Self-Directed Learning IS Problem-Solving

I see this again and again. Learners show up in the space with a need, and they get to work fulfilling that need. They don't see anything extraordinary about it. They're used to "just" finding a way to get what they need. After all, they're self-directed learners, and when you live like this, you don't see roadblocks because there's always a way to figure it out.

A few examples...

One Learner showed up on a cold Fall day and said their hands were freezing and needed something for when they make their trek home at the end of the day. They're a very capable crocheter, and at the "old" age of 12, they've been crocheting for three years - self-taught (YouTube, naturally). So they found the stash of wool and got to it. No pattern needed; they work through making items all the time from the idea in their head. They get how it all comes together. So they sat down, put on headphones and a YouTube series, and got to work. They walked home in comfy hand warmers by the end of the day. But here's what they think about what they did, "Meh. I don't really think about it. I just needed them. It's not that hard."

Another Learner writes, constantly, and can easily pump out 1000+ words a day. They don’t think anything of it, “it’s easy...” But the other thing they have is handwritten books they’ve created full of writing support that they may need. An entire book dedicated to “Interesting Words” laid out alphabetically, and another book of characters they’ve created with the character’s life story fleshed out ready for the next story. Each character has histories, traits, family struggles, quirks and successes. It’s all mapped out. Then there’s the book with a list upon list of “words to use instead of...” And each page has other options for writing words like, “said,” “really,” “finally,” “just,” etc. They’re not in writing classes, and these aren’t assignments. They’ve never taken a writing class, either. They do this because they love it and research how famous writers operate and map out ideas. They excitedly share their ideas with the group and ask peers questions like, “What’s a barrier a 17-year-old would have if they went to camp with a group of friends?” I remark that they’re amazing! Their writing is so, so good, they respond, “Meh. I just like thinking this way.”

Another Learner decided one morning to search for how to be a video game designer. They’d been working for months on ideas for games through the development of storyboards that included traps, challenges, and twists. Both heroes and villains were created and written out with costume and character descriptions. They found an app that would help them visually design their characters even to have the character’s features. They wanted to know the next step. They had the story, the characters, and the game’s flow ready. But no skills to execute it. So they arrived one day, “Can I grab a laptop so I can research video game design?” Of course, that piques my interest as the Mentor, so I sit beside them at their request. They find a few programs, watch video reviews, and assess the abilities and skills they’ll need to learn to use the program. They find a solid programming platform, download it, and start tutorials. When I say, “Wow! You really have your plan all laid out” They say, “Meh. I just wanted to see how far I could go.”

One of the critiques of self-directed learning is that kids won’t have “grit”, “resilience,” or “stick-to-it-ness”. I can’t help but see these kids and the level of work they engage in on their own and wish the adults could meet them. They aren’t working the grind of school. They’re not stressed about timelines and assignments. They do what they love and don’t think anything more about it.

A key benefit that Passages offers is the time and space to solve problems as they arise. Learners come to the Centre with ideas and goals and then take their time to think them through. In the end, they become confident in their abilities and inevitably say, “Problem? Meh, what problem?”

Written by: Kristina House