Abstract
“Offering freedom” as a teaching strategy for honors students
Highlights
This note concentrates on the pillar of ‘offering freedom,’ concerning teaching strategies “that give students space for experimentation, risk-taking, personal initiatives and pursuit of their interests” (Wolfensberger, 2012, p. 23)
Because honors students prefer autonomy to make their own choices, they appreciate an autonomy-supportive teaching style characterized by relatedness and a good balance between autonomy and structure (Pintrich & De Groot, 1990; Reeve, 2009; Sierens, Vansteenkiste, Goossens, Soenens, & Dochy, 2009)
Starting from the self-determination theory, Reeve (2009) was one of the first to focus on the autonomy-supportive teaching style and defines this as a teaching style in which the teacher (1) adopts the student perspective, (2) supports the intrinsic motivation of the student and his autonomous self-regulation, and (3) is open to the thoughts, feelings, and the behavior of the student
Summary
1. About ‘Offering freedom’ Students who are able and motivated to do more than the regular curriculum offers, the honors students, call for a specific pedagogical approach by teachers (Wolfensberger, 2012). This note concentrates on the pillar of ‘offering freedom,’ concerning teaching strategies “that give students space for experimentation, risk-taking, personal initiatives and pursuit of their interests” Starting from the self-determination theory, Reeve (2009) was one of the first to focus on the autonomy-supportive teaching style and defines this as a teaching style in which the teacher (1) adopts the student perspective, (2) supports the intrinsic motivation of the student and his autonomous self-regulation, and (3) is open to the thoughts, feelings, and the behavior of the student.
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