Definition: Students’ autonomy is that students have more significant control over this, how, when or with whom they learn.
Definition of student autonomy
Student autonomy Students have a significant control over certain parts of their learning in clear goals – what to work, how to show learning, when to accomplish tasks or who work with.
Edward L. Deci and Richard M. Ryan, Intrinsic motivation and self -determination in human behavior (1985).
Meaning of student autonomy
Imagine a lesson. Most decisions are the teacher: what text to read, what problem to start, how long work should take, that it is a question of authorizing the partners.
Autonomy asks you to study these decisions one by one:
- What could students have without losing the declared objective (ideally written in a friendly language)?
- What would happen if the students had the opportunity to choose the text to read first?
- What would happen if the students had the opportunity to choose the problem to try first?
- What would happen if the students had the opportunity to choose to work alone, in pairs or in a group?
The theory of self -determination of Deci and Ryan shows that autonomy is a fundamental human need. The classrooms where students make real choices show stronger motivation, longer persistence with difficult work and more sustainable commitment with learning.
Autonomy of class students
Scenario: 7th year scientific laboratory. The objective: to design a test for air pressure or measure moisture. Students choose one of the three documents to test, decide to work with a partner and choose how to present the results – a page report, a data poster or a three -minute video. All products meet the same section. A Midway control point requires a plan, a list of variables and a data table.
Examples of student autonomy
Start with a place in your lesson where students could make a real decision. Keep the goal the same, but let them decide part of the path.
- Choice in the task: Offer two or three texts that meet the same standard. Students choose the one to analyze.
- Choice in process: Let the students show an understanding with a concept card, a short test, a 30 -second video, etc., all noted by the same section.
- Choice in timing: Provide five practice problems and let the students decide on the order and make them in class or at home by a displayed checkpoint.
- Choice in the grouping: Students work solo, with a partner or in a triad, with displayed roles and expectations.
Before and after
| Teacher | Support for autonomy |
|---|---|
| A product for all | Product menu, a section |
| Fixed chronology | Student mini-lines inside a window |
| The teacher responds first | The students check the resources, then the peers, then teacher |
| Single attempt grade | Comments and an opportunity for review |
Questions of reflection for students-school
- Where in my next lesson can I offer a significant choice?
- How will I explain expectations so that students use freedom in a productive way?
- What evidence will I collect to find out if autonomy improves commitment or learning?
Limits and traps
- Autonomy is not the absence of a structure but the possibility of freeing more students of responsibility. Help students keeping objectives and visible criteria and, as you can, offer comments to guide them.
- Start small with one or two real choices, then develop.
- Teach the routines that operate autonomy: planning, self-truth, ask for help.
Continue to explore students’ commitment
Continue to learn with related teaching resources:
References
- Deci, El and Ryan, RM (1985). Intrinsic motivation and self -determination in human behavior. New York: plenum.
- Ryan, RM and DECI, EL (2000). Theory of self-determination and facilitation of intrinsic motivation, social development and well-being. American psychologist55 (1), 68–78.
- Reeve, J. (2006). Teachers as a facilitators: what teachers do support for autonomy and why their students benefit from them. The Elementary School Journal106 (3), 225–236.
