Self-Regulated Learning ProfCast 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 ! !

Traxoline Student

Let’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?

Characteristic of Self-Regulated Learners The 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 In “control”

to achieve their goals (time management) of their motivation and their affect Keep record of progress &

self-monitor

& self-reinforce

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 In “control”

to achieve their goals (time management) of their motivation and their affect Keep record of progress &

self-monitor Rehearse

& self-reinforce 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”

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 1.

2.

3.

Observable Behavior Motivation and Affect Cognition or Cognitive Strategies

Broad Overview of SRL What 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

Self-Regulation of Behavior

How 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

Self-Regulation of Behavior

How is Brianne regulating her behavior ?

SR of Behavior is active control of resources including:



Time –

Time management; When she studies;

Distributed Practice

 

Study Environment Peer

– Where; Temp, light,

noise

– Who & When: alone, pairs, groups  

Faculty

– Class questions, Office hours, E-Mail  

Self-Regulation of Behavior

How is Brianne regulating her behavior ?

SR of Behavior is active control of resources including:



Time –

Time management; When she studies;

Distributed Practice

 

Study Environment Peer

– Where; Temp, light,

noise

– 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

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.

Broad Overview of SRL What 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



Organization

Strategies Strategies

Self-Regulation of Motivation and Affect



Will

is our motivational orientation



Skill



Goals



Values



Expectancies Which influences us to use

   

is our use of the appropriate resources.

Self-Regulation of Motivation and Affect



Will

is our motivational orientation



Skill

is our use of the appropriate resources.



Goals



Values



Expectancies Which influences us to use

 

Resource management



Cognitive Strategies



Reflection strategies If Brianne doesn’t have the will (discipline) she won’t use the skills.

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

Strategies for Regulating Motivation & Affect

SR of Motivation



Beliefs – Self-efficacy & Attributions

SR of Affect



Anxiety – Test anxiety is controllable



Interest & Valuing



Fear of Failure

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.

Self-Regulation of Cognitive Strategies

This is the key to changing learning ! ! !



Rehearsal Strategies



Elaboration Strategies



Organizational Strategies

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.

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 ! ! !

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



Rhymes & Songs

– “Every good boy does fine.” – “30 day hath September” 

Visualization –

The more vivid the better  

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



Rhymes & Songs

– “Every good boy does fine.” – “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!

Cognitive Elaboration Strategies

 

Understanding

not just memorizing

(No traxoline) Paraphrase

concepts into your own words   

Elaboration aids retention by linking new information to information in LTM – Make it real & personal for you !

Summarize

and 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

Cognitive Organization Strategies

Memorize these “words” FB IMT VU SAHB OC IA

Cognitive Organization Strategies

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

Cognitive Organizational Strategies

The 2 nd 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?



Cognitive Organizational Strategies

The 2 nd 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?

Cognitive Organizational Strategies

Giving information meaning and structure increases retention and saves you time ... in the long run.

Memorize these words: Girl Heart Robin Purple Finger Flute Blue Organ Man Hawk Green Lung Eagle Child Piano As you memorize them, think about how you are doing that.

Cognitive Organizational Strategies

Giving information meaning and structure increases retention Memorize these words: Girl Heart Robin Purple Finger Flute Blue Organ Man Hawk Green Lung Eagle Child Piano Would it be easier to remember this list?

Green Blue Purple Man Girl Child Piano Flute Organ Heart Lung Finger Eagle Hawk 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?

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.

Comparing Learning Strategies:

Rehearsal vs. Elaboration vs. Organization

Brianne’s Solution

1.

What should Brianne do to regulate her behavior ?

2.

What should Brianne do to regulate motivation & affect?

3.

What rehearsal strategies should Brianne use?

4.

What elaboration strategies should Brianne use?

5.

What organizational strategies should Brianne use?

6.

Is it possible (likely?) that Brianne can change? What will she need to do to have the discipline to change?