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Self-Regulated Learning A key Competency

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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 ... – PowerPoint PPT presentation

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Title: Self-Regulated Learning A key Competency


1
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
2
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

3
Why SRL?
  • 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)
  • 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).
  • 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).
  • SRL is an important aspect of student academic
    performance and achievement in classroom
    settings.
  • 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).
  • 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).

4
What is SRL?
  • 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.

5
Five features of self-regulated 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)

6
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 ones
    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, self-evaluating and
    taking control of ones 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).
  • Metacognitive Strategies, ie, planning,
    monitoring, selecting, evaluating, revising all
    covert processes.
  • Cognitive Strategies, ie, personal control
    processes used during learning to attend,
    remember, learn and think.
  • 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.

7
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.
8
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 self-instruction. 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!
9
Goal Setting
  • 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.

10
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

11
Self-Regulating Checks Self-Regulating Checks
I am on Task I am not on task

12
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15
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.
16
Life-Long Learning Life-Long Learning Life-Long Learning 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
17
Alexandra Primary School Prototype Curriculum
Framework
UNESCO Pillars of Learning

Life-Long Learning Learning to Know
Learning to Do
Learning to Live Together Learning for Life
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
Alexandras Pillars of Learning Main Curriculum
Implementation Elements
Key Competency Group Skills Belonging Making
Meaning Thinking Relating Contributing Managing
Self Literacy Numeracy
Knowledge Social Studies Science Technology Health
PE The Arts
Essential Skills skills to enhance
learning Inquiry Learning Strategies
Thinking ICT Self- Regulated Learning
Multiple Intelligence Approach Catering for
individual needs Developing strengths weaknesses
Integrated Inquiry Curriculum Students as
powerful learners Connecting Learning
Building Positive Relationships Learning to
learn with/about others
18
  • 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.

19
  • 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

20
MI /Blooms/Inquiry Planning
  • Big topic/idea from students
  • Teachers fertile question
  • Key curriculum concepts
  • Key skills
  • Links to main ELA AOs
  • Learning intentions developed
  • Blooms/MI activities developed
  • Immersion activities
  • WWK/WWTHWK/WWWTK
  • Student driven activities incorporated

21
Conducive Learning Environment SRL success
  • MI
  • Blooms (HOTs)
  • Inquiry
  • SRL academic achievement

22
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
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