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Self-Directed Learning

Learners who engage in self-reflection and thinking about thinking (metacognition) become lifelong learners with adaptive capacity, enhanced well-being and are better able to transfer learning in an ever-changing world.

Learners will:
  • Learn the process of learning (metacognition) (e.g. independence, goal-setting, motivation) and believe in their ability to learn and grow (growth mindset)
  • Self-regulate in order to become lifelong learners and reflect on their thinking, experience, values and critical feedback to enhance their learning. They also monitor the progress of their own learning.
  • Articulate and set personal learning goals, develop strategies to achieve them and reflect on the learning
    process itself to improve learning outcomes.
  • Develop their identity in the Canadian context (e.g. origin and diversity) and consider their connection to the
    environment.
  • Cultivate emotional intelligence to understand themselves and others.
  • Take the past into account to understand the present and approach the future.
  • Develop personal, educational and career goals, and persevere to overcome challenges to reach goals.
  • Adapt to change and show resilience to adversity.
  • Manage various aspects of their life: physical, emotional (relationships, self-awareness), spiritual and mental
    well-being.
  • Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

DEFINITION

Self-directed learning means: becoming aware and demonstrating agency in one’s process of learning, including the development of
dispositions that support motivation, perseverance, resilience and self-regulation. Believing in one’s ability to learn, combined with
strategies for planning, monitoring and reflecting on one’s past, present and future goals, help learners adapt to change.

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Examples of Self-Directed Learning in the UGDSB:

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