“Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work.”

Adrienne Rich

Can you think of a time when you did not have the authority to act in accordance with your deeply held beliefs?

What does that feel like?

Share with the person next you.

Share with the group.

Autonomy Activator

Definition of Student Autonomy Review of The LiteratureOak Meadow Scale of Student Autonomy

How might we support student autonomy?

Oak Meadow Scale - Overview

Autonomy used in five different ways in the field.Benson & Voller, (1997)

situations in which learners study entirely on their own a set of skills which can be learned and applied in self-

directed learning an inborn capacity which is suppressed by institutional

education the exercise of learners' responsibility for their own learning the right of learners to determine the direction of their own

learning

What is autonomy in education?

Autonomy is a capacity for detachment, critical reflection, decision-making, and independent action” (Little, 1991, p. 4).

“Autonomy is recognition of the rights of learners within educational systems” (Benson, 1997).

“Autonomy is the capacity to take control of one's own learning” (Benson 2001).

Autonomy refers to self-governance or self-regulation and differs from independence (Ryan & Deci, 2006).

More Definitions of Autonomy

addresses issues of extrinsic and intrinsic motivation.

psychological need for a sense of both autonomy and competence.

Self-Determination Theory1971, Edward L. Deci and Richard M. Ryan from the University of Rochester.

“Acting in accordance with one's values.” Related to sense of well-being across

cultures.

Autonomous regulation is a universal psychological human need.

Wichmann, 2008The Importance of Autonomy to Well-Being across Cultures: Wichmann, Sonia Secher, Journal of Humanistic Counseling, v50 n1 p16-26 Spr 2011

https://www.youtube.com/watch?v=h11u3vtcpaY&feature=kp

Hackschooling Makes Me Happy: Logan LaPlante

Many demonstrable benefits to promoting learner autonomy.

greater psychological need satisfaction greater classroom engagement more positive emotionality higher mastery motivation greater intrinsic motivation a preference for optimal challenge over easy success higher creativity enhanced psychological well-being active and deeper information processing greater conceptual understanding higher academic achievement greater persistence in school versus dropping

Autonomy - Literature Review

Taiwanese 8th graders

Students with greater sense of autonomy are more emotionally engaged in the work.

Shih Et al, 2008Shih, Shu-Shen: The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in SchoolworkElementary School Journal, v108 n4 p313-334 Mar 2008

Community College - online courses

Demonstrated relationships:

◦ learner autonomy and course success

◦ learner autonomy and final grades  

Yen Et al, 2009Yen, Cherng-Jyh; Liu, Simon: Learner Autonomy as a Predictor of Course Success and Final Grades in Community College Online CoursesJournal of Educational Computing Research, v41 n3 p347-367 2009

Student scores in classrooms increased as task autonomy increased

Rural Middle School Science Classrooms

Cantrell Et al, 2009Cantrell, Pamela; Sudweeks, Richard: Technology Task Autonomy and Gender Effects on Student Performance in Rural Middle School Science ClassroomsJournal of Computers in Mathematics and Science Teaching, v28 n4 p359-379 Oct 2009

Important factor in the reduction of gender differences in motivation

Luftenegger Et al, 2011Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane: Do Autonomy and Self-Regulation in School Result in Well Prepared Pupils?Learning and Instruction, v22 n1 p27-36 Feb 2012

Support for student autonomy reduced the intention to drop out of high school.

Hardre Et al, 2011Hardre, Patricia L.; Reeve, Johnmarshall: A Motivational Model of Rural Students' Intentions To Persist In, versus Drop Out Of, High School.Journal of Educational Psychology, v95 n2 p347-56 Jun 2003

Encouraging autonomy in the first few weeks increased engagement throughout the course.

Decline in engagement was demonstrated by students in other classrooms.  

Hafen Et al, 2012Hafen, Christopher A.; Allen, Joseph P.; Mikami, Amori Yee; Gregory, Anne; Hamre, Bridget; Pianta, Robert C.: The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms Journal of Youth and Adolescence, v41 n3 p245-255 Mar 2012

Compared autonomy and structured expectations.

Equally predictive of success.

Students did best with a combination of both structure and support for autonomy.

Vansteenkiste Et al, 2012 Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc: Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim. Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior Learning and Instruction, v22 n6 p431-439 Dec 2012

Compared behavioral management approaches

Those that suppress autonomy negatively impact motivation to reach goals

Madjar Et al, 2013Madjar, Nir; Nave, Adi; Hen, Shiran: Are Teachers' Psychological Control, Autonomy Support and Autonomy Suppression Associated with Students' Goals?Educational Studies, v39 n1 p43-55 2013

Just offering choice in high school Gym improved levels of in-class physical activity.

How Et al, 2013How, Yew Meng; Whipp, Peter R.; Dimmock, James A.; Jackson, Ben: The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical EducationJournal of Teaching in Physical Education, v32 n2 p131-148 Apr 2013

On-line tool to evaluate one’s sense of Autonomy.

Answer 18 questions – 3 sub-category Receive a percentile for each sub category Receive overall percentile

Oak Meadow Scale

Three Sub-Categories – indicated by statistical correlations

I. Self-Advocacy/Motivation II. Independent Thought   III. Self Doubt

Oak Meadow Scale

Oak Meadow Scale - Norming

Six Schools Participated

Compass School 38/42The Grammar School 6/10The Putney School 151/160Hilltop Montessori School 25/25MATCH Charter 37/45Pioneer Valley High School

All students required:7  818  1109  7810 7211 82

Oak Meadow Scale -Early Data

Pioneer Valley Public High 100.394595 Baseline

Match Charter Public High 101.931034 +1.9%

The Compass School 104.157895 +4.1%

Hilltop Montessori 106.28 +6.2%

The Grammar School 107.571429 +7.5%

The Putney School 109.592105 +9.5%

Unschool 109.225806 +9.2%

Average “Total Points” by School

Other Preliminary Data

Female 104.339339

Male 104.926174

Other 82.483871

7th 93.444444

8th 99.496063

9th 105.321429

10th 103.567568

11th 105.642857

12th 109.043478

How can we support student autonomy?

What to do?

Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and OwnershipCandice Stefanou, Kathleen Perencevich, Matthew DiCintio, Julianne Turner Educational Psychologist - EDUC PSYCHOL 01/2004; 39(2):97-110.

Implementing Autonomy Support: Insights from a Montessori Classroom2010 Joyce Hwee Ling Koh, Theodore W. Frick Macrothink InstituteISSN 1948-5476

Give students choice of how to manage learning environment

Choice of group members, seating arrangements, rules of work

What do we do?

Organizational Autonomy Support

Give students choice of the form their work will take

How to display, materials they will use, flexible means of assessment

What do we do?

Procedural Autonomy

Give students ownership of the content

Choice of subject, independent problem solving, opportunity to voice opinions

What do we do?

Cognitive Autonomy

Encouraging Autonomy By: Katherine Robertson, PhD in Effective Teaching Strategies

asking students to pick a topic from their textbook, for which they are then responsible to teach to the rest of the class

soliciting input on the syllabus by allowing the class to select the topics for a few “students’ choice” lectures

assigning students to write a personal statement about their experiences in the course in which they identify their own weaknesses and request exercises to help them overcome those weaknesses

Motivating Students with Teaching Techniques that Establish Relevance, Promote AutonomyFaculty Focus October 21, 2013

Identify and nurture what students need and want Have students’ internal states guide their behavior Encourage active participation Encourage students to accept more responsibility for their

learning Provide structured guidance Provide optimal challenges Give positive and constructive feedback Give emotional support Acknowledge students’ expressions of negative effect Give choices Direct with ‘can, may, could’ instead of ‘must, need, should’

Twelve tips to stimulate intrinsic motivationin students through autonomy-supportive classroom teaching R. A. KUSURKAR, G. CROISET & OLLE Th. J. TEN CATE, UMC Utrecht, The Netherlands,VU University Medical Center, The Netherlands

Old School

Teacher chooses material

Teacher presents material

Teacher assesses acquisition

Teacher is omnipotent

Autonomy Support

Student defines the material

Students establishes plan

Student reflects on results

Teacher creates structural framework

“Old School” Teaching vs. Autonomy Support

The Role of the Learning Advisor in Promoting Autonomy(Published in Learner Autonomy in Language Learning (http://ailarenla.org/lall), January 2011)Jo Mynard, Kanda University of International Studies, Japan (jomynard@gmail.com)

The role of the learning advisor:

Raising awareness of the learning processGuiding learnersHelping learners to identify goalsSuggesting suitable materials by offering choices (rather than prescribing activities)Suggesting suitable strategies by offering choicesMotivating, supporting and encouraging self-directed learnersHelping learners to self-evaluate and reflectAssisting students in discovering how they best learnActively listening to learnersHelping learners to talk through their own problems

Learning to Foster AutonomyReinders, H., & Balcikanli, C. (2011). Self-Access Learning Journal, 2 (1), 15-25.

1. Divide into pairs 2. Pick one person to be teacher; the other,

the student. 3. Teacher asks student to come up with at

least three “projects” that need attention. 4. Teacher asks student to define the “next

action” to move each project forward.

Autonomy Support Activity

How Oak Meadow Supports Autonomy

Organizational Autonomy Support

Home schooling model Student defines when to do what Student organizes self and materials Student has ownership of daily routine

“I would like to start off by saying that homeschooling is not the easy way out of school.  It is required that I be self-motivated and self-disciplined.  I learn out of books, have to problem solve, and keep myself well organized.  If I don’t keep track of everything in this manner, I will fall behind ….  You are your own teacher, office manager, and planner.  It is challenging.”

Alana, OM Student:

Walt Whitman's "Song of Myself“

Stop this day and night with me and you shall possess the origin of all poems,You shall possess the good of the earth and sun, (there are millions of suns left,)You shall no longer take things at second or third hand, nor look through the eyes of the dead, nor feed on the specters in books,You shall not look through my eyes either, nor take things from me,You shall listen to all sides and filter them from your self.