TOWARDS INDEPENDENT LEARNING: A THEORETICAL ANALYSIS OF G. GROW’S STAGED SELF-DIRECTED LEARNING MODEL

Abstract

This article examines the theoretical foundations of Gerald Grow’s Staged Self-Directed Learning (SSDL) Model through a literature review and conceptual analysis. It explores the relationship between students’ readiness for independent learning and instructional guidance, changes in teacher roles, and students’ gradual assumption of responsibility for their own learning. The model’s four stages are described in terms of students’ involvement in setting learning goals, selecting resources, organising learning activities, and evaluating outcomes, alongside the teacher’s responsibilities within this process. The stages are interpreted in relation to students’ readiness, prior learning experience, and the demands of particular tasks. The model’s theoretical significance lies in explaining independent learning through the distribution of responsibility between teachers and students and clarifying the role of consultation and collaboration in developing students’ capacity to manage their own learning.

Keywords

independent learning, learner readiness, learner responsibility, Staged Self-Directed Learning Model.