Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies to implement student-direct learning activities in school. In addition, research-based assessment strategies provide educators with evidence of student mastery and achievement. Teachers who structure self-directed learning activities can facilitate effective differentiation as students engage in the curriculum at their level. This book provides evidence-based, practical examples of how to transform the classroom into a creative and highly focused learning environment. Book features include: (1) Guidance for implementing a learner-directed program, including advocacy, management, differentiated instruction, and resources; (2) Attention to the needs of specific groups of students, including preadolescents, gifted and talented learners, boys, and those with learning differences; and (3) Insights into reflective practice and strategies for assessment of learning. Part I, Planning for Paradigm SHIFT, contains: (1) Advocating For a Student-Centered Art Program: Navigating Expectations (Katherine Douglas); (2) Time as a Choice in Self-Directed Learning (Diane Jaquith); (3) Engaging Middle School Students through Choice-Based Art (Linda Papanicolaou); and (4) Visual Resource Studio (Pauline Joseph). Part II, Supporting Learner Autonomy, contains: (5) Building a Strong Voice of Inner Authority in a Montessori Choice-Based Art Program (Cameron Sesto); (6) Supporting Young Artists as Independent Creators (Tannis Longmore); and (7) Testing the World through Play and Art (George Szekely). Part III, Special Considerations for Special Populations, contains: (8) Outlaws, Rebels and Rogues: Creative Underachievers (Nan E. Hathaway); (9) Look in the Mirror: Reflecting on Middle School Art (Ilona Szekely); (10) Teaching for Innovation: Supporting Diverse Learning Communities (Ellyn Gaspardi); and (11) The Secret Art of Boys (Clyde Gaw). Part IV, Thoughts on Reflection and Assessment, contains: (12) Can Studio Habits Help Teachers Assess Arts Learning: Case of the King Cobra (Lois Hetland); and (13) The Art of Motivation and Critique in Self-Directed Learning (Marvin Bartel); (14) The Important Thing (Dale Zalmstra). Poem: Approaches to Art by Catherine Adelman is included.