1. GSA 2009 Metacognition and Self-Regulated Learning Dr Steven Fleisher California State University Channel Islands What Can We Do to Help Our Students Become Better Learners? Fostering the Development of Metacognition and Self-Regulation

2. Metacognition • Successful thinkers and learners intentionally think about their own thinking. • Experts constantly monitor their understanding and progress during problem solving. • Metacognitive skills allow them to decide when level of understanding is not adequate. (Wirth & Perkins, 2009, Learning to Learn).

3. Self-Regulated Learning • An active, constructive process whereby students learn to set goals and then to monitor, regulate, and control their cognition, motivation, and behavior… (Pintrich, 2000).

4. Social Cognitive Theory (Bandura) Stimulus  (CM)  Response  Reinforcement Environmental Cognitive Behavior Positive outcomes Affective Mediation Observational Learning and Direct Learning Then, Self-Regulation of Cognitions, Motivation/Affect, Behaviors

5. Combined Motivational Continuum <<<<<<<<< Self-Regulation >>>>>>>>> Plan, Act, Reflect, Modify (Tasks) (Others in Charge) (Self in Charge) Extrinsic …………….….. Motivation …………..……... Intrinsic Goal-Orientation Minimum …........……. Autonomy ………...……. Maximum Alternatives Self-initiate Mastery of impulses

7. Motivational Continuum <<<<<<<<< Self-Determination >>>>>>>>> (Others in Charge) (Self in Charge) Repository …………..….….. Values ……………..…….. Agency Beliefs Goals Self-Regulated Learners of Geoscience: • Let them see how much we value our planet. • Construct studies to help inform their beliefs. • Successful and deep learning to guide their goals.

8. Skillful Self-Regulated Learners • Self-initiated actions to attain important academic goals. • Attention on setting specific, manageable goals. • Use of appropriate learning strategies. • Generate and maintain appropriate levels of motivation. • Monitor progress and reflect on improvement and satisfaction with attained goals. • When conflicts arise between goals and distractions, these learners remain task-focused despite immediate impulses.

9. Self-Regulated Learners (continued) • By contrast, less-skilled learners are unable or unwilling to generate appropriate self-efficacy beliefs, interest, and outcome expectancies to help attain their goals. • The differences between these learners may be explained by personal goals, history of reinforcement, social modeling, influential environments, and mastery of impulses. Academic Exchange Quarterly, 2006, Volume 10, Issue 4. http://rapidintellect.com/AEQweb/2006wintE1.htm

10. References Deci, E. L. & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press. Fleisher, S. C. (2008). Affect and self-regulation: Keeping it positive in the classroom. National Teaching and Learning Forum. Vol. 17, No 2. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) Handbook of self-regulation. San Diego, CA: Academic Press. Schunk, D. H. & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum. Wirth, K. R. & Perkins, D. (2009). Learning to learn. (version 19 June 2009). http://www.macalester.edu/geology/wirth/Coursematerials.html