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Self Regulated Learning
Transcript of Self Regulated Learning
Self Regulated Learning
Self Regulated Learning (SRL)
Three Major Phases in Cycle:
progress while implementing the plan
the outcome of the plan once it's completed
The SRL Cycle
The planning phase of SRL "sets the stage" for learning. During this phase, you do the following:
Analyze the learning task
Set learning goals
(make sure these goals are very clear)
Plan learning strategies
(consider a variety of ways to approach the learning task)
Therefore, you'll be asking yourself questions such as:
What is the goal of this task?
What strategies are most effective with this type of task?
During the monitoring phase, you
your plan from phase one, all the while monitoring yourself to make sure you're
making progress toward your learning goal
. During this phase, you'll need to ask yourself questions such as:
using the strategy
slipping back into my old habits
Am I staying
Is the strategy working (am I
meeting my learning goals
) or do I need to
How does a learner become self-regulated?
- causal attribution: understanding what led to the outcomes
What does a self-regulated student look like?
Research shows they are much more engaged in their learning
frequently sitting at the front of the class
voluntarily answering questions
seeking out additional resources to master content
manipulating their environment to meet their needs
asking for advice
How to promote self-regulation
in the classroom
Teach students self-regulated processes that facilitate learning.
Examples of strategies you can introduce:
appropriate help seeking
How to set it up
in your classroom
1. Direct Instruction and Modeling:
explicitly explain strategies to students and model them through your own thought processes and actions.
Students are more likely to understand if they see you modeling. This is an initial and essential step.
2. Guided and Independent Progress:
The responsibility of implementation turns from the teacher to the student in this step.
Progress can be monitored through student-teacher conferencing and enhanced with opportunities to practice strategies on their own.
3. Social Support and Feedack:
Feedback is effectual social support, as it aids in the student learning and growing as well as their motivation development.
Obstacles to developing self regulated learning in your classroom
the time required to teach self regulated strategies is frequently cited as an obstacle to their development
organizing curriculum and assessments to support autonomous inquiry and problem solving is a challenge when faced with the amount of information that needs to be covered
factors unrelated to the classroom or the teacher are also important: the student’s desired social identity may impede their drive to, for example, complete homework, which negates self regulated goals, etc.
Plan, Monitor, Evaluate
Reflection occurs in all phases.
Encouraging Self Regulated Learning in the Classroom: A Review of the Literature.
Sharon Zumbrunn, et al.
Virginia Commonwealth University, October 2011.
Expert Learners: Self-Regulated Learning
Expert Learners, September 2011
Goal Setting Ad
1. Guide learners' self-beliefs, goal setting, and expectations
• help students frame new information or feedback in a positive rather than a negative manner (e.g. "keeping track of your homework assignments will help you manage this course successfully," rather than "if you don't keep track you will fail.")
• provide specific cues for using self-regulatory strategies
2. Promote reflective dialogue
• teacher modeling of reflective practices (think aloud)
• student practice with reflective dialogue
• group discussions to think through problems/cases (collaborative learning)
3. Provide corrective feedback
• performance standards must be clear and perceived as attainable
• phrase feedback (positive or negative) as a statement about the task of learning, not about the learner
4. Help learners make connections between abstract concepts
• use case-based instructions or examples that students come up with themselves
• use hands-on learning activities
• help students learn to separate relevant from irrelevant information (i.e., help them know where and how to focus their attention; guide their reference standards)
5. Help learners link new experiences to prior learning
• use experiential learning activities
• focus on application of knowledge in broader contexts
• integrate real-life examples with classroom information
During the evaluating phase, you determine how well your chosen strategy worked. Consider issues such as:
What did I think and feel
about this particular strategy (or set of strategies)?
Did I use them properly?
[i.e., evaluate the process]
How well did the strategy work
—what learning did I achieve? [i.e., evaluate the product]
Was the strategy a good match with the type of learning task?
Reflection provides the link between what expert learners know about learning (metacognitive knowledge) and what they do about learning (self-regulation).
We conceive of reflection as a strategy or skill that operates on other strategies.
Self-questioning facilitates the reflective process. The example questions mentioned in the SRL phase descriptions above are good examples of what Ertmer and Newby (1996) call
Explicit instruction in the use of learning strategies, which include:
Development of reflective thinking skills (including self-questioning)
Extensive long-term practice applying self-regulated learning followed by informative, corrective feedback
Comparison for Contrast:
Procrastination and Helicopter Parents