Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example

Abstract

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

Investigation on Heutagogy Approach in Education System: A Systematic Review

“…Furthermore, SDL increases learners' chances of learning and organising their learning styles, becoming a determinant in their academic and extracurricular performance. Besides that, the best practice among learners includes peer-mediated interventions, for instance, peer reinforcement and cooperative learning, which also include self-mediated interventions (selfevaluation and self-monitoring) that encourage and enhance self-determination (Pulos et al, 2020). Furthermore, the ability to work as a peer ensures that teachers, students, school administration, and parents collaborate to achieve defined goals and desired educational outcomes (Maren et al, 2021).…”

“…They must provide their learners with the resources they need to navigate through the vast amount of information at their disposal and find the information that matters while comprehending and relating to diversity among learners as they foster SDL (Levy-Feldman, 2018). Heutagogy in education is an approach to producing a teacher-mediated antecedent in which specific interventions, such as task structuring and verbalising difficulties in educational procedures, are performed (Pulos et al, 2020). It is also supported by (Shogren et al, 2018).…”