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Developing essential skills for lifelong learning: the self-regulated learning approach

Developing essential skills for lifelong learning: the self-regulated learning approach. John Sandars Senior Lecturer Medical Education Unit, Leeds Institute of Medical Education j.e.sandars@leeds.ac.uk. What is a Self Regulated Learner? - why is it important for lifelong learning?

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Developing essential skills for lifelong learning: the self-regulated learning approach

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  1. Developing essential skills for lifelong learning: the self-regulated learning approach John Sandars Senior Lecturer Medical Education Unit, Leeds Institute of Medical Education j.e.sandars@leeds.ac.uk

  2. What is a Self Regulated Learner? - why is it important for lifelong learning? - how can it be developed?

  3. TASKWhat is the process of learning?

  4. Becoming a Self Regulated Learner Learning Task NEW LEARNING

  5. Becoming a Self Regulated Learner Learning Task LEARNING STRATEGY NEW LEARNING

  6. Becoming a Self Regulated Learner METACOGNITION Learning Task LEARNING STRATEGY NEW LEARNING

  7. Self Regulated Learning Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press

  8. Self Regulatory Checklist • Planning • Monitoring • Evaluating After Ertmer P Newby TJ (1996) Instructional Science 24: 1-24

  9. Self Regulatory Checklist • Planning • What is the nature of the task? • What is my goal? • What kind of information and strategies do I need? • How much time and resources will I need? • What is my motivation? – ease/ competence • Do I need to modify environment / others?

  10. Self Regulatory Checklist • Monitoring • Do I have a clear understanding of what I am doing? • Does the task make sense? • Am I reaching my goals? • Do I need to make changes? • Do I need to modify my thoughts /emotions? • Do I need to modify the environment ?

  11. Self Regulatory Checklist • Evaluating • Have I reached my goal? • What worked? • What didn’t work? • Would I do things differently next time? • What is the impact on my motivation?

  12. The Expert Learner and Self Regulated Learning

  13. The Expert Learner • Strategic / Proactive • Self-regulated • Reflective FOCUS = THE PROCESS OF LEARNING Ertmer P Newby TJ (1996) Instructional Science 24: 1-24

  14. The evidence! SRL and academic achievement Zimmerman BJ & Schunk DH (eds) (2001) Self-regulated learning and academic achievement: Theoretical Perspectives Mahwah,NJ: Lawrence Erlbaum Monitoring - developmental - trainable Delclos VR & Harrington C (1991) Effects of strategy monitoring and proactive instruction on children’s problem-solving performance Journal of Educational Psychology 83: 35-42

  15. Developing SRL • Promote general awareness of regulation • Tutor modelling • Frequent reflection (esp when related to effective and not so effective performance) • (Pause to Learn workshops) • Use regulatory checklist • Foster conducive learning environments

  16. Developing SRL • Debate - Domain specific v generalisable • Self –report v micro-analytic (talk-aloud) • Motivation – [attribution = ability v effort ] • Most work with children and young people!

  17. Developing SRL What will YOU change in your teaching?

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