Self-Regulated Learning ProfCast to Save Brianne

1. Self-Regulated LearningProfCast to Save Brianne Before listening to this ProfCast, print- out the story of Brianne and her college challenges. If Brianne were a close friend of yours, what would you tell her she should do to increase her chances for success in college. Be honest with Brianne … She needs honesty from her friends ! !

2. Traxoline StudentLet’s Review Brianne’s Problem • Brianne is having trouble in college and part of the problem is how she learned in high school. Reflect on her problems in relation to the following topic? • Where does she study ? • When does she study ? • How does she study • What motivates her to study for a test/class?

3. Characteristic of Self-Regulated LearnersThe things Brianne isn’t doing The most important characteristic of expert learners is the plan they implement: • Clear goals: performance and process goals • Clear strategies to achieve their goals (time management) • In “control” of their motivation and their affect • Keep record of progress & self-monitor & self-reinforce

4. Characteristic of Self-Regulated Learners The most important characteristic of Expert learners is the plan they implement: • Clear goals: performance and process goals • Clear strategies to achieve their goals (time management) • In “control” of their motivation and their affect • Keep record of progress & self-monitor & self-reinforce • Rehearse and memorize information (and a plan for how) • Elaborate information into their own lives (make it real for them) • Organize and transform information (and a plan for how) • Use deeper level processing skills(integrating information in their lives, compare it to prior learning, and monitoring comprehension) Academic success is not just about “smart”

5. Self-Regulated Learning “Self-Regulated learning involves the active, goal-directed, self-control of behavior, motivation, and cognition for academic tasks by individual students.” P. Pintrich, p.5, 1995 There are three dimensions to Self-Regulated Learning • Observable Behavior • Motivation and Affect • Cognition or Cognitive Strategies

6. Broad Overview of SRLWhat is regulated? • SRL of Behavior • Time, Study Environment, People, Resources • SRL of Motivation & Affect • Controlling motivation beliefs and anxieties • SRL of Cognitive Strategies • Rehearsal Strategies • Elaboration Strategies • Organization Strategies

7. Self-Regulation of BehaviorHow is Brianne regulating her behavior ? SR of Behavior is active control of resources including: • Time – Time management; When she studies; Distributed Practice • Study Environment – Where; Temp, light, noise

8. Self-Regulation of BehaviorHow is Brianne regulating her behavior ? SR of Behavior is active control of resources including: • Time – Time management; When she studies; Distributed Practice • Study Environment – Where; Temp, light, noise • Peer – Who & When: alone, pairs, groups • Faculty – Class questions, Office hours, E-Mail

9. Self-Regulation of BehaviorHow is Brianne regulating her behavior ? SR of Behavior is active control of resources including: • Time – Time management; When she studies; Distributed Practice • Study Environment – Where; Temp, light, noise • Peer – Who & When: alone, pairs, groups • Faculty – Class questions, Office hours, E-Mail • Textbook – Reading, studying, SQ4R • Notes – Note taking skills, classroom attention, organization • Extra Materials – Ed Sykes, MCPT, PPs, Basic Concepts

10. Using SR of Behavior Requires: • Knowledge of available resources • Self-Efficacy to manage resources • Value the goal enough to use the resources • Actively monitor of her behavior • If Brianne doesn’t know she doesn’t know… she won’t know to use this ! ! ! • And it is likely she thinks she know even when she doesn’t really know.

11. Broad Overview of SRLWhat is regulated? • SRL of Behavior • Time, Study Environment, People, Resources • SRL of Motivation & Affect • Controlling motivation beliefs and anxieties • SRL of Cognitive Strategies • Rehearsal Strategies • Elaboration Strategies • Organization Strategies

12. Will is our motivational orientation Goals Values Expectancies Which influences us to use  Skill is our use of the appropriate resources. Self-Regulation of Motivation and Affect

13. Will is our motivational orientation Goals Values Expectancies Which influences us to use  Skill is our use of the appropriate resources. Resource management Cognitive Strategies Reflection strategies Self-Regulation of Motivation and Affect If Brianne doesn’t have the will (discipline) she won’t use the skills.

14. Self-Monitoring & Attributions Self-monitoring reveals & elicits beneficial attributional pattern in success & failure: • Success If your success is due to effort & strategies Increased self-efficacy & positive affect • Failure  If your failure is due to lack of effort or poor strategies Increases the chances for change Self-monitoring should begin to help Brianne control her affect and motivation

15. SR of Motivation Beliefs – Self-efficacy & Attributions Interest & Valuing SR of Affect Anxiety – Test anxiety is controllable Fear of Failure Strategies for RegulatingMotivation & Affect The key is to know yourself and keep your emotions in check. The best way to do that is to plan far in advance and use Distributed Practice.

16. Self-Regulation of Cognitive StrategiesThis is the key to changing learning ! ! ! • Rehearsal Strategies • Elaboration Strategies • Organizational Strategies

17. What does this Mean ? The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee an end to the necessity for this task in the immediate future, but then one never can tell.

18. Understanding the Importance of Connecting New Learning to Old Learning The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee an end to the necessity for this task in the immediate future, but then one never can tell. Washing Clothes Putting learning into context is crucial ! ! !

19. Cognitive Rehearsal Strategies • Rehearsal Strategies – Not all strategies are alike • Mnemonics – Tricks to increase recall • Acronyms using initial letters – N.A.S.A • Creative Sentences – “Every good boy does fine.” • Rhymes & Songs – “30 day hath September” • Visualization – The more vivid the better

20. Cognitive Rehearsal Strategies • Rehearsal Strategies – Not all strategies are alike • Mnemonics – Tricks to increase recall • Acronyms using initial letters – N.A.S.A • Creative Sentences – “Every good boy does fine.” • Rhymes & Songs – “30 day hath September” • Visualization – The more vivid the better • Thoughtful Rehearsal – Mindless rehearsal of non-meaningful material is a waste of time. What does it mean ? • Massed vs. Distributed Practice – Don’t over-burden your brain. This is CRITICAL ! Think minutes not hours. But it requires that you care enough to plan ahead and set aside minutes. These “tricks” are not for dumb students. They are strategies that good students use all the time. Try them, they work!

21. Cognitive Elaboration Strategies Elaboration aids retention by linking new information to information in LTM – Make it real & personal for you ! • Understandingnot just memorizing (No traxoline) • Paraphrase concepts into your own words • Summarizeand re-write text, lecture, and your notes. • Create Analogies that are yours – How do concepts relate? • Asking & Answering Questions in class, with partner • Create Your Own Examples – Key to success & Level II

22. Memorize these “words” FB IMT VU SAHB OC IA Cognitive Organization Strategies

23. Memorize these “words” FB IMT VU SAHB OC IA How about this list FBI MTV USA HBO CIA Cognitive Organization Strategies What makes the second list so much easier to remember?

24. Cognitive Organizational Strategies The 2nd list is easier to remember because it has meaning. How much of what you learn has personal meaning to you? • Organize information into meaningful patterns TO YOU ! • Research on “non-sense” words has demonstrated that humans learn by making sense of non-sense. Are you making sense of what you learn or learning non-sense?

25. Cognitive Organizational Strategies The 2nd list is easier to remember because it has meaning. How much of what you learn has personal meaning to you? • Organize information into meaningful patterns TO YOU ! • Research on “non-sense” words has demonstrated that humans learn by making sense of non-sense. Are you making sense of what you learn or learning non-sense? • Do you believe that taking the extra time to organize information is taking too much time and effort?

26. Cognitive Organizational Strategies Giving information meaning and structure increases retention and saves you time ... in the long run. Memorize these words: Girl Purple Blue Hawk Eagle Heart Finger Organ Green Child Robin Flute Man Lung Piano As you memorize them, think about how you are doing that.

27. Cognitive Organizational Strategies Giving information meaning and structure increases retention Memorize these words: Girl Purple Blue Hawk Eagle Heart Finger Organ Green Child Robin Flute Man Lung Piano Would it be easier to remember this list? Green Man Piano Heart Eagle Blue Girl Flute Lung Hawk Purple Child Organ Finger Robin What makes the second list easier? If it works so well, why aren’t you doing that with material you are learning? What can you do to make the material you teach easier?

28. Cognitive Organizational Strategies:Learning & Teaching Strategies Organizational strategies are effective and the more complicated the information the more effective they are is supporting learning. • Outlines • Graphic Organizers • Concept Maps (Inspiration) • Hierarchies • Ed Syke Games • When you need to compare & contrast create a method that helps you “see” this.

29. Comparing Learning Strategies:Rehearsal vs. Elaboration vs. Organization

30. Brianne’s Solution • What should Brianne do to regulate her behavior ? • What should Brianne do to regulate motivation & affect? • What rehearsal strategies should Brianne use? • What elaboration strategies should Brianne use? • What organizational strategies should Brianne use? • Is it possible (likely?) that Brianne can change? What will she need to do to have the discipline to change?