Supporting Independent Learners
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Transcript of Supporting Independent Learners
Supporting Independent Supporting Independent LearnersLearners
To achieve their goalsTo achieve their goals
They’re already learning!They’re already learning!
• How are they already learning?• What tools do they already use to learn?• What have they already learnt?• What are the skills gaps?• Why do they want your help?• What are their goals?• What is their timeframe for achieving those
goals?
Don’t reinvent the learner’s PLEDon’t reinvent the learner’s PLE
If a self directed learner is truly independent they are already learning. Don’t replace
their existing learning environment – augment and enrich it!
They already have a classroom!They already have a classroom!
• Work• Hobbies• Clubs• Social networks• Life online• Home• Travel• The Pub or Café• Public Transport
• Community shed or hall
• Rural emergency services
• Volunteering• Sport• TV• Library• All of the above and
more
Recognise their current skillsRecognise their current skills
• Don’t talk to them in jargon, in terms of competencies, assessment criteria or evidence mapping
• Don’t expect them to become a training expert• Meet them, talk to them, talk to those who know
them, get them to show you what they do and see examples. Ask them about past training successes. Admire their certificates.
• Do the mapping for them.
Negotiate!Negotiate!
• Learning outcomes
• Timelines
• How
• Make a learning agreement
• Keep it Specific, Measurable, Achievable and outline the Rewards and Timeline that has been agreed to it
• Redo this periodically to re-evaluate
Provide resourcesProvide resources
• What are the must reads and the must dos?• Provide experiences• Provide real-life base problems to solve• Links to current, relevant, free, fun, interactive
and open-sources learning resources• Don’t require expensive texts or software to be
bought• Suggest internet search terms
Your supporting roleYour supporting role
• Mentoring• Steering• Keeping them on track, in sight of their goals• Keeping them safe• Enriching their learning experience• Dealing with the “system” so that the student doesn’t
have to.• Helping them to make connections• Reinforcing through feedback, praise and suggestions• Assessing and validation