There are many variations of learning along the continuum of self-directed education, so keep that in mind as we discuss this style of learning. The essence of self-directed learning (sometimes called unschooling) builds upon the psychological needs for choice, connection and competence that we all have as human beings. The self-directed learner chooses and follows his own curiosities, sets her own goals, deciding how shallow or deep to dive. Self-directed learning is deeply rooted in meaningfulness and purpose, tapping into a child’s intrinsic motivation.
Parents serve as resource specialists, facilitators, guides and curators, providing the necessary tools, technologies, mentors, peers and knowledge bases…and that may be through…games, songs, projects or even more mainstream curriculum, to help facilitate the process of following a student’s interests. This philosophy builds on autonomy and is in direct opposition to coercive educational models where students have few choices. Parents often value free-thinking and don’t want their children to sit in a seat or be told what to do before learning can happen.
Many families that follow this approach prefer a more developmental unfolding of skill development. For example, they may not introduce reading at an early age if a child isn’t interested. Self-directed learning may not unfold in accustomed timelines or topic areas. We, as teachers, get to stay open to the idea that it might not look like we expect it to look, but still contain solid learning. It is a common belief in this philosophy, that anything can be taught through everything. A child may pursue an interest and bring all other subject areas into that interest, but often families don’t think about learning in the form of separate subject areas.
Learning is everywhere, in everything. Families often work through school breaks because this philosophy is more of a lifestyle choice, rather than simply a schooling choice. Some self-directed families even choose to learn while traveling domestically and abroad, focusing on culture and travel experience as the foundation for learning.
Sometimes self-directed learning can appear disjointed or loosely structured, but when it’s done well there is actually careful precision in its iteration. Self-directed learning is not composed of random field trips and gaming all day with the occasionally workbook activity thrown in for good measure. There is nothing wrong with those activities when meaningfully orchestrated, but self-directed children benefit from clear context and building on prior knowledge with conscious intention. Most of us learn best with immediate, applicable feedback, we learn well through experience, and it’s up to parents to make sure that happens. It’s up to the adults to provide the conditions for knowledge frameworks to take root in children’s minds, to help make connections to what they already know and to be an expert or find an expert to offer the needed input to progressively take children to the next step along their path while also grasping what kids need to understand three steps down the line. Ideally, self-directed learners are not solo learners, teaching themselves. That’s not how we learn best.
Many self-directed families seek out other like-minded families to create pods or coop groups. Often, these are comprised of mixed-age groupings. In this philosophy many believe that we can learn just as much from a peer or younger child, as an adult. We are all keepers of knowledge and understanding about the world. Unstructured playtime is often valued, including an appreciation for healthy risks. As I mentioned, some families use curriculum and others do not. If curriculum is used, children have entered into that freely because they find value in it.
If you’re thinking about this approach, know that you may benefit from building support structures around you even more than more traditional approaches because you will be dancing on the edges, going against the grain of your own education, and what friends and family believe, as well as the firmly-seated societal view of school and even perhaps in opposition to very skilled educators. Families that choose a self-directed option usually have a deep-seated belief that drives them in this direction. You’ll want to find people that you can talk to, those that encourage you and those that listen with open-minded curiosity.
With self-directed learning there is no one telling a kid what to do all day long. There’s often no curriculum that has it all laid out. Kids don’t naturally know how to best follow a curiosity to completion. They don’t know how to set big goals, how to break those goals down into manageable, bite-sized chunks and then make daily progress towards a vision. They don’t automatically know the importance of focus or meaningful attention, nor how to get there to cultivate a consistent practice of deep work. Without that knowledge, kids will resort to trial and error and that’s typically not a good use of time or resources. Yet, these are all teachable skills. Parents of a self-directed learner, set that container and slowly guide children to build those capacities over time. When self-directed learning is successful, children not only get to pursue those things that excite them, but they get to learn how to learn. These kids know how to choose an interest, set a goal, break it down and follow the steps to completion. When the learning gets challenging, they have the tools and strategies to know what to do to keep moving forward. Daily reflection and debriefing is a big part of that. Parents and learning coaches are co-collaborators in that process, learning the skills and strategies of optimal performance along the way to creating a life that is meaningful, relevant and highly motivating for their children.
