INDEPENDENT LEARNING

Independent learning requires students to become self-directed learners—the way they will learn for the rest of their lives. The process of independent study is different from conventional teaching methods and goals in a variety of ways. Independent learning allows for students’ interests and abilities to be taken into consideration when designing the overall curriculum. The following are some of the characteristics of independent learning that make it different from conventional classroom teaching.

Direct instruction is highly specialized and targeted specifically to individual students and experiences. Research shows that this personal connection with content and skill work is a most effective way to ensure long-term learning.

Students will not spend as much time at a desk doing traditional work/drill sheets, etc.

Skills and process are more important than content. It takes a lot of time for students to think, plan, organize, create, and discipline themselves to complete assignments. There is far less external control than in a conventional setting.

Students learn to honor and respect time commitments. Students have regular weekly sessions with their teachers.

Students can’t “fake” their way through things. They are meeting face to face with their teachers. There are a variety of ways teachers assure themselves that students are doing original work. These include varying the assignments, making the requirements very specific, discussing the material together, actual quizzes or tests, and in-class writing. Students are encouraged to ask questions and admit when they need help.

Students will address their strengths, their weaknesses, and how they best learn.

No two students have the same assignments. There are general guidelines and goals for each subject. The teacher is able to modify every course to meet the needs, interests, and abilities of each student.

We want our students to be prepared for lifelong learning that emphasizes post-high school education. Independent learning prepares students for future academic arenas where much of the students’ learning will be based on the ability to pursue studies with minimal supervision.

Space and time are perceived differently. Students do not have to spend as much time doing conventional work. It will not be done in a conventional place. Learning can take place anywhere in the community and is not limited to just inside the walls of the school. All of the experiences are validated as students use the community to learn about those things most interesting to them.

IF THEY COULD THEY WOULD

Often people ask us if their child has to be self-motivated or self-directed to enter our program. Most students need to develop these skills over time, and we integrate study skills instruction into our program. I strongly believe that if students could do their assignments they would and if they are not there is a reason.

If they don’t it’s because they can’t. Maybe they can’t structure their time well, maybe they are missing important skills necessary to complete the task, maybe they are just tired, maybe they don’t have strong enough comprehension skills, maybe they are constantly distracted by relationship issues with parents or peers, maybe they don’t feel well, and maybe they are just not interested. All of these are good reasons for not completing an assignment. All of these are areas to be explored so that the next time they will be less tired, less distracted, or more interested.