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3/2/2014
1
Cultivating Self-Directed Learners by Design
March 1, 2014 AAC&U General Education & Assessment Meeting
Portland, OR
Dr. Suzanna Klaf Associate Director,
Center for Academic Excellence
Dr. Kathryn Nantz Professor of Economics Fairfield University, CT
Get started on p. 1
© S. Klaf, 2012
Pair – Share – Shout out
Questions explored
• What is Self-Directed Learning?
• What are SDL skills?
• What are ways to promote SDL?
• What can you do to promote SDL?
Reflective writing
page 1
© S. Klaf, 2012
What is self-directed learning?
“a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.”
Knowles (1975) Self-directed Learning, p. 18.
page 2
© S. Klaf, 2012
Dimensions of self-directed learning
1. Process of learning
– Able to define what to learn, plan for, conduct the learning, evaluate resources, and assess own learning
2. Learning strategies
– how students study and process information
3. Performance outcomes
– independent learning behaviors that persist beyond graduation.
Candy, Philip C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass Publishers.
Foundation & Skills for Life Long Learning
AAC&U VALUE* Rubric
*VALUE: Valid Assessment of Learning in Undergraduate Education Source: https://www.aacu.org/value/rubrics/
Staged Self-Directed Learning Model (SSDL)
Stage Student Teacher Examples
Dependent Authority, coach
Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.
Interested Motivator, guide
Inspiring lecture plus guided discussion. Goal-setting and learning strategies.
Involved Facilitator Discussion facilitated by teacher who participates as equal. Seminar. Group projects.
Self-directed
Consultant, delegator
Internship, dissertation, individual work or self-directed study group
Grow, G.O. (1991). “Teaching Learners To Be Self-Directed”. Adult Education Quarterly, Vol. 41, No 3. P. 129.
Grow (1991); Fig. 1, p. 129 Teachers can actively equip students to become more self-directed in their learning.
page 3
3/2/2014
2
Grow, G.O. (1991). “Teaching Learners To Be Self-Directed”. Adult Education Quarterly, Vol. 41, No 3. P. 125.
“Good teaching” matches the learner’s stage of self-direction and helps the learner advance toward greater self-direction.
Staged Self-Directed Learning Model (SSDL)
© S. Klaf, 2012
Who are our students?
• Passive learners, dependence, unmotivated.
• Unprepared to learn on their own (Doyle, 2008)
– Do not complete reading and other prep work
– Little practice learning in meaningful ways.
– Few opportunities to develop the skills needed to be effective independent learners
• Characteristics of the millennial generation: special, sheltered, confident, team-oriented, conventional, pressured, achieving
Howe and Strauss (2000) Millennials Rising: The Next Great Generation.
Cycle of Self-Directed Learning
Ambrose et al. (2010), Fig. 7.1, p. 193 ASSESS the task
EVALUATE Strengths
and weaknesses
PLAN
APPLY strategies MONITOR
performance
REFLECT
and adjust if needed
Students’ beliefs about intelligence
and learning
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
page 4
“To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.” (Ambrose et al, 2010: 191)
© S. Klaf, 2012
Cultivating self-directed learners
Learner-centered teaching
Instructional Design
Active learning assignments and activities
Modeling
Learning Strategies
Reflection
Self-awareness
Metacognition
Self-assessment
Student as learner characteristics,
motivation, goals
Self-directed learners + =
What teachers do… What students do…
Role of teacher in supporting SDL
• What teaching methods and active learning strategies could you use to promote SDL?
• Syllabi, classroom experiences, and assignments that cultivate SDL
See chart p. 6
© S. Klaf, 2012
3/2/2014
3
“The instructional design aspects of the teacher’s role are much more important in learner-centered environments. Activities and assignments become the vehicles by and through which learning occurs.” (Weimer, 2002: 85).
© S. Klaf, 2012
Self-Directed Learning by Design
• Select an assignment, or activity in which you would like to promote SDL.
• Plan for integrating skill development into your course, assignment, or activity goal(s).
• Complete the worksheet
Write – Pair – Share page
7
© S. Klaf, 2012
1 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Cultivating Self-Directed Learners by Design
Dr. Kathryn Nantz Professor of Economics Fairfield University, CT
Dr. Suzanna Klaf Associate Director, Center for Academic Excellence
Fairfield University, CT [email protected]
March 1, 2014
Association of American Colleges & Universities Meeting General Education and Assessment:
Disruptions, Innovations, and Opportunities Portland, Oregon
Session Materials Description: Participants will consider what it means for students to be “self‐directed” within a discipline, and will reflect on practices that help students develop self‐directed learning skills, whether they are novice or expert learners.
Professors often lament students’ inability to take responsibility for and control of their own learning. They want students to be engaged and self‐directed, but they often encounter passive, dependent, and grade‐driven students. This workshop will highlight the importance of self‐directed learning skills in achieving student outcomes that are meaningful and long‐lasting. Many faculty bemoan the fact that students are not self‐directed, yet they fail to see the role of their own courses in helping students cultivate lifelong skills. Carefully constructed classroom experiences, assignments, and syllabi can help students step into new roles as learners, and to see themselves as stakeholders in their own learning experiences. Presenters will share models, engage participants in self‐reflection, and provide opportunities for attendees to create activities and assignments designed to build skills for lifelong learning. (Theme 3: Intentional Learning)
Getting started…
How would you characterize a self-directed, lifelong learner in your discipline?
What do you do to promote self-directed, lifelong learning in your course(s)?
2 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
What is self-directed learning (SDL)? - Definitions
Self-directed learning: “In its broadest meaning, “self-directed learning” describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975: 18).
Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson Learning Group.
What is known about SDL “(a) individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) self-direction is best viewed as a continuum or characteristic that exists to some degree in every person and learning situation; (c) self-direction does not necessarily mean all learning will take place in isolation from others; (d) self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogue, and reflective writing activities; (f) effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking.”
Hiemstra, R. (1994). Self-directed learning. In T. Husen & T.N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.
“the degree of choice that learners have within an instructional situation.” “open-ended opposite of “dependent” learning.” (Grow, 1991: 128)
Dimensions of Self-Directed Learning: 1. Process of learning
Able to define what to learn, plan for, conduct the learning, evaluate resources, and assess own learning
2. Learning strategies how students study and process information
3. Performance outcomes independent learning behaviors that persist beyond graduation.
Candy, Philip C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass Publishers.
Role of students in self-directed learning – on becoming a self-directed learner: “To become self-directed learners, students must learn to monitor and adjust their approaches to learning.” (Ambrose et al., 2010: 6).
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
Role of teacher in self-directed learning -- on cultivating self-directed learners: “The teacher shifts from recitation to provocation, from telling to asking, and from instruction to guidance, teaching students to think and find out for themselves.” (Gibbons, 2003: 24).
Gibbons, M. (2003). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. Hoboken, NJ: Jossey-Bass.
Relationship to lifelong learning – see AAC&U Value Rubric Curiosity – Initiative – Independence – Transfer – Reflection
3 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Self-Directed Learning – Roles & Responsibilities
Staged Self-Directed Learning (SSDL) – Grow (1991) Based on the Situational Leadership Model of Paul Hersey and Kenneth Blanchard (The Management of Organizational Behavior, 1988).
Figure 1. The Staged Self-Directed Learning Model (p. 129)
Stage Student Teacher Examples Learning and instruction Stage 1 Dependent Authority,
Coach Coaching with immediate feedback. Drill. Informational lecture. Overcoming deficiencies and resistance.
Teacher-centered; “teacher as expert” Students expect explicit directions on what to do, how to do it, and when. Teaching methods: formal lectures, highlight specific assignments.
Stage 2 Interested Motivator, Guide
Inspiring lecture plus guided discussion. Goal-setting and learning strategies.
Instructor provides direction and help. Encourage students to build their confidence and skills, recognize their styles of learning, and personal learning goals. Explain assignments, demo practices, supervise projects, provide feedback.
Stage 3 Involved Facilitator Discussion facilitated by teacher who participates as equal. Seminar. Group projects.
Teacher participates in the learning experience. “Guide on the side” / facilitator of learning –goal to empower learners. Students learn more about how they learn. Assign open-ended, carefully-designed projects. Explicit criteria, checklists help learners monitor their own progress.
Stage 4 Self-directed Consultant, Delegator
Internship, dissertation, individual work or self-directed study-group.
Learner-centered, teacher as consultant Students able and willing to take responsibility for their learning. Exercise skills in time management, project management, goal-setting, self-evaluation, peer critique, information gathering, and use of educational resources.
Reflections on the SSDL Model
i. At which stage would you place your students? Why?
ii. Where do you position yourself as a teacher in the SSDL model? Why?
4 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Self-Directed Learning – Skills to nurture and practice Cycle of Self-Directed Learning - (Ambrose et al., 2010)
Strategies to help students engage in the cycle of SDL (Ambrose et al., 2010)
Assess the task at hand by: Be more explicit with assignment objectives, explain “why” the assignment goals are important Share sample work, give students practice recognizing components they will be assessed on Check student understanding of the task, give feedback, and ask students to articulate the assignment goal
and describe the steps they would take Provide performance criteria with an assignment (e.g., checklist or performance rubric).
Evaluate own strengths and weaknesses: Give students practice and feedback early on to help them develop more accurate awareness of their
strengths and weaknesses. Identify the specific skills that questions and assignments target to raise student awareness. Provide opportunities for student to self-assess with emphasis on the importance of this type of activity
(e.g., practice exam and key).
Plan an appropriate approach: Provide students with a plan and have them implement it (e.g., interim deadlines or timeline for
deliverables) – model for students what a plan should look like and as they gain experience have them submit.
Assign a task that focuses on planning (e.g., ask students to plan a solution strategy for a set of problems that involved how they would solve each problem/the approach to take).
Apply strategies and monitor performance Teach students to assess their work and identify errors Provide guidelines for assignments (e.g., how long it should take to complete). Have students assess their own work against a set of criteria provided Have student explain what they did and why – reflect on and annotate their work.
Fig. 7.1, p. 193.
Students recognize what they know – prior knowledge, and their skills
Students plan their approach to learn independently. Identify time and resources need to complete the task
Students identify what they need to learn; what skills they will need to deploy and develop.
Students self-monitor, discontinue ineffective strategies; apply new strategies; refine the scope to accomplish the project.
Students monitor/self-assess, and adjust their approach along the way.
Students enter the classroom with views of how learning works (e.g., fast & easy or slow & difficult); intelligence as fixed or malleable; and their own abilities
5 Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Reflect and adjusting one’s approach Require students to reflect on their performance and assess their own strengths and weaknesses Prompt students to self-reflect (e.g., exam wrapper strategy) Present students with different strategies to approach a task or problem. Create assignments that have students propose strategies, exploring the advantages and disadvantages of
each.
Beliefs about intelligence and learning Address students’ beliefs about learning and discuss aspects over which they have control – their effort,
concentration, study habits, level of engagement, etc. Explain the different levels of learning (recall different from knowing how and when to apply learning) Help students set realistic expectations
The SDL cycle presents key metacognitive skills that are critical to be an effective self-directed (self-regulated or lifelong) learner.
“To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.” (Ambrose et al, 2010: 191) … unfortunately these metacognitive skills tend to fall outside the content area of most courses, and consequently they are often neglected in instruction.”
Ambrose et al. (2010) and Doyle (2008) highlight the importance of helping students develop metacognition – thinking about thinking, knowing “what we know” and “what we don’t know”, self-monitoring their learning.
Strategies to promote metacognition:
Modeling the metacognitive process Demo your thinking process, how would you approach an assignment, problem, or task – walk students through the phases of your metacognitive process: talk aloud, assess strengths and weaknesses, share your action plan, articulate the steps you would take, and show how you would evaluate the end result.
Scaffolding students in their metacognitive processes
Early on provide support as students practice skills, and gradually remove them as students develop mastery
Sources: Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
Consider having your students complete a survey about their learning styles preference or their self-assessment of their skills as a self-directed learner.
Resources: What Type of Learner Are You? - Morrison-Shetlar, A. and Marwitz, M. (2001) Teaching
Creatively: Ideas in Action. Outernet Publishing. Competencies of Self-Directed Learning: A Self-Rating Instrument,
Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson Learning Group, p. 61.
The Self-Directed Learning Readiness Scale (SDLRS) also known as the Learning Preference Assessment (LPA) developed by Dr. Lucy Guglielmino in 1977 (http://www.lpasdlrs.com)
6
Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Teaching Methods, Strategies, and Activities – Instructional design focus on learner-centered methods
Syllabus Classroom Experiences Assignments
Include goals that integrate skill development with content acquisition
Communicate the importance of learning how to learn in the learning experience
Schedule time for students to engage in metacognitive activities
Pose course outcomes as questions for learners to investigate and answer
Articulate your role in facilitating learning and what students can expect
Provide students with choice and the opportunity to contribute to the learning goals
Involve learners in decision-making – what it to be learned, when, and how it should be learned, evaluated, and allow learners to pursue their own interests
Involve students in decision making (e.g., syllabus draft and involve students in its development in class
Provide examples of acceptable work
Have students practice and apply their learning
Teaching inquiry skills, decision-making, personal development, self-evaluation
Model metacognitive processes (e.g., mapping out steps for an independent assignment)
Provide opportunities for students to raise their awareness of their learning styles and study habits
Scaffold student learning on large projects or new learning experiences.
Create a learning environment based on openness and trust
Have students identify what they know and what they don’t know
Deliberately model your thinking process, have students do the same, and debrief
Engage students with active learning strategies
Provide students with choice on their topic
For large independent project, stage the assignment, allow time for feedback and adjustment
Independent projects
Build in reflective component - Reflective learning journal
Have students submit a plan and timeline for their project
Portfolio development
Make learners aware of the objectives, learning strategies, resources, and evaluation criteria for an assignment
Activities and assignment decisions – give students authentic role in making decisions about their assignments within a framework you create (Weimer, 2002)
In what ways can you modify your syllabus so that it cultivates self-directedness?
What might you do to encourage self-directedness in your classroom?
What type of authentic assignments would promote self-directed learning?
7
Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Self-Directed Learning by Design (SDLbD) – Focus on balance between what
the teacher does and what the student does to make learning happen. You Your Students
1a. The context of learning What are your assumptions about your learners? What needs and expectations do you think they bring to the task?
1b. The context of learning What are your students’ strengths and weaknesses as learners?
2b. Learning goal for an assignment or activity What will students be able to do with their knowledge? What skills will they develop? How will they demonstrate their understanding?
2b. Learning goal What interests/motivates your students?
3a. Teaching method(s) for the learning goal chosen above that would develop student skills.
3b. Learning Strategies that students should utilize as they approach the assignment or activity
4a.What will you be doing to promote SDL? What will you do to scaffold your students’ learning?
4b. What will your students be doing? How will you get students involved/to take ownership of their learning?
5b. How will you assess students? What feedback will you provide students to reinforce learning and help build students’ confidence?
5b. What opportunities will students have to assess their learning? How will students intentionally reflect on their learning process and outcomes?
6. How will you assess whether your effort to promote SDL was effective? What were the outcomes? What role did it play in student learning? What changes will you make for next time? Will you do it again or use a different active learning strategy?
8
Klaf and Nantz, Fairfield University AAC&U General Education & Assessment Meeting March 1, 2014
Resources Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., and Norman, M. (2010). How Learning Works: Seven
Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass. Brockett, R.G. and Hiemstra, R. (1991). A conceptual framework for understanding self-direction in adult
learning. In Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. New York: Routledge.
Candy, P.C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. San
Francisco: Jossey-Bass Publishers. Chapter 1 – What Is Self-Directed Learning? Doyle, T. (2008). Helping Students Learn in a Learner-Centered Environment. A Guide to Facilitating
Learning in Higher Education. Sterling, Virginia: Stylus. Garrison, D.R. (1997) Self-Directed Learning: Toward a Comprehensive Model. Adult Education Quarterly.
Vol. 48(1), Fall 1997, 18-33. Gibbons, M. (2003). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel.
Hoboken, NJ: Jossey-Bass. Grow (1991) “Teaching Learners to Be Self-Directed” Adult Education Quarterly. 41(3), 125-149. Knowles, M. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Cambridge: Pearson
Learning Group. Lowry, C.M. (1989) Supporting and Facilitating Self-Directed Learning. ERIC Digest No. 93. ERIC
Clearinghouse on Adult, Career, and Vocational Education, http://www.ntlf.com/html/lib/bib/89dig.htm
Weimer, M. (2010). Developing Students’ Self-Directed Learning Skills. Faculty Focus. October 26, 2010.
Available online at http://www.facultyfocus.com. Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.
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e aim
of
impr
ovin
g kn
owle
dge, ski
lls a
nd c
ompe
tenc
e”. A
n en
deav
or o
f hi
gher
edu
catio
n is to
pre
pare
stu
dent
s to
be
this ty
pe o
f le
arne
r by
dev
elop
ing
tspe
cific
disp
ositi
ons an
d sk
ills (d
escr
ibed
in th
is rub
ric)
whi
le in
sch
ool.
(Fro
m T
he E
urop
ean
Com
mission
. 200
0. C
omm
ission
sta
ff w
orki
ng p
aper
: A m
emor
andu
m o
n lif
elon
g le
arni
ng. R
etriev
ed S
epte
mbe
r 3,
200
3, fro
m w
ww.see
-edu
coop
.net
/edu
catio
n_in
/lifel
ong-
oth-
enl-t
02.p
df.)
Evalu
ator
s are
encou
raged
to a
ssign
a z
ero to
any
work
samp
le or
colle
ction
of w
ork th
at do
es no
t meet
benc
hmar
k (ce
ll on
e) lev
el pe
rform
ance.
C
apst
one
4
Mile
ston
es
3
2
Ben
chm
ark
1
Cu
rios
ity
Exp
lore
s a
topi
c in
dep
th, y
ield
ing
a rich
aw
aren
ess an
d/or
little
-kno
wn
info
rmat
ion
indi
catin
g in
tens
e in
tere
st in
th
e su
bjec
t.
Exp
lore
s a
topi
c in
dep
th, y
ield
ing
insigh
t an
d/or
info
rmat
ion
indi
catin
g in
tere
st in
th
e su
bjec
t.
Exp
lore
s a
topi
c w
ith som
e ev
iden
ce o
f de
pth,
pro
vidi
ng o
ccas
iona
l ins
ight
an
d/or
info
rmat
ion
indi
catin
g m
ild
inte
rest
in th
e su
bjec
t.
Exp
lore
s a
topi
c at
a sur
face
leve
l, pr
ovid
ing
little
insigh
t and
/or in
form
atio
n be
yond
the
very
bas
ic fac
ts in
dica
ting
low
in
tere
st in
the
subj
ect.
Init
iati
ve
Com
plet
es req
uire
d w
ork,
gen
erat
es a
nd
purs
ues op
port
uniti
es to
exp
and
know
ledg
e, ski
lls, a
nd a
bilit
ies.
Com
plet
es req
uire
d w
ork,
iden
tifie
s an
d pu
rsue
s op
port
uniti
es to
exp
and
know
ledg
e, ski
lls, a
nd a
bilit
ies.
Com
plet
es req
uire
d w
ork
and
iden
tifies
oppo
rtun
ities
to e
xpan
d kn
owle
dge, ski
lls,
and
abili
ties.
Com
plet
es req
uire
d w
ork.
Ind
epen
den
ce
Edu
catio
nal i
nter
ests
and
pur
suits
exi
st
and
flou
rish
out
side
class
room
re
quirem
ents.
Kno
wle
dge
and/
or
expe
rien
ces ar
e pu
rsue
d in
depe
nden
tly.
Bey
ond
clas
sroo
m req
uire
men
ts, p
ursu
es
subs
tant
ial,
addi
tiona
l kno
wledg
e an
d/or
ac
tivel
y pu
rsue
s in
depe
nden
t edu
catio
nal
expe
rien
ces.
Bey
ond
clas
sroo
m req
uire
men
ts, p
ursu
es
addi
tiona
l kno
wle
dge
and/
or sho
ws
inte
rest
in p
ursu
ing
inde
pend
ent
educ
atio
nal e
xper
ienc
es.
Beg
ins to
look
bey
ond
clas
sroo
m
requ
irem
ents, s
how
ing
inte
rest
in p
ursu
ing
know
ledg
e in
depe
nden
tly.
Tra
nsf
er
Mak
es e
xplic
it re
fere
nces
to p
revi
ous
lear
ning
and
app
lies in
an
inno
vativ
e (n
ew
and
crea
tive)
way
that
kno
wledg
e an
d th
ose
skill
s to
dem
onst
rate
co
mpr
ehen
sion
and
per
form
ance
in n
ovel
situ
atio
ns.
Mak
es ref
eren
ces to
pre
viou
s le
arni
ng a
nd
show
s ev
iden
ce o
f ap
plying
that
kn
owle
dge
and
thos
e sk
ills to
dem
onst
rate
co
mpr
ehen
sion
and
per
form
ance
in n
ovel
situ
atio
ns.
Mak
es ref
eren
ces to
pre
viou
s le
arni
ng a
nd
atte
mpt
s to
app
ly th
at k
now
ledg
e an
d th
ose
skill
s to
dem
onst
rate
co
mpr
ehen
sion
and
per
form
ance
in n
ovel
situ
atio
ns.
Mak
es v
ague
ref
eren
ces to
pre
viou
s le
arni
ng b
ut d
oes no
t app
ly k
now
ledg
e an
d sk
ills to
dem
onst
rate
com
preh
ension
an
d pe
rfor
man
ce in
nov
el situ
atio
ns.
Ref
lect
ion
Rev
iew
s pr
ior le
arni
ng (p
ast e
xper
ienc
es
inside
and
out
side
of
the
clas
sroo
m) i
n de
pth
to rev
eal s
igni
fica
ntly
cha
nged
pe
rspe
ctiv
es a
bout
edu
catio
nal a
nd li
fe
expe
rien
ces, w
hich
pro
vide
fou
ndat
ion
for
expa
nded
kno
wle
dge, g
row
th, a
nd
mat
urity
ove
r tim
e.
Rev
iew
s pr
ior le
arni
ng (p
ast e
xper
ienc
es
inside
and
out
side
of
the
clas
sroo
m) i
n de
pth,
rev
ealin
g fu
lly c
larified
mea
ning
s or
in
dica
ting
broa
der pe
rspe
ctiv
es a
bout
ed
ucat
iona
l or lif
e ev
ents.
Rev
iew
s pr
ior le
arni
ng (p
ast e
xper
ienc
es
inside
and
out
side
of
the
clas
sroo
m) w
ith
som
e de
pth,
rev
ealin
g slig
htly c
larified
m
eani
ngs or
indi
catin
g a
som
ewha
t br
oade
r pe
rspe
ctiv
es a
bout
edu
catio
nal o
r lif
e ev
ents.
Rev
iew
s pr
ior le
arni
ng (p
ast e
xper
ienc
es
inside
and
out
side
of
the
clas
sroo
m) a
t a
surf
ace
leve
l, w
ithou
t rev
ealin
g cl
arifie
d m
eani
ng o
r in
dica
ting
a br
oade
r pe
rspe
ctiv
e ab
out e
duca
tiona
l or lif
e ev
ents.