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Grow--Implications for Teaching - 2 views

  • A different problem occurs when dependent learners are paired with a Stage 3 or Stage 4 teacher who delegates responsibility that the learner is not equipped to handle. (I developed the entire SSDL model just to gain the insight reported in the following paragraph.) With such students, humanistic methods may fail. Many will not be able to make use of the "freedom to learn," because they lack the skills such as goal-setting, self-evaluation, project management, critical thinking, group participation, learning strategies, information resources, and self-esteem, which make self-directed learning possible--skills such as those described by Guglielmino (1977), Oddi (1986), and Cafarella and O'Donnell (1987).
  • The teachers quoted in this book want students to be more self-directing, but they have no pedagogical method for helping students move from dependency to self-direction. That is what the Staged Self-Directed Learning Model proposes.
  • Unless self-direction is explicitly encouraged, "free" schools and "open" programs may work only for those whose family background has already prepared them for self-direction (Tuman, 1988).
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  • Though adult educators recognize that adult learners are not necessarily self-directed learners, it is widely assumed that adults will become self-directed after a few sessions explaining the concept.
  • But not all adults will become self-directed whe
  • told. Adult learners can be at any of the four learning stages, but the literature on adult education is dominated by advocates of what the SSDL model would call a Stage 3 method--a facilitative approach emphasizing group work
  • Freire, advocate of a classroom in which student and teacher receive equal respect, acknowledges the paradoxical need to be directive: "On the one hand, I cannot manipulate. On the other hand, I cannot leave the students by themselves. The opposite of these two possibilities is being radically democratic. That means accepting the directive nature of education. There is a directiveness in education which never allows it to be neutral My role is not to be silent" (Shor & Freire, 1987, p. 157).
  • Every stage requires balancing the teacher's power with the student's emerging self-direction. If I emphasize the need for directiveness, it is because, coming from a humanistic background, I had to learn to use directive methods wholeheartedly, without apology or shame, as part of the long-term cultivation of self-direction in certain learners. Pratt makes a similar case for practitioners of andragogy to "acknowledge states of dependency as potentially legitimate" and provide the needed direction" (1988, p. 170).
  • What is "good teaching" for one student in one stage of development may not be "good teaching" for another student--or even for the same student at a different stage of development. Good teaching does two things. It matches the student's stage of self-direction, and it empowers the student to progress toward greater self-direction. Good teaching is situational, yet it promotes the long-term development of the student.
    interesante y breve articulo sobre el modelo de grow y los conflictos por desfasaje entre estadios del alumno y el profesor. Luego presenta la dinamicidad y situacionalidad de la idea de buen profesor (relativo a las circunstancias y sus alumnos) y tb los riesgos en los que cada tipo de profesor puede caer.
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