In What Ways do Two Junior/Intermediate Level Teachers Perceive the Role of Self-Directed Learning for Their Students?

There has been a push for more student oriented teaching and motivating students to learn through authentic learning. One concept that embodies these ideas was self-directed learning for students to explore a topic of interest and develop their own solutions to solve real world problems. However, self-directed learning have been seen more in older students in secondary or post-secondary schools and adults who were trying to learn on their own. This qualitative research placed focus on the concept of self-directed learning in younger students, more specifically in Junior and early Intermediate grades. This was a case study research of two elementary teachers in the Toronto District School Board that have taught in the Junior and Intermediate divisions who used self-directed learning for their cross curriculum culminating activities or project. Each participants shared their experiences and views on self-directed learning in their own classroom through a semi-structured interview. The idea of self-directed learning revolved around implementing strategies to give the students a purpose to motivate them and allowing autonomy of their own choices. Teachers need to be aware and overcome the barriers in self-directed learning such as their comfort with less control then the outcomes would be incredible for student cognitive development and preparedness for the real world