Academic read: Independent Learning by Cyril Kesten

Author: Cyril Kesten

Read online: Youblisher / Drive / Scribd

Download e-book

Summary:

Independent Learning: A Common Essential Learning

The purpose of this paper was to explore the Common Essential Learning – Independent Learning in order to define it in a manner consistent with the Goals of Education and in a manner usable by curriculum committees.

Independent Learning was defined as that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learners’ own learning needs. These decisions ought to be made within the bounds of social acceptability and by self-directed, self-motivated, willing learners. It is part of the education system’s mandate to give support to learners in the process of becoming Independent Learners as well as giving learners the opportunity to be Independent Learners.

The review of the literature identified a number of notions which should not be part of this consideration of Independent Learning. Independent Learning is not an absolute standard but a direction or goal to be pursued. Independent Learning is not a set of identifiable competences but is more of an ongoing developmental process. Independent Learning is not individualized instruction nor is it learning in isolation. It does not demand a one-to-one relationship between teacher and learner. Finally Independent Learning is not permissive. Independent Learners accept responsibilities and standards as well as understand the limitations imposed by available resources, prior knowledge, level of development as well as their personal skills, disposition and abilities.

Independent Learning is for all students regardless of level of ability or background. It is fostered by sensitive, flexible and responsive school systems and school personnel.

Independent Learning has value from both social and personal perspectives. Society values those individuals who can freely respond to the changing demands of society. Individuals strive for independence and are better able to fulfill their functions as workers, family members and citizens when they are Independent Learners.

A model of Independent Learning was proposed in the paper. This model describes the areas in which negotiations and shared decision-making can take place regarding the learners’ needs, experiences and evaluations. The extent of sharing in decision-making is determined by the age, experience, developmental level, personal background and capabilities and situation of the learner. The teacher is, at least, a guide, mentor and facilitator in this process, as well as a representative of the values and norms of society. A series of objectives for Independent Learning are included in appendix A to assist in the process.

Implications for schools and teacher were reflected in the recommendations made. They are:

Independent Learning should be an approach and goal for all students regardless of intellectual and physical capabilities.
Parents and the community at large as well as school personnel should be advised of and accept the use of Independent Learning as part of the K-12 students’ educational experience.
Helping students learn to learn and love to learn should be important objectives in every lesson presented by every teacher in every grade and in every subject.
Learning experiences should be constructed so that learners will not only have the opportunity to be Independent Learners, but so that the learners will learn how to become Independent Learners.
A variety of resources both in and out of the schools should be made available to both learners and teachers.
Curricula should be written to give learners latitude to satisfy their own learning needs in the subject areas.
Scholl administrators must accept and promote the idea of Independent Learning as a Common Essential Learning.
Some part of the school day should be organized so that learners can use the resources of the school to meet their individual learning needs which may not be met otherwise.
Teachers should receive training in counseling skills.
Teachers should be familiar with and use instructional strategies such as Inquiry, Discovery, Cooperative Learning, etc. Which teach and promote the use of independent learning skills.
Teachers should be provided with in-service and in school support in attempting to promote Independent Learning while teaching their subject areas.
Teachers should identify where, when and how they will let learners participate in the education decision-making process.
Student evaluations should include a description of how the student is behaving as an Independent Learner.