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Self Regulated Learning

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Ashley White

on 5 March 2013

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Transcript of Self Regulated Learning

LEARNING Models of self-regulated learning & Agency How can you help more students become self-regulated learners in school?

What is involved in being self-regulated? Technology and Self Regulation To learn in a technological rich environment students need meta cognitive and self-regulatory skills so they won't get lost in a sea of information These four posters were designed by the teacher and students in a grade 5 class to help them remember to use self-instruction. Some of the reminders reflect the unique world of these preadolescences Posters to remind students to "Talk Themselves Through"
Checking in School learners are agents

-agency is the capacity to to coordinate learning skills,motivation, and emotions to reach goals

agents control many factors that influence how they learn Some psychologists suggest that we think of this capacity as one of the many characteristics that distinguish individuals (Snow et al., 1996) If the concepts that students are learning are challenging and complicated, then some scaffolding is usually needed to support the students developing understanding Ex. learning about the circulatory system
a class may have many resources at their disposal
video clips
animated examples To help focus learning attention, a teacher may divide the students into groups or "learning conditions"

One group - just learn what you can about the circulatory system

Second group - same instruction but in addition, they are provided with a list of 10 sub goals to guide their learning

Third group - receives a list of sub goals plus a self-regulation "couch" What is a couch?

a couch is - someone ( preferably peer) who helps them
plan their learning,
monitor their developing understanding,
try different strategies and
handle problems when they arise Students in all three "conditions" should be encouraged to
"think aloud" as they used the material Analyzing the learning task

Task features

What is the task about?
What resources are available?
What are standards for success?

Personal Features

What knowledge can I apply?
What is the tasks interest/value?
What is my self-efficacy? Regulating Learning

Metacognitive monitoring

Metacognative control Enacting Tactics and Strategies

Retrieve prior knowledge
Examine giving information
Apply cognitive operations
Monitor products
Manage cognitive load Self-regulation is critical for both academic and personal development. the below describes four skills associated with emotional self-regulation Emotional Self-Regulation Learning independently without assistance from others, such as teachers

Having the academic learning skills and self-control that makes learning productive

In other words, “The skill and the will to learn”(Murphy & Alexander, 2000; Schunk, 2005). What influences Self-Regulation? There are three factors that influence the skill and the will to be a self-regulated learner:

They are:

1. Knowledge

- Students need knowledge about themselves, the subject, the task, strategies for learning, and the contexts in which they will apply their learning

2. Motivation

- Self-regulated learners are motivated to learn.

3. Self-discipline/volition

- Will power, baby.
- The more technical definition is: Planning for and protecting opportunities to reach goals. Two Classrooms -You will never have a classroom that has the same type of learner

-Still, teachers must “reach every student”

-The textbook gives an example of how they encouraged self regulated learners in both a writing class as well as a mathematics class Two Classrooms continued… First Classroom was a writing class

- Lynn, the teacher, was able to teach self-regulated learning by putting the students through a series of steps

- By the end of the last step, the troubled student had learned strategies that helped them be a self-regulated learner Second Classroom was a math class

- The children were able to learn self-regulating strategies for math problems as well
- They learned self-regulating skills such as:

-  Using a key to score their own homework

- Students graphed their completion of homework on a class report

-  At the beginning of each class, students inspected their
previous charts an set goals to beat their previous scores Another Approach to Self-regulation:
Cognitive Behaviour Modification What is Self-Regulated learning?
1. Create a climate of trust in your classroom

2. Help students to recognize and to express their feelings

3. Help students to recognize emotions in others

4. Provide strategies for coping with emotions

5. Help students to recognize cultural differences in emotional expression Guidelines for Encouraging Emotional Self-Regulation
- This method was created by Donald Meichbaum, a psychologist who retired from the University of Waterloo

- This method was created to teach impulsive students to “talk themselves through”

- In other words, they use self-instruction.

- In order to use self-instruction, students must have a good understanding of these skills:
- listening, planning, working and checking.

- Teachers can teach these skills by creating posters around the classroom that prompt students to ask questions Setting Goals

What is my learning goal orientation?
What consequences accompany various outcomes?
What effort is required? Devising Plans

Have I participated in similar tasks before?
What are steps to complete the task?
What learning skills will be useful?
How will I monitor progress?
Is feedback available as work proceeds? -Examples of questions a student might ask for


-Does this make sense?
-Am I getting this?


-Do I have everything together?
-I know this stuff!


-Stop staring and get back to work (Yes. This is in the textbook)
-This is hard, but I can manage.


-Did I finish everything?
-What do I need to recheck?

-Part of the power of this process is involving students in thinking about and creating their own prompt
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