Self-Directed Learner - the Three Pillar Model of Self-Directedness: The Three Pillar Model for Developing Self-Directedness

257 Pages·2005·7.453 MB·\257

by  Jennifer Gavriel (Author)

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© 2015 Jenny Gavriel
Jen©n y2 0G1a5v Jreienln hya Gs aasvsreierlted her right under the Copyright, Designs and Patents Act 1998 to be identifi ed as

the author of this work.

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Contents

Preface iv

About the author vi

List of fi gures vii

List of tables ix

1 A model for self- directedness 1

2 Self-d irectedness and adult learning 37

3 People and places 60

4 Mentoring and coaching 89

5 Refl ective practice and action research 117

6 Learning and teaching 143

7 Leadership and management 187

8 Summary 216

References 224

Index 236

iii
Preface

Th e development of self- directedness is an educational conundrum that transcends
medical education. My time in education with children and adults in schools and
in medical education has revealed a common complaint: educators at every stage
want their learners to take more responsibility and more initiative in their learn­
ing. It is a common frustration that many learners are passive in their educational
role and although self- directedness is oft en seen as a purely adult learning concept,
similar concerns are expressed in school staff rooms across the country. Th is book
is based on the reality that we cannot assume learners will become self- directed as
they mature. I have seen teenagers whose ability and motivation in directing their
own learning far outstrips that of some adult learners, both in teaching and in medi­
cal education. We need to build a learning and working environment that supports
and nurtures self- directedness.
As I broadened my educational experience and extended my reading in educa­
tional literature and research I began to realise that there were strategies out there
to help develop self-d irectedness. It became apparent that this was not something
that could be achieved through just one area of research. Writing this book has been
a tremendous learning opportunity for me, and I hope you will fi nd it as useful as I
have. You should fi nd a combination of new ideas and new perspectives to old ideas,
as well as new knowledge; this is the opportunity to revisit prior knowledge with
a diff erent hat on. Th ere is a lot of information within these pages: the Th ree Pillar
Model provides an overarching structure for the book, but each subsequent chapter
has been researched from specifi c areas. Th roughout each chapter I have tried to
tread the line between theory and practical, to fi nd the balance between evidence-
based education and usefulness at the front line.
I have attempted to write this book in such a way that recognises and respects
the skills that you bring to your educational practice. Much of education is context
specifi c and individualistically driven so the techniques described here are intended
to become useful additions to your toolkit. Your skills and experience are needed
to know when and how to deploy them. Th is is not an easy task, but your current
expertise combined with this book will provide you with the skills and support to
meet this challenge.
Th ough I hope you will fi nd the style of writing accessible and the structure clear,
this is not a book that you will pick up and read cover to cover in a few days. Take
your time over it and give yourself the opportunity to refl ect on your strengths and
iv
PREFACE v
areas for development. I am probably biased, but I do think everything in this book
is useful; the educators’ toolkit needs to be as large and diverse as possible. Th is is
especially the case when looking to develop a complex skill like self- directedness.
Of course you cannot be expected to do everything. Education is a hard task master:
there is always more that can be done; a better or diff erent way to do things; new
ideas to be trialled. Th ere are so many ideas in this book that it can at fi rst glance
seem daunting. You have to accept from the start that you cannot attempt all of these
ideas at once. Instead you should read through and prioritise according to your own
needs, your learner and your context. Try out a few ideas and let them bed in, then
return to look through the model again and see if there is something else to try. Take
a step-wise approach to constructing an environment and improving your skills to
develop self- directed learners.
Having said all of this, the content of this book doesn’t represent everything.
Not even close. Th ere is so much more out there and I hope that if you fi nd some­
thing of particular interest you will also fi nd the references you need to follow up
in greater depth. I repeatedly had to restrain myself and cease typing mid-fl ow to
prevent myself going too far with each specifi c point. I am (obviously) passionate
about education and the writing of this book has been an edifying experience for
me. Pulling together the various and diverse ideas from diff erent areas of research
has been both useful and satisfying. I hope you gain as much as I have and that you
fi nd enough breadth and depth to meet your specifi c needs.
And one last thing: I have mistyped self-d irected as elfs-d irected so many times
in writing this book that I am beginning to suspect the elves may actually be up to
something.
Jenny Gavriel
January 2015
About the author

Jenny Gavriel initially qualifi ed as a secondary school teacher in science and chem­
istry from the Institute of Education, London following completion of her degree in
biochemistry with management from Imperial College London. She took her educa­
tion studies further during her time in the classroom, gaining a Masters in Education
from Oxford Brookes University. She also found time to produce resource sets for
use by teachers which were published and sold nationally. Aft er a number of years of
teaching, during which time she held posts in curriculum planning, mentoring and
pastoral management, her career shift ed focus from educating children to educat­
ing adults. She now sits on the line between the two worlds: school education and
medical education, giving her a broad view of the direction of education in general.
As Programme Director for GP Specialty Training in Milton Keynes, Jenny has
frontline contact with medical learners, while she maintains an academic focus as an
Affi liate Lecturer on the Post Graduate Certifi cate in Clinical Education for Health
Education Th ames Valley. She retains contact with education in the school environ­
ment as a Tutor for trainee teachers with the University of Buckingham.
Jenny has published articles in the British Journal of General Practice and
Education for Primary Care and writes regular ‘Teaching Tips’ in Education for
Primary Care which draws on her expertise in both school-b ased education and
medical education.
Further details regarding Jenny’s work can be found at www.GavrielMedEd.com.
vi
List of fi gures

Figure 1.1 A three- pillar model of self- directedness 4

Figure 1.2 Dewey’s Experiential Learning Cycle (as illustrated by Kolb) 7

Figure 1.3 Lewin’s Experiential Learning Cycle (as illustrated by Kolb) 8

Figure 1.4 Kolb’s continuum of learning 9

Figure 1.5 Kolb’s Experiential Learning Cycle 10

Figure 1.6 Learning skills confl icts in Kolb’s Experiential Learning Cycle 11

Figure 1.7 Kolb’s Experiential Learning Cycle compared to the scientifi c

process (as illustrated by Kolb) 12

Figure 1.8 Th e Skills Pillar 15

Figure 1.9 Maslow’s Hierarchy of Needs 17

Figure 1.10 Maslow’s Hierarchy of Needs including self- transcendence 21

Figure 1.11 Th e Motivation Pillar 24

Figure 1.12 Effi cacy and outcome expectations (as described by Bandura) 25

Figure 1.13 Th e Self- belief Pillar 32

Figure 1.14 Coding the bricks 35

Figure 2.1 Th e fi ve stages of grief proposed by Kübler- Ross 46

Figure 2.2 Personal Responsibility Orientation model by Brockett and

Hiemstra 52

Figure 2.3 Th e theoretical underpinnings of transformational teaching as

described by Slavich and Zimbardo 55

Figure 3.1 Kolb’s Experiential Learning Cycle and Honey and Mumford’s

learning preferences 72

Figure 4.1 Th e needs environment for medical education (adapted from

Tulpa) 92

Figure 4.2 Coaching conversation cones 104

Figure 4.3 Structuring the problem (as described by Alexander) 105

Figure 4.4 Areas of life perspectives exercise (as described by Alexander) 106

Figure 5.1 Mezirow’s model of refl ectivity 124

Figure 5.2 Types of experience 128

Figure 5.3 Gibbs’ refl ective cycle 130

Figure 5.4 Th e objectives tree (as described in Th ompson and Th ompson) 133

Figure 5.5 A spiral approach to action research 138

Figure 6.1 Th e SOLO approach to curriculum planning (as proposed by

Biggs and Collis) 146
vii
viii LIST OF FIGURES
Figure 6.2 A competence- based model of progression (as described by
Jones et al.) 148

Figure 6.3 Aligning the planned, taught and learned curriculum (as

described by Harden) 150

Figure 6.4 Th e axis around the learner’s liminal space (as described by

Barrett) 156

Figure 6.5 Grow’s Staged Self- Directed Learning model 159

Figure 6.6 Developing success criteria for a consultation (adapted from

Smith) 166

Figure 6.7 Daloz’s challenge–support grid 168

Figure 6.8 Johari’s window 169

Figure 6.9 Amount of feedback (according to Pff eifer and Jones) 175

Figure 7.1 Lewin’s force fi eld analysis 196

Figure 7.2 Learning anxiety vs survival anxiety (adapted from Schein) 197

Figure 7.3 Likelihood vs impact grid 198

Figure 7.4 ‘Just surviving’ vs ‘at your best’ from Radcliff e 203

Figure 7.5 Individual operational capacity analysis 206

Figure 7.6 Herzberg’s motivational theory 208

Figure 7.7 Th e impact of leadership on an educator’s teaching (adapted

from Ramsden) 214

Figure 8.1 Th e Th ree Pillar Model of Self- directedness 216

Figure 8.2 Coding the bricks 218
List of tables

Table 1.1 Th e structure of the three pillars for self- directedness 34

Table 2.1 Th e Staged Self- Directed Learner model adapted from Grow 51

Table 3.1 Th e importance of Berne’s ego states of Parent, Adult and Child 62

Table 3.2 Myers-B riggs dimensions of personality 64

Table 3.3 Th e three levels of the SPATIAL model for learning

environment 78

Table 3.4 Using a Repertory Grid for analysis of learning environments 85

Table 4.1 A comparison of the roles and requirements of diff erent

learning relationships 91

Table 4.2 A tool for refl ection on your role in mentor–mentee

relationships 95

Table 4.3 Six functions of a mentor according to Cohen 96

Table 4.4 Levels of listening 107

Table 5.1 Th e nature of and criticisms of action research 140

Table 6.1 Responses to diff erent types of feedback 168

Table 7.1 Embedding an organisational culture 192

Table 7.2 A fi xed or growable belief in intelligence and the outcome

behaviour patterns 210

Table 8.1 A summary of the bricks in the Skills Pillar 219

Table 8.2 A summary of the bricks in the Motivation Pillar 220

Table 8.3 A summary of the bricks in the Self- belief Pillar 221

ix