalignment. Here we are looking for places in the plan where the theory is perhaps violated or simply not applied at all to the professional development plan. So here are some specific questions you can ask yourself about your professional development plan for step 2.

If there is misalignment, what can be changed in order to provide teachers with those opportunities to make choices in their own learning? If the whole plan maybe isn't aligned with those four goals of self-directed learning, could you still identify specific activities or opportunities that are aligned with the four goals? Does the professional development plan help to build the capacity and skills that will support teacher self-direction?

Step 3 of the alignment process is to identify potential areas for enhancement. Note that in this step you may be identifying areas in which the approach to the professional development is actually just fine but the design could still be altered in order to create even better alignment to the theory of self-directed learning. So here are some questions that you can ask yourself about your professional development plan for step 3.

What specifically needs to be changed in order to allow self-directed learning to take place? What aspects of the professional development plan could be changed or revised in order to create those opportunities for teachers to have choices in the planning, in the actual learning experiences, and in the evaluation of the learning?

Now it's your turn to stop and reflect. Evaluate your professional development plan for alignment to self-directed learning theory. Look especially for opportunities to provide teachers with choices in their educational opportunities.

To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material. Thanks for joining me. Have a great day.