Lesson 1: Introduction
Beyond “Busy” Work
Click to Begin
Supporting Self-Directed Student Learning in the Upper Elementary Classroom
Welcome
Think about your classroom during independent work time… Independent work should build engagement and independence...but that’s not always the reality.
- What are your students doing?
- Who is struggling to get started or stay focused?
Learning Goals
By the end of this module, you will be able to...
- Describe what student engagement looks like during independent work
- Explain how motivation and self-regulation impact independence
- Apply key ideas from Self-Determination Theory (SDT)
- Identify strategies to improve task initiation and sustained engagement
- Plan for more effective self-directed independent work
Stop and Jot
Take a moment to answer the following questions: 1. What does "self-directed" learning mean to you? 2. What challenges do you or your students face during independent work time?
Peer Perspective
Mr. Hill, 4th Grade Teacher Fallsway Elementary School
"When we work on writing, it's really important that I be able to confer with individual students. While I work one-on-one with my students, I try my best to find meaningful work for the rest of the class to do. It takes a lot of time, practice, and patience to get them to work on their own without disrupting or interrupting."
Great Work
You have reached the end of Lesson 1: Introduction
Transcript
Welcome.
Take a moment to think about your classroom during independent work time. While you’re working with a small group or supporting individual students, what are the rest of your students doing?
In many classrooms, this time is designed to help students practice skills and build independence. But in reality, it often looks very different. Some students are focused and productive, while others may struggle to get started, lose focus, or disengage completely.
This learning experience is designed to help you better understand what’s really happening during independent work—and more importantly, how to support all students in becoming more self-directed, engaged learners.
Throughout this module, we’ll explore what engagement looks like, why it breaks down, and what you can do to strengthen both motivation and independence in your classroom.
Transcript
In this module, we’re going to focus on both understanding and application.First, you’ll build a clear picture of what student engagement actually looks like during independent work—and how to recognize when students are truly engaged versus just compliant. From there, we’ll explore two key drivers of independence: motivation and self-regulation, including the executive functioning skills students need to get started and stay on task. You’ll also learn how Self-Determination Theory connects to student independence, and how supporting students’ needs for autonomy, competence, and relatedness can strengthen engagement. Finally, we’ll focus on practical strategies—so you’ll leave with concrete ideas and a plan you can use to make independent work time more effective and more productive in your classroom.
Transcript
Before we move on, take a moment to reflect. What does self-directed learning mean to you? And what challenges do you or your students face during independent work time? Take a minute to jot down your thoughts before continuing.
Supporting Self-Directed Student Learning in the Upper Elementary Classroom
Kerry King
Created on April 10, 2026
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Transcript
Lesson 1: Introduction
Beyond “Busy” Work
Click to Begin
Supporting Self-Directed Student Learning in the Upper Elementary Classroom
Welcome
Think about your classroom during independent work time… Independent work should build engagement and independence...but that’s not always the reality.
Learning Goals
By the end of this module, you will be able to...
Stop and Jot
Take a moment to answer the following questions: 1. What does "self-directed" learning mean to you? 2. What challenges do you or your students face during independent work time?
Peer Perspective
Mr. Hill, 4th Grade Teacher Fallsway Elementary School
"When we work on writing, it's really important that I be able to confer with individual students. While I work one-on-one with my students, I try my best to find meaningful work for the rest of the class to do. It takes a lot of time, practice, and patience to get them to work on their own without disrupting or interrupting."
Great Work
You have reached the end of Lesson 1: Introduction
Transcript
Welcome. Take a moment to think about your classroom during independent work time. While you’re working with a small group or supporting individual students, what are the rest of your students doing? In many classrooms, this time is designed to help students practice skills and build independence. But in reality, it often looks very different. Some students are focused and productive, while others may struggle to get started, lose focus, or disengage completely. This learning experience is designed to help you better understand what’s really happening during independent work—and more importantly, how to support all students in becoming more self-directed, engaged learners. Throughout this module, we’ll explore what engagement looks like, why it breaks down, and what you can do to strengthen both motivation and independence in your classroom.
Transcript
In this module, we’re going to focus on both understanding and application.First, you’ll build a clear picture of what student engagement actually looks like during independent work—and how to recognize when students are truly engaged versus just compliant. From there, we’ll explore two key drivers of independence: motivation and self-regulation, including the executive functioning skills students need to get started and stay on task. You’ll also learn how Self-Determination Theory connects to student independence, and how supporting students’ needs for autonomy, competence, and relatedness can strengthen engagement. Finally, we’ll focus on practical strategies—so you’ll leave with concrete ideas and a plan you can use to make independent work time more effective and more productive in your classroom.
Transcript
Before we move on, take a moment to reflect. What does self-directed learning mean to you? And what challenges do you or your students face during independent work time? Take a minute to jot down your thoughts before continuing.