Self-regulated Reading Nancy Perry, UBC email@example.com Deborah Butler, UBC firstname.lastname@example.org Preparedfor CR4YRs January 18, 2013
What is Self-regulation? • Ability to control thoughts and actions to achieve personal goals and respond to environmental demands (Zimmerman, 2008) • It involves … • Attending to key features of the environment • Resisting distractions • Persisting when tasks are difficult • Responding appropriately, adaptively, flexibly • Delaying immediate gratification to meet a more important long-term goal
Applied to Learning … SRL reflects independent, academically effective approaches to learning.
Metacognition • Awareness of learning strengths and weaknesses • Ability to analyze the demands of tasks/activities • Use of effective thinking and problem solving strategies to cope with the challenges tasks present
Motivation for Learning • Genuine interest in learning • Belief that ability is incremental • Focus on personal progress • Willingness to try challenging tasks • View that errors present opportunities to learn • Belief that effort and effective strategy use will lead to success
Strategic Action • Choosing from a repertoire of strategies those best suited to the learning situation • Applying strategies effectively and efficiently
Respond What can we do in our classrooms to help students regulate their learning before, during, and after reading?
Task Understanding • Developing an accurate understanding of tasks is challenging for students. • What’s the purpose? • How is it structured? • What are its components? • How do I feel about it? • What are my learning strengths and weaknesses in relation to it? • Do I know strategies that help me complete it? • Task understanding is important for SRL and success.
Check Task Understanding Hadwin, Oshige, Miller, Fior, & Tupper, 2008
What Is Self-Regulation In “Kid Friendly” Terms? • As part of her learning team project, Kelsey asks: How can we define self-regulation in “kid friendly terms?” How can we help them (her grade 1, 2, 3 students) to understand it? From Kelsey Keller Baker Drive Elementary
What Is Self-Regulation In “Kid Friendly” Terms? • As part of her learning team project, Kelsey asks: How can we define self-regulation in “kid friendly terms?” How can we help them (her grade 1, 2, 3 students) to understand it? I have to admit I’m pretty thrilled to see my students taking ownership … taking pride in their SR … being so honest and self-aware of their needs.
Before and During Reading • What do good readers do? • Make predictions • Make connections • Ask questions • Sound out words • Use context clues • Establish what good readers do with students. • Post the strategies around the room. • Practice! • Alone • With the teacher • With a peer
After Reading • What did you learn about yourself as a reader today? • What did you learn that you can use again, and again, and again? • “I can choose a book on my own.” • “I can make a prediction.” • “Sometimes I need help to sound out words.” From Martha Hightower Rochester Elementary
Self-Regulation Stories From: Sharon Bain, Baker Drive Elementary
Strategies, Independence, Ownership & Confidence: Two Big Ideas A Model of Self-Regulated Learning Context (Activities, Support, Assessment) Interpreting Demands & Setting Goals History, Strengths, Challenges, Knowledge, Beliefs, Interests, Confidence Adjusting Cycles of Self-Regulated Activity Planning Monitoring Against Criteria Enacting Strategies Idea Two: Confidence Builds Through Experience Idea One: From Learning Strategies to Strategic Learning
Benefits of Working Collaboratively in Learning Teams? Teachers are contextualized decision-makers They draw on knowledge and resources in order to meet students’ needs in classroom settings In collaborative learning teams teachers support each other to learn about and adapt new knowledge and resources for use in classrooms Collaborative inquiry is a powerful model for professional development
Inquiry as Teachers’ Self- and Co-Regulation (Adapted from Butler & Schnellert, 2012) Activity in Context Identifying Goals (for practice/learning) Teachers’ self- and co-regulated inquiry Resources Adjusting Planning History, Strengths, Challenges, Knowledge, Beliefs, Interests, Confidence Students’ self-regulated reading Monitoring Against Criteria Enacting Strategies
Benefits of Collaborative Inquiry? Teacher learning, ownership, & confidence Purposeful shifts in practice Evidence is starting to also formally link collaborative PD to student outcomes It makes a difference for learners
Extending Research on Inquiry-Based PD Innovative approaches to teacher PD are emerging across BC, the Yukon and the NWT These initiatives are designed to spur teachers’ PD in ways that achieve important goals for students Innovative is that these approaches engage teachers in collaborative inquiry, within networked learning communities We have a wonderful opportunity to study how these excitinginquiry-oriented initiatives can work to foster practice shifts and positive outcomes for teachers and students
“Partnership Development Grant” Project Goal: To advance understanding about whether and how inquiry-oriented PD can foster innovation & learning. Research Questions: How are initiatives (provincial, district)structured to foster inquiry and innovation? How are initiatives experienced by teachers, informal or formal leaders, students? What outcomes can be associated with change initiatives (for leaders, teachers and students)?
The Partnership Team CR4YR Team Partner District Partner (BC) District Partner (BC) BCTF Partner District Partner (BC) District Partner (BC) District Partner (NWT) District Partner (BC) SSHRC Funded Project Team CR4YR: Learning from All Participants Partners: Case Studies of CR4YR & Other Partner Initiatives
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