By Malcolm Knowles
Review of self-directed studying during which members take the initiative, without or with the aid of others, in diagnosing their studying wishes, formulating studying ambitions, opting for human and fabric assets for studying, settling on and enforcing acceptable studying techniques, and comparing studying results.
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Additional resources for Self-directed Learning
ASSESSING THE PRESENT LEVEL OF PERFORi\1ANCE Here we enter relatively new and unexplored territory in the technology of adult education. Because adult education was tied so closely to pedagogy for so long, little attention was given to developing procedures and tools for helping adults diagnose their own needs-after all, if the teachers already know what they need, why waste time getting the students into the act? So the reservoir of experience and materials for student self-diagnosis of present level of performance is extremely limited.
Is this form of presentation the most efficient and understaodable possible? SOME SKILL PRACTICE IN QUESTIONING TECHNIQUES * Students can learn a great deal about questions and their effective use from just being allowed opportunities to formulate some and carry out investigations of them. However informal learning about questions should not exclude formal instruction. Students can have periods of time designated for focusing on their process of inquiry or problem-solving. Such focus would naturally deal with questions.
Facilities 6. 'urther Learning Resource I Learning Resources I Some Guidelines for Stating Objectives* In actual educational practice, learning objectives are stated in many ways. All too often they are stated as things which the instructor or the activity is going to do, as, for example, "to give information about . " "to demonstrate . " "to broaden appreciation of . ) These are not really statements of educational objectives, but rather of instructors' intentions. For education is not concerned with having the instructor perform certain activities; it is concerned with helping students achieve changes in behavior.