Transcript What is self-regulation of learning?

Easing The Transition to College:
Helping Students Become Self-Regulated Learners
Debra Dunlap Runshe
Instructional Development Specialist
University Information Technology Services - Learning Technologies
Indiana University – Purdue University Indianapolis
Myth or Reality?? Unprepared?
“The number of academically unprepared and atrisk students enrolling in colleges and universities
is increasing.”
(Gabriel, 2008)
True or false?
ACT testing results showed that 49% of high school
graduates do not have the reading skills needed for
college success.
At 4-year colleges, 25% of first-time students require at
least 1 year of remedial courses.
Once admitted to college, 75 % of the students who have
to take at least one remedial class will not go on to obtain
a degree or certificate within 8 years of enrollment.
(Adelman, 2004; Horn & Berger, 2004;
Kuh, Kinzie, Schuh, Whitt, & Associates, 2005)
K–W-L
What do you
know about selfregulated
learning?
What would you
like to know
about selfregulated
learning?
What have you
learned about
self-regulated
learning?
Why are they unprepared?
Webinar Objectives
By the end of the webinar, participants will:
• describe the characteristics of self-regulated
learners.
• explore some of the theories behind self-regulated
learning.
• articulate why reflecting on one’s own learning and
progressing toward goal completion leads to selfregulation.
• identify effective instructional methods, strategies
and techniques that can be incorporated into their
classroom that will lead to self-regulated learning.
What is self-regulation of learning?
Self-regulation of learning refers to learners’ beliefs about
their capability to engage in appropriate actions,
thoughts, feelings, and behaviors in order to pursue
valuable academic goals while self-monitoring and selfreflecting on their progress toward goal completion.
(Zimmerman, 2000)
Behavioral Research → Self-control
An outgrowth of behavioral research … self-control
• Self-monitoring
• Self-instruction
• Self-evaluation
• Self-correction
• Self-reinforcement
(Schunk, 2006)
Cognitive Research → Internal States
Behavioral research was not enough, cognitive research
emerged considering:
• Thoughts
• Beliefs
• Emotions
(Schunk, 2006)
Motivation and self-regulation
Motivation and cognitive theories of self regulation
• Information processing
• Social constructivist
• Social cognitive
(Schunk, 2006)
Information Processing
Winne and Hadwin’s four phases:
• Learners process information
• Learners set goals and a plan
• Learners apply plan
• Learners adapt plan
… teacher’s directions … feedback
(Schunk, 2006)
Social Constructivist
Vygotsky’s zone of proximal development (ZPD):
the amount of learning possible by a student given
the proper instructional conditions
… interactions with adults
(Schunk, 2006)
Social Cognitive
Bandura’s theory:
• Self-regulation of learning is a pivotal component of
any major academic endeavor.
• Self-regulation affects motivation, emotions,
selection of strategies, and effort regulation
and leads to increases in
self-efficacy and improved
academic achievement.
(Schunk, 2006; Schunk & Zimmerman, 2008)
Self-regulated Learning Model
Zimmerman’s three-phase model:
1. Forethought
2. Performance
3. Self-reflection
(Zimmerman, 2000; Schunk, 2006; Schunk & Zimmerman, 2008)
Motivation and Regulatory Processes
Learners’ future time perspective,
an individual’s perception of how
far psychological distance they are
from reaching future goals, has
been found to be a function of selfregulation.
Students with adaptive future time
perspectives highly value future
academic outcomes in spite of
highly attractive immediate
rewards. They are able to delay
gratification for anticipated valuable
rewards attainable only in the
future.
(Zimmerman, 2000)
Motivation and Regulatory Processes
Self-regulated learners exercise
effort regulation, the learners’
intentions to put forth resources,
energy, and time to secure
completion of important academic
tasks.
Skilled self-regulated learners can
generate extraordinary motivational
beliefs in order to attain their goals.
They are able to remain taskfocused and can evaluate their
progress toward goal completion.
(Pintrich, 1995)
How do we promote self-regulated learning?
Classroom Assessment
Techniques
Study
Skills
Cooperative
Learning
Zimmerman’s Forethought Phase
Task analysis
• Goal setting
• Strategic planning
Self-motivation
• Self-efficacy
• Outcome expectations
• Intrinsic interest / value
• Learning goal orientation
(Zimmerman, 2000)
Seven Principles for Good Practice
1.
2.
3.
4.
5.
6.
7.
Encourages student-faculty contact
Develops reciprocity and cooperation among
students
Uses active learning techniques
Gives prompt feedback
Emphasizes time on task
Communicates high expectations
Respects diverse talents and ways of learning
(Chickering & Gamson, 1987)
Principle: Student-Faculty Contact
Suggestions:
• Encourage classroom
interaction
• Establish rapport with
students
• Provide personalized
feedback
• Increase accessibility
• Express interest in
students
• Participate in co-curricular
activities
The First Week of Class
Begin with a detailed and explicit syllabus.
Learn your students’ names.
Strategies to accomplish this:
• Seating chart, student choice
• Name plates
• Office hours “interviews”
Pictures
(Gabriel, 2008)
Building Community
Find someone who___???
Principle: Cooperation Among Students
Suggestions:
Plan cooperative learning activities, such as:
• Group projects, presentations, or papers
• Study groups
• Peer tutoring
• Peer evaluation
Foster collaborative rather than
competitive or independent
environments.
Essentials of Cooperative Learning
• Positive interdependence
• Individual accountability
and personal responsibility
• Social skills
• Group processing
(Johnson & Johnson, 2003)
Applications of Cooperative Learning
• Peer review
• Checking homework
• Test preparation and review
• Learning new content
• Presentations and projects
• Labs and experiments
• Drill and review
(Johnson & Johnson, 2003)
Strategies for Cooperative Learning
• Matching group size to activity
•
Informal activity (2-4 students)
• Formal activity (4-6 students)
• Setting intermittent deadlines and offer continual
•
•
•
•
feedback
Including self and peer assessment
Assign differentiated group or individual grades
Maintaining the groups for the duration of the
semester
Avoiding forming groups which have only one
woman or one minority
(Johnson & Johnson, 2003; Millis & Cottrell, 1998)
Principle 3: Active Learning
Suggestions:
• Interactive lectures
• Discussions and debates
• Student presentations
• Collaborative writing exercises
• Problem-based learning activities
• Case studies
• Role playing
• Simulations and games
Easy to Implement Techniques
Classroom Assessment Techniques (CATs) simple,
ungraded activities that can:
• provide feedback about how your students are doing
• help your students monitor their own learning
• focus your students’ attention on course content
through reflection, writing, and speaking
• allow you to punctuate your lecture with learning
activities
(Angelo & Cross, 1993)
Examples of Low-Preparation CATs
• Background Knowledge Probe
• Punctuated Lectures
• Minute Paper
• The Muddiest Point
• Think – Pair – Share
• Complete a
Sentence Starter
(Angelo & Cross, 1993)
Background Knowledge Probe
For students, it highlights key information to be
studied, offering a preview of material to come and/or
a review of prior knowledge.
For teachers, it helps determine the best starting
point and the most appropriate level for a lesson.
For both, it can be used for either pre- or post-lesson
assessment of learning.
(Angelo & Cross, 1993)
Background Knowledge Probe
• “Signs up”
• Place yourself along the continuum
• Survey/inventory
• Pro-Con Grid
Pros
Cons
Cooperative
Learning
Lecturing
(Angelo & Cross, 1993)
One Minute Paper
What are the three most important ideas we
covered during the webinar today?
(Angelo & Cross, 1993)
Muddiest Point
What about self-regulated learning and classroom
assessment techniques are still confusing to you?
(Angelo & Cross, 1993)
Complete a Sentence Starter
Self-regulated learning involves . . .
(Angelo & Cross, 1993)
Principle: Time on Task
Suggestions:
• Engage learners
• Develop goals
• Use class time wisely
• Provide study suggestions
• Post module / weekly checklists
• Communicate clear expectations
• Break down learning into small portions
• Encourage students to develop time management
skills
The Science of Learning
Teach for long term retention and transfer:
• Practice and retrieval
• Vary the conditions
• “Re-represent” information in an alternative format
• Construct knowledge based upon prior knowledge
and experience
• Chunk information
• Motivation
(Halpern & Hakel, 2003)
Principle: Prompt Feedback
Suggestions:
Provide feedback that is:
• Timely
• Directive
• Specific
• Appropriate
Use peer review when appropriate
Principle: High Expectations
Suggestions:
• Foster supportive climate
• Provide clear expectations of performance
• Offer alternative assignments to meet individual
students’ needs and interests
• Provide models of outstanding student work
• Hold yourself to the same standard of excellence
• Offer immediate feedback
• Tolerate mistakes
• Celebrate success
Zimmerman’s Performance Phase
Self-control
• Imagery
• Self-instruction
• Attention focusing
• Task strategies
Self-observation
• Self-recording
• Self-experimentation
(Zimmerman, 2000)
Principle: Diverse Talents
Suggestions:
• Accommodate diversity
• Teach to different learning preferences
Felder-Silverman Model
Students learn about their learning preferences and
strategies that will assist them in being successful.
Their preferences fall on a continuum between:
• active or reflective
• sensing or intuitive
• visual or verbal
• sequential or global
Felder’s Online Resources:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html
Visual or Verbal Learners
How can visual learners help themselves?
If you are a visual learner, try to find diagrams, sketches, schematics,
photographs, flow charts, or any other visual representation of course
material that is predominantly verbal. Ask your instructor, consult
reference books, and see if any videotapes or CD-ROM displays of the
course material are available. Prepare a concept map by listing key
points, enclosing them in boxes or circles, and drawing lines with
arrows between concepts to show connections. Color-code your notes
with a highlighter so that everything relating to one topic is the same
color.
How can verbal learners help themselves?
Write summaries or outlines of course material in your own words.
Working in groups can be particularly effective: you gain understanding
of material by hearing classmates' explanations and you learn even
more when you do the explaining.
Concept Maps
• Brainstorm terms and short phrases related to the
topic.
• Create a shape for your central topic.
• Create levels of association with shapes and lines.
• Insert logical connectives on the lines connecting the
concepts (such as includes, excludes, causes, results
in, predicts, contradicts, supports).
Concept Maps
Central
Theme
Subtopic
Detail
Subtopic
Subtopic
Concept Maps
Branches of
the
Government
Legislative
Senate
Congress
Executive
Judicial
House of
Representatives
Supreme
Court
President
Vice
President
Study Skills
“Many students have never been exposed to
different ways to approach studying or even to the
idea that there are different ways to study … We can
help students learn about different strategies and
when to use them.”
~Marilla Svinicki
Study Guides and Strategies: http://studygs.net/
How do resources intersect?
• Faculty as a resource
• attend lecture
• open discussion
• Learner as a resource
• alone time
• GSI as a resource
• office hours
• in-lab discussion
• recitation
• Tangible resources
• reading the text
• textbook problems
• course pack problems
• podcasts
• Peers as a resource
• institutional groups
• self-formed group.
Asked students: Do you
use these resources? Are
they helpful? How helpful?
(Coppola, 2012)
Zimmerman’s Self-reflection Phase
Self-judgment
• Self-evaluation
• Casual attribution
Self-reaction
• Self-satisfaction / affect
• Adaptive / defensive
(Zimmerman, 2000)
“Folio” Thinking
“’Folio’ thinking enables students to become aware of,
document, and track their learning and develop an
integrated, coherent picture of their personal learning
experiences from both inside and outside of the
classroom."
~Helen Chen
What is an ePortfolio?
“Created by the three principal activities of collection,
selection, and reflection, student portfolios can be
succinctly defined as collections of work selected from a
larger archive of work, upon which the student has
reflected. Portfolios can be created in many different
contexts, serve various purposes, and speak to multiple
audiences.”
(Yancey, 2001)
Integrative Learning
“Portfolios are inherently integrative, being composed of
heterogeneous artifacts, the connections between which
are explored through reflection”
(Cambridge, 2009)
What is reflection?
• Metacognition
• Re-processing ideas to support understanding
• Questioning assumptions
• Seeing in multiple contexts
• Self-examination
• Integration
• Self-assessment
A Taxonomy of Reflection
Rubric for Reflective Thinking
(Cambridge, B., Cambridge, D. & Yancey, K., 2009)
In Summary
Zimmerman’s three-phase model:
1. Forethought
• Task analysis
• Self-motivation
2. Performance
• Self-control
• Self-observation
3. Self-reflection
• Self-judgment
• Self-reaction
(Zimmerman, 2000; Schunk, 2006; Schunk & Zimmerman, 2008)
Tell me more about ___?
Thank You for Your Participation!
Debra Dunlap Runshe, Instructional Development Specialist
University Information Technology Services – Learning Technologies
Indiana University-Purdue University Indianapolis
Information Technology and Communications Complex (IT 342H)
535 West Michigan Street, Indianapolis, IN 46202
Phone: 317-278-0589
Email: [email protected]
Resources
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histories in postsecondary education, 1972-2000: U.S.
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Chickering, A. W., & Gamson, Z. F. (1987). Seven principles
for good practice in undergraduate education. AAHE Bulletin
39(7), 3-7.
Resources
Coppola, B. (2012). Discipline-Centered Instructional
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Resources
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Resources
Landsberger, J. Study Guides and Strategies. Web site:
http://studygs.net/
Millis, B. J., & Cottrell, P. G. (1998). Cooperative learning for
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