Easing The Transition to College: Helping Students Become Self-Regulated Learners

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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

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Myth or Reality?? Unprepared?

• The number of academically unprepared and
  at-risk students enrolling in colleges and
  universities is increasing.

(Gabriel, 2008)
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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)
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K W - L
What do you know about self-regulated learning? What would you like to know about self-regulated learning? What have you learned about self-regulated learning?

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Why are they unprepared?
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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 ones own learning
  and progressing toward goal completion leads to
  self-regulation.
• identify effective instructional methods,
  strategies and techniques that can be
  incorporated into their classroom that will lead
  to self-regulated learning.

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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 self-reflecting
  on their progress toward goal completion.

(Zimmerman, 2000)
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Behavioral Research ? Self-control

• An outgrowth of behavioral research
  self-control
• Self-monitoring
• Self-instruction
• Self-evaluation
• Self-correction
• Self-reinforcement

(Schunk, 2006)
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Cognitive Research ? Internal States

• Behavioral research was not enough, cognitive
  research emerged considering
• Thoughts
• Beliefs
• Emotions

(Schunk, 2006)
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Motivation and self-regulation

• Motivation and cognitive theories of self
  regulation
• Information processing
• Social constructivist
• Social cognitive

(Schunk, 2006)
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Information Processing

• Winne and Hadwins four phases
• Learners process information
• Learners set goals and a plan
• Learners apply plan
• Learners adapt plan
• teachers directions feedback

(Schunk, 2006)
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Social Constructivist

• Vygotskys zone of proximal development (ZPD)
• the amount of learning possible by a student
  given
• the proper instructional conditions
• interactions with adults

(Schunk, 2006)
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Social Cognitive

• Banduras 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)
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Self-regulated Learning Model

• Zimmermans three-phase model
• Forethought
• Performance
• Self-reflection

(Zimmerman, 2000 Schunk, 2006 Schunk
Zimmerman, 2008)
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Motivation and Regulatory Processes

• Learners future time perspective, an
  individuals perception of how far psychological
  distance they are from reaching future goals, has
  been found to be a function of self-regulation.
• 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)
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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
  task-focused and can evaluate their progress
  toward goal completion.

(Pintrich, 1995)
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How do we promote self-regulated learning?
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ePortfolios
Classroom Assessment Techniques
McKeachies Teaching Tips

• Chickering Gamsons Seven Principles for Good
  Practice in Undergraduate Education

Goal Setting
Study Skills
Cooperative Learning
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Zimmermans Forethought Phase

• Task analysis
• Goal setting
• Strategic planning
• Self-motivation
• Self-efficacy
• Outcome expectations
• Intrinsic interest / value
• Learning goal orientation

(Zimmerman, 2000)
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Seven Principles for Good Practice

• 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)
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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

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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)
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Building Community
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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.

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Essentials of Cooperative Learning

• Positive interdependence
• Individual accountability
• and personal responsibility
• Social skills
• Group processing

(Johnson Johnson, 2003)
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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)
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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)
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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

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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)
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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)
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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)
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Background Knowledge Probe

• Signs up
• Place yourself along the continuum
• Survey/inventory
• Pro-Con Grid

Pros Cons
Cooperative Learning
Lecturing
(Angelo Cross, 1993)
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One Minute Paper
What are the three most important ideas we
covered during the webinar today?
(Angelo Cross, 1993)
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Muddiest Point
What about self-regulated learning and classroom
assessment techniques are still confusing to you?
(Angelo Cross, 1993)
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Complete a Sentence Starter
Self-regulated learning involves . . .
(Angelo Cross, 1993)
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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

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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)
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Principle Prompt Feedback

• Suggestions
• Provide feedback that is
• Timely
• Directive
• Specific
• Appropriate
• Use peer review when appropriate

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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

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Zimmermans Performance Phase

• Self-control
• Imagery
• Self-instruction
• Attention focusing
• Task strategies
• Self-observation
• Self-recording
• Self-experimentation

(Zimmerman, 2000)
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Principle Diverse Talents

• Suggestions
• Accommodate diversity
• Teach to different learning preferences

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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

Felders Online Resources http//www4.ncsu.edu/un
ity/lockers/users/f/felder/public/Learning_Styles.
html
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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.

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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).

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Concept Maps
Central Theme
Subtopic
Detail
Subtopic
Subtopic
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Concept Maps
Branches of the Government
Legislative
Senate
Congress
Executive
Judicial
House of Representatives
Supreme Court
Vice President
President
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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/
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How do resources intersect?

• Faculty as a resource
• attend lecture
• open discussion
• GSI as a resource
• office hours
• in-lab discussion
• recitation
• Peers as a resource
• institutional groups
• self-formed group.

• Learner as a resource
• alone time
• Tangible resources
• reading the text
• textbook problems
• course pack problems
• podcasts
• Asked students Do you use these resources? Are
  they helpful? How helpful?

(Coppola, 2012)
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Zimmermans Self-reflection Phase

• Self-judgment
• Self-evaluation
• Casual attribution
• Self-reaction
• Self-satisfaction / affect
• Adaptive / defensive

(Zimmerman, 2000)
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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

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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)
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Integrative Learning

• Portfolios are inherently integrative, being
  composed of heterogeneous artifacts, the
  connections between which are explored through
  reflection

(Cambridge, 2009)
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What is reflection?

• Metacognition
• Re-processing ideas to support understanding
• Questioning assumptions
• Seeing in multiple contexts
• Self-examination
• Integration
• Self-assessment

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A Taxonomy of Reflection
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Rubric for Reflective Thinking
(Cambridge, B., Cambridge, D. Yancey, K., 2009)
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In Summary

• Zimmermans three-phase model
• Forethought
• Task analysis
• Self-motivation
• Performance
• Self-control
• Self-observation
• Self-reflection
• Self-judgment
• Self-reaction

(Zimmerman, 2000 Schunk, 2006 Schunk
Zimmerman, 2008)
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Tell me more about ___?
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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 [phone] 
• Email drunshe_at_iupui.edu

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Resources

• Adelman, C. (2004). Principal indicators of
  student academic histories in postsecondary
  education, 1972-2000 U.S. Department of
  Education. Washington, DC Institute of
  Education Sciences.
• Angelo, T. A., Cross, K. P. (1993). Classroom
  assessment techniques (2nd ed.). San Francisco,
  CA Jossey-Bass.
• Bembenutty, H. (Ed.). (2011). Self-regulated
  learning. New Directions for Teaching and
  Learning, No.126. San Francisco, CA Jossey-Bass.
• Chickering, A. W., Gamson, Z. F. (1987). Seven
  principles for good practice in undergraduate
  education. AAHE Bulletin 39(7), 3-7.  

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Resources

• Coppola, B. (2012). Discipline-Centered
  Instructional Development Educational
  Assessment. Presentation for Indiana University
  Purdue University Indianapolis. Felder, R. M.
  Silverman, L. K. (1988). Learning and teaching
  styles in engineering education. Engr. Education,
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• Davis, S. G., Gray, E. S. (2007, July). Going
  beyond test-taking strategies Building
  self-regulated student and teachers. Journal of
  Curriculum and Instruction. 1(1), 31-47.
• Gabriel, K. F. (2008). Teaching unprepared
  students Strategies for promoting success and
  retention in higher education. Sterling, VA
  Stylus Publishing, LLC.

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Resources

• Hacker, D. J., Dunlosky, J., Graesser, A. C.
  (Eds.) (1998). Metacognition in educational
  theory and practice. electronic resource L.
  Erlbaum Associates.
• Halpern, D. F. Hakel, M. D. (2003,
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• Johnson, D. W. Johnson, R. T. (2003). Joining
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• Kuh, G. Kinzie, J., Schuh, J., Whitt, E.,
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  Creating conditions that matter. San Francisco
  Jossey-Bass.

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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 higher education
  faculty. Phoenix, AZ Oryx Press.
• Pintrich, P. R. (Ed.). (1995). Understanding
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  Jossey-Bass.
• Schunk, D, (2006). Self-regulated learning.
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• Svinicki, M. D. (2004). Learning and motivation
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Resources

• Svinicki, M. McKeachie, W. J. (2011).
  McKeachie's teaching tips Strategies, research,
  and theory for college and university teachers.
  Belmont, CA Wadsworth, Cengage The TLT Group.
  Seven Principles TLT Ideas Resources. Web site
  http//www.tltgroup.org/seven/home.htm
• Zimmerman, B. J. (2000). Attaining
  self-regulation A social cognitive perspective.
  In Boekaerts, M., Pintrich, P. R., Zeidner, M.
  (Eds.). Handbook of self-regulation. San Diego,
  CA Academic Press.
• Zimmerman, B. J. Schunk, D. H. (Eds.). (2001).
  Self-regulated learning and academic achievement
  Theoretical perspectives. (2nd ed.). Mahwah, NJ
  Lawrence Erlbaum Associates.