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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.

Click Here for Examples in the UGDSB

Examples of Self-Directed Learning in the UGDSB: