Powell, a full-time high school teacher, realizes that in the post-COVID classroom, educators need to “help students become self-directed ... to invest in their students’ social-emotional needs before they could expect academic achievement.” Building on established frameworks like Understanding by Design and Differentiated Instruction, he advocates for preparing and guiding students to build their capacity for self-directed learning. After describing the participants in his learning community, both in his high school and among educational consultants, and their process of exploring the dynamics of self-directed learning, Powell identifies the three areas his group prioritizes: “relationship building that addresses social-emotional needs in authentic ways; intentional strategies to create purposeful learning experiences for all students; and ... methodical support that creates the scaffolding needed to make that purposeful learning happen.” His learning community provides curricular and educational reforms to explore authentic relationships, academic strategy, and structural support. Convinced that students need to develop skills for self-directed learning, he concludes that “school is not simply an academic clearing house, but rather a living, breathing community in which teachers and students build strategies together to grow as people of inquiry.” Recommended. Advanced undergraduates through faculty; professionals.

Choice Reviews

An important read for all secondary educators, especially those flummoxed by systemic and pedagogical barriers to student-directed learning. Powell, informed by nearly 30 years of classroom experience, a deep literature base, and the voices of educators in the United States and Canada, provides a practical framework for helping students exercise greater agency in their formal education and beyond.

Nicole Trahan, FMI, EdD, Daughters of Mary Immaculate, Provincial Assistant for Education

Erik Powell, a well-respected master teacher, continues to search for innovative instructional methods to best serve the needs of children in the classroom. He saw the pandemic as a learning opportunity, and his book shares inspirational findings: self-directed learning is the key to successful secondary classroom student experiences. Powell proves through his research that self-directed learning will develop the independence and perseverance our children need to be successful beyond the walls of America's high schools.

Emily Charton, Principal, Wayland Public Schools, Wayland, MA

Through a masterful blend of theory, research, and praxis, Powell delivers practical insights on how teachers can support self-directed learning. This book is essential for all educators in search of actionable recommendations that account for the ever-evolving complexities of classroom instruction. For both veteran and novice teachers alike, Powell’s work provides an adaptable blueprint to cultivate students’ critical engagement and autonomy.

Dr. Nick Wilson, Literacy Coordinator, Butte County Office of Education, Oroville, CA

Toward Self-Directed Learning in the Secondary Classroom provides practical examples and in-text exercises to encourage increasing self-directed opportunities and addresses the challenges one may encounter along the way. Powell’s encouraging narration using relatable scenarios from current educators inspires one to reflect upon their past and current practices with SDL and explore new opportunities for implementation.

Dr. Julie White, Spanish Teacher, American International School of Budapest

Dr. Powell acknowledges the myriad challenges facing today's educators while providing persuasive arguments and practical support for teachers to implement self-directed pedagogies both as a means to ameliorate these challenges and promote improved learning outcomes for students.

Dr. Robert Wielgoz, Associate Teaching Professor, Faculty of Education and Social Work, Thompson Rivers University