Do scaffolding and self-direction go together?

Self-directed learning (SDL) has been described as ‘ a process in which individuals take the initiative with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning , select and implement learning strategies, and evaluate learning outcomes( Knowles, 1975). In addition, it is a concept central to what adult education is all about (Mezirow 1985).

Three questions come to mind:

• Does self-direction need to be facilitated or does it just happen?
• Is self-direction confined only to adult learners?
• What should a teacher’s involvement in the learning process be if students direct their own learning ?
  

Here are some triggers to prompt your response:

Research discussed in 'getting started' indicated that many students have difficulty with transition to higher education in particular the expectation that they will be independent and self-motivated learners.

This clip and the it's related excerpt below gives us some insight into self-direction in young learners.

Excerpt

Two very different philosophies of education have dominated teacher training in this century: Teacher directed, whole group learning with its emphasis on subject matter has been in opposition to the discovery method with its emphasis on active child learning. Sensitive teachers of both persuasions have felt frustrated at the level of learning generated by adherence to these methods. The work of Lev Vygotsky offers a new synthesis of these philosophies that overcomes many problems of single perspective approaches. This video provides examples of how learning can be structured so children are active learners while teachers use their superior knowledge base to meaningfully guide learning. Three essential elements of scaffolding are explained and demonstrated as children in urban classrooms become literate and ever more responsible for their weekly learning plans.

Please share your views....