What is the practice?
The Self-Determined Learning Model of Instruction (SDLMI) is an instructional model that teaches students to engage in self-directed and self-regulated learning.
The instructional model is comprised of three phases:
- Set a goal
- Take action
- Adjust goal or plan
Students are required to solve the problems through a series of four steps:
- Identify the problem
- Identify potential solutions to the problem
- Identify barriers to solving the problem
- Identify consequences of each solution
Each question is linked to a set of Teacher Objectives that describe the student outcomes for each question. Each phase includes a list of Educational Supports that teachers can implement to enable students to engage in self-directed learning.
Where has it been implemented?
- High school (2 studies)
- Middle school (1 study)
- Elementary school (1 study)
Where is the best place to find out how to do this practice?
References used to establish this evidence base:
- Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31(2), 106–114. https://doi.org/10.1177/0885728808317656
- Kelly, J. R., & Shogren, K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22(1), 27–40. https://doi.org/10.1177/1063426612470515
- Mazzotti, V. L., Wood, C. L., Test, D. W., & Fowler, C. H. (2012). Effects of computer-assisted instruction on students’ knowledge of the self-determined learning model of instruction and disruptive behavior. The Journal of Special Education, 45(4), 216–226. https://doi.org/10.1177/0022466910362261
- Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the self-determined learning model of instruction on access and goal attainment. Remedial and Special Education, 33(5), 320–330. https://doi.org/10.1177/0741932511410072
Additional References:
- Raley, S. K., Shogren, K. A., & McDonald, A. (2018). Whole-class implementation of the self-determined learning model of instruction in inclusive high school mathematics classes: Self- determination with the whole-class. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164
