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Self-Directed Learning for Educators of Gifted and Talented Students: Teachers Need It, Too!

Introduction Just as “multiple talents” and “creative thinking” became part of the 1970’s gifted education liturgy, the au courant terms of the 1980’s would seem to be “individualized instruction” and “self-directed learning” (SDL)’. Certainly there is strong support for independence and task commitment (or self-motivation) as key antecedents of later life accomplishments (Albert, 1975; Goertzel & Goertzel, 1962; Renzulli, 1979). Increasing awareness of the shapability of independent learning behaviors has sparked an educational avalanche of materials designed to help teachers lead students along the path to SDL. However, teachers of the gifted using these neatly packaged procedures often operate at a disadvantage. Many are unfamiliar with SDL paradigms. Their own educational experiences (traditionally emphsizing command style, teacher-directed learning) have left them without appropriate role models, or even personally “blocked” as self-directed learners. The purpose of this paper is twofold: 1) to present a model for developing the ability of teachers of the gifted to apply SDL in their work contexts, and 2) to report the findings of a pilot effort implementing this approach. A three-pronged system is advocated for training teachers of the gifted to facilitate effectively the development of their students’ SDL capabilities. First, information about SDL should be provided through reading materials and lecture/discussion. Second, SDL teaching procedures should be used in gifted child education classes. Third, a supportive classroom environment is needed during the transition from teacherdirected to learner-controlled instruction. These three tactics are designed to help teachers in training achieve greater sensitivity to the challenges inherent in the SDL process and enhance their effectiveness in using SDL with gifted students.