Self-Directed Learning Capacity by Differentiated Teaching – A Case Study of High School Students

Abstract

Self-directed learning (SDL) capacity is one of the core common values of students, as defined in the Vietnam General Education Curriculum 2018 (VGEC). Because of the students’ variety in capacity and needs, educators are challenged to assist in the development of self-directed learning skills and to encourage learners to more freely use self- direction in their learning activities by personalization and differentiation in teaching practices. However, previous works on SDL in Informatics for Vietnamese students mainly focus on educators’ teaching without considering academic diversity. Our work introduces differentiated teaching and criteria to classify students in Informatics. On the basis of criteria, we designed a procedure to develop SDL capacity in Informatics for high school students. We also provide an implementation setting applying our method which uses the combination of cognitive capacity, personality classification and dependability criteria. The SDL capacity assessment can be used in addition to evaluate the improvement on students’ SDL capacity scores.