The Learner-Directed Classroom

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In The Learner-Directed Classroom, practicing art educators (PreK–16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment.

Book Features:

• Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources.
• Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences.
• Insights into reflective practice and strategies for assessment of learning.

Diane B. Jaquith is a K–5 art teacher in Newton, MA and a co-founder of Teaching for Artistic Behavior, Inc., a choice-based art education advocacy organization. She is the co-author of Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. Nan E. Hathaway is a middle school art teacher in Duxbury, VT. She is a gifted education specialist and is on the board of directors for Teaching for Artistic Behavior, Inc.. She is the author of studio-learning.blogspot.com.

“Throughout reading this book one question kept popping up in my mind: Why aren’t ALL classrooms—academic and art based—designing with this learner-directed model?...This book is a useful tool for both preservice and experienced educators looking for methods to use within the constraints of a system of compliance and conformity.”

—National Art Education Association

" The Learner-Directed Classroom highlights an exciting approach to twenty-first century pedagogy that will prove important not only to how we educate in the arts classroom—but in all classrooms."

—Harvard Education Review

“Experienced and novice art teachers at all levels who read this book will be motivated to teach in open-ended environments where their choices can make a difference in their students’ lives.”
—Enid Zimmerman, Indiana University

“An important read for all teachers. A timeless and necessary pedagogy for all classrooms."
—Jacqueline Grennon Brooks, Hofstra University

“It is easy to proclaim creativity important and criticize current practices and then offer no actual solutions. This volume is filled with practical tips and hands-on advice aimed at improving self-directed student learning. Any classroom teacher interested in helping students learn, discover, and create will want to read and reread this book.”
—James C. Kaufman, Professor of Psychology, California State University, San Bernadino, And Editor, International Journal of Creativity and Problem Solving

“Here at last is a meaningful, practical, and hands-on textbook giving guidance to the classroom teacher about beginning or enriching a choice-based program for students, rather than the traditional regimented art curricula meant to please adults. I highly recommend this book to all who are involved in pedagogy, including parents.”
—Jaune Quick-to-See Smith, Artist