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The Theory / Spectrum styles / Learner-Designed Individual Program Style-I

Style quick guide

Learner-Designed

Individual Program

Style I

Learning Focus

The learning focus of the Learner-Designed Individual Program Style is to acknowledge a learner's motivation and cognitive intentions to design his/her own learning experience. In this style a learner initiates a request to pursue the complexities inherent in making all decisions, defining learning objectives, and producing ideas. In this style the learner determines the teacher's degree of involvement.

*All subject matter has content that is appropriate for the different teaching styles. Physical activities were selected to more visually convey the decision making concept of each style.

The Anatomy

In the anatomy of the Learner-Designed I. P. Style, the role of the teacher (T) is to make general subject matter logistical decisions for the learners. The role of the learner (L) is to make decisions about how to investigate the general subject matter topic: to produce questions that lead to a specific focus within the general topic; to produce the questions that result in identifying the process and procedures; to discover the solutions/movements; and to designate the performance criteria.

Pre-Impact
(planning)
(T)
Impact
(implementation)
(L)
Post Impact
(feedback and assessment)
(L)


*The arrows represent the decision shifts from the Divergent Discovery Style-H to the Learner-Designed Individual Program Style-I.

Style Summary

In the Learner-Designed Individual Program Style, the role of the teacher is to make general subject matter and logistical decisions for the learners. The role of the learner is to make decisions about how to investigate the general subject matter topic: to produce questions that lead to a specific focus within the general topic; to produce questions that result in identifying the process and procedures; to discover the solutions/movements; and to designate the performance criteria.

Subject Matter Objectives

When the Learner-Designed Individual Program Style is achieved, the following subject matter objectives are reached:

  • To discover, create, and organize ideas on one's own
  • To develop subject matter that deals with a complex issue over an extended period of time
  • To engage in a systematic process to explore and examine an issue
  • To set standards of performance and evaluation on one's own
  • Others

Behavior Objectives

When the Learner-Designed Individual Program Style is achieved, the following behavioral objectives are reached:

  • To accommodate individual differences in thinking and performance
  • To provide an opportunity for the learner to experience increased independence over a relatively long period of time
  • To exercise perseverance and tenacity
  • To provide opportunities for individuals to be self-directed
  • Others

Related Resources and Classroom Downloads