# 2.4 Pedagogical Approach A pedagogical approach refers to the method or strategy that a teacher uses to deliver instruction and facilitate learning. It encompasses the underlying beliefs, techniques, and practices employed to help students acquire knowledge, skills, and values. One approach we promote is **Self-directed Learning (SDL).**

**![](https://lh7-rt.googleusercontent.com/slidesz/AGV_vUdOeZob6ut_8zDvH-rIXDe011SfHIRYR7fH8tzX6AgF2PI9_P9cnPeiGuqpY6twDVuPLHfnhRpnMLYxtWhOMAkAeOdOWwmmyYRtlJwyXXoQXiv2cLKsbD-xPN3TG4DdTQMwgxW35A=s2048?key=xPX1q-ucu9UXA_IhBUvIzw)** Figure 2.3: Self-directed Learning (SDL)

**Self-Directed Learning (SDL)** is recognized as an important approach for developing life and career skills that prepare students for further education and the workforce. SDL has two key characteristics: **Personal Responsibility:** - Students are expected to take ownership of their learning. This means they set their own learning goals and accept responsibility for their thoughts and actions. - They make decisions about what and how to learn, maintaining control over many aspects of their learning process. **Social Interaction:** - Even though SDL focuses on personal responsibility, learning typically happens in a social setting. - Students interact with teachers and other learners, which can enhance understanding and spark further interest in the subject. - SDL involves negotiation between the teacher and learners about learning goals, methods, activities, and assessments. - This dynamic teaching-learning process empowers students to take charge of their own learning while collaboratively engaging with teachers and peers to achieve deeper understanding and meaningful outcomes.

#### **Key Components and Indicators of SDL** The operational framework of SDL includes five essential components: goal setting, self-planning, self-monitoring, self-evaluation and revision.

SDL Components	Description
1. Goal-setting	- Students identify own learning goals and learning activities.
2. Self-planning	- Students regulate and plan the detailed decisions and arrangements related to their own learning, such as creating a schedule outline and planning tasks.
3. Self-monitoring	- Students self‐manage their own time. - Students monitor own their own repertoire of learning strategies. - Students adjust their own learning pathway as they progress.
4. Self-evaluation	- Students are aware of the assessment criteria. - Students critically evaluate their work according to the set criteria.
5. Revision	- Students revise their work based on the feedback received from their teachers or peers at various stages. - Students reflect on their own learning and apply what they have learnt to new contexts.

**Reference** Hew, K. F., Law, N., Wan, J., Lee, Y., & Kwok, A. (2016). Self-directed learning in science education: Explicating the enabling factors. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), *Transforming learning, empowering learners: ICLS conference proceeding* (Vol. 2, pp. 761–768). Singapore: International Society of the Learning Sciences. Knowles, M. S. (1975). *Self-directed learning: A guide for learners and teachers.* Chicago, IL: Follet.

SDL Components	Description
1. Goal-setting	- Students identify own learning goals and learning activities.
2. Self-planning	- Students regulate and plan the detailed decisions and arrangements related to their own learning, such as creating a schedule outline and planning tasks.
3. Self-monitoring	- Students self‐manage their own time. - Students monitor own their own repertoire of learning strategies. - Students adjust their own learning pathway as they progress.
4. Self-evaluation	- Students are aware of the assessment criteria. - Students critically evaluate their work according to the set criteria.
5. Revision	- Students revise their work based on the feedback received from their teachers or peers at various stages. - Students reflect on their own learning and apply what they have learnt to new contexts.