Transcript Self-Regulated Learning A key Competency

Self-Regulated
Learning
A key Competency
•The journey so far
•SRL – what, why, features of, strategies
•Inquiry Learning + MI + SRL
•Managing Self – a key competency group
Presentation By Lyn Bird
The journey so far …
• Revisiting old theories, having time to
assimilate new theories
• Trialling new approaches – MI
• The need for SRL
• Integrated curriculum driven by Inquiry
Learning
• MI + SRL + Integrated Inquiry = Success
Why SRL?
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Benjamin Franklin wrote extensively in his “Autobiography” about techniques he used to
improve his learning, erudition and self-control (Benjamin Franklin Writings, 1868/1987).
(Read from Zimmerman article)
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The SRL skill is one essential skill that individuals should possess in order to continually
adapt to new knowledge & skills throughout the stages of their life. Individuals should
become more self-regulated as learners; that is they need to develop attitudes & skills that
allow them to plan, manage & evaluate their own learning (Heo, 2000).
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The Curriculum Framework out lined the 8 essential skills in 1993 including Self-Management
and Competitive Skills and Work and Study Skills (Read p.19, 20).
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SRL is an important aspect of student academic performance and achievement in classroom
settings.
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A SRL perspective on students’ learning and achievement is not only distinctive, but it has
profound implications for the way teachers should interact with students and the manner in
which schools should be organised (Zimmerman, 1990).
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There is now a shift from a focus on students’ learning ability and environments as “fixed”
entities to their personally initiated processes and responses designed to improve their
ability and their environments for learning.
•
Even the Ministry of Education now believes students will view themselves as competent
learners and realize their success is to do with effort and strategy not luck and ability
(Mary Chamberlain, MOE, Navcon 2004).
What is SRL?
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Definitions of SRL often differ on the basis of researchers’ theoretical orientations.
However, a common conceptualization of S-RLeaners is they are
metacognitively (self-aware, knowledgeable, decisive about learning);
motivationally (intrinsic task interest, self-starters);
behaviourally ( seek out advice & information, self-instruct);
active participants in their own learning (Borkowski et al, in press)
•
S-RLearners proactively seek out information when needed and take the necessary steps to
master it. They view acquisition as a systematic and controllable process, and they accept
greater responsibility for their achievement outcomes (Zimmerman, 1990).
•
S-RLeaners plan, set goals, organise, self-monitor, and self-evaluate at various points in the
learning cycle (Corno, 1986, 1989).
•
S-RLeaners engage in a “self-oriented feedback” loop – a cyclic process in which students
monitor the effectiveness of their learning methods or strategies and react to this
feedback in a variety of ways (may change perceptions of their ability or change their
strategies) (Carver & Scheier, 1981).
•
Student learning and motivation are viewed as interdependent processes. S-RLeaners are
not merely reactive to their learning outcomes; rather, they proactively seek out
opportunities to learn ( Zimmerman, 1989). Learners are self-directed and self-motivated their skill and will are integrated components of self-regulation.
•
SRL strategies are used purposefully by the learner in order to regulate the learning cycle
and to achieve academic goals.
Five features of selfregulated learners:
• Knowledge Possessors
• Knowledge Utilisers
• Self-Motivators
• Reflective Thinkers
• Personal Learning Responsibility
One way to increase learner responsibility
is to develop self-regulated learning
skills and encourage learner autonomy.
(Heo, 2000)
Key SRL Strategies
•
The Key Competency Group Managing Self includes the ability to: set and achieve
goals, make plans, estimate time; persevere, be resourceful, get through hard
patches; self-monitor, self-evaluate and change course when necessary; identify and
take action regarding one’s individual and collective rights, interests, responsibilities,
limits and needs; take increasing responsibility for learning; and, act within the big
picture/larger context.
•
This key competence group encompasses key features of self-regulated learning, that
is, setting and achieving goals, time management, planning, self-monitoring, selfevaluating and taking control of one’s learning.
•
This key competency group is about managing oneself as an individual while
remembering that we are always acting in a social context. Developing inner
independence comes from being given manageable amounts of responsibility for
choosing when and how to go about learning (New Zealand Principal, 2004).
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Metacognitive Strategies, ie, planning, monitoring, selecting, evaluating, revising – all
covert processes.
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Cognitive Strategies, ie, personal control processes used during learning to attend,
remember, learn and think.
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Motivational Strategies, ie, orienting to learning, a belief they can achieve the task,
searching for understanding, and self-reinforcement.
•
SRL Tools – physical tools to be used in conjunction with the Cognitive Strategies to
develop and activate personal control processes.
Cycle of Self-Regulated Learning
1. Plan/Forethought Stage:
analyse the learning task; set goals;
plan learning strategies.
3. Evaluate/Self-Reflection Stage:
Self-evaluation; adaptivity;
evaluating the process and the product
2. Monitor/Performance/Volitional Control Stage:
Attention focusing; implement the plan; monitoring
performance throughout, self-instructing
Reflection goes on throughout the SRL cycle.
Self-questioning facilitates the reflective process.
Cycle of Self-Regulated Learning
Stage
Strategy/Tool/Activity
1. Plan/Forethought Stage:
Analyse the learning task;
set goals;
plan learning strategies.
Share the learning intentions;
Developing the success criteria;
Setting goals daily (behavioural & academic)
2. Monitor/Performance/Volitional Control
Stage:
Attention focusing; implement the plan;
monitoring performance throughout; selfinstruction.
Monitoring daily goals;
On task/off task check sheets;
Use of carrels;
Use of personal CD player & baroque music;
Timeout capsule;
Use of STARS;
Performance time;
Formative feedback from teacher;
Monitoring work against success criteria.
3. Evaluate/Self-reflection Stage:
Self-evaluation;
Adaptivity;
Evaluating the process and the product.
Self-assessment;
Formative feedback from teacher;
Developing next learning steps;
Self-reflection in Learning Log;
Post-tests;
So what! What now!
Goal Setting
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Goals focus the learner
High goals will energise the learner
Goals increase students’ persistence
Goals set by the learner are more
motivating
• Effective goals are specific,
immediate and challenging.
Goals Setting as a vital
ingredient of SRL
• Use individual goal setting books
• Display the learning intentions
• Allow students to set and assess
their own goals
• Ensure goals are measurable
• Ensure goals are challenging
Self-Regulating Checks
I am on Task
I am not on task
Creating a conducive environment for SRL
Based on the constructivist principles of guiding students to
formulate and research their own questions (inquiry), of
allowing multiple interpretations and expressions of learning
(multiple intelligences), of encouraging group work and the
use of peers as resources (cooperative learning), and of
connecting new knowledge to existing knowledge. It
emphasises reflection and learning through self-assessment.
Life-Long Learning
Learning To
Know
Learning To Do
Learning To Live
Together
Learning To Be
Learning to know: by combining a sufficiently broad general knowledge with the
opportunity to work in depth on a small number of subjects.
Learning to do: in order to acquire not only skills but also, more broadly, the
competence to deal with many situations and work in groups.
For learning to live together it essential to develop an understanding of other people
and an appreciation of interdependence— learning about human diversity and to instill
in them an awareness of the similarities of people.
And, finally, learning for life means learning to be - being able to develop better your
individual personality and, with more autonomy, being able to act with a better sense
of judgment and increasing sense of responsibility.
Taken from: Learning: The Treasure Within.
UNESCO report for Education for the 21st Century, published by the German UNESCO
Commission.
Neuwied; Kriftel; Berlin: Luchterhand, 1997, S. 83
Alexandra Primary School
Prototype Curriculum
Framework
UNESCO Pillars of Learning
Life-Long Learning
Learning to Know + Learning to Do
Knowledge
Social
Studies
Science
Technology
Health & PE
The Arts
Key
Competency
Group Skills:
Belonging
Making
Meaning
Thinking
Relating &
Contributing
Managing Self
Literacy
Numeracy
Learning to Live Together + Learning for Life
Alexandra’s Pillars of Learning – Main Curriculum
Implementation Elements
Multiple
Intelligence
Approach:
Catering for
individual
needs
Developing
strengths &
weaknesses
Integrated
Inquiry
Curriculum
:
Students as
powerful
learners
Connecting
Learning
Essential
Skills –
skills to
enhance
learning:
Inquiry
Learning
Strategies
Thinking
ICT
SelfRegulated
Learning
Building
Positive
Relationships:
Learning to
learn with/about
others
Learner
Attributes:
Inspired about
learning
Optimistic about
their
opportunities
Good social
skills:
demonstrating
citizenship,
empathy, strong
values
Aware of
strengths High
self-belief
Brave
Risk-takers
Ability to learn
and achieve
Creating a conducive environment for SRL
Why MI?
•You may come to regard intellectual ability more broadly.
•You will provide opportunities for authentic learning based on
your students' needs, interests and talents.
•Parent and community involvement in your school may increase.
•Students will be able to demonstrate and share their strengths.
•When you "teach for understanding," your students accumulate
positive educational experiences and the capability for creating
solutions to problems in life.
Why Inquiry Learning?
•The inquiry approach to learning and teaching supports contemporary learning
theory. This approach is built upon the idea that students are actively
involved in learning and continually reconstruct understandings in the light of
experience.
•It encourages students to participate in active investigation, and to
integrate, rather than separate knowledge, as they move from acquisition of
facts to the development of deep understanding.
•The planning process described as Integrated Inquiry by Kath Murdoch, is a
model in which a sequence of activities and experiences is developed to build
on and challenge student perceptions.
•“This sequence is inquiry-based in that it begins with students’ prior
knowledge and experience and moves through a deliberate process wherein
that knowledge is extended, challenged and refined.”
Kath Murdoch, Classroom Connections, p5
•In this model, teachers are encouraged to group activities and learning
experiences under the following broad headings:
Tuning in
Finding out
Sorting out
Going further
Making conclusions
Taking action
MI /Bloom’s/Inquiry
Planning
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Big topic/idea from students
Teacher’s fertile question
Key curriculum concepts
Key skills
Links to main ELA & AOs
Learning intentions developed
Bloom’s/MI activities developed
Immersion activities
WWK/WWTHWK/WWWTK
Student driven activities incorporated
Conducive Learning Environment
+ SRL = success
MI
+
Bloom’s (HOTs)
+
Inquiry
+
SRL
= academic achievement
Key competency group
Managing Self
• Managing self includes making plans,
self-assessing, setting and achieving
personal goals, developing strategies
to overcome hurdles and knowing
when a change of course is advisable.
MOE June 2005