1 / 24

Self-Regulated Learning and Its Role in Tutoring

Self-Regulated Learning and Its Role in Tutoring. Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic Success Center April 13, 2006. Learning Styles A particular way in which the mind receives and processes information. You may have a particular way that you like to learn.

lauren
Télécharger la présentation

Self-Regulated Learning and Its Role in Tutoring

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Self-Regulated Learning and Its Role in Tutoring Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic Success Center April 13, 2006 Academic Success Center (313)577-3165

  2. Learning Styles A particular way in which the mind receives and processes information. You may have a particular way that you like to learn. This may be different from that of your students. Different theoretical bases for learning styles Entwistle Soloman Gardner Felder http://www.engr.ncsu.edu/learningstyles/ilsweb.html The problem with learning styles is that there is an assumption that a student whose learning style does not match their professor’s style cannot learn in that class. Student Learning Results from More than Just their Intelligence Academic Success Center (313)577-3165

  3. We Can Improve Student Memory of our Course Material • Tutoring by using only the standard lecturer style promotes • Shallow learning • Learning by rote. • Test anxiety • Reduced memory • Tutoring by using multiple approaches can help. • VERBALLY and VISUALLY Stores in different parts of the brain • BY ASKING QUESTIONS Promotes deeper thinking • USING REAL WORLD EXAMPLES Framing helps motivation • CHUNKING Helps students to organize • BY BEING SELECTIVE Helps students focus Academic Success Center (313)577-3165

  4. Self-regulated Learning • How students become masters of their own learning processes. • View of the academic learning as something students do for themselves, rather than something which is done to or for them. • Proactive activity, requiring self-initiated motivational and behavioral processes as well as meta-cognitive ones Zimmerman, 1986 Academic Success Center (313)577-3165

  5. Skill Will Self-regulation Academic Success Center (313)577-3165

  6. Characteristics of Self-regulated Learners • Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn. • Write down the things about you that helped you to succeed. Write it down. Academic Success Center (313)577-3165

  7. Characteristics of Self-regulated Learners • Motivated • Setting goals • Active • Monitoring • Controlling their learning • Adaptive Academic Success Center (313)577-3165

  8. Strategies of Self-regulated Learners • Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn, or a friend who succeeded in that situation. • What were the things that you did to help you succeed? • Discuss these with one other person. • Present the most important ones to the group. Discuss. Academic Success Center (313)577-3165

  9. Cognitive strategies Rehearsal Elaboration Organization Meta-cognitive Forethought Monitoring Regulating Managing resources Strategies of Self-regulated Learners Academic Success Center (313)577-3165

  10. Implementing Strategies • Time, effort into planning • Monitoring effort, time use and need for help • Choice to increase or decrease effort • Persistence • Regulating effort • Using extrinsic self-talk • Seeking help Academic Success Center (313)577-3165

  11. Strategies • Self-monitoring • Comprehension monitoring Academic Success Center (313)577-3165

  12. Self-regulated Learning Apathetic Somewhat motivated Motivated No skills Mediocre skills Some skills Self-regulated skills Academic Success Center (313)577-3165

  13. Motivation InternalAbility ExternalLuck Academic Success Center (313)577-3165

  14. Cultural Context • Stereotype threat can impair academic performance if the stereotype is negative. • Aronson, Fried and Good (2002) found that The African American students encouraged to view intelligence as malleable reported: • Greater enjoyment of the academic process • Greater academic engagement • And obtained higher grade point averages than their counterparts in two control groups. Academic Success Center (313)577-3165

  15. Bernard Weiner's Attribution Theory Academic Success Center (313)577-3165

  16. Self-efficacy • Control over one’s own functioning and events that affect one’s life. • It influences: • goals students set • commitment to those goals • learning strategies employed Academic Success Center (313)577-3165

  17. Positive Attributions • What students believe caused their success or failure. • Productive • Applying effort • Using strategies • Unproductive • Low ability • Luck Academic Success Center (313)577-3165

  18. Control Over Outcomes • Goal orientation • Learning • Goal is to understand the material. • “I appreciate a challenge.” • Performance • Goal is to perform well. • “If it takes a lot of effort, I must not be smart.” Academic Success Center (313)577-3165

  19. Tutors As Academic Coaches • Help to build: • Self-efficacy • Positive attributions • Control over outcomes Academic Success Center (313)577-3165

  20. What Can a Tutor Do to Help a Student? Taken from the webpage of Dr. Deborah L. Butler, University of British Columbia http://www.ecps.educ.ubc.ca/faculty/Butler/SCL.htm Academic Success Center (313)577-3165

  21. What Can a Tutor Do to Help a Student? • Help students construct: • Learning about learning academic content • Strategies for analyzing tasks • Task-specific strategies and skills • Self-monitoring strategies Academic Success Center (313)577-3165

  22. What Can a Tutor Do to Help a Student? • Assess the students’ ability to: • Adjust learning activities to reduce gaps between desired and actual performance. • Monitor outcomes associated with strategy use. • Self-evaluate by comparing progress against task criteria to generate judgments about how they are doing. • Interpret externally provided feedback. • Use feedback strategically to diagnose challenges and problem solve solutions. • Generate judgments about progress and make decisions that shape further learning activities. Academic Success Center (313)577-3165

  23. What Can a Tutor Do to Help a Student? • Assess a student’s ability to analyze task demands. • Scrutinize assignments to extract: • The topic • Expected procedures • Required products • Marking criteria • Draw on meta-cognitive knowledge about the task. Academic Success Center (313)577-3165

  24. Self-regulated Learning • Tutors can help students by • Strategy instruction • Assessing how a student adapts through • Task analysis • Strategy use • Monitoring • Helping students improve their motivation. • Self-efficacy • Positive attributions • Control over outcomes Academic Success Center (313)577-3165

More Related