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Self-Determined Learning Model of Instruction

Product or Programme · All products and programmes
Evidence · 5 claims (4 for, 1 against) · 5 studies (1 causal, 1 quant-synthesis, 1 review, 1 design, 1 theoretical), q1–q4 · 1 of 5 report an effect size · 4 claims rest on one study

Description

A teacher-implemented instructional model developed by Palmer et al. that guides young learners, including those with diverse learning needs, through interest investigation, choice making, and goal setting and attainment across curricular contexts.

Components

Claims

Using it in practice

Instructions

  1. Phase 1 — Set a goal. Ask the student "What do I want to learn?" Support the student to identify a discrepancy between current and desired performance, state the goal, and commit to it (Challenge Identification).
  2. Phase 2 — Take action. Ask "What is my plan?" Support the student to choose a strategy, design an action plan, and self-monitor progress (Application, Check-In).
  3. Phase 3 — Adjust goal or plan. Ask "What have I learned?" Support the student to compare outcomes with the goal, self-evaluate, and either revise the plan or set a new goal (Assessment, Articulation).
  4. Throughout, coach rather than direct: prompt the student questions, model strategy options, and fade support as the student manages the cycle independently.

Requirements

  • A teacher trained in the model's phases and coaching moves
  • Time for students to work through all three phases — typically across multiple sessions, not a single lesson
  • Authentic student choice of goal; a teacher-imposed goal defeats the model's purpose Autonomy supports intrinsic motivation. [-S]
  • A means of tracking progress toward the self-set goal (Assessment data the student can read and interpret)

Constraints

  • Effectiveness drops when teachers complete the phases for students or steer goal selection toward their own targets Autonomy supports intrinsic motivation. [-M]
  • Requires sustained implementation; single-session use produces little measurable gain in self-determination
  • Students with severe cognitive or communication support needs need adapted materials and communication supports, or the student questions become inaccessible
  • Whole-class implementation can drift into generic goal-setting worksheets if the coaching dialogue is dropped

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Key Sources

  • Palmer, S.B., & Wehmeyer, M.L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24, 115-126. http://dx.doi.org/10.1177/07419325030240020601
  • Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education. Remedial and Special Education, 23(5), 279-288. https://journals.sagepub.com. doi:10.1177/07419325020230050301
  • Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66(4), 439–453. doi:10.1177/001440290006600401
  • Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33(5), 320–330. doi:10.1177/0741932511410072
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. doi:10.1207/s15430421tip4102_2
  • Raley, S. K., Shogren, K. A., & McDonald, A. (2018). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164–174.
Page metadata
Field Value
type product
id self-determined-learning-model-of-instruction
title Self-Determined Learning Model of Instruction
description A teacher-implemented instructional model developed by Palmer et al.
status review
moved_from strategy/self-determined-learning-model-of-instruction
product_kind framework
generated by process:settle-candidates on 2026-10-15
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