Learners are empowered to choose what they learn, when, and with whom.
Elements of a Learner-Directed Approach
- Learners have freedom to choose curriculum and pace, as well as amount of interaction with peers.
- Group learning is agreed upon using a consensus decision-making model.
- Nothing that affects everyone is done or decided without everyone’s consent.
- Staff/volunteers/community help Learners to understand the different forces that are affecting them and help Learners make the best choices for themselves in the moment.
- When Learners are struggling, we reflect together on what is happening in their lives and collaboratively develop strategies for how they can re-engage with their purpose. Strategies might include making some adaptation (or adding scaffolding) to an existing topic, trying a different topic or resource, one-on-one support with a challenge, or addressing other issues in their lives that require intervention of some kind.
- Scaffolding is viewed as a means to bring joy and ease into concepts that can feel dense, difficult, complex or tired under a more institutional approach.
- The fundamental structure is collaborative, and therefore there is no need to coerce or encourage obedience.
Benefits of a Learner-Directed Approach
- No one will tell Learners what they “have to” do. Learners get meaningful, personalized feedback if they choose— without tests, grades, or unhelpful standardization.
- Learning to collaborate across differences is what makes meaningful social change possible.
- Learners cultivate self-worth and a strong sense of autonomy and can begin to see themselves as change-agents in their community.
- As Learners experiment, unlearn old habits, heal, and grow in a supportive, nurturing community, they also learn to practice accountability and see themselves becoming stewards of mutual support structures. This creates a positive feedback loop that is more effective in meeting more individual and community needs.
