Self-Regulated Learning Katherine Henderson, Erin Haley, and Anne Ruoff April 21st, 2014
Why it Matters • Students who employ self-regulated approaches to learning: • Achieve more • Are more satisfied in their work • Experience greater levels of personal well being • Increases students’ motivation • SRL mediates relationship between individual and context • Protects against environmental distractors • Proactive vs. passive means of learning • Empowers students
Forethought Phase • Emphasize effort and learning for intrinsic reasons • Use of collaborative or group learning • Learner-centered approach to instruction • Autonomous questioning • Ask questions that elicit autonomous student thinking • Predictions, alternative viewpoints, summary in one’s own words, asking for strategies • Creating meaningful choices within the classroom and with content • Creating opportunities for autonomy within the classroom • Promote student-centered assessment as opposed to teacher-centered Learning Goal Orientation How can I encourage students to strive for mastery?
Forethought Phase Provide opportunities for: • Competence • Present challenging but solvable problems • Relatedness • Interactions with peer and adult models who value education • Autonomy • Allow students to make meaningful choices Self-Motivating Beliefs How can I promote student motivation in the classroom?
Forethought Phase SRL Strategies to Teach Students • Goal Setting • Planning • Environmental Structuring
Performance Phase Explicitly teach and model strategies within curriculum content: • The NORM pneumonic • Note-taking, Organizing, Relating, and Monitoring • Cognitive rehearsal • Cognitive elaboration • Cognitive organization • Self-awareness • Self-monitoring • Self-testing • Identifying important information Self-Control & Self-Observation How can I provide students the tools to create quality work?
Performance Phase • SRL Strategies to Teach Students • Transforming and Organizing information • Seeking information • Rehearing and Memorizing • Seeking social assistance from teachers, peers, and other adults • Reviewing records • Notes, textbooks, tests
Activity Let’s Practice Teaching SRL Strategies
Practice SRL Instruction Take this excerpt from the curriculum and describe how you would model for students: • Identifying important information • Note taking • How/where to seek additional information • Cognitive rehearsal • Cognitive elaboration What kind of autonomous questioning could you use with the example topic? Edgar Allen Poe Edgar Poe was born in Boston on January 19, 1809. That makes him Capricorn, on the cusp of Aquarius. His parents were David and Elizabeth Poe. David was born in Baltimore on July 18, 1784. Elizabeth Arnold came to the U.S. from England in 1796 and married David Poe after her first husband died in 1805. They had three children, Henry, Edgar, and Rosalie.
Self-Reflection Phase Emphasize: • Self-evaluation based on past performance • Attribution of errors to controllable factors • Adaptive reactions to roadblocks Self-Judgment & Self-Reaction How can I help students self-reflect in constructive ways?
Self-Reflection Phase SRL Strategies to Teach Students • Self-evaluation • Self-consequences
Let’s Practice Use of Self-Reflection Tools to Support SRL
Practicing Self-Reflection • What is YOUR self-regulated learning score? • Please listen to directions and complete the measure • Scoring and results will be explained • You can use this questionnaire with students when teaching SRL strategies • Possible tool for students to self-judge and track their SRL progress
References Davis, D. (2011). A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment. Journal Of Educational Research, 104(3), 202. Kuo, Y. (2010). Self-regulated learning: From theory to practice. Online Submission Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70 Zimmerman, B.J., Martinez Pons, M. (1986). Development of a structured interview for assessing student use of self regulated learning strategies. American Educational Research Journal, 23(4), 614-628.